Executive Summary. Candeo Schools, Peoria. Dr. Stephanie Musser, Principal 9965 W Calle Lejos Peoria, AZ

Transcription

1 Dr. Stephanie Musser, Principal 9965 W Calle Lejos Peoria, AZ Document Generated On December 15, 2014

2 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 5 Notable Achievements and Areas of Improvement 7 Additional Information 10

3 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. Page 1

4 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? Candeo is a state-approved public charter school in Peoria, Arizona that currently serves 572 students in Kindergarten through 8th grades. Our school began in 2008 as an elementary K-6 program, adding grades 7 and then 8 beginning with the school year. Our expansion into middle school grades was the result of parent demand. Our physical facilities have likewise expanded in size to meet the needs of our robust and growing population. This past year, we doubled our campus size and added 15,000 sf of classroom and administrative space. We also quadrupled the amount of play space for our students. Our community is considered rural according to federal guidelines. Census data have determined our poverty level to be at 12%. We do not participate in the free and reduced lunch program, nor do we access Title I funds (by choice). We do, however, access Rural Education Achievement Program (REAP) funds that have been granted to our school over the past 3 years. Our student population consists of 74% Caucasian/White, 10% Asian, 8% Hispanic, 6% Multi-Racial, and 2% Black. Community statistics, according to the latest information from the US Census Bureau, are as follows: People QuickFacts Peoria Arizona Population, 2013 estimate 162,592 6,626,624 Population, 2010 (April 1) estimates base 154,084 6,392,015 Population, percent change, April 1, 2010 to July 1, % 3.7% Population, ,065 6,392,017 Persons under 5 years, percent, % 7.1% Persons under 18 years, percent, % 25.5% Persons 65 years and over, percent, % 13.8% Female persons, percent, % 50.3% White alone, percent, 2010 (a) 82.2% 73.0% Black or African American alone, percent, 2010 (a) 3.4% 4.1% American Indian and Alaska Native alone, percent, 2010 (a) 1.0% 4.6% Asian alone, percent, 2010 (a) 3.2% 2.8% Native Hawaiian and Other Pacific Islander 0.1% 0.2% Two or More Races, percent, % 3.4% Hispanic or Latino, percent, 2010 (b) 18.6% 29.6% White alone, not Hispanic or Latino, percent, % 57.8% Living in same house 1 year & over, percent, % 80.4% Foreign born persons, percent, % 13.4% Language other than English spoken at home % 26.8% High school graduate or higher, percent of persons age % 85.7% Bachelor's degree or higher, percent of persons age % 26.9% Veterans, , ,382 Page 2

5 Mean travel time to work (minutes), workers age 16+, Housing units, ,818 2,844,526 Homeownership rate, % 64.4% Housing units in multi-unit structures, percent, % 20.7% Median value of owner-occupied housing units, $175,100 $165,100 At Candeo, parents are responsible for providing transportation to and from school, as we are not a "neighborhood" school. We are located along a busy parkway, with few homes surrounding us. Roughly 35% of our students travel distances of greater than 10 miles. Candeo Peoria employs 1 Executive Director/Head of School, 1 Dean of Academics, 4 administrative support personnel, 28 teachers, 2 paraprofessionals, and 4 general support staff for lunch and recess. We also employ 4 Aftercare service staff members. Both our Executive Director and our Dean of Academics have Doctorate degrees in Educational Leadership and Innovation. Among our teachers, 12 have Master's degrees, 15 have Bachelor's degrees, and 1 is Nationally Board Certified. One is currently pursuing his Doctorate degree. Eight teachers, or 29%, are new to Candeo this year. Four teachers, or 14%, are in their second year with the school. The remaining 16 teachers, or 57%, have been with Candeo for 3 or more years. Regarding years of experience in the profession, 5 of our teachers have 1-5 years, 9 have 6-10 years, and 9 have greater than 10 years. The leadership team have a combined 33 years of experience in the profession between the two. As a charter school, we enjoy greater autonomy and flexibility than our district counterparts. The purpose of charter schools is to raise student achievement and offer greater academic choice. We are grounded in our own purpose and are highly mission-driven. Our students are afforded a rich, coherent, and masterfully sequenced content curriculum that builds year-by-year and provides the knowledge most useful for civic life in society. Students are also provided daily embedded opportunities to think, wonder, and create within that content. Our teachers employ rigorous instructional methods that are challenging and supportive. Being a charter school, or school of choice, also has its challenges. First, charter schools typically experience moderate shifting in student population, and Candeo is no exception. While we generally maintain higher retention rates than other charter schools (95% compared to 80% and less), certain years present greater fluctuations in enrollment, particularly when similar schools open nearby. Parents often jump from school to school, unsure of their direction. We experienced a heavy shift in population 3 times in our first 6 years. Now that the educational landscape has settled, so have the parents. This is the first year (since year 2) that we were able to stabilize our population, and we now anticipate the normal 95% retention rate that we desire. Despite this enrollment challenge, we have been able to continually earn the highest academic rankings from the state since inception. Candeo is recognized for being in the top one-half of 1% of all schools (2043) in the state. In Maricopa County, we are rated #5, and in the entire West Valley, we are rated #2. Second, acquiring and securing adequate facilities and space is a struggle. Charter schools are not given facilities by the state as district schools are; we are responsible for providing all facilities, as well as capital improvements, within our already limited per pupil allotment from the state. Beginning with Year 2, we were challenged with not having enough classrooms, administrative space, and play space for our population. Our campus was simply restrictive, crowded, and problematic. Each year, we experienced greater than normal disciplinary referrals as a result of children not being able to spread out appropriately in the day. We also reported higher numbers of illnesses among our students and staff. Despite this challenge, we were able to remodel last year to create 3 extra classrooms. This year, we were able to build and expand our campus and facilities to meet all of our needs. This expansion was the result of an intensive and stressful 6-year process. Third, the development of systems is a challenge for any new school or organization, particularly a school that has no parent or sister schools from which to operate. Over the past 3 years, we deliberately and carefully developed our operational and academic systems and Page 3

