Agora Cyber Charter School Renewal Application

CYBER CHARTER SCHOOL RENEWAL APPLICATION VOLUME I

AGORA CYBER CHARTER SCHOOL

Presented by The Board of Trustees of the Agora Cyber Charter School

Presented to Dr. Parker E. Martin Chief of the Division of Non-Public, Private, and Charter School Services Commonwealth of Pennsylvania Department of Education 333 Market Street Fifth Floor Harrisburg, Pennsylvania 17126-0333

Amended November 16, 2009

Cyber Charter School Renewal Application Table of Contents APPLICATION FACT SHEET…………………………………………………………...3 I.

STUDENT PERFORMANCE/SCHOOL ACCOUNTABILITY……………….4

II.

SCHOOL OPERATIONS/MANAGEMENT……………………………………69

III

OVERALL SCHOOL DESIGN………………………………………………....106

IV.

TECHNOLOGY/SECURITY…………………………………………………...179

V

PLANS FOR THE FUTURE……………………………………………………189

VI.

SIGNATURE PAGE……………………………………………………………..206

VII.

LEGAL BASIS FOR APPLICATION………………………………………….207

VIII. APPENDICES……………………………………………………………………211

Agora Cyber Charter School Amended Renewal Application 11.16.09

2

CYBER CHARTER SCHOOL RENEWAL APPLICATION APPLICATION FACT SHEET This application fact sheet is intended for administrative processing of the cyber renewal application. The information furnished below must be an accurate representation of the complete application. Cyber Charter School Name (Must Include “Charter School” in the Title) ________________________Agora Cyber Charter School_____________________________ School Address____________60 Chestnut Street _____________________________________ _________________________Devon, Pennsylvania 19333_____________________________ ____________________________________________________________________________ (If more than one facility, the cyber charter school must identify the administrative office where all student records are maintained pursuant to section 1748-A (h).

County

Chester

Intermediate Unit Chester County

Start Date__July 1, 2010______________Date Current Charter Expires__June 30, 2010___ Federal Employer Identification Number _412170569__ AUN # _126510020_______________ Vendor Identification Number__205434_ CEO (Interim Head of School): First__Kevin _______Middle_M__Last___Corcoran_______ Address__60 Chestnut Avenue, Devon___________State__PA__ Zip Code__19333________ Telephone _610.254.8218__ Fax Number _610.254.8939____ [email protected]_ Grades Served by Cyber Current & Projected 5 year Student Enrollment: Charter School Elementary__K-6__________ 2010-11_ 7,173________ 2011-12___8,350________ Middle 7-8 (Middle School)_ 2012-13 __ 9,419________ 2013-14 _ 10,277________ Secondary 9-12 (High School 2014-15 _ 10,930________ Circle Appropriate Grade(s) K 1 2 3 4 5 6 7 8 9 10 11 12

Is increase due to addition of grade levels? Yes_______ No___9____

Current & Projected 5 year Teaching Staff 2010-11___275________ 2011-12___316________ 2012-13 __ 354_________ 2013-14 __ 382_________ 2014-15 __ 401_________ Does the cyber charter school have an existing retirement system? Yes __9___No______


3

I. Student Performance/School Accountability

CYBER CHARTER SCHOOL CHARTER RENEWAL APPLICATION I. STUDENT PERFORMANCE/SCHOOL ACCOUNTABILITY 1. Present evidence of significantly improved or persistently strong student performance A. Discuss local testing, commercial standardizing testing, and PSSA results over the past three years. Explain how the school’s goals and objectives presented in the charter and the Annual Report are being addressed in relation to student performance. Agora Cyber Charter School’s progress toward AYP has been dramatic since the 2006-2007 school year. Student performance has improved and the percentage of achievement targets met for AYP has increased with Agora meeting 74% of targets in 2007, 87% of targets in 2008, and 96% of targets in 2009. The school strives for continual improvement and sets a high bar for achievement. Each year the academic and administrative teams analyze test score data and develop plans to refine methods and instructional strategies to meet the thresholds and goals for all students in every subgroup and academic area. Agora has stronger data than ever before to use for early identification of students who are “at risk” and to inform intervention strategies that are being implemented across ALL testing grade levels. The list below is a summary of strategies implemented to enhance the 2009-2010 academic program in order to completely fulfill the school’s commitment to academic achievement and meeting annual yearly progress (AYP) expectations. We believe strongly in school accountability and we support rigorous testing programs such as the PSSA. 2009-2010 High Level View of the Academic Program • A rigorous analysis of student performance data (see charts below) informed decisions to continue targeted direct instruction of academic standards in small groups until content mastery is achieved. • All students in grades 3-12 are expected to take the Scantron Performance Series Assessment. (90% of all current students have taken the assessment to date.) • All students in testing grades are expected to complete a Scantron Achievement Series assessment weekly, measuring student performance on single strand assessment standards. A score of 80% or better is considered “mastery” of the content. Students who do not master the content areas receive daily intensive online instruction until mastery is met. • Agora invested in reading and math specialists to increase the intensity and number of interventions per student and decrease the size of the small group remediation sessions. Agora Cyber Charter School Amended Renewal Application 11.16.09

