Annual Report
July 31
2015
Submitted to the New Jersey Commissioner of Education, the Mercer County Executive Superintendent of Schools and the Trenton Board ofEducation
Foundation Academy Charter School
1.a BASIC INFORMATION ABOUT THE SCHOOL Fill in the requested information regarding your school below:
1.a Basic Information Name of School Year School Opened
Foundation Academy Charter School 2007
Grade Level(s) Served in 2014-15
K,3,4,5,6,7,8,9,10,11,12
October 15th 2014 Enrollment Count Final Enrollment Count for SY 2014-15
7 88 760
Wait List Count for SY 2014-15
481
District(s) / Region of Residence (per the school’s charter) Website Address
TRENTON CITY
Name of Board President
Reid McCarthy
Board President email address Name of School Leader
http://www.foundationacademies.org/
[email protected] Graig Weiss
School Leader email address
[email protected]
School Leader phone number
609-218-2891
Name of SBA SBA email address
Chris Lessard
[email protected]
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/14/2015 14:22:47
1.b BASIC INFORMATION ABOUT EACH SCHOOL SITE Fill in the requested information below about each of the school sites: SCHOOL SITE 1 Site Name Year Site Opened
Foundation Academy Primary School
Grade Level(s) Served at Site in 2014-15
K,3
Grade Level(s) to Be Served in 2015-16
K,1,3
Site Street Address 1 Site Address 2
363 West State Street
Site City
Trenton
Site Zip
08618
Site Phone Number
609-920-9200
Site Lead or Primary Contact’s Name
Danielle Venable, Primary School Principal
Site Lead’s Email Address
[email protected]
2014
SCHOOL SITE 2 Site Name Year Site Opened
Foundation Academy Intermediate
Grade Level(s) Served at Site in 2014-15
4,5
Grade Level(s) to Be Served in 2015-16
4,5
Site Street Address 1 Site Address 2
363 West State Street
Site City
Trenton
Site Zip
08618
Site Phone Number
609-920-9200
Site Lead or Primary Contact’s Name
Sheria Andrews, Intermediate and Middle School Principal
[email protected]
2013
Site Lead’s Email Address
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 06/11/2015 17:00:40
SCHOOL SITE 3 Site Name Year Site Opened
Foundation Academy Charter School
Grade Level(s) Served at Site in 2014-15
6,7,8
Grade Level(s) to Be Served in 2015-16
6,7,8
Site Street Address 1 Site Address 2
363 West State Street
Site City
Trenton
Site Zip
08618
Site Phone Number
609-920-9200
Site Lead or Primary Contact’s Name
Sheria Andrews, Intermediate and Middle School Principal
[email protected]
2007
Site Lead’s Email Address
SCHOOL SITE 4 Site Name Year Site Opened
Foundation Collegiate Academy
Grade Level(s) Served at Site in 2014-15
9,10,11,12
Grade Level(s) to Be Served in 2015-16
9,10,11,12
Site Street Address 1 Site Address 2
22 Grand Street
Site City
Trenton
Site Zip
08611
Site Phone Number
609-920-9200
Site Lead or Primary Contact’s Name
Graig Weiss, Chief Executive Officer
Site Lead’s Email Address
[email protected]
2011
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 06/11/2015 17:00:40
SCHOOL SITE 5 Site Name Year Site Opened Grade Level(s) Served at Site in 2014-15 Grade Level(s) to Be Served in 2015-16 Site Street Address 1 Site Address 2 Site City Site Zip Site Phone Number Site Lead or Primary Contact’s Name Site Lead’s Email Address
SCHOOL SITE 6 Site Name Year Site Opened Grade Level(s) Served at Site in 2014-15 Grade Level(s) to Be Served in 2015-16 Site Street Address 1 Site Address 2 Site City Site Zip Site Phone Number Site Lead or Primary Contact’s Name Site Lead’s Email Address
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 06/11/2015 17:00:40
SCHOOL SITE 7 Site Name Year Site Opened Grade Level(s) Served at Site in 2014-15 Grade Level(s) to Be Served in 2015-16 Site Street Address 1 Site Address 2 Site City Site Zip Site Phone Number Site Lead or Primary Contact’s Name Site Lead’s Email Address
SCHOOL SITE 8 Site Name Year Site Opened Grade Level(s) Served at Site in 2014-15 Grade Level(s) to Be Served in 2015-16 Site Street Address 1 Site Address 2 Site City Site Zip Site Phone Number Site Lead or Primary Contact’s Name Site Lead’s Email Address
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 06/11/2015 17:00:40
SCHOOL SITE 9 Site Name Year Site Opened Grade Level(s) Served at Site in 2014-15 Grade Level(s) to Be Served in 2015-16 Site Street Address 1 Site Address 2 Site City Site Zip Site Phone Number Site Lead or Primary Contact’s Name Site Lead’s Email Address
SCHOOL SITE 10 Site Name Year Site Opened Grade Level(s) Served at Site in 2014-15 Grade Level(s) to Be Served in 2015-16 Site Street Address 1 Site Address 2 Site City Site Zip Site Phone Number Site Lead or Primary Contact’s Name Site Lead’s Email Address
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 06/11/2015 17:00:40
2.1 SCHOOL ENROLLMENT IN 2014-15 Fill in the requested information below regarding school enrollment:
2.1 School Enrollment in 2014-2015 Maximum Enrollment allowed per school's charter
Enrollment Count on First Day of School Year 2014-15
October 15, 2014 Enrollment Count
Enrollment Count on Last Day of School Year 2014-15
# of Students who Left the School During the 2014-15 School Year (For any Reason)
# Returning Students to the School in 2015-16 from Previous School Year*
Pre-K K
78
81
81
79
2
1
Grade 1
0
0
0
0
0
76
Grade 2
0
0
0
0
0
0
Grade 3
78
57
56
54
3
4
Grade 4
78
76
80
79
2
49
Grade 5
84
85
82
80
7
78
Grade 6
84
90
84
85
5
82
Grade 7
56
63
63
58
5
82
Grade 8
84
94
91
90
4
57
Grade 9
56
81
75
73
8
84
Grade 10
56
67
64
57
10
72
Grade 11
56
63
60
56
7
54
Grade 12
56
51
49
49
2
54
* Returning students should be listed for the grade they will be attending in the 2015-16 school year. Please include all returning students. Those students being retained would be listed in their current grade. Those being promoted would be listed in the next grade up.
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/23/2015 19:28:20
2.2 SCHOOL DEMOGRAPHICS IN 2014-15 Fill in the requested information below regarding school demographics for each grade level. Please note, the demographic information provided must be based on FINAL enrollment count, e.g. June 30th , 2015
2.2 School Demographics in 2014-2015
Total # Enrolled
# White, nonHispanic
# African American, nonHispanic
# Hispanic
# Asian, nonHispanic
# Other Race/ Ethnicity, including two or more racial/ ethnic groups
1
54
23
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
47
1
5
0
38
16
0
0
70
10
2
0
39
36
1
3
73
8
7
1
40
35
4
0
70
6
0
1
45
35
2
2
50
11
0
0
34
22
0
2
72
10
2
1
46
38
1
4
58
10
4
3
39
30
0
1
43
7
4
0
39
18
0
0
41
9
1
0
37
18
0
1
33
5
2
1
31
15
0
2
# Free or Reduced Price Lunch
# Special Ed
62
0
0
0
0
# LEP
Pre-K K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
79 0 0 54 79 80 85 58 90 73 57 56 49
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/21/2015 21:53:11
2.3.b INITIAL APPLICATION ACCESS IN 2014-15 Fill in the following table:
2.3.b Initial Application Access List the languages in which the initial application form is available.
English,Spanish
Is the initial application available at all school locations? (Y/N)
Yes
Is the initial application available online? (Y/N)
Yes
If yes, provide the URL:
http://foundationacademies.org/admission.j sp
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/14/2015 14:20:49
2.3.c INITIAL APPLICATION PROCESS Fill in the following table:
2.3.c Initial Application Process Start of Initial recruitment period: Date initial application for prospective students was made available for students/parents/guardians to enroll in the 2015-16 school year.
2014-12-15
Application deadline: Date initial application for prospective students was due back to the school for students/parents/guardians to enroll in the 2015-16 school year.
2015-03-04
List the public avenues that the school utilized to advertise that applications are available to enter the school’s lottery (e.g. local newspapers, school website)
School website, flyers placed at various locations, flyers distributed to local businesses/programs/charter schools, flyers placed on outside of school buildings
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/14/2015 14:28:00
2.3.d ADMISSIONS LOTTERY INFORMATION Fill in the following table:
2.3.d Admissions Lottery Information Did your school hold an admissions lottery for students and parents/guardians to enroll in the 2015-16 school year?
Yes
Date of admissions lottery for students and parents/guardians to enroll in the 2015-16 school year
2015-03-12
Location of admissions lottery for students and parents/guardians to enroll in the 2015-16 school year
719 Cass Street Trenton, NJ 08611 (our high school's gymnasium)
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 06/11/2015 19:22:13
2.3.e ADMISSIONS LOTTERY COMMUNICATION Describe how the school's lottery date was communicated to students and their parents/guardians. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters. We conducted several admissions events during 20142015 which were designed to recruit students for the 20152016 school year. The process began in December 2014. Over the ensuing months, we conducted further outreach including two admissions lotteries – one in March and one in May. We advertised for students using a variety of methods including sharing flyers with afterschool programs throughout the city, as well as with local athletic leagues and programs. We also asked current students and their families to recruit by wordofmouth; we advertised on our websites and placed flyers in residential doorways throughout the city. Our flyers were translated into Spanish, and at all admissions events a translator was present. Our district holds a yearly enrollment period with an open lottery for all students in the applicable grade levels to apply. Students are assigned a random number and selection is based solely on chance to eliminate discrimination based on any characteristic. Thus, students with special education and ELL accommodations, those qualifying for FRL, and all other populations are welcome to enter the lottery.
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/14/2015 16:27:33
2.3.f ENROLLMENT PROCESS Address the following questions regarding your enrollment process:
2.3.f Enrollment Process Required documentation: What documents do you require students and their parents/guardians to produce in order to enroll in your school?
registration form, former school records, child pick-up and release forms, birth certificate, two current proofs of residency, parental identification, physical and medical forms, and immunization records
Submission timeline: What is the specific timeline for parents/ guardians to submit the required documentation?
Parents are given three weeks from the date they are notified of their acceptance to submit their paperwork.
After a student has been accepted to your school through the lottery, describe the process by which a student is officially enrolled. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters.
After a student has been accepted to the school through the lottery, they are officially enrolled when all required enrollment paperwork has been received and reviewed. Parents are given three weeks to turn in all required paperwork. All new students then participate in an orientation program prior to the beginning of the school year, during which they learn about school procedures and expectations, the academic program, extracurricular activities, and our mission to prepare them for college.