6 processes in order to gain efficiencies and establish the standards we desire. We continue to hone and articulate these systems and processes to ensure optimal success. Finally, turnover of staff can also be a challenge for charter schools, particularly in the developmental years. Our school has experienced a fair amount of turnover, with some years proving especially trying. Candeo continually seeks the highest quality professionals and insists on philosophical alignment and "fit" in hiring. Our hiring pool has shrunk considerably over the last 3 years, proving problematic in reaching our hiring goals. In addition, we utilize an "at-will" contract, which presents an opportunity for either the school or the teacher to forfeit the contract at any time. Fortunately, this has not happened during the school year; however, this contract format also affords greater freedom for both parties when moving from one year to the next. It is fairly difficult to work at Candeo due to the nature of our curriculum, our rigorous instructional methods, and our unfailing high expectations and accountability measures. We know we are different and that teachers will struggle to adjust - particularly in the first year as they wrestle with new content and professional expectations. While our teachers are well trained and supported, the demands of the position can prove too much for some. Also, as teachers begin with us, gaps in philosophical alignment or fit that were not apparent in an interview can emerge, despite our greatest efforts. Last year, we experienced our highest turnover rate of teachers; however, this brought relief and welcomed change. This year, we believe we have finally secured the team that remain with us through the next frontier; however, standard turnover rates will still likely take place and affect our school. Page 4

7 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. OUR PHILOSOPHY We believe college preparation begins in elementary school. We understand the rich, cognitive growth that occurs in the early years of life and take full advantage of the opportunity to build a love for learning and strong habits of mind. We utilize a content-specific, grade-by-grade curriculum that stresses the knowledge most useful for comprehension, for school learning, and for communication within the civic life of society. We value learning to use one's mind well, deepening and broadening knowledge, and establishing a tone of decency and trust. We embrace a whole child approach to education, meaning that we support and foster a learning environment where children are healthy, safe, engaged, challenged, and supported. We consistently hold high expectations for academic and behavioral conduct for every student, and believe that each thrives within these well-defined standards. OUR MISSION We grow brilliance in students and staff by nurturing natural curiosity, gifts and talents, and the power to learn. We provide academic rigor, a healthy environment, and a strong belief in potential. We develop confident learners, creative and critical thinkers, and contributing members of communities. OUR VISION AND RESOLVE We, the entire staff at Candeo Schools, will accomplish our mission with competence and character, establishing trust internally and externally. We will emerge a leader in education as we consistently demonstrate excellence in our academic and fiscal responsibilities. Through shared leadership, we will create and nurture a collegial environment in which professional practice is made public, risk-taking and innovation are supported, and consistent, high-quality instruction is paramount. Together, we will understand the needs and assets which students, parents and the community bring to schools and build strong relationships with all constituents. PURPOSE AND DIRECTION At Candeo, we understand the value of school culture and work purposely to build and sustain an environment where each knows who we are, how we treat each other, and where we are going. Our staff and students participate in daily community building activities, through which we discuss and process our purpose and direction individually and as a whole. Rather than just a statement, Candeo truly believes in and enacts its mission, vision, and values. Our process leads us to set goals, reflect, and continuously improve. At the beginning of each year, our teachers and administrators meet together to intentionally deconstruct the "why" of what we do. This helps solidify our understanding of and commitment to our purpose, down to its most basic level. Our purpose is to innovatively deliver rigor, relevance, and challenge through a core classical curriculum, which stresses the knowledge most useful for comprehension, school learning, and communication within the civic life of society - and do so in an environment that honors the child. We are designed specifically for academically curious students whose needs for challenge and rigor are unmet in other schools and prepare them for the top college preparatory high schools in the nation. Everything we do is grounded in our purpose. As a staff we talk about what it means to us on a daily basis and use it as the anchor for all decisions and actions. We work diligently to engage parents and other stakeholders in our pursuit of excellence and invite each to take Page 5