4

• Agora hired 15 paraprofessionals/aides to assist with student engagement ensuring that students attend sessions and to provide assistance to students where needed. • A thorough Professional Development planning meeting diagnosed the areas in which teachers needed training to execute the proven instructional strategies required to meet student needs. • Metrics that measure teacher engagement and student performance are analyzed monthly to ensure that all students are being served, thereby creating higher teacher accountability. • The existing Agora Days Out (ADO) program has been enhanced with the intent to pilot the learning center concept (see Section V) to add another level of tutoring and remediation for students who have greater needs beyond the previously mentioned strategies. While the social benefits of ADO remain, the program now offers a more targeted instructional component and is staffed with Agora teachers who provide instruction to students at each ADO site. Face to face tutoring is prescribed for a percentage of students in every aspect of education and it is thought that this additional component would round out the instructional model and necessary offerings to close any existing gaps and ensure that all students meet their academic potential. We realize that No Child Left Behind is for all. As a public school we do not remove students for academic failure and are committed to leaving no stone unturned in order to unlock the possibilities for every student. It is our duty to exhaust every means to support learning and Agora is committed to do so. AYP Three Year Performance Status The chart below illustrates the targets that have been met over the past three testing years in the areas that are measured by AYP including Graduation Rate, Testing Participation, and Math and Reading Performance in each area for every sub group. This chart also indicates the areas of instructional opportunity for the school leadership team that drives the goals and objectives set for school wide student improvement (see Appendix 1 School Improvement Plan) including goals developed in the annual report (see Appendix 2 Annual Reports) and school improvement plans (see Appendix 1 School Improvement Plan).

ATTENDANCE GRADUATION MATH PARTICIPATION All White Black

2006 - 2007

2007-2008

2008-2009

N*

Y

Y

Y Y Y

Y Y Y

Y Y Y


5

2006 - 2007 Lat/Hisp Asian Am Ind Multi IEP ELL ECON READING PARTICIPATION All White Black Lat/Hisp Asian Am Ind Multi IEP ELL ECON MATH THRESHOLDS All White Black Lat/Hisp Asian Am Ind Multi IEP ELL ECON READING THRESHOLDS All White Black Lat/Hisp Asian Am Ind Multi IEP ELL

2007-2008

2008-2009

Y

Y

Y

Y

Y Y

Y

Y

Y

Y Y Y

Y Y Y Y

Y Y Y Y

Y

Y

Y Y

Y

Y

Y

Y Y N

Y- PPI N Y- SH

Y - GM Y - GM N Y- SH, CI

N

N

Y- SH, CI

N

Y - GM

Y Y N

Y- PPI Y Y- SH

Y - GM Y - CI Y - GM Y- SH

N

Y- SH

Y- SH, CI


6

2006 - 2007 ECON

2007-2008

2008-2009

Y- SH, CI

Y - GM

26/27 (or TOTALS 14/19 (or 74%) 20/23 (or 87%) 96%) * PLEASE NOTE: AGORA HAD NO HIGH SCHOOL STUDENTS ENROLLED IN THE 2005-2006 SCHOOL YEAR.