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/14/2015 16:33:20
2.3.g RECRUITMENT AND MARKETING EFFORTS Provide evidence of recruitment and marketing efforts that demonstrate that the school has made a commitment to serving all students, especially highest needs students such as special education students, English Language Learners, students who qualify for free or reduced-price lunch, and other underserved or at-risk populations. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters. As stated in our Admission Policy, Foundation Academy Charter School is a free, public school that is open to all residents of New Jersey, regardless of race, religion, gender, national origin or disability of the students or the parent/guardians. No evaluation will be used or has ever been used to gain admission to Foundation Academy. We recruit and enroll students regardless of intellectual or athletic ability, measures of achievement or aptitude, status as a handicapped person proficiency in England language or any other basis. We make the application and other enrollment materials accessible to all families. They are available in English and Spanish. We recruit students through flyers and advertisements throughout the city at afterschool programs, restaurants, churches, and other various community organizations. Our school offers a variety of supports and services for students with learning differences, challenges, or individualized plans. We offer inclusion classes at every grade level, and for more intensive learning needs we provide special education resource rooms. We also provide services for speech, occupational, and physical therapy. We also have a social worker on staff in the role of a Special Services Coordinator, as well as a psychologist, and a Learning Disability Teacher Consult, in addition to numerous paraprofessionals who assist with student needs. The Special Services Coordinator is also responsible for developing and overseeing the 504 accommodation plans and Intervention & Referral Services plans to ensure students are indeed receiving the appropriate accommodations to succeed in the general education setting. On staff, we have employed a teacher to support the growth of English Language Learners. These students test in small settings with extended time, and they are given in and outofclass support as well. The school also applies for the National Lunch Program to ensure that students who have the need to receive free and reduced lunch may do so.
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/14/2015 17:00:30
2.3.h WAIT LIST POLICY Address the following questions regarding the school’s wait list:
2.3.h Wait List Policy How does the school order students on the wait list?
When does the school close the wait list for the current school year?
What do you do with students who are still on the wait list when the school closes it for the current year?
Once all available seats are filled in our lotteries, the remaining applicants are placed on the wait list in the order that their number is randomly selected. Applications received after our second lottery, which was held on May 14, 2015 this year, are added to the wait list on a first come, first served, rolling basis. Families may submit an application for the current school year up until October 15th of that year. At this point, and because our waitlist is hundreds of students long, we recommend that parents interested in our school wait to complete an application when the application period for the upcoming school year officially opens in the winter. All students that do not gain admission via the lottery or wait list must reapply for the next school year using the same process as before.
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/21/2015 20:40:13
2.3.i BACKFILLING POLICY Describe your school’s policy regarding backfilling. Make sure to address the following questions in your response: Do you backfill at every grade level? Do you backfill all year, or do you stop at a particular point in the year? Do you backfill from year to year? Limit your response to 1 page maximum, which is around 550 words or 3,760 characters. Foundation Academies makes a determination on whether to backfill enrollment based on the overall enrollment of a grade span while considering the approved enrollment for each grade. Using the Charter School Enrollment System (CHE) and our Charter as guides to determine our maximum enrollment for K5, 68, and 912, we enroll new students from our waitlist during the current school year when the actual number of enrolled students in that spans falls below the approved number. Backfilling for a "current" school year can occur at any point before the end of the first instructional semester. When students exit the district during the second semester or at the end of the school year, we backfill enrollment for the upcoming school year by admitting new students through our lottery process. We estimate in the Spring which grade spans will need to be backfilled and by how many seats.
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/23/2015 16:08:24
2.4.a SCHOOL SUSPENSIONS AND EXPULSIONS Provide information regarding the school’s suspension and expulsion numbers for the 2014-2015 school year
2.4.a School Suspensions and Expulsions Total # students enrolled
Total # of students who had one or more out-of-school suspensions
Total days lost for out- of-school suspensions (for all students)
Total # of students expelled
Pre-K K
79
0
0
0
Grade 1
0
0
0
0
Grade 2
0
0
0
0
0
0
0
Grade 3
54
Grade 4
79
11
61
0
Grade 5
80
3
10
0
Grade 6
85
4
12
0
Grade 7
58
18
96
0
Grade 8
90
6
19
0
Grade 9
73
14
26
0
Grade 10
57
5
22
0
Grade 11
56
9
26
0
Grade 12
49
6
13
0
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/21/2015 19:52:17
2.4.b DISCIPLINE POLICY REGARDING SUSPENSIONS & EXPULSIONS Briefly describe your school's discipline policy as it relates to suspensions and expulsions. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters. Pupils who indulge in disruptive behavior may be suspended or expelled. Disruptive behaviors are outlined in the board policy, file code 5114. Any pupil who commits an assault (as defined by N.J.S.A. 2C:12 1) with or without a weapon upon a board member, teacher, administrator or other employee of the Board of Trustees shall be suspended from school immediately according to procedural due process, and suspension or expulsion proceedings shall begin no later than 30 calendar days from the date of the pupil's suspension. Any pupil who is convicted or adjudicated delinquent for possession of a firearm or a crime while armed with a firearm or found knowingly in possession of a firearm on any school property or on a school bus or at a schoolsponsored function shall be immediately removed from the school's regular education program for a period of not less than one calendar year. The Chief Executive Officer may modify this suspension on a casebycase basis. Each pupil so removed shall be placed in an alternative educational program or on home instruction and shall be entitled to a hearing before the Board. The hearing shall take place no later than 30 days following the day the pupil is removed from the regular education program and shall be closed to the public. The Chief Executive Officer shall be responsible for the removal of such students and shall immediately report them to the Board. The Chief Executive Officer shall also notify the appropriate law enforcement agency of a possible violation of the New Jersey Code of Criminal Justice. The Chief Executive Officer shall determine at the end of the year whether the student is prepared to return to the regular education program, in accordance with procedures established by the Commissioner of Education. The Board directs the administration to arrange facilities for in school suspension whenever deemed appropriate by the Chief Executive Officer. Pupils will be required to occupy themselves with school related work during such suspensions. No socializing shall be permitted. The Board will consider expulsion only if: 1. the Chief Executive Officer with his/her staff has exhausted all reasonable means of bringing about a correction of repeated misconduct; or 2. the nature of a single act presents such a clear possibility of danger to others that immediate definitive action is indicated. The parents/guardians of the pupil shall be interviewed, if possible, and advised of the reasons why expulsion is being considered, of the rights of the pupil to a full hearing which will afford him/her procedural due process, and the right of parents/guardians to appeal to the Chief Executive Officer. The pupil shall remain out of school until either: 1. an appeal made to the Chief Executive Officer is decided in the pupil's favor; or 2. the appeal (if made) has been denied and the Board has met to hear the Chief Executive Officer’s recommendation. If the Board determines that the charges, if true, may warrant expulsion, the Board will set a date for the hearing. The Board attorney will arrange for the giving of legal notice to all parties concerned for the preparation and
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/17/2015 22:01:24
presentation of evidence in support of the charges at the hearing.
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/17/2015 22:01:24
3.1.a MISSION AND EDUCATION PROGRAM Provide a synopsis of the school’s mission and educational program including key components of the education model and any unique or innovative features of the school. Make sure to note all of your extracurricular offerings. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters The mission of Foundation Academy Charter School is to ensure that all of our students secure the academic knowledge and skills to attend the nation’s finest colleges and to instill in them the core values of caring, respect, responsibility, and honesty. As a result, students in Kindergarten through 8th grade are in school from 7:30 a.m. until 4:00 p.m., and high school students are in school from 7:30 a.m. until 3:30 p.m. Students receive extensive study in literacy and mathematics, with a 90minute math class per day, a 90minute reading class per day, and a onehour writing class per day in Kindergarten through 8th grade and a yearlong block of English in 9th through 12th grade. Starting in 201516, high school students will also take a yearlong block of mathematics. All students receive an advisor with whom they meet regularly in order to review their grades and engage in characterbased lessons. In the middle grades, students attend “morning circle” twice per week, during which time they come together to focus on different character traits, ranging from zest and optimism to grit and gratitude. High school students participate in 4years of College Preparatory classes to help them prepare for their transition out of high school. These classes focus on building skills needed to succeed in college and beyond, such as creating a resume. Across grade levels, students participate in the school’s music program, which is orchestrabased and a mandatory requirement. By 4th grade, students are given the choice of playing the violin, viola, cello, or upright bass. Students also participate in clubs. Students choose their club based on interest. Clubs have ranged from athletics to cooking to arts & crafts and computer programming. The high school has also offered student government as an activity, and next year, the middle school will start one, as well. Outside of school, students can participate in our soccer and basketball programs, offered in the fall and winter, respectively. Cheerleading is also available during the winter months.
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/14/2015 16:56:51
3.1.b CURRICULUM ALIGNMENT TO STATE STANDARDS Describe how the school ensures that its curriculum is aligned to state standards. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters. Our Mathematics and English curricula are aligned to the Common Core State Standards. Our History/Social Studies curriculum is aligned to the New Jersey Core Curriculum Content Standards as well as the Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects. As New Jersey has officially adopted the Next Generation Science Standards and released a transition schedule, our Science curriculum is in the process of transitioning from the former New Jersey Core Content Standards to the new NGSS. All other subjects, such as Physical Education, are aligned to the appropriate New Jersey Core Curriculum Content Standards. During the summer of 2015, portions of the curriculum for history, writing, reading, mathematics, and science were revised. The curriculum was designed in each subjectarea by “experts” in the field of study, ranging from career/advanced teachers to team leaders and instructional deans.
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/14/2015 18:47:51
3.2.b NATIONALLY-NORMED ASSESSMENT Some schools use a nationally-normed assessment, such as NWEA Map or Scantron Performance Series, to measure student growth in Reading and/or Math from the beginning to the end of the school year. If applicable, provide the name, subject(s) and testing windows of the assessment that the school administered and address the questions below regarding students’ results. As the questions below indicate, we ask that the school provide the mean test score for each grade level as the percentile rank (pctile), as opposed to the RIT Score or Scale Score. The percentile rank tells us how your students performed on the test compared to a nationally representative sample. Please note: only the test scores of students with valid pre- and post-test scores should be included in the table.
Nationally Normed Assessment Did your school administer a nationally-normed pre- and post-test in 2014-15?
No
What was the name of the nationally-normed assessment your school administered in 2014-15? Was the test administered to all students or to certain groups of students? If the latter, please explain which groups of students were targeted. Which grade levels sat for the test and which subjects were administered to each grade level? Feel free to use bullet points to address this question When did pre- and post-testing occur for each grade level and subject? Again, feel free to use bullet points to address this question
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Submission Date and Time: 07/23/2015 19:19:10
Nationally Normed Assessment Results Table READING or ENGLISH LANGUAGE SUBJECT Grade in 2014-15
Number of Enrolled Students
Number with Valid Pre- and Post-Test Scores
Mean Percentile Rank Pre-Test*
Mean Percentile Rank Post-Test*
Number Whose Scores Increased from Pre- to Post-Test
K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 * Only the test scores of students with valid pre- and post-test scores are to be included in the calculation of mean pre- and post-test percentile rank. Additionally, only include students with valid pre- and post-test scores in the number of students whose scores increased from the pre-test to the post-test.
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Submission Date and Time: 07/23/2015 19:19:10
Nationally Normed Assessment Results Table MATHEMATICS Grade in 2014-15
Number of Enrolled Students
Number with Valid Pre- and Post-Test Scores
Mean Percentile Rank Pre-Test*
Mean Percentile Rank Post-Test*
Number Whose Scores Increased from Pre- to Post-Test
K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 * Only the test scores of students with valid pre- and post-test scores are to be included in the calculation of mean pre- and post-test percentile rank. Additionally, only include students with valid pre- and post-test scores in the number of st
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Submission Date and Time: 07/23/2015 19:19:10
4.a LEARNING ENVIRONMENT / PROFESSIONAL ENVIRONMENT Fill in the requested information below regarding the school learning environment including methodology used to calculate the attendance rate, student-teacher ratio and retention rates
4.a. Learning Environment / Professional Environment Learning Environment Average Daily Attendance Rate:
Number or Ratio 96.0%
Elementary School (K,3,4,5)
96.6%
Middle School (6,7,8)
97.2%
High School (9,10,11,12)
94.0%
Student - Teacher Ratio:
11.3 : 1
Elementary School (K,3,4,5)
10.6 : 1
Middle School (6,7,8)
11.9 : 1
High School (9,10,11,12) Professional Environment Teacher Retention Rate (year to year):
11.8 : 1 Number or Ratio 73.5%
Elementary School (K,3,4,5)
71.4%
Middle School (6,7,8)
90.5%
High School (9,10,11,12)
57.9%
Methodology used Attendance rate was calculated using the methodology in the School Register Summary. The sum of days present was divided by the sum of possible days. The total number of students (as of the June 30th NJSmart Snapshot) was divided by the total number of teachers (as of the same Snapshot). Teachers were counted based on their FTE status and included all instructional staff primarily responsible for teaching . Administrators and guidance counselors who taught two or fewer classes were excluded from this calculation. Methodology used Teachers were defined as full and part time staff members primarily responsible for teaching and excluded administrators and counselors who taught 2 or fewer classes. Each teacher counted as one person towards retention regardless of FTE. Staff were defined as all full and part time employees. This included teachers, administrators and counselors both with and without courses, and non-instructional staff. Each staff member counted as one person toward retention regardless of FTE.