8 advantage of every opportunity to know our school and lend positive support toward our goals. Together, we "grow the brilliance" we have come to know as Candeo. Page 6

9 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. Our school's most notable achievements are as follows: Top 1% of all schools in Arizona since inception (Arizona Department of Education) Ranked 5th highest performing charter school in Maricopa County (Arizona Department of Education) Ranked 2nd in the West Valley of all schools (Arizona Department of Education) "Academic Powerhouse" - Arizona Republic Finalist for 2013 Charter School of the Year (Arizona Charter Schools Association) Qualified/Invited to apply for Charter School Leader of the Year 2014 (Arizona Charter Schools Association) Charter schools 2010 Teacher of the Year Model school for aspiring charter school leaders (Charter Starter program, Arizona Charter Schools Association) We also enjoy a high parent satisfaction rate. Our parents consistently rate us as follows, year by year: 97% rate their child's education as excellent or good 96 % believe that overall, Candeo is serving the needs of the students 99% believe that overall, Candeo follows its mission to provide an academically rich education 98% believe that overall, Candeo provides a nurturing environment 93% indicate intention to return each year 93% would recommend Candeo to another family 80% directly observed instruction in their child's classroom 87% have volunteered at the school In addition to our school's achievements, our teachers have also earned a number of awards and recognitions. Among them are as follows: Walmart Teacher of the Year (2008) Channel 3 Silver Apple Award (2009) Arizona Charter Schools Teacher of the Year (2010) Office Max "A Day Made Better" Teacher Recognition (2010, 2011, 2012) National Board Certified Teacher (2012) Our students have also garnered a number of awards, including the following: 17 state finalists at the Arizona State Science Fair (2013) Placing 1st - 4th in the following areas: Behavioral & Social Sciences Cellular & Molecular Biology Page 7

10 Chemistry Earth & Planetary Science Engineering Medicine & Health Sciences Physics & Astronomy Plant Sciences Plus, an Honorable Mention from the Arizona Hydrological Society & Central AZ Project! Finalists, Arizona Regional and State Spelling Bees (2009, 2010) Winner, City of Peoria book illustration contest (2013) Our improvement efforts over the past three years have centered on the following areas: Assessment (formative assessment and standards based grading) - Classroom technology integration and formal technology plan - Response to Intervention (RTI) process formalized - Phase 1: ACCRS (Common Core) - increase in non-fiction text in library; ELA implementation K-2 - Mind up curriculum adoption and mindfulness strategies - Targeted and embedded professional development and ongoing feedback - Formal onboarding process created and implemented - Study of middle school expansion - Study of facilities purchase and campus expansion - Study of National Accreditation process Phase 2: ACCRS (Common Core) - ELA implementation 3-8, Math implementation K Language, Grammar, and Writing - adoption of Shurley English - Student data tracking and analysis - creation and launch of school-wide student academic database/teacher portal - Teacher evaluation - creation and implementation of enhanced process - Teacher action research and teacher research symposium - Phase 1: facilities acquisition - bonding process - National Accreditation - initiation, readiness Phase 3: ACCRS (Common Core) - ELA and Math fidelity of implementation, UBD unit development - Phase 2: facilities acquisition - secure bond financing, construct new facility and campus - National Accreditation - candidacy, establishment of formal continuous improvement plan Over the next three years, our goals include the following: 1. Teachers implement the school's instructional process in support of student learning. a) Articulate the elements of writing instruction and rubrics to define proficiency levels b) Include elements in the observation and analysis processes for PD Page 8

11 c) Develop formal plan for training and support in the application of data derived from thoughtful data analyses d) Develop science units utilizing the UBD process 2. The school's leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning. a) Formalize the continuous improvement process b) Engage all stakeholders in the development and implementation of the plan. 3. The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success. a) Formally develop philosophical pillars that communicate beliefs and reflect the vision, mission, and values of Candeo 4. The governing body establishes policies and support practices that ensure effective administration of the school. a) Formally develop a system for policy making and communication - policy handbook. 5. Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills are consistent across grade levels and courses. a) Develop benchmarking system for 6-8 in the areas of math and reading. b) Establish benchmarks for writing and articulate the data for student learning and progress. Page 9

12 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections... Page 10