In reviewing AYP results, it is important that they not be considered in isolation, but as part of a complete accounting of the school’s academic performance. Like other cyber charter schools, we serve students who have struggled in traditional public schools. There are many reasons for their struggles including poor attendance, a negative school environment, teenage pregnancy or not being challenged in school. As a result, many of these students enter Agora one or several grade levels behind because their previous schools failed to meet their educational needs. First-year students whose scores count toward AYP begin school in September, and testing occurs in March. Thus Agora has five to six months in which to address what, in some cases, are years of underperformance by students’ previous schools and/or the students themselves. Additionally, most first-year students are new to a virtual school and require time to adjust to this unique learning environment. While K12’s curriculum is very powerful, and Agora’s instructional methods are based upon proven experience in providing individualized, one-toone learning solutions delivered by dedicated state-certified teachers, no one can realistically expect that a student who begins his or her first school year already substantially behind is likely to succeed completely on that same year’s state test. Nevertheless, we are very committed to serving students even if we may be the “public school of last resort” for students who have been consistently failed by their previous institutions. No child has been or will be excluded from this public school option based on their intellectual capacity or prior academic performance. We can see the positive effects of longevity at Agora from data for the 2007-2008 school year—specifically, students who have been going to Agora for at least two years do much better than the first-year students. In fact, the performance of returning students on the Reading PSSA was 22 percentage points higher than that of the first-year students, and the equivalent increase on the Math PSSA was 12 percentage points. PSSA PERFORMANCE AT AGORA AS IT IS IMPACTED BY DISTRICT OF RESIDENCE There has been a direct correlation between Agora students’ proficiency levels on the PSSA and their school district of residence. Agora students from urban areas perform less well on the PSSA than the overall school population and the results Agora Cyber Charter School Amended Renewal Application 11.16.09

7

of the overall school population increase when the urban area student test results are removed. This data is important as it is informing our current instructional model and our plans for the future. As a public school, we cannot dictate the districts from which the students arrive, however this historical data strongly influences the strategies that the instructional staff must engage in as more intense and new types of remediation are necessary to ensure that all students achieve.


8

LOCAL ASSESSMENTS Beginning in the 2008-2009 school year, Agora put into place additional evaluation tools to assess current student performance levels of all grades K-12 students in order to develop strategic individualized learning plans for all students. Agora utilizes the Scantron Performance and Achievement Series Assessments for students in grades 3-12. Teachers utilize the AIMSweb evaluation tool for grades K-2 students. AIMSweb is a webbased early literacy, language, reading and math assessment and data management system wellsuited for Response to Intervention implementation and tiered instruction. The program efficiently and reliably identifies students at risk for falling short of year-end academic targets; Agora Cyber Charter School Amended Renewal Application 11.16.09

9

measures student progress in an accurate and timely manner; and accesses, interprets and manages all this data. Agora teachers are able to utilize the data to identify students who are benchmark, strategic, or intensive and to set individualized learning goals for each student depending on their performance. AIMSweb is used for progress monitoring based on direct, frequent, and continuous student assessment of basic skills to ensure that instructional changes result in improved student achievement and continuous and on-going progress. Scantron is a part of Agora’s assessment solution for pinpointing student proficiency levels, identifying student strengths and weaknesses, and measuring student value-added academic growth for grades 3-12. Agora teachers administer both the Performance Series (web-based computer adaptive test for growth measure) and the Achievement Series (web-based benchmark assessments). These assessments provide information that helps teachers diagnose, prescribe, and implement an effective Individualized Learning Plan (ILP) for each student. The Performance Series is used to identify gaps and set a baseline for measuring gains. It is a normed assessment aligned to Pennsylvania Standards. We utilize the Achievement Series for two major types of assessments: (1) testing student proficiency on specific objectives, and (2) for teacher or school created benchmark assessments. Teachers are able to retrieve student performance results immediately and customize instruction to the individualized needs of each student weekly. PSSA PERFORMANCE AS IT RELATES TO THE NUMBER OF SCANTRON ACHIEVEMENT SERIES EXAMS AND INSTRUCTIONAL INTERVENTIONS RECEIVED PSSA test data from SY2008-2009 for students enrolled prior to October 1, 2008, who were identified by staff as being “at risk”, show that, when adhered to, the school’s model of implementing the Achievement Series testing followed by regular and consistent interventions to address weaknesses in proficiencies for specific standards did have a positive effect on PSSA test scores. Unfortunately, not all Agora students identified as at risk were given this treatment consistently, but certainly informed teacher training and more intense implementation of this strategy which began in August 2009 should result in improved results for more at risk students. The following table displays the data for the number of Achievement Series tests taken and the number of interventions received by Agora at risk students in SY2008-2009. Overall, 26% of the at risk students at Agora were proficient in math and 39% were proficient in reading by the PSSA spring testing window. However, when one examines the data more closely, it is apparent that the number of Achievement Series tests given and the number of interventions attended had a dramatic impact on student achievement. Students who took more Achievement Series tests, followed by interventions targeted toward the areas of weakness shown on those tests, performed far better than at risk students who took no Achievement Series exams and therefore received no interventions.