Total Staff Retention Rate (year to year):
71.6%
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/28/2015 20:49:07
The baseline to measure retention was set as September 1, 2014. Any staff member employed after this date was not included in the calculation. Retention was determined based on the number of employees returning to work for the 2015-16 school year. An employee was considered "retained" if he/she has signed his/her contract for the upcoming year and has confirmed he/she will return. An employee was considered "exited" if he/she was employed at Foundation Academies on September 1, 2014 but will not return for 2015-16 due to resignation, non-renewal, or termination.
4.b TEACHER / STAFF SURVEY INFORMATION
Fill in the requested information below regarding the school's teacher/staff survey
4.b Teacher / Staff Survey Information Frequency of Teacher / Staff Survey:
The survey is administered two times per school year.
Date Last Teacher Survey Was Conducted:
2015-05-26
Number of Completed Surveys Submitted:
71
Percent of Staff with Completed Surveys:
100%
Number of Teachers who Expressed Satisfaction with School Leadership or with the Overall School Environment:
51
Percent of Teachers who Expressed Satisfaction with School Leadership or with the Overall School Environment:
72%
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/16/2015 17:17:03
4.c POSITIVE ASPECTS IDENTIFIED IN THE STAFF SURVEY In your latest teacher / staff survey, what positive aspects were identified? For each positive aspect, include the number and percent of teachers/staff that identified it as positive. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters According to the latest staff survey, administered in the spring of 2015 by The New Teacher Project, staff showed positive responses in terms of observation/feedback and parentcommunity engagement. The survey was administered to all teachers in grades K12, 71 total, of which 100 percent responded. In terms of observation and feedback, 71 teachers responded, which represents 100% of our teaching staff. Out of the 71 teachers, 73%, or 52 teachers, reported that when they get observed, they receive specific feedback that gives them actions to improve my teaching; 69%, or 49 teachers, reported when they receive feedback, they also receive support in implementing changes (via practice/roleplays, planning meetings, coteaching, or modeling of skills). Regarding parentcommunity involvement, 74%, or 53 teachers, reported families at the schools regularly receive updates about student progress.
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/16/2015 17:31:19
4.d CHALLENGES IDENTIFIED IN THE STAFF SURVEY In your latest teacher/staff survey, what challenges were identified? For each challenge, include the percent that identified it as a challenge. For each challenge, include the number and percent of teachers/staff that identified it as positive. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters In the survey, challenges identified include: workload and career progression. In terms of workload, 29%, or 21 teachers, reported that the workload is sustainable while 71%, or 50 teachers, reported it was not. In the area of career progression, 42%, or 30 teachers, reported “someone at my school is thinking about my career progression” while 58%, or 41 teachers, disagreed. 40%, or 28 teachers, reported “the teachers who deserve leadership positions at my school are the most likely to get them” while 60%, or 43 teachers disagreed.
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/16/2015 17:29:45
5.a SCHOOL ENGAGEMENT OF FAMILIES/GUARDIANS Describe how the school engages families/guardians and encourages their involvement in the school. Discuss the resources that are available to students and parents/guardians. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters. The school engages families and guardians in many ways throughout the course of the school year, and we are including additional opportunities for the 20152016 school year. In September, grades K8 host a “Back to School Night” Barbeque that is more like a “welcome party” than a strict, formal event. The “welcome party” includes a DJ, activities for kids and information booths for parents. The event takes place in the gymnasium, where all of the teachers are gathered by content areas and available to meet and greet families. Awards for academic achievement from the prior year are also given, and there are additional resources for parents including how to purchase uniforms or join the school community as a parent liaison. At the end of the year, the high school hosts a “cultural night” in which parents and families are invited to celebrate their culture by bringing potluck meals, cultural dance performances, information booths, and the chance to mingle with other families from diverse backgrounds. Additionally, we hold three parentteacher conferences throughout the school year from 1 p.m. until 7 p.m. During this time, parents receive their child’s report card and are able to meet oneonone with teachers and administrators. Throughout the course of the school year in grades K8, each student’s advisor contacts the parents/guardians at least once every two weeks to update the parent on upcoming events, their child’s grades, positive praise, or any other news. At the high school level, students had 10 minutes of advising each day; students at the high school level also receive weekly progress reports on behavior and grades. We also hold three awards ceremonies over the course of the year in which the student recipients and their families are invited to attend. Awards are not only given for excellence in academics, but also to students for demonstrating hard work, core values, and for grit. Students of all backgrounds and learning levels oftentimes receive these awards. In the upcoming year, the Primary, Intermediate and Middle Schools will be implementing a Parent Academy – a new initiative to bring parents into the school building to learn about different skills including: how to help with homework; seeking outside resources for your child; pursuing higher education of their own; and so forth. Additionally, all parents can request access to their student's grades through an online information system called Parent Portal.
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/16/2015 17:35:56
5.b SCHOOL PARTNERSHIPS Describe the school’s partnerships with educational or community institutions and how they enhance the school’s mission and education program. In your response, include a description of each partnership and the number of students/staff involved in each partnership. Limit your response to 2 page maximum, which is around 1,100 words or 7,520 characters Foundation Academies maintained several partnerships with educational and community institutions in 201415. These partnerships were created to extend opportunities to students that can help prepare them for college and lives of strong character. Stand Partners: With the help of Foundation Academies’ strings teachers, concert cellist Michelle Djokic worked as a mentor with 15 students in intermediate through high school. Together they explored the world of performance art by building skills through diligent practice and learning more about the life of professional musicians. This partnership culminated in an annual recital held in the spring during which students were able to perform alongside professional musicians from Concordia. NRG.corp: This partnership was developed to provide approximately 15 high school students with adult mentors who assisted students in developing professional skills, exploring postsecondary opportunities, learning about career options, and navigating socially and academically through high school. The High School Dean of Students served as the liaison for this program. Project Lead the Way: Foundation Collegiate Academy partnered with Project Lead the Way to offer a STEM elective to 15 high school students. In a dedicated computer lab, a mathematics teacher helped students develop a working understanding of and some practical skills for urban planning and development. Junior Achievement of New Jersey: Foundation Academies’ curriculum staff partnered with Junior Achievement to supplement our high school Financial Literacy curriculum with JANJ’s Finance Park program. Students enrolled in Financial Literacy participated in structured lessons, a pre and posttest, and a simulation that helped them to build knowledge and skills needed to be financially responsible as adults. The program was delivered to approximately 60 students by two of Foundation Collegiate Academy’s math teachers. Middletown High School Exchange: Led by our high school College Advisor, 9 seniors aiming to one day work as educators participated in an exchange program with Middletown High School. Students participated in a shadowing program with a counterpart from Middletown. The 9 Foundation Academies participants visited Middletown to learn more about education in a suburban setting and hosted Middletown students at Foundation Collegiate Academy as those students learned about education in an urban setting. Mercer County Community College: Approximately 55 juniors and seniors from Foundation Collegiate Academy took classes in mathematics, English, and interest electives at MCCC as part of an ongoing partnership. Students were given the Accuplacer at the beginning of the year to establish an entry point for their coursework. The high school Dean of Students and College Advisor monitored student progress in the program. Science Mentors: Two high school students interested in pursuing careers in the sciences participated in the Science Mentors program offered to students in Mercer County. Program Director Maureen Quinn worked with our high school Anatomy teacher to match students with oneonone mentors who assisted them in exploring career and internship opportunities. Mentors also worked with students in our laboratory to conduct interest specific experiments and projects. One student went on to present her work at the Mercer Science and Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/28/2015 20:23:45
Engineering Fair. Foundation Academies’ will work with the program next year to assist students in finding scholarship opportunities for college. African American Chamber of Commerce: Leaders from Foundation Academies partnered with John Harmon from the African American Chamber of Commerce to spread community awareness about our school by appearing as guest speakers on "The Empowerment Hour". This radio program is offered by 920AM, The Voice. John Harmon also toured our school and met with students in grades 4 to 8 to learn more about our program. HiTOPS: Partnering with both our middle and high schools, HiTOPS provided several services to our students including a series of assemblies to all of our high school students on HIV/STI prevention, pregnancy prevention, and LGBTQ awareness and a biweekly social awareness club held on Fridays for approximately 18 middle school students. The high school Physical Education teacher and middle school Leader of Student Culture served as liaisons and advisors for these activities, and the high school teaching staff also attended the assembly series. After school programs: Approximately 40 students in grades Kindergarten through 8 participated in structured after school programs offered by Boys and Girls Club, YMCA, CYO, and Lifegate Christian Academy. Foundation Academies’ main office staff coordinated participation in and transportation to these programs and communicated students’ academic progress when requested. NJ Charter School Association: Our CEO participated in quarterly meetings with the NJCSA which provided him with continued professional development and allowed him to network with other charter schools about best practices. Information learned was brought back and shared with leaders at Foundation.
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/28/2015 20:23:45
6.1.a BOARD OF TRUSTEES The following asks for information about each of the school's board members. Provide information for all of the school's board members
6.1.a Board of Trustees
Member’s Name
Effective Start Date (when individual started on board)
Current Term Expiration Date (if applicable)
Officer Role (e.g. President, Vice President, Secretary, Treasurer)
Mr. Reid McCarthy
2012-07-01
2018-06-30
President
Email Address
Date of criminal background check
Date of mandatory NJSBA training
2014-05-22
[email protected] m
Ms. Grecia Montero
2009-11-19
_##Member 2 Term Expire Date##__
Dr. Todd Kent
2010-06-22
_##Member 3 Term Expire Date##__
Ms. Anne-Mindy Fernandez-Sheinbau m
2010-01-28
Ms. Jessica Gamble
2013-11-20
Secretary and Treasurer
[email protected]
2011-10-26
2014-05-22
2011-09-28
2014-11-22
2011-09-07
2014-12-31
[email protected]
2016-06-30 mindy.sheinbaum@ed ucationalequity.org 2016-06-30
2014-01-01 jessicaggamble@gmail. com
Ms. Lisa Angeloni
2014-09-23
2017-06-30
Mr. Patrick Hall
2014-09-23
2016-06-30
[email protected]
2014-11-12 2014-11-19
[email protected] m Mr. Allan Kehrt
2015-02-25
2018-06-30
2015-07-08
[email protected] om
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/30/2015 17:46:41
2015-04-27
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/30/2015 17:46:41
6.1.b BOARD PROCESS TO EVALUATE LEADERS Describe how the board of trustees evaluates the school leader(s) and/or management organization (CMO or EMO) on an annual basis and holds these individuals accountable for meeting specified goals. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters The Board of Trustees President does an initial draft of evaluation criteria based upon the district’s strategic plan. He then assesses the school leader’s performance based on accomplishments in regard to each area of the strategic plan. An Executive Session is held during a Board meeting, and the Board discusses and reviews whether the ratings are appropriate for each area. Changes can be made at this time. The Board of Trustees President then shares the final draft with the school leader, and the Board votes on accepting or rejecting the review.
