BOARD ACADEMIC COMMITTEE MEETING Merit School of Music 38 S. Peoria, Chicago, IL MONDAY, SEPTEMBER 14, 2015 MINUTES OPEN SESSION 6:11 P.M.
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1 BOARD ACADEMIC COMMITTEE MEETING Merit School of Music 38 S. Peoria, Chicago, IL Elluminate Link: Conference Line: , passcode then # MONDAY, SEPTEMBER 14, 2015 MINUTES Call to Order: OPEN SESSION 6:11 P.M. Time: 6:11 P.M. 1. ROLL CALL RENEE NASH COMMITTEE CHAIR ABSENT/PRESENT Board Members: Renee Nash, Chair Seth Harkins, Vice Chair La Shone Kelly Present Present Present Staff: Elizabeth Roth Present Interim Head of School Farland Jenkins Board Administrator Present 1. ROLL CALL 2. Introduce Guests: 3. Public Comments on Agenda Items Management apologizes for some of the meeting materials being late. Meeting materials do not need to be displayed on a projector.
2 & Action 2 nd : : & Action 2 nd : 4. Accept Agenda Seth Harkins Accept the agenda. Renee Nash Voice Vote - Seth Harkins; Aye, Renee Nash; Aye, Motion Carries. None. 5. Professional Development Policy La Shone Kelly Recommend that as a Board, a policy that reflects the philosophy of professional development and incentives for faculty and staff will be developed. Seth Harkins Voice Vote - Unanimous Aye, Motion Carries. 2 nd : Renee Nash Request administration to research and provide the Board with CPS policy on professional development the strategic plan that is in place the academic plan and the current procedures for accessing professional development by the next Academic Committee meeting on October 12 th. La Shone Kelly Voice Vote - Unanimous Aye, Motion Carries. 2 nd : Seth Harkins Request the Board attorney to review the School Code for any legal actions that may need to be considered as it relates to professional development. Renee Nash Voice Vote - Unanimous Aye, Motion Carries. : The Board was to create a professional development policy and seek feedback from management to provide feedback. The Board is concerned with the quality of the professional development that teachers have. A system needs to be put in place that demonstrates the needs of teachers and how the recommendations of the types of professional development are derived. The staff has professional development days on-site. There needs to be a targeted focus for professional development. There is a comprehensive professional development plan. The Committee would welcome the opportunity to review the plan.
3 There needs to be a well-articulated professional develop policy that aligns with the strategic plan. There currently is not a policy. The professional development plan should be reviewed before a policy is created. The Committee would like to have the professional development plan in order to begin creation of a policy. The Committee would like the policy to align with the CPS policy. The policy could be developed via teleconference or s. There is currently not a set of professional development written procedures. There is an academic plan that highlights the professional development that is going to be offered throughout the school year for all of the teachers. The program design incorporates professional that aligns with the goals in the design. The alignment allows teachers to be more focused on common core. There should be an alignment with state, district, CVCS and have administrative procedures flow from that. Teachers must be a part of professional development hours per school year according to the school code. In order to create a professional development policy, we need to review the CPS policy on professional development. The Committee is requesting management to research and provide the CPS policy document. The Committee requests the professional development academic plan and procedures for accessing professional development within CVCS. The Committee requests the Board attorney research and provide any legal references for professional development in the Illinois School Code including the most recent teacher evaluation legislation. The Committee Co-Chair requests a copy of the strategic plan. The strategic plan will not be the Board s strategic plan. It will be what administration has performed because they are two different documents. The school improvement plan may be similar to a strategic plan. 6. Special Education Therapists/Related Services Providers The FY16 CPS Related Service Providers Allocation: o Occupational Therapist o Physical Therapist o Speech-Language Pathologist o School Psychologist o School Social Worker o School Nurse The Speech pathologist and social worker have been hired as employees. There is currently a contract with Presence Learning to provide occupational therapy services. There is a struggle to find a school psychologist. CPS is low in providing psychologists and nurses for the school. Management is looking at agencies to provide the services.