10

MATH # Scantron Achievement Series (AS) tests taken and # of interventions Below Grand Proficient (range) Advanced Proficient Basic Basic Total N size or Better YES (STI) 5% 21% 29% 45% 100% 26% 773 0 (did not take an AS test) 1% 11% 17% 70% 100% 13% 71 Zero 0% 8% 12% 81% 100% 8% 26 one - five 3% 13% 16% 68% 100% 16% 31 eleven - fifteen 0% 67% 0% 33% 100% 67% 3 sixteen - twenty 0% 0% 67% 33% 100% 0% 3 six- ten 0% 0% 33% 67% 100% 0% 3 greater than twenty 0% 0% 20% 80% 100% 0% 5 1 0% 8% 30% 62% 100% 8% 71 Zero 0% 5% 32% 64% 100% 5% 22 one - five 0% 8% 23% 69% 100% 8% 26 six - eleven 0% 0% 60% 40% 100% 0% 10 eleven - fifteen 0% 50% 0% 50% 100% 50% 2 sixteen - twenty 0% 25% 25% 50% 100% 25% 4 greater than twenty 0% 14% 14% 71% 100% 14% 7 2 3% 11% 29% 57% 100% 14% 93 Zero 0% 6% 18% 76% 100% 6% 17 one - five 17% 11% 17% 56% 100% 28% 18 six - eleven 0% 19% 33% 48% 100% 19% 21 eleven - fifteen 0% 20% 20% 60% 100% 20% 5 sixteen - twenty 0% 9% 27% 64% 100% 9% 11 greater than twenty 0% 5% 48% 48% 100% 5% 21 3 5% 23% 35% 37% 100% 28% 79 Zero 0% 33% 0% 67% 100% 33% 3 one - five 14% 14% 24% 48% 100% 29% 21 six - eleven 0% 25% 56% 19% 100% 25% 16 eleven - fifteen 13% 25% 25% 38% 100% 38% 8 sixteen - twenty 0% 0% 57% 43% 100% 0% 7 greater than twenty 0% 33% 33% 33% 100% 33% 24 4 7% 27% 31% 35% 100% 34% 121 Zero 0% 20% 10% 70% 100% 20% 10 one - five 5% 38% 24% 33% 100% 43% 21 six - eleven 10% 31% 28% 31% 100% 41% 29 eleven - fifteen 0% 22% 22% 56% 100% 22% 9 sixteen - twenty 10% 10% 50% 30% 100% 20% 10 greater than twenty 7% 26% 40% 26% 100% 33% 42 Agora Cyber Charter School Amended Renewal Application 11.16.09

11

# Scantron Achievement Series (AS) tests taken and # of interventions (range) 5 Zero one - five six - eleven eleven - fifteen sixteen - twenty greater than twenty 6 Zero one - five six - eleven eleven - fifteen sixteen - twenty greater than twenty Grand Total

Below Grand Advanced Proficient Basic Basic Total

7% 0% 15% 15% 10% 0% 4% 11% 0% 22% 8% 19% 17% 6% 5%

25% 29% 14% 14% 15% 26% 36% 24% 34% 38% 31% 27% 23% 31% 27% 28% 67% 33% 22% 44% 33% 17% 31% 25% 17% 17% 22% 31% 21% 29%

39% 71% 44% 24% 17% 42% 42% 34% 0% 11% 42% 25% 50% 42% 45%

Proficient or Better

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

N size

32% 14% 30% 52% 45% 31% 27% 38% 67% 44% 42% 50% 33% 28% 26%

256 14 27 33 29 26 127 82 3 9 12 16 6 36 773

READING # Scantron Achievement Series (AS) tests taken and # of interventions (range) 0 (did not take an AS test) Zero one-five six – ten eleven-fifteen sixteen-twenty greater than twenty 1 Zero one-five six – ten eleven-fifteen sixteen-twenty greater than twenty

Adv

Pro

Bas

2.50% 30.00% 21.25% 0.00% 48.15% 22.22% 5.71% 22.86% 17.14% 0.00% 33.33% 0.00% 0.00% 33.33% 33.33% 0.00% 0.00% 60.00% 0.00% 14.29% 14.29% 10.26% 19.23% 26.92% 4.55% 13.64% 36.36% 20.00% 16.00% 16.00% 7.14% 21.43% 28.57% 0.00% 25.00% 25.00% 25.00% 50.00% 25.00% 0.00% 22.22% 33.33%