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/23/2015 16:46:25
6.1.e BOARD SELF-ASSESSMENT Describe how the board assesses its own performance annually. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters The Foundation Academies Board of Trustees holds an annual Fall Retreat to assess its own performance and establish goals for the remainder of the year. In a whole group session, the Chief Executive Officer and Board President give a presentation overviewing the state of schools. The Board then assesses district and board performance based on established targets in the Strategic Plan and reviews updates and amendments to the Strategic Plan for the upcoming school year. The Board then splits up into committees. During this time, select Foundation Academies leadership staff join the Board to assist the committees in reviewing and evaluating the work of the Board as it pertains to that committee's focus area. The committees then draft objectives and action plans for the upcoming year. Finally, these plans are presented to the whole group and amended as needed.
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/23/2015 16:23:49
6.2.a SCHOOL LEADERSHIP / ADMINISTRATION INFORMATION
Fill in the requested information below regarding the school's leadership/administration team
6.2.a School Leadership / Administration Information School Leader / Administrator Name
Title
Start Date at School
Mr. Graig Weiss
Chief Executive Officer
2009-07-01
Ms. Sheria Andrews
Intermediate & Middle School Principal
2010-07-01
Ms. Danielle Venable
Primary School Principal
2013-07-01
Ms. Shavonne McMillan
High School Principal
2014-07-01
Mr. Chris Lessard
School Business Administrator
2009-07-01
Ms. Tara Pepe
Senior Director of Finance & Co-Founder
2007-07-01
Submitting School: Foundation Academy Charter School Submitted by: Barbara Zjawin, Academic Support Manager Submission Date and Time: 07/14/2015 10:07:18
Appendices
7/21/2015
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Foundation Academy Primary School Calendar 2015-2016 S
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Emergency School Closing FoundationAcademies.org (609) 920-9200
July 3: Fourth of July Observed (Public Holiday)
January (18 School Days) 1: New Year's Day (Public Holiday) 18: MLK Day (Public Holiday) 22: End Q2 26-28: FAIFA 2 29: Data Day (Students Off)
August (13 School Days) February (18 School Days) 3-12: Staff Development 4: Q2 Parent Teacher Conferences 13: 1st Day of School for New Students 11-15: Mid-Winter Break 13-14: New Student Orientation 15: President's Day (Public Holiday) 17: 1st Day of School for Returning Students 17-25: Summer Session 19-21: FAIFA 0 26: Full Days Begin
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September (21 School Days) 7: Labor Day (Public Holiday) 25: Q1 Progress Reports
March (18 School Days) 2: Lottery I Application Deadline 4: Q3 Progress Reports 10: Lottery I 21-23: FAIFA 3 24: Data Day (Students Off) 25: Good Friday 25-31: Spring Break
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October (21 School Days) 12: Columbus Day (Public Holiday) 23: End Q1 29: Q1 Parent Teacher Conferences
April (19 School Days) 1: Spring Break 12: End Q3 18-29: PARCC (3rd Grade) 21: Q3 Parent Teacher Conferences
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November (16 School Days) 3-5: FAIFA 1 6: Data Day (Students Off) 11: Veterans Day (Public Holiday) 25-27: Thanksgiving Break 26-27: Thanksgiving (Public Holiday)
May (21 School Days) 4: Lottery II Deadline 12: Lottery II 27: Q4 Progress Reports 30: Memorial Day (Public Holiday)
MAY S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
December (17 School Days) 11: Q2 Progress Reports 24-31: Winter Break 25: Christmas (Public Holiday)
June (18 Days of School) 24: Last Day of School
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State Testing FAIFAs, Early Dismissal (ED) New Student Orientation Summer Session - Early Dismissal (ED) Professional Development Day Lottery Dates Schools Recess (Winter, MidWinter & Spring)
If more than two emergency days are required prior to Mid-Winter Recess, then the additional days will be made-up on February 11th and 12th. If more days are required or more than two emergency days are used after the Mid-Winter Break, then the additional days will be made-up during Spring Break. Please keep this in mind when making irrevocable vacation plans.
7.17.15
Foundation Academies Intermediate & Foundation Academy Charter School Calendar 2015-2016 S
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Emergency School Closing FoundationAcademies.org (609) 920-9200
July 3: Fourth of July Observed (Public Holiday)
January (18 School Days) 1: New Year's Day (Public Holiday) 18: MLK Day (Public Holiday) 22: End Q2 26-28: FAIFA 2 29: Data Day (Students Off)
August (13 School Days) February (18 School Days) 3-12: Staff Development 4: Q2 Parent Teacher Conferences 13: 1st Day of School for New Students 11-15: Mid-Winter Break 13-14: New Student Orientation 15: President's Day (Public Holiday) 17: 1st Day of School for Returning Students 17-25: Summer Session 19-21: FAIFA 0 26: Full Days Begin
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September (21 School Days) 7: Labor Day (Public Holiday) 25: Q1 Progress Reports
March (18 School Days) 2: Lottery I Application Deadline 4: Q3 Progress Reports 10: Lottery I 21-23: FAIFA 3 24: Data Day (Students Off) 25: Good Friday 25-31: Spring Break
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October (21 School Days) 12: Columbus Day (Public Holiday) 23: End Q1 29: Q1 Parent Teacher Conferences
April (19 School Days) 1: Spring Break 12: End Q3 18-29: PARCC 21: Q3 Parent Teacher Conferences
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November (16 School Days) 3-5: FAIFA 1 6: Data Day (Students Off) 11: Veterans Day (Public Holiday) 25-27: Thanksgiving Break 26-27: Thanksgiving (Public Holiday)
May (21 School Days) 4: Lottery II Deadline 12: Lottery II 25: NJASK (4th & 8th Grade) 27: Q4 Progress Reports 30: Memorial Day (Public Holiday)
MAY S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
December (17 School Days) 11: Q2 Progress Reports 24-31: Winter Break 25: Christmas (Public Holiday)
June (18 Days of School) 23: Recommitment Ceremony 24: Last Day of School
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State Testing FAIFAs, Early Dismissal (ED) New Student Orientation Summer Session - Early Dismissal (ED) Professional Development Day Lottery Dates Schools Recess (Winter, MidWinter & Spring)
If more than two emergency days are required prior to Mid-Winter Recess, then the additional days will be made-up on February 11th and 12th. If more days are required or more than two emergency days are used after the Mid-Winter Break, then the additional days will be made-up during Spring Break. Please keep this in mind when making irrevocable vacation plans.
7.17.15
Foundation Collegiate Academy Calendar 2015-2016 S
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Emergency School Closing FoundationAcademies.org (609) 920-9200
July 3: Fourth of July Observed (Public Holiday)
January (18 School Days) 1: New Year's Day (Public Holiday) 18: MLK Day (Public Holiday) 22: End Q2 26-28: FAIFA 2 29: Data Day (Students Off)
August (13 School Days) February (18 School Days) 3-12: Staff Development 4: Q2 Parent Teacher Conferences 13: 1st Day of School for New Students 11-15: Mid-Winter Break 13-14: New Student Orientation 15: President's Day (Public Holiday) 17: 1st Day of School for Returning Students 17-25: Summer Session 19-21: FAIFA 0 26: Full Days Begin
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September (21 School Days) 7: Labor Day (Public Holiday) 25: Q1 Progress Reports
March (18 School Days) 2: Lottery I Application Deadline 4: Q3 Porgress Reports 10: Lottery I 21-23: FAIFA 3 24: Data Day (Students Off) 25: Good Friday 25-31: Spring Break
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October (21 School Days) 12: Columbus Day (Public Holiday) 14: PSAT administration 23: End Q1 29: Q1 Parent Teacher Conferences
April (19 School Days) 1: Spring Break 12: End Q3 21: Q3 Parent Teacher Conferences
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November (16 School Days) 3-5: FAIFA 1 6: Data Day (Students Off) 11: Veterans Day (Public Holiday) 25-27: Thanksgiving Break 26-27: Thanksgiving (Public Holiday)
May (21 School Days) 2-6: PARCC Testing Window 2-13: AP Testing Window 4: Lottery II Deadline 12: Lottery II 18: Spring Concert 19: Late arrival (10:30am) 25-26: NJBCT 27: Q4 Progress Reports 30: Memorial Day (Public Holiday) June (18 Days of School) 14-16: End of Year Projects 22: Graduation 24: Last Day of School
December (17 School Days) 11: Q2 Progress Reports 16: Winter Concert 17: Late arrival (10:30am) 24-31: Winter Break 25: Christmas (Public Holiday) Legend District Offices and Schools Closed Early Dismissal Lottery Deadlines Special Day First and Last Days of School Marking Period Ends Parent Teacher Conferences
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If more than two emergency days are required prior to Mid-Winter Recess, then the additional days will be made-up on February 11th and 12th. If more days are required or more than two emergency days are used after the Mid-Winter Break, then the additional days will be made-up during Spring Break. Please keep this in mind when making irrevocable vacation plans.
7.17.15
3.2.a 2013-14 ACADEMIC PERFORMANCE Foundation Academies received two Academic Performance Framework Reports for 2013-14. One report is based on information available for Kindergarten and 3rd through 8th Grade while the second focuses on performance in Grades 9-12. Our report for K and 3-8 indicates that we are considered a Tier 1 school. This means that we’ve met the targets for 2 out of 2 Key Performance Indicators (KPIs) for Option 2. We only have 2 KPIs because, given that we have both a high school and K-8 students, we do not receive a Peer Ranking for Academic Performance in Grades K-8. In the area of Comparative Performance, we exceeded the target of by surpassing Trenton’s average LAL/Math performance on the NJASK by 34%. In the area of student Growth, we met the target of having an average median growth percentile of 50 with our observed mSGP of 56. Our reportable subgroups were FRL, Black, Hispanic, and SPED. We exceeded NJ State performance in both Math and LAL for all of these subgroups with the exception of SPED in both subject areas. To improve student performance in Special Education we have hired a K-8 Team Leader for Special Education. We have increased our special education staff to include more teachers and have begun using additional forms of progress monitoring and computer adaptive instruction through i-Ready and STAR Reading. We have also begun to move our Child Study Team in-house rather than using a contracted services commission. In 2014-15, we employed an in-house Special Services Coordinator/School Social Worker as part of this transition. In anticipation for 2015-16, we have hired a School Psychologist and Learning Disabilities Teacher Consultant. Starting in August, case management responsibilities will be transferred from our previous contracted services provider to our in-house CST. Our report for high school indicates that we are considered a Tier 2 school. This means that we’ve met the target for 2 out of 3 Key Performance Indicators (KPIs) for Option 2. While we met our target for our Graduation Rate by surpassing the necessary 85% rate with our observed 89% rate and our target for Comparative Performance by surpassing Trenton’s average LAL/Math performance on the HSPA by 15%, we did not meet the Peer Ranking of 50%. We did not receive information on the performance of subgroups as our overall population of HSPA testers included only 18 students. Thus, no subgroup could be greater than 20. Our Peer Ranking is established based on data in the NJ School Performance Report under the area of Academic Achievement. Thus, the High School plans to improve our Peer Ranking by introducing shifts to our program which will ultimately improve student performance. Since the 2013-14 graduating class took the HSPA, our High School Math and English curriculum have been completely revised. We have aligned our Math Curriculum to Eureka Math which delivers content and skills to students at a rigorous level. We have also planned to expand our math classes to give more time on task and more time for remediation so that every high school course lasts for 90-minutes a day over two semesters. In addition to these pursuits, we have developed AP Courses in English Literature and Composition as well as AP Calculus AB to help drive rigorous instruction in pre-requisite years. We have also expanded our staff on our Math and English teams to include Instructional Deans in both areas and more teachers.