4 Management is in the process of contracting with the Sunbelt Agency for the school psychologist. The candidate is scheduled to meet on Wednesday. The school nurse is more difficult to find. Two outside agencies are unable to provide nursing services. One agency has a contingency that the nurse has to come to the school at least two days per week. Maxim Staffing Solutions is working with several different charter schools to have one person service several of the schools. The Committee would like for management to follow-up with Maxim before the end of the week. Presence and Sunbelt provide services. If the staffing efforts do are not successful, then management will submit a services provider waiver to CPS. It will be a challenge in having a nurse with the proper licensing available at IEP times. The majority of the nurse s minutes are for 504 and IEP times. There is currently a 504 that is waiting to be held and we are out of compliance. CPS has not yet responded to requests to provide temporary school nurse services. CPS has been in contact regarding a school psychiatrist in order to maintain compliance. There are currently 5 students who are out of compliance with their evaluations due to transferring in. There are no evaluations due until January. There are 3 parent requests for evaluation. The school nurse is required to complete students health history. It would be helpful to show the number of minutes of instruction next to the service allocations. Behavioral Staffing and Oakbrook Health may be useful. Alexian Brothers may be helpful also. It may be possible to create an actual position and posting it. Retired psychologists and retired nurses could be paid on a per diem basis contractually. Top nursing schools may be another option. School nurses must have certification. There are not enough licensed ISBE nurses to accommodate schools needs. Contacting the State Board of Education licensing services is a good option. Parents requesting an evaluation must furnish proper documentation. Students transferring from CPS schools can have a reevaluation if records are available. The speech pathologist has been hired. OT, speech and social work services have begun. Management will keep the Committee posted. The Committee will seek other potential resources. 7. FY 2016 SGSA, Title I, Title II Program Design The Committee had requested more detail on how Sylvan Learning calculated performance growth.
5 Sylvan calculated two plus years of academic growth for 32% of students within 15 weeks. The Head of School met with a Sylvan representative: o Sylvan uses the California Achievement Test for pre and post assessments. o The level of test is provided based on the student s identified grade level. o The assessment is nationally normed so that they outcomes can provide how the student performed against all other students identified in that particular grade level across the country. o Results are provided in a variety of ways from %-tile ranking to scale score, etc. Sylvan uses Grade Equivalency as the measure. Example: o A 5 th grader has scored a 3.5 on the CAT pre-assessment. This score indicates that the student performed at the equivalence of 3 rd grade, 5 month of school. Depending on what skill gaps are presented, the length of the student s program, and the student s current grade level in school is factored into developing the learning plan. o The Grade Level Equivalency (GLE) provides the benchmark in which Sylvan adapts the learning plan based on the student s performance from session to session. It is not uncommon for Sylvan students to make a year plus gain. Sylvan is able to poll a specific skill that a student is missing. Tutoring lessons are provided based on that specific skill. They then individualize a plan to help the student progress. Showing a year s gain within a 24 hour period was possible because they are able to reteach a particular skill. During the pre-assessment, one skill may be identified that can stump the student. It is a teaching to the test methodology. The method doesn t necessarily into a learning situation. Growth on a particular measure does not necessarily translate into classroom performance. The NWEA and MAPP systems assess authentic learning. And would seem to be a more reasonable measurement. The California Achievement test may not be a good measure due to overinflation. Grade level equivalencies may not be an accurate measurement. The on-line program that was used last year is no longer available. Sylvan Sync is the new program they will be using. Sylvan Sync does not utilize the CAT assessment. It uses star reading/star math, which is equivalent to a Lexile score. They will report out using RIT scores. There is a teacher or a facilitator with the students face to face as opposed to being an online tutor. There are a lot of options as to how the face to face tutoring can be offered: o One option is for Sylvan to provide training to CVCS staff. o Sylvan can also provide their own teachers to visit on-site. o Students can go to any of the Sylva centers. o It could be a combination of the options depending on what is needed. Management has not yet determined if is beneficial to have staff trained or to
6 bring Sylvan s tutors in. A blend of both may be beneficial. The CVCS teacher training component should be implemented and parents should be given options. There will be no change in the cost. Very clear expectations must be outlined about what expectations of outcomes are and what types of reporting are produced and when they are received. Reporting can t be only at the end of the periods. The Committee wants a verification process. It will be more credible if the teachers attest to the progress in weeks and units. Management could condense the contract period with a small group of students that are identified as needing urgent intervention in math. Progress can then be tracked to determine if it is worthwhile. The Committee proposes triangulating some data so that verification can be made. The same students should be tracked in terms of their particular learning experience in those dimensions. The Committee would also like direct observation of the students. If the 3 data sources are all converging that verifies that the system is working. If they are not converging, then there is a situation where there may be good money being thrown after bad. Sylvan focuses on skill deficits. Teaching skill deficits in isolation and not bringing it to the general ed classroom does not produce authentic learning. Sylvan is a preferred provider for CPS. Other options of service providers should be explored. Sylvan may not be able to create the data to triangulate outcomes. Sylvan told a Committee member that they align their curriculum with common core and then perform an algorithm. Their calculations are in-house. They claimed that they compare their test results to the results of national testing. They claimed that they designed a program that has similar criteria to national testing. They are using a nationally known standards test in a world of achievementbased testing. CVCS is not evaluated in terms of the California Achievement Test. This does not reflect PAARC. The individual students need to be identified and evaluated in terms of how they perform in the CVCS curriculum. Also perform direct teacher observation and evaluate whether or not the data is converging or diverging. Average RIT score for NWEA is 3. One student who was extremely active in the Sylvan program and was a part of RtI demonstrated a 7 point growth. More than one student needs to be observed. This is not a single causative factor in the growths. The observation of the student is a reliable indicator. A Committee member has great skepticism about Sylvan and would like to have the assurance that the high risk learners can have data triangulated so that we can internally verify their performance as a result of the intervention by Sylvan.