Bel 46.25% 29.63% 54.29% 66.67% 33.33% 40.00% 71.43% 43.59% 45.45% 48.00% 42.86% 50.00% 0.00% 44.44%

Grand Total

P or better

Grand Total

100.00% 32.50% 100.00% 48.15% 100.00% 28.57% 100.00% 33.33% 100.00% 33.33% 100.00% 0.00% 100.00% 14.29% 100.00% 29.49% 100.00% 18.18% 100.00% 36.00% 100.00% 28.57% 100.00% 25.00% 100.00% 75.00% 100.00% 22.22%


80 27 35 3 3 5 7 78 22 25 14 4 4 9 12

# Scantron Achievement Series (AS) tests taken and # of interventions (range) 2 Zero one-five six – ten eleven-fifteen sixteen-twenty greater than twenty 3 Zero one-five six – ten eleven-fifteen sixteen-twenty greater than twenty 4 Zero one-five six – ten eleven-fifteen sixteen-twenty greater than twenty 5 Zero one-five six – ten eleven-fifteen sixteen-twenty greater than twenty 6 Zero one-five six – ten eleven-fifteen sixteen-twenty greater than twenty Grand Total

Adv 10.00% 18.18% 12.50% 0.00% 0.00% 0.00% 15.00% 3.85% 0.00% 0.00% 0.00% 0.00% 0.00% 13.04% 2.86% 0.00% 10.53% 0.00% 0.00% 0.00% 2.33% 6.95% 8.33% 11.11% 6.45% 6.90% 5.88% 5.63% 15.43% 0.00% 18.75% 36.36% 14.29% 15.79% 14.77% 8.15%

Pro 37.14% 27.27% 68.75% 36.36% 57.14% 40.00% 10.00% 24.36% 66.67% 13.33% 27.78% 57.14% 22.22% 8.70% 35.24% 0.00% 26.32% 56.25% 60.00% 0.00% 32.56% 32.09% 41.67% 37.04% 45.16% 31.03% 29.41% 23.94% 34.86% 30.77% 18.75% 36.36% 50.00% 42.11% 31.82% 31.31%

Grand Bas Bel Total 24.29% 28.57% 100.00% 9.09% 45.45% 100.00% 6.25% 12.50% 100.00% 18.18% 45.45% 100.00% 28.57% 14.29% 100.00% 40.00% 20.00% 100.00% 45.00% 30.00% 100.00% 32.05% 39.74% 100.00% 33.33% 0.00% 100.00% 46.67% 40.00% 100.00% 27.78% 44.44% 100.00% 14.29% 28.57% 100.00% 33.33% 44.44% 100.00% 30.43% 47.83% 100.00% 25.71% 36.19% 100.00% 0.00% 100.00% 100.00% 21.05% 42.11% 100.00% 12.50% 31.25% 100.00% 26.67% 13.33% 100.00% 75.00% 25.00% 100.00% 25.58% 39.53% 100.00% 33.69% 27.27% 100.00% 16.67% 33.33% 100.00% 22.22% 29.63% 100.00% 32.26% 16.13% 100.00% 20.69% 41.38% 100.00% 35.29% 29.41% 100.00% 46.48% 23.94% 100.00% 26.86% 22.86% 100.00% 23.08% 46.15% 100.00% 25.00% 37.50% 100.00% 27.27% 0.00% 100.00% 17.86% 17.86% 100.00% 21.05% 21.05% 100.00% 31.82% 21.59% 100.00% 28.07% 32.47% 100.00%


P or Grand better Total 47.14% 70 45.45% 11 81.25% 16 36.36% 11 57.14% 7 40.00% 5 25.00% 20 28.21% 78 66.67% 6 13.33% 15 27.78% 18 57.14% 7 22.22% 9 21.74% 23 38.10% 105 0.00% 4 36.84% 19 56.25% 16 60.00% 15 0.00% 8 34.88% 43 39.04% 187 50.00% 12 48.15% 27 51.61% 31 37.93% 29 35.29% 17 29.58% 71 50.29% 175 30.77% 13 37.50% 16 72.73% 11 64.29% 28 57.89% 19 46.59% 88 39.46% 773