Memorandum CONFIDENTIAL TO THE BOARD OF TRUSTEES
DATE: TO:
Mr. Graig Weiss
FROM:
Foundation Academies Board of Trustees
RE:
Performance Review for the Period from mm/dd/yyyy to mm/dd/yyyy
This evaluation tool was designed using the five key focus areas detailed in Foundation Academies’ Strategic Plan. To achieve our long-term vision of preparing students for college and lives of strong character, we focus on quality education. Our Strategic Plan was developed using "highest standards" to identify goals in the following areas: 1. Student academic growth 2. Student culture 3. Staff culture 4. Facilities 5. Expansion The CEO is given a rating in each of these categories based on evidence gathered through the TNTP Instructional Insight survey, a synopsis of school-wide test results compiled by the Board of Trustees, the New Jersey Performance Report, and additional internal sources of data compiled by the CEO. The rating scale for performance includes the following: Commendable -- consistently exceeds stated board expectations. (Performance is noticeably better than meets expectations) Meets expectations-- meets stated board expectations-satisfactory, sufficient. (Performance is professional, proficient and appropriate) Needs Improvement -- an area where stated expectations are met infrequently. (Performance comes close to being acceptable but further development is needed) Unsatisfactory or inadequate -- an area where stated expectations are not met. (Performance is clearly below acceptable level-significant improvement is required) Don't Know (not observed or insufficient knowledge to rate)
1
Part 1 – Progress Toward School Goals and Objectives: 1. Achieve the highest standard levels of student academic performance- ______________ a. Cite evidence of rating here 2. Ensure highest standard for student culture – ______________ a. Cite evidence of rating here 3. Ensure the highest standard for staff culture – ______________ a. Cite evidence of rating here 4. Ensure the highest standard of school facilities that effectively support instruction – ____________ a. Cite evidence of rating here 5. Prepare to expand student enrollment- ______________ a. Cite evidence of rating here
Part 2- Evaluation of Leadership Skills 1. Ability to Lead – _______________ Cite evidence of rating here 2. Ability to Manage – _______________ Cite evidence of rating here 3. Instructional Leadership – _______________ Cite evidence of rating here 4. Personnel Administration – _______________ Cite evidence of rating here 5. Financial Management – _______________ Cite evidence of rating here 6. School/Community Relations – _______________ Cite evidence of rating here
2
Foundation Academies
The "Highest Standards" Strategic Plan 2014-2019 Revised - July 2014
1
7/21/2015
Foundation Academies is a Trenton, NJ-based “No Excuses” charter management organization. Our mission is to ensure that all of our students secure the academic knowledge and skills to prepare them for the nation’s finest colleges and to instill in them the core values of caring, respect, responsibility and honesty. We opened in August 2007 and currently educate about 800 students in grades K & 3 through 12. We will expand to serve over 1,000 students in grades K through 12.
To achieve our long-term vision, we will focus on quality education. In order to do this, we will focus on ensuring "highest standards" in the following areas: 1. Student academic growth 2. Student culture 3. Staff culture 4. Facilities 5. Expansion This plan is designed to systematically outline our strategies to achieve these goals over five years. While this plan may identify a given strategy under one of the above goals, all of the strategies are designed to be mutually reinforcing. Thus, strategies identified under one goal should have a positive effect on multiple goals (e.g. deepening our talent recruitment pool benefits goals 1, 2 and 5 above). This plan was developed in collaboration with and/or informed by surveys completed by the organization’s key stakeholders. Namely: • Foundation Academy Board of Trustees • Senior Management Team • Faculty and Staff • Parents • Students • Friends of Foundation Academy Five-year strategic plans project today’s thinking into an uncertain future. Accordingly, this plan is designed to be flexible, permitting us to change and adjust strategies as we learn about what does and does not work. The key goals identified above, however, remain fixed. We have an obligation to our students and their families to urgently achieve the excellence our ambitious goals envision.
2
7/21/2015
Goal 1 - Academic Growth
Goal 1 - Achieve "highest standard" levels of student academic growth. 1. Student Academic Growth Goals Historic
1C. High School
1B. Intermediate / Middle School
1A. Primary School
Measure 1) K-2 Reading - Average Percentile Rank (TerraNova) 2) K-2 Language - Average Percentile Rank (TerraNova) 3) K-2 Math - Average Percentile Rank (TerraNova) 4) 3-8 Literacy Proficiency - Absolute Performance (NJASK/PARCC) 5) 3-8 Math Proficiency - Absolute Performance (NJASK/PARCC) 6) 3-8 Literacy - Comparative Performance (NJASK/PARCC) 7) 3-8 Math - Comparative Performance (NJASK/PARCC) 8) 3-8 Student Growth (Median Student Growth Percentile) 9) 3-8 Peer Rank (Percentile Rank for Academic Achievement) 10) 9-12 Literacy Proficiency - Absolute Performance (PARCC) 11) 9-12 Math Proficiency - Absolute Performance (PARCC) 12) 9-12 Literacy - Comparative Performance (PARCC) 13) 9-12 Math - Comparative Performance (PARCC) 14) Graduation Rate (4-Year Adjusted Cohort Graduation Rate) 15) 9-12 Peer Rank (Percentile Rank for Academic Achievement) 16) SAT Scores (Composite Score)
Annual Performance Objectives
2011-12
2012-13
2013-14
2014-15
2015-16
2016-17
2017-18
2018-19
-------
-------
-------
>70th >70th >70th
>74th >74th >75th
>77th >77th >80th
>80th >80th >85th
>83rd >83rd >90th
59% 84% +28% +49% 66th 86th
62% 81% +27% +34% 58th 88th
53% 74% +28% +41% 56th Unavailable
NA* NA* >+30% >+35% >65th >90th
TBD TBD >+31% >+35% >67th >90th
TBD TBD >+33% >+35% >69th >90th
TBD TBD >+34% >+35% >71st >90th
TBD TBD >+35% >+35% >73rd >90th
---------------
------------1208
--------89% 44th 1306
NA* NA* >+30% >+35% >91% >90th 1350
TBD TBD >+31% >+35% >92% >90th 1375
TBD TBD >+33% >+35% >93% >90th 1400
TBD TBD >+34% >+35% >94% >90th 1425
TBD TBD >+35% >+35% >95% >90th 1450
*due to the transition from NJASK to PARCC, absolute performance goal will not be set for 2014-15
Strategies 1. Improve the "complete curriculum" for all grades and subject areas in order to improve the transition to the Common Core State Standards and PARCC assessments. This includes teacher resources that supplement the currciculum and support its implementation. 2. Continue to develop and implement formative assessment systems, integrating the Common Core Standards and PARCC assessments along the way. 3. Engage leadership and faculty in the systematic 6-step Observation & Feedback Cycle to consistently improve instructional practice. 4. Provide systematic professional development and coaching to all faculty based on Teach Like a Champion, DiSC and Patrick Lencioni's organizational health framework, with the goal of improving teaching throughout the organization. 5. Continue to seek methods for differentiating literacy instruction and thus, improving literacy performance on standardized assessments.
Timeline
Owner
Ongoing
Acad. Support Team Principals
Ongoing
Acad. Support Team Principals
Ongoing
Principals
Ongoing
Principals
Ongoing
Principals
6. Explore and initiate systems to identify, track and support alumni to and through college.
Ongoing
D of External Affairs HS Principal
7. Begin summer school in 2015 to provide remedial support to the lowest performing students.
Ongoing
Principals
3
7/21/2015
Goal 2 - Student Culture
Goal 2 - Ensure "highest standards" for student culture. 2. Student Re-Enrollment Retention Rate Historic
Benchmark Data
2011-12 ----89% 80% 85%
Benchmark Data
2012-13 ----85% 71% 79%
Annual Performance Objectives 2013-14 --93% 93% 78% 87%
Grade PS IS MS HS FA
2014-15 85% 90% 90% 85% 88%
2015-16 2016-17 2017-18 2018-19 90% 92% 94% 96% 90% 90% 90% 90% 90% 90% 90% 90% 86% 88% 89% 90% 89% 90% 91% 91%
Approved/Projected Enrollments* 2014-15 156 162 224 224 766
2015-16 2016-17 2017-18 2018-19 156 234 234 234 240 240 246 246 224 252 252 252 252 252 280 308 872 978 1012 1040
2A. Student Satisfaction ("How satisfied are you with your overall experience at FA so far this school year?" - Spring Survey) Historic Annual Performance Objectives Approved/Projected Enrollments* 2011-12 2012-13 2013-14 Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2014-15 2015-16 2016-17 2017-18 2018-19 ------PS 80% 84% 86% 88% 90% 156 156 234 234 234 ----61% IS 65% 65% 70% 75% 80% 162 240 240 246 246 59% 63% 56% MS 60% 65% 65% 70% 70% 224 224 252 252 252 NA NA 56% HS 60% 63% 65% 68% 70% 224 252 252 280 308 59% 63% 58% FA 65% 68% 71% 75% 77% 766 872 978 1012 1040 Strategies
Timeline
Owner
1. Improve MS to HS transition efforts to increase rate at which we keep our 8th grade graduates.
Ongoing
MS & HS Principals
2. Invest in non-instructional supportive services to reduce non-transportation-related transfers.
Ongoing
Principals Leaders of Student Culture
3. Expand co-curricular programs to be more competitive with other regional school offerings and thus more appealing to students.
Ongoing
MS & HS Principals
4
7/21/2015
Goal 3 - Staff Culture
Goal 3 - Ensure "highest standards" for staff culture. 3. Employee Retention Rate Annual Performance Objectives
Historic
Benchmark Data
Planned Staffing (FTE)
2011-12
2012-13
2013-14
Grade
2014-15
2015-16
2016-17
2017-18
2018-19
2014-15
2015-16
2016-17
2017-18
2018-19
----50% 55% 89% 59%
----72% 76% 81% 74%
--87% 79% 65% 86% 78%
PS IS MS HS HO FA
80% 80% 80% 75% 85% 79%
80% 80% 80% 80% 85% 81%
80% 80% 80% 80% 85% 81%
80% 80% 80% 80% 85% 81%
80% 80% 80% 80% 85% 81%
15 20 25 30 17 107
18 25 30 32 20 125
22 28 30 32 22 134
22 28 30 35 22 137
22 28 30 38 23 141
Historic 2011-12 Benchmark Data
not tracked
2012-13 ----78% 91% 85%
Historic 2011-12 Benchmark Data
not tracked
3A. Work Environment ("My school is a good place to teach and learn." - Spring Survey) Annual Performance Objectives Planned Instructional Staffing (FTE) 2013-14 --79% 76% 42% 66%
Grade PS IS MS HS FA
2014-15 75% 80% 80% 75% 78%
2015-16 80% 80% 80% 80% 80%
2016-17 85% 85% 85% 85% 85%
2017-18 90% 85% 85% 90% 87%
2018-19 90% 90% 90% 90% 90%
2014-15 15 20 25 30 90
2015-16 18 25 30 32 105
2016-17 22 28 30 32 112
2017-18 22 28 30 35 115
2018-19 22 28 30 38 118
3B. Career Advancement (Career Progression Score from TNTP Insight Survey - Spring Survey) Annual Performance Objectives Planned Instructional Staffing (FTE)
2012-13 ---
2013-14 ---
Grade PS
2014-15 7.0
2015-16 7.6
2016-17 8.1
2017-18 8.5
2018-19 8.8
2014-15 15
2015-16 18
2016-17 22
2017-18 22
2018-19 22
---
7.4
IS
7.9
8.3
8.7
8.9
9.1
20
25
28
28
28
7.8 8.6 8.2
7.5 7.0 7.3
MS HS FA
8.0 7.6 7.7
8.4 8.1 8.2
8.7 8.5 8.5
9.0 8.8 8.8
9.2 9.0 9.0
25 30 90
30 32 105
30 32 112
30 35 115
30 38 118
Strategies
Timeline
1. Continue and build upon our initiative to Make Foundation Academies a Better Place to Work 2. Expand leadership pipeline development initiatives, e.g. Foundations of Leadership, The Learning Teacher Academy, leadership mentoring, etc. 3. Conduct bi-weekly Leadership O3 development meetings to develop emerging leaders at a more rapid pace.