7 A Committee member is not persuaded that this is an effective use of school resources. A teacher doesn t attribute the one student s growth solely to Sylvan. The Board did vote on the program design plan so there needs to be a motion today as to how to isolate Sylvan progress or remove it from the plan. It may be late to remove Sylvan from the program design. It may be better to do a shorter contract rather than the full year and evaluate performance. The program design can be amended. Management should talk to the Title I coordinators before changing the proposed Sylvan contract. Have the Board Administrator check whether or not it is feasible to have the short term agreement with Sylvan. Tracking the data demonstrates that in good faith determining if it is a viable option. If it is, CVCS will extend the agreement. Program design amendments can be requested at any time. Management should check with the Title I coordinator about the partial year plan. The Sylvan contract has not been signed yet. The contract should stipulate the items that will be provided. Management needs to decide if CVCS teachers will be retained or whether to use Sylvan teachers. Management will have a decision at the next Board meeting. The contract will need to have legal review prior to signing. Management will request the actual contract template for legal review. The Title II Academic Support positions have been approved. Management is in the process of posting them. There are no negative impacts concerning the timing of the posting of the positions unless there is a transition for an internal candidate. The position will be posted on Insperity and internal staff will be able to apply. The hiring policy doesn t state that internal candidates provide a sample lesson to the interviewing panel. The policy is open ended for internal employees. Management does not believe that internal candidates should provide a sample lesson. Internal candidates should meet the same requirements as external candidates. The policy was reviewed and approved at the last Board meeting. The Board attorney should be asked to review the policy again. A candidate who is not hired may claim that they were not treated fairly if they didn t have the same interview requirements. Management can move forward with the existing policy and make sure that all candidates go through the same process whether it is external or internal. The policy should be revisited at the next meeting. The policy could be simplified to state that all candidates for new positions meet the same procedural requirements with fair advertising and hiring. CVCS must do this by way of practice that does not place the organization into a discriminating mode. Policies have an amendment date. The written policy must reflect what is being done in practice. There needs to be review of all policies.
8 Most Boards have standing policy review committees. Illinois Association of School Board Officials sends updates on policies. The policy should go to the full Board for discussion. The Governance Committee could be reactivated. There needs to be a policy manual created. All Board members should have a policy manual. A review needs to be made of all policies. Requests for action should be framed with an alignment of policy and practice. Policy should not contain a combination of policy and procedure. In the next meeting, the policy should be reviewed. This is not urgent as long as the practice is consistent. Achieve 3000 was removed from the program design when the allocations were amended. Management will get back to whether Achieve 3000 is still in the program design. 8. Continuous Improvement Work Plan Professional development is not included in the continuous improvement work plan. Management will provide the professional development plan along with the academic plan. There are some minor references in the continuous improvement plan. There are milestones that are based on SQRP standards. Charter schools are not held to the plan. It was originally the SIPAAA plan that has been modified. Management feels that it would be good to align their goals with this CPS document. The literacy, math and science areas are required as a school. Three areas were chosen based on SQRP numbers. The plan is a working document. The entire school community works with the plan. All professional development sessions provide time to review the plan. Senior management reviews the plan in their weekly meetings. The working document provides a status column. Progress on the plan should be presented to the full Board monthly. Not all the data should be presented each month, just progress on the action plan section with the 6 categories. The plan is similar to the scorecard reports. The professional development plan should center around the 3 main goals in the improvement plan document. 9. Annual Board Calendar Work needs to be done with management to include compliance and operational deadlines.
9 The Committee chair requested a calendar to update the Board when events occur throughout the school year and when the events will need Board action. The calendar should include a list of events and when they will be occurring. : 10. Public Comments The current building lease was negotiated by K12 and the lease before that was negotiated by the Board attorney and the Merit president. Next month full Board meeting may not be feasible for the Board calendar. The new Board members are operating well. & Action: 2nd: Time 11. Adjournment Seth Harkins - Adjourn the meeting. La Shone Kelly Voice Vote - Unanimous Aye, Motion Carries. 8:27P.M. These minutes have been posted on Chicago Virtual Charter School's Web Page -
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