Ongoing Ongoing
Owner Chief Executive Officer Director of Talent Chief Executive Officer Principals
September 2014
Chief Executive Officer
4. Continue to pursue external leadership development opportunities and pipelines, e.g. KIPP School Leadership Programs, etc.
by December 2014
Chief Executive Officer Director of Talent Recruitment Principals
5. Mine talent selection data to better pre-identify early-selection-process characteristics of "right-fit" candidates
Ongoing
Director of Talent
5
7/21/2015
Goal 4 - Facilities
Goal 4 - Ensure "highest standard" school facilities that effectively support instruction. 4A. Adequate Space (Square Feet Per Student) Historic Sq. Footage Per Student Benchmark Data
Minimum Square Footage Per Student (Excluding Gymasiums)
Current Projected Square Footage Per Student in Current Facilities
2011-12
2012-13
2013-14
Grade
2014-15
2015-16
2016-17
2017-18
2018-19
2014-15
2015-16
2016-17
2017-18
2018-19
----93 325
----94 175
--195 147 119
PS IS MS HS
184 175 127 103
184 118 127 >100
123 118 113 >115
123 115 113 >115
123 115 113 >115
184 175 127 103
184 118 127 91
123 118 113 91
123 115 113 82
123 115 113 75
4B. Improved Asthetics 2016-17
Grade
2014-15
2015-16
PS
paint hallways and classrooms, plastic paneling, new furniture, new ENO Boards, landscaping, playground renovation, kitchen renovation, POS lunch system
paint new classrooms, playground enhancements, replace gym bleachers
IS
gym mats, landscaping, paint 25% of classrooms, POS lunch system
paint new classrooms, painted hallways and plastic paneling, playground enhancements, replace gym bleachers
MS
gym mats, landscaping, paint 25% of classrooms, fix HVAC system, POS lunch system
HS
new carpet, POS lunch system
2017-18
2018-19
paint remaining classrooms, re-paving of 363 West State Street
TBD
TBD
paint additional 25% of classrooms, repaving of 363 West State Street
paint additional 25% of classrooms
TBD
classroom technology upgrades (33%)
TBD
TBD facility enhancements
TBD
paint 25% of classrooms, painted paint additional 25% of classrooms, hallways and plastic paneling, classroom technology upgrades (33%), replayground enhancements, replace gym paving of 363 West State Street bleachers painting common areas, hallway carpet, Grand St third floor renovations
TBD facility enhancements
Note: Dotted lines indicate current lease expires at the end of school year.
Strategies
Timeline
1. Secure HS facilities beyond 2014-15 school year.
August to December 2014; 2018
2. Negotiate with 363 West State Street for long-term lease or purchase of facility.
August to December 2015
Owner Chief Executive Officer & Operations Mgr Chief Executive Officer & Operations Mgr
3. Improve the cleanliness of all building by managing and working closely with custodial services.
Ongoing
Operations Manager
4. Improve the outward appearance of school facilities through landscaping, cleanliness, playground renovations, etc.
Ongoing
Operations Manager
5. Improve the inward appearance of school facilities through painting, décor, technology infrastructure enhancements, security enhancements.
Ongoing
Operations Manager
6
7/21/2015
Goal 5 - Prepare to Expand
Goal 5 - Prepare to expand student enrollment.
To Be Determined by Board of Trustees in Fall 2015 Strategies 1. Refine and expand leadership development initiatives, e.g. Foundations of Leadership, leadership mentoring, etc. 2. Conduct bi-weekly Leadership O3 development meetings to develop emerging leaders at a more rapid pace. 3. Continue to pursue external leadership development opportunities and pipelines, e.g. KIPP School Leadership Programs, etc.
Timeline Ongoing
Owner Chief Executive Officer Principals
Ongoing
Chief Executive Officer
Ongoing
Chief Executive Officer Director of Talent Recruitment
4. Assess current staffing capacity, leadership capacity and staff attrition trends.
Ongoing
Chief Executive Officer
5. Evaluate the functionality and costs of potential school facilites.
Ongoing
Chief Executive Officer
6. Monitor the student wait list and educational landscape in Trenton in order to determine student demand by grade level.
Ongoing
Chief Executive Officer
7
7/21/2015
Graig Weiss 363 West State Street Trenton, New Jersey (609) 920-9200
[email protected] May 2014 – Present: Chief Executive Officer, Foundation Academies – Develop and implement the vision for Foundation Academies (grades K-12). Responsible for the development, operations, and performance of four schools which will serve nearly 1,100 students by 2017. Supervise and mentor 20 Home Office support staff that ensure effective operation of all campuses. Mentor and coach Principals of Foundation Academies’ campuses. Oversee the development and improvement of school facilities. Develop emerging leaders for long-term sustainability of Foundation Academies. Led the expansion of Foundation Academies, a 45% increase in student enrollment for 2014-15 school year Oversaw the outperformance of Trenton in 3rd-8th Grade ELA by 28% and in 3rd-8th Grade Math by 41% (2014 NJASK) Realized a 100% college acceptance rate Secured the highest Foundation Academies’ staff retention rate since 2008: 78% Ensured the highest organizational parent satisfaction in Foundation Academies’ history: 96% February 2013 – May 2014: Managing Director K-8, Foundation Academies – Responsible for the development, operations and performance of three schools which will ultimately serve over 750 students. Led and served as the Principal of Foundation Academy Intermediate, serving 145 students (Grades 3-5). Mentored and coached Middle School Principal of Foundation Academy Charter School (Grades 6-8). Developed the vision for Foundation Academy Primary (Grades K-2) which opened in 2014. Oversaw the development of new school facilities. Secured approval from the NJ DOE to increase enrollment by 500+ students Advised on the acquisition and preparation of new facilities that add 3x the space, climate control and gymnasium Recruited and mentored 145 founding students and 15 founding staff members July 2009 – February 2013: Middle School Principal / Associate Head of School, Foundation Academies – Responsible for the operations and performance of Foundation Academy Charter School (Grades 5-8). Mentored and supervised a staff of 29 staff members. Oversaw the development of the school’s curriculum and formative assessments. Created innovative and rigorous staff evaluation tool. Managed a $2.3M budget. Developed internal leaders to facilitate expansion. Led student improvement in Math from avg. % of students proficient/advanced proficient from 45% to 78% (+33%) Led student improvement in Literacy from avg. % of students proficient/advanced proficient from 32% to 53% (+22%) Increased overall parent satisfaction from 85% to 97% Increased parent demand for enrollment, from a wait list of 0 students to a wait list of 400+ Designated as a 2011 “Reward School with the Highest Progress” by Gov. Christie, one of only two charter schools in NJ th th Ranked in the 99 percentile in peer group and 94 percentile in NJ for “Student Growth” (NJ Performance Report) Established a professional culture that ranks in the top quartile of charter schools nationwide, as assessed by TNTP th Taught 8 grade Algebra I class that achieved a 100% proficiency rate and 57% advanced proficiency on 2012 NJASK February 2007 – June 2009: Founding Middle & High School Principal, Cap Cana Heritage School – Responsible for th th implementing the vision of and the daily operations for 4 to 11 grades for a private, English-immersion school in the Dominican Republic. Recruited, supervised and supported a staff of 25 teaching professionals. Ensured compliance with the Dominican Republic Secretary of Education’s laws and regulations. Marketed the vision of the school and built a student enrollment of 400+ students in two years th Ensured that 100% of 8 graders successfully passed the D.R.’s “Prueba Nacional” for two consecutive years Led the initial steps towards accreditation through the Southern Association of Colleges & Schools (SACS) August 2005 – June 2007: Teacher, International / MC School – Responsible for ensuring student learning in math and science classes for middle and high school students in Santo Domingo, Dominican Republic. Named “2006-2007 Middle / High School Teacher of the Year” by school administration Participated on the school-wide Disciplinary Committee in order to improve school-wide discipline and accountability Asked by school administration to lead staff in the development of classroom management skills August 2003 – June 2005: Teacher, C.I.S. 313 (via Teach For America) – Responsible for ensuring the learning for a variety of subjects included math, science, English language arts and social studies to middle school students, in the South Bronx, NYC. Secured increases in student performance – 78% of students increased at least one level on 2005 NY State Math Exam Created and led an afterschool sports program, targeted at improving the academic performance at-risk students July 2000 – June 2003: Senior Consulting Associate, Cambridge Associates LLC – Responsible for working with managing directors to provide consulting services to non-profit organizations, university endowments, and high net-worth families. Monitored investment performance of client portfolios. Prepared reports and presentations for clients with between $75 million and $26 billion in assets. Presented results and research at client investment committee meetings. Promoted to Senior Consulting Associate after 1.5 years, the minimum required tenure to be considered for promotion Served as the Alternative Asset Specialist to the consulting associate group MA Educational Leadership, University of Scranton, 2008 MA Teaching, Fordham University, 2003 BSBA Finance and Accounting, University of Pittsburgh, 2000
Christopher M. Lessard, SFO® 595 Mountain View Ave, Nazareth, PA 18064 ●
[email protected] ● 973.464.8421
School Business Administrator / Board Secretary Well versed in the core activities of school business operations for New Jersey School Districts and new and established New Jersey Charter Schools with a proven track record of success in the areas in finance, purchasing and reporting as well as implementation of new organizational strategies in the areas of facilities, finance and technology. Experienced in project management, as well as serving as an integral member of district development, procedural, and planning teams.
Professional Experience School Business Administrator/Board Secretary Jan ’05 – Present Instructional Technology Coordinator FRANKFORD TWP. BOARD OF EDUCATION, BRANCHVILLE, NJ • Responsible for all budgeting and financial and purchasing duties of the school district • Oversee district facilities operations, construction, transportation, food service and risk management as well as the related support staff and community relations • Assist with Board of Education policy development • Serve as the administrative chair to Board of Education sub-committees for Finance, Facilities and Technology • Serve a integral part of the negotiations committee for union contracts • Implemented a school level safety committee to reduce exposure to accidents and achieve savings on insurance policies • Implemented a district-wide wellness and fitness program focusing on employee health and school & personal safety Interim- School Business Administrator FREEDOM PREP CHARTER SCHOOL, CAMDEN, NJ • School Business Administration Duties and Responsibilities
Sep ‘14 – Present
School Business Administrator FOUNDATION ACADEMY CHARTER SCHOOL, TRENTON, NJ • School Business Administration Duties and Responsibilities
Jul ‘09 – Present
School Business Administrator/Board Secretary Jan ’06 – Jun ’09 BRANCHVILLE BOARD OF EDUCATION, BRANCHVILLE, NJ – “Non-Operating” School District merged with Frankford BOE in 2009 • School Business Administration Duties and Responsibilities School Business Administrator Feb ‘03 – Jan ‘05 DISCOVERY CHARTER SCHOOL, NEWARK, NJ • School Business Administration Duties and Responsibilities • Managed all business functions for partner organization, Kids In Business, Inc. (Non-Profit organization) Director of Operations CITIZENS FOR BETTER SCHOOLS, INC., NEWARK, NJ • Responsible for all fiscal reporting and compliance duties for the organization • Supervision of office interns • Coordinated monthly luncheon series • Maintained influential relationships members of the New Jersey education community
Oct ’01 – Jan ‘03
NY Area Business Manager / Field Engineer Jun ‘99 – Oct ‘01 KIEWIT CONSTRUCTION COMPANY, PARK RIDGE, NJ Projects: “Level 3 Communications Network Installation: NY Area (Wilmington, DE – Hartford, CT) Area Business Administration: • NY Area Business Administration, Labor Union Relations, General Business Administration and Regional Job Accounting. • Coordination, demobilization and close out of NY Area job sites and job offices upon completion of construction phase. General Business Administration: • Maintained payroll and all general accounting functions for job segments and served as purchasing agent for same
Christopher Lessard
Page 2 Independent Consulting/Services
School Business Administrator QUEEN CITY ACADEMY CHARTER SCHOOL, PLAINFIELD, NJ (Interim SBA) 3 PATERSON ARTS & SCIENCE CHARTER SCHOOL, PATERSON, NJ 1,3 PASSAIC ARTS & SCIENCE CHARTER SCHOOL, PASSAIC, NJ 1,3 BERGEN ARTS AND SCIENCE CHARTER SCHOOL, GARFIELD, NJ 3 DR. ELLEN G. PRESSMAN CHARTER SCHOOL, PLAINFIELD, NJ FOUNDATION ACADEMY CHARTER SCHOOL, TRENTON, NJ 2 CENTRAL JERSEY COLLEGE PREP CHARTER SCHOOL, SOMERSET, NJ 3 CENTRAL JERSEY ARTS CHARTER SCHOOL, PLAINFIELD, NJ 3 PRINCETON CHARTER SCHOOL, PRINCETON, NJ DISCOVERY CHARTER SCHOOL, NEWARK NJ PATERSON CHARTER SCHOOL FOR SCIENCE AND TECHNOLOGY, PATERSON, NJ 3 1 Co-Founder of the charter school 2 Subsequently hired as employee 3 Subsequently contracted as Treasurer Treasurer of School Monies PATERSON ARTS & SCIENCE CHARTER SCHOOL, PATERSON, NJ PASSAIC ARTS & SCIENCE CHARTER SCHOOL, PASSAIC, NJ BERGEN ARTS AND SCIENCE CHARTER SCHOOL, GARFIELD, NJ BENJAMIN BANNEKER PREPARATORY CHARTER SCHOOL, WILLINGBORO, NJ THOMAS EDISON ENERGYSMART CHARTER SCHOOL, SOMERSET, NJ QUEEN CITY ACADEMY CHARTER SCHOOL, PLAINFIELD, NJ MARION P. THOMAS CHARTER SCHOOL, NEWARK, NJ LADY LIBERTY ACADEMY CHARTER SCHOOL, NEWARK, NJ CENTRAL JERSEY COLLEGE PREP CHARTER SCHOOL, SOMERSET, NJ UNIVERSITY HEIGHTS CHARTER SCHOOL, NEWARK, NJ CENTRAL JERSEY ARTS CHARTER SCHOOL, PLAINFIELD, NJ PATERSON CHARTER SCHOOL FOR SCIENCE AND TECHNOLOGY, PATERSON, NJ
Jun ‘14 – Sep ‘14 Aug ‘13 – Jun ‘14 Aug ‘10 – Jun ‘14 Apr ‘09 – Jun ‘14 May ‘09 – Dec’09 Apr ‘08 – Jun ‘09 Jul ‘08 – Jun ‘10 Jul ’06 – May, ‘08 Dec ’05 – Jun ‘06 Jan ’05 – Aug ‘05 Mar ‘03 – Jan ‘05
Jul ‘14 – Present Jul ‘14 – Present Jul ‘14 – Present Jan ’13 – Present Aug ’12 – Present Jul ’12 – Present May ’11 – Present Jan ’10 – Present Jul ‘10 – Present Dec ’08 – Present May ’08 – Jun ‘14 Jan ’05 – Present
Guest Speaking/Presenting Presenting on financial and administrative responsibilities to prospective charter applicants as well as prospective and current Charter School Trustees. Charter School Application Specializing in financial planning for new charter school applications to the New Jersey Department of Education with additional experience with New York State charter school applications.
Certifications & Education Certified Administrator of School Finance and Operations® (SFO®) – ASBO International (Certificate No. 535) School Business Administrator – NJDOE – Standard Certificate Qualified Purchasing Agent – NJDCA (Certificate No. Q-0823) Certified Mentor – NJ School Business Administrator – NJASBO/NJDOE Bentley University – Waltham, MA – Bachelor of Science - Management
Professional Memberships and Affiliations Association of School Business Officials International New Jersey Association of School Business Officials o Advisory sub-committee memberships: Legislative, Budget, Professional Development Sussex County Association of School Business Officials (Executive Officer 2008-2011) School Alliance Insurance Fund o
Fund Commissioner
Southern New Jersey Regional Employee Benefits Fund o o
Fund Commissioner
Advisory sub-committee memberships: School Board Steering Committee
TARA PEPE 168 Benjamin Street Toms River, NJ 08755 732-232-9586 ____________________________________________________________________________________________ EDUCATION University of Pennsylvania School of Social Work- Philadelphia, PA Master of Social Work, May 2001 *New Jersey Licensed Social Worker *New Jersey Certified School Social Worker Muhlenberg College- Allentown, PA Bachelor of Arts in Social Work, May 1999 *Summa Cum Laude *Phi Beta Kappa EXPERIENCE Foundation Academy Charter School – Trenton, NJ Senior Director of Finance, July 2014 – Present Coordinate the creation and maintenance of the school budget. Oversee the daily financial operations of the school, including accounts payable, accounts receivable, and payroll. Serve as the Certifying Officer for staff pension and benefits. Supervise staff in the areas of finance, the lunch program, and student recruitment and admissions. Managing/Senior Director of Operations, July 2012 – June 2014 Coordinate the creation and maintenance of the school budget. Coordinate the daily financial operations of the school, including accounts payable, accounts receivable, and payroll. Serve as the Certifying Officer for staff pension and benefits. Supervise staff in the areas of facilities, operations, the lunch program, student recruitment and technology. Serve as a member of the school’s Senior Management Team. Director of Operations and School Social Worker, July 2008 – June 2012 Coordinate the daily financial operations of the school, including accounts payable, accounts receivable, and payroll. Serve as the Certifying Officer for staff pension and benefits. Supervise staff in the areas of facilities, operations, the lunch program, student recruitment, human resources and technology. Serve as the Child Study Team Coordinator and the Section 504 Officer. Transitioned the coordination of the Intervention and Referral Services Team. Provide crisis counseling to students as necessary. Provide consultation to staff members dealing with various student concerns. School Social Worker, August 2007 – June 2008 Served as the Child Study Team Coordinator, the Section 504 Officer, and the coordinator of the Intervention and Referral Services Team. Coordinated the Advising Program and the Student Award Program. Provided crisis counseling to students as needed and served as a liaison to help connect families with available community resources. Coordinated the distribution of attendance and retention letters. School Program Designer, June 2006 – July 2007 Draft all school policies. Draft all policies, procedures, and forms for the special education, Section 504, and Intervention and Referral Services programs. Draft the Parent-Student Handbook, the Staff Handbook, and other forms, manuals, or handbooks as needed. Draft revisions to the school website. Community YMCA – Neptune City, NJ Part-time In-home Therapist, October 2005 – November 2006 Provide in-home therapy services to families and children at risk of out of home placement. Create and implement treatment plans to address specific behavioral goals. Complete relevant paperwork. Trenton Community Charter School – Trenton, NJ Interim Coordinator of Special Services, January 2005 – April 2005 Coordinated meetings, evaluations, and related services for the child study team. Created and maintained a special education roster, as well as rosters for all services provided to special education students. Maintained contact with
parents and teachers regarding special services. Reviewed all special education files and scheduled annual reviews and reevaluations as needed. School Social Worker, July 2003 – June 2005 Provided individual and group crisis intervention counseling to all K-7 regular and special education students. Created and coordinated the school’s peer mediation program. Served as the Intervention and Referral Services Committee Coordinator. Served as the Section 504 Officer. Served as a member of the child study team and conducted all social history assessments. Served as a liaison between the school and community agencies. Conducted home visits and met with families regarding student issues as necessary. Provided student and family referrals to community agencies as necessary. Consulted regularly with staff and administration regarding student concerns. Coordinated the implementation of the school attendance improvement and monitoring program. Revised several school board policies. School Social Worker/Guidance Counselor, September 2002 – June 2003 Provided individual and group crisis intervention counseling to all regular and special education students. Created and coordinated the school’s character education and peer mediation programs. Served as the Pupil Assistance Committee Coordinator and the Section 504 officer. Coordinated career planning and community service activities. Served as a member of the child study team and conducted all social history assessments. Served as a liaison between the school and community agencies, and provided referrals to those agencies. Conducted home visits. Consulted with staff and administration regarding student concerns. Children’s Home Society of New Jersey- Trenton, NJ School Social Worker, November 2001 – August 2002 Worked as a part-time outreach School Social Worker at Holland Middle School (Trenton Public School District). Provided supportive counseling to students. Provided counseling, information, and referral to parents. Consulted with administration and staff. Served as a liaison between the school and the services available to parents and students at The Family Resource Centers of Trenton. Site Counselor/Respite Coordinator, November 2001 – August 2002 Worked as the part-time Site Counselor at The Family Resource Centers of Trenton. Provided individual and family counseling to children and adults from the community. Conducted intake assessments. Developed and implemented Service Plans based on the individual needs of the client. Coordinated an emergency “time out” respite program to provide relief to overwhelmed parents in the community. Conducted a bi-weekly parent support group. Burlington County Special Services School District- Mount Holly, NJ School Social Work Intern, September 2000 - May 2001 Worked with emotionally disturbed adolescents to help eliminate obstacles to a successful school experience. Provided individual and small group counseling to students as indicated on their Individual Education Plans. Provided crisis intervention to students in crisis. Initiated contact with families. Participated in weekly child study team meetings. Consulted regularly with administration and staff regarding the specific needs of the students. Presbyterian Children's Village- Rosemont, PA Foster and Kinship Care Social Work Intern, September 1999 - May 2000 Worked with foster children, foster and kinship families, and biological families to ensure a safe environment and achieve a permanent placement for the children. Provided case management and supportive counseling. Conducted home visits, natural family visits, school visits, needs assessments, and psychosocial assessments. Developed, implemented, and monitored Individual Service Plans for foster children. Provided referrals to and maintained contact with community resource providers. Developed and initiated a survey to evaluate the level of services provided to clients. Lehigh County Office of Children and Youth Services- Allentown, PA Casework Intern in the General Protective Services Intake Unit, September 1998 - May 1999 Worked with families referred to the agency to ensure a safe environment for their children. Provided case management, supportive counseling, and referrals to families in need to services. Conducted risk assessments, home visits, and school visits. Developed, implemented, and monitored Family Service Plans. Prepared social summaries, discharge summaries, and recommendations for ongoing services.
Danielle N. Venable
2000 Veterans Hwy Apt D21 – Levittown, PA 19056 201-253-9996
[email protected] EDUCATION
NEW JERSEY CITY UNIVERSITY, Jersey City, New Jersey Masters in Urban Education Administration and Supervision, 2009 Bachelors of Arts, Mathematics, 2002 PROFESSIONAL EXPERIENCE Campus Leader/Principal Foundation Academy Primary Charter School, Trenton, NJ 2014 – Present Provide instructional leadership Manage and develop school personnel Hire high-quality staff Oversee school operations Contribute to Foundation Academies’ annual goals as defined by performance metrics Leader of Student Culture Foundation Academy Intermediate Charter School, Trenton, NJ Manage discipline for all grade levels. Facilitate grade level meetings. Conduct professional development for staff Manage novice and career teachers and provide lesson plan feedback. Observe instruction throughout the building and provide feedback. Plan and facilitate student events and activities.
2013 – 2014
Mathematics Department Chair TEAM Academy Charter School, Newark, New Jersey 2012 – 2013 Conduct professional development for math teachers on instructional strategies. Facilitate department meetings. Observe teachers on a weekly basis. Provide teachers with verbal and written feedback on instruction, classroom culture, lesson plans, and unit plans. Create development goals for math teachers and monitors progress on a weekly basis. Member of the Instructional Vision Team, which redesigns curriculum, interim assessments and plans and executes professional development for all math teachers in school network. Coordinate and facilitate eighth grade commencement activities. Grade Level Chair TEAM Academy Charter School, Newark, New Jersey Facilitate weekly grade level student assemblies. Organize all grade level field lessons. Organize and facilitate all grade level in-school activities. Resolve student discipline issues and approve student consequences. Coordinate and facilitate eighth grade commencement activities. Facilitate grade level meetings. Mathematics Teacher
2009 – 2012
Sheria M. Andrews 261 Jackson St. Trenton, NJ 08611 (609) 356-4344
[email protected] OBJECTIVE To plan and develop a comprehensive intermediate and middle school program, and successfully lead the school by building high performing teams, responsibly managing technical and adaptive work, and enlisting others in the school mission, in order to ensure that all of our students secure the academic knowledge and skills to prepare them for the nation’s finest colleges. Qualifications_______________________________________________________________________________ Demonstrate the ability to plan, schedule, and organize Possess strong oral and written communication skills Decisive and flexible problem solver Demonstrate the ability to evaluate performance and make recommendations for change Influence the direction and climate of school culture Possess passion, drive, and “whatever it takes” attitude Develop strong influential relationships with stakeholders Pedagogical Teach model lessons to fellow teachers Assist teachers in the articulation, alignment, and integration of the Common Core Standards Initiate workshops on data driven long term, unit, and lesson plans Demonstrate knowledge of a balanced literacy program Professional Experience Foundation Academy Charter School Principal Lead data-driven, instruction and culture-focused staff meetings Identify and coordinate professional development opportunities for all staff Create English Language Arts Curriculum and FAIFAs for grades 5-8 Review and provide feedback on lesson plans Observe classroom teachers and deliver constructive feedback Participate in Senior Management Team meetings Interview and hire candidates for employment Coordinate professional development during FA Boot Camp and FAIFA week Balance the campus-based budget Develop campus-based strategic goals
____________ Trenton, NJ 8/2013-present
Foundation Academy Charter School Instructional Dean Lead data-driven, instruction-focused, grade level and subject team meetings Identify and coordinate professional development opportunities for identified faculty Mentor and supervise teachers Create English Language Arts FAIFAs for grades 5-8 Review and provide feedback on lesson plans Observe classroom teachers and deliver constructive feedback Participate in School Leadership Team meetings Acquire and allocate supplies, equipment, and instructional material as needed Interview prospective candidates for employment Coordinate professional development during FA Boot Camp and FAIFA week
Trenton, NJ 1/2011-present
Foundation Academy Charter School Trenton, NJ 5th, 6th, and 7th grade Teacher 8/2010 – present Develop students’ conceptual understanding of literature to promote critical thinking and analysis Cultivate students’ grammar, diction, vocabulary, and overall writing skills Support student learning through data-driven decision making Collaborate and build relationships with all stakeholders Promote and uphold the school’s mission and core values Cleveland School/Teach for America Newark, NJ 3rd, 5th, 6th Grade Language Arts Literacy Teacher 8/2006-6/2010 Instructed two classes (approx. 40 students) in reading and writing at Cleveland School Developed differentiated lesson plans designed to promote a productive learning environment in which all students can achieve Maintained accurate records of parent-teacher communication to foster a positive culture in the classroom Implemented reading and writing workshops, centers, novel studies, and a balanced literacy curriculum Leadership Experience __________________________ KIPP School Leadership Program New York, NY Leadership Team Summer 2011 Participated and completed a distinctive school leadership program designed to develop the skills and competencies needed to be effective in a school leadership role Leadership Experience __________________________ Teach For America Newark, NJ Corps Mentor 9/2008-present Make monthly presentations to groups of first-year corps members on topics such as setting goals, using data to drive instruction, constructing long-term and unit plans, and differentiating instruction. Leadership Experience - Continued __________________________ Cleveland School Newark, NJ Professional Learning Committee Member 9/2008-present Developed meaningful professional learning workshops for staff members Created professional learning and school climate surveys for staff members, students, and parents Generated and executed Title I plan to improve deficient areas Education_____________________________________________________________________________________ September 2011-June 2012 National-Louis University Chicago, IL Certificate of Advanced Studies, Administration and Supervision GPA: 4.0 January 2008-December 2010
August 2002-May 2006
Montclair State University M.A., School Counseling Howard University B.S., Psychology
Montclair, NJ GPA: 3.98 Washington, DC GPA: 3.66
Certification___________________________________________________________________________________ K-5 Elementary English Language Arts 6-8 Specialization Principal Provisional Certificate
TEAM Academy Charter School, Newark, New Jersey 2008 – Present Manage and instruct three classes per day. Prepare materials and classrooms for class activities. Improves outcomes using small group instruction, for re-teaching of concepts, as well as whole group instruction. Manage administrative duties-attendance, grades. Coordinate and facilitate eighth grade commencement activities. Mentor new teacher. Mathematics Coach/Mathematics Teacher Orange Middle School, Orange, New Jersey 2006 – 2008 Collaborate with principal in decision making in regards to math instruction. Liaison between teachers, principal and math department chair. Observe classroom instruction to give feedback and assess professional development needs of staff. Facilitate department meetings. Model lessons for teachers and conducted pre and post discussion and analysis. Manage and instruct three classes per day. Improve academic outcomes using small group instruction, for re-teaching of concepts, as well as whole group instruction. Manage administrative duties-attendance, grades. Kindergarten/First Grade/Middle School Mathematics Teacher Liberty Academy Charter School, Jersey City, New Jersey Manage and instruct self-contained class (kindergarten and first grade). Manage and instruct four classes per day in mathematics (middle school). Manage administrative duties-attendance, grades. Prepare materials and classrooms for class activities. Co-coordinate kindergarten graduation ceremony. Created a partner reading program between first and fifth grade students. Assisted in eighth grade fundraising activities. Mentor new teachers. Coordinated grade 8 practice GEPA and analyzed data to drive instruction.
2002 – 2006
SHAVONNE M. MCMILLAN 418 Hialeah Drive • Cherry Hill, NJ 08002 • (856) 667-2322 •
[email protected]
EDUCATION Master of Education University of Pennsylvania Bachelor of Science Morgan State University
2005-2007 2001-2004
CERTIFICATION______________________________________________________________ K-12 Administrative Certification 2010-2012 Cabrini College Secondary English 2005-2007 University of Pennsylvania EDUCATIONAL LEADERSHIP EXPERIENCE Vice Principal Foundation Collegiate Academy, Trenton NJ
Managed leadership team Managed budget Served as hiring manager Created strategic plan Revised organizational structure Recreated job descriptions Revised performance management tools Restructured academic program Created student athletic guidelines Revised student code of conduct Instituted an art program Instituted I&RS flowchart and implementation
Instructional Dean Foundation Collegiate Academy, Trenton NJ
2015-Present
Implemented 6-step feedback model Served as HIB specialist Coordinated New Teacher Orientation Provided weekly professional development Served on hiring committee Edited Student/ Parent Handbook Completed bi-weekly observations Lead School Safety Team Maintained regular parent correspondence
2014-2015
Academy Leader Penn Treaty School, Philadelphia, Pa
2012-2014
Served as 9th grate disciplinarian Coordinated grade level meetings Planned trips Coordinated service learning projects Write character education curriculum Maintained regular correspondence with parents Planned awards ceremonies Advised peer mediators Provided diversity training and PD for staff members
Secondary English Teacher/ Teacher Inquiry Leader Charles Carroll High School, Philadelphia, Pa Encouraged parent and student involvement Piloted co-teaching model Provided turn around training for Common Core Standards Coordinated test prep initiatives Supervised teacher inquiry Facilitated/ Supervised Freshmen Orientation Performed teacher observations Peer Mediation Facilitator Carroll High School, Philadelphia, Pa Trained teachers and counselors on conflict resolution Trained students on conflict resolution strategies Implemented a school-wide initiative for peer mediation and teen-court Exercised SAP training in conflict resolution Kept record on serious incidents and interventions’ efficacy Fostered parental involvement
2010-2012
2011-2012
Secondary English Teacher/ Department Chair 2005-2009 Simon Gratz High School, Philadelphia, Pa Taught over-aged students who received diplomas via an alternate education program Facilitated service learning between high school and elementary students Facilitated professional development Executed district walk-through protocols Devised School Improvement Plan Underwent needs assessments Completed supplies/ book inventory Served as union representative Served on the site selection/ hiring committee AWARDS/ POINTS OF PRIDE C. Lindback Teacher of the Year Award
2009
The Notebook, Best Practices Article
2007
Leadership Team Regional Commendation
2006
Foundation Academy Charter School Organizational Chart Foundation Academies' Board of Trustees Reid McCarthy (President) Grecia Montero (Secretary and Treasurer) Todd Kent Mindy Sheinbaum-Fernandez Kirk Norris Jessica Gamble LIsa Angeloni Patrick Hall Allan Kehrt
Graig Weiss Chief Executive Officer
Charry Brown Executive Assistant to the CEO
Home Office Support Staff (See Attached)
Foundation Academy Primary (K-3) Principal: Danielle Venable
Foundation Academy Intermediate (4-5) & Foundation Academy Charter School (6-8)
Foundation Academy Primary Instructional Staff
Principal: Sheria McRae
Foundation Academy Intermediate& Foundation Academy Charter School Instructional Staff
Foundation Collegiate Academy (9-12) Principal: Shavonne McMillan
Foundation Collegiate Academy Instructional Staff
Foundation Academy Charter School Organizational Chart
Home Office Support Staff Reporting Structure
Graig Weiss Chief Executive Officer
Charry Brown Executive Assistant to the CEO Finance Directors: Chris Lessard, School Business Administrator & Tara Pepe, Senior Director of Finance
Academic Support = Curriculum, Testing , Child Study Team and Reporting Manager: Barbara Zjawin, AST Manager
Finance
Academic Support Team
Johanna Soto, Associate Director of Operations
Kate Moody, AST Associate Ajanta Shah, AST Associate
Facilities Manager: Gareth Grayson, Operations Manager
Admissions and Enrollment Jacqueline Martinez, Senior School Operations Associate
Sharon Dauber, Special Services Coordinator & SSW Danielle Yearwood, School Psychologist Crystal Martin, LDTC
ELL Support Erin Dougherty, K-12 ESL
Damien Castagne, Systems Administrator
Talent Director: Lolade Onashile, Director of Talent Recruitment
Advancement Kendra Thatcher, Communications Associate
Facilities Jose Rodriguez, Facilities Associate Mike Dauber PT Facilities Associate Custodial Staff
Child Study Team
Technology
Jane Park, Talent Associate