13

ACHIEVEMENT OF “AT RISK” STUDENTS WHO WERE ENGAGED IN ACADEMIC INTERVENTIONS The number of instructional interventions had an impact on student performance growth too. The following tables use the Scantron Normal Curve Equivalent (NCE) score to examine years of growth for students identified at risk as it relates to the number of instructional interventions they received throughout the 2008-2009 school year in both math and reading. If a group maintains the same score through the year, they keep pace with their curve “group mates” and make one year growth. A group whose score increases from fall to spring made more than one year of growth. A group whose score decreases made less than one year of growth, but it is important to note that a difference that is close to zero (either negative or positive) is still very close to one year of growth. Differences significantly higher or lower than zero should be examined more carefully. While the overall average years of growth for all students was very close to one year in math and slightly over one year in reading, the tables below show that the number of instructional interventions made a dramatic difference in years of growth for most students who received them which is another reason why the academic team reinvested time and training in order to ensure that teachers, students, and parents could understand the value of this instructional strategy leading students to academic success.

MATH

Student Count 3rd Grade Yes, “At risk” Zero one-five six-ten eleven-fifteen sixteen-twenty greater than twenty Not “At Risk”

224 90 8 21 23 11 7 20 134

Mean FALL Normal Curve Mean SPRING Equivalent Normal Curve (NCE) Equivalent (NCE) 64.6 66.7 53.7 60.1 58.9 63.0 55.5 60.0 55.3 61.2 55.9 73.8 66.0 68.9 42.4 47.3 72.0 71.1


Difference from Year's Worth of Growth** 2.1 6.4 4.1 4.5 5.9 17.9 2.9 4.9 -0.8

14

Student Count 4th Grade Yes, “At risk” Zero one-five six-ten eleven-fifteen sixteen-twenty greater than twenty Not “At Risk” 5th Grade Yes, “At risk” Zero one-five six-ten eleven-fifteen sixteen-twenty greater than twenty Not “At Risk” 6th Grade Yes, “At risk” Zero one-five six-ten eleven-fifteen sixteen-twenty greater than twenty six – ten Not “At Risk” 7th Grade Yes, “At risk” Zero one-five six-ten eleven-fifteen sixteen-twenty

200 82 2 13 12 15 8 32 118 249 94 4 12 20 16 9 33 155 233 116 3 23 14 18 12 45 1 117 296 138 13 19 7 22 15

Mean FALL Normal Curve Mean SPRING Equivalent Normal Curve (NCE) Equivalent (NCE) 60.9 60.6 53.9 53.0 45.0 46.0 58.4 47.8 58.6 53.5 56.5 61.1 40.0 38.5 53.1 55.3 65.8 65.7 58.4 59.3 48.6 51.6 53.3 47.0 51.4 58.5 52.7 51.3 57.0 59.4 40.9 49.1 42.5 46.6 64.3 63.7 54.0 51.7 45.0 44.1 49.3 37.0 49.0 46.4 42.1 34.2 56.2 63.1 43.2 46.7 39.0 37.2 66.0 80.0 63.0 58.9 53.7 51.4 44.4 44.1 34.2 28.8 41.5 34.5 48.0 45.9 47.9 47.9 42.8 44.6


Difference from Year's Worth of Growth** -0.3 -0.9 1.0 -10.6 -5.1 4.6 -1.5 2.2 -0.1 0.9 3.0 -6.3 7.1 -1.4 2.4 8.2 4.1 -0.6 -2.3 -0.9 -12.3 -2.6 -7.9 6.9 3.5 -1.8 14.0 -4.1 -2.3 -0.3 -5.4 -7.0 -2.1 0.0 1.8 15

Student Count greater than twenty six – ten Not “At Risk” 8th Grade Yes, “At risk” Zero one-five six-ten eleven-fifteen sixteen-twenty greater than twenty six – ten Not “At Risk” 9th Grade Yes, “At risk” Zero Not “At Risk” 10th Grade Not “At Risk” Grand Total

57 5 158 289 153 12 28 15 10 11 71 6 136 311 21 21 290 214 214 2016

Mean FALL Normal Curve Mean SPRING Equivalent Normal Curve (NCE) Equivalent (NCE) 46.9 48.4 39.0 51.6 61.8 57.5 48.8 43.9 41.5 37.5 37.0 29.2 41.3 35.8 49.4 31.7 37.8 36.8 44.5 38.2 39.6 39.0 53.5 58.2 57.0 50.6 50.6 49.0 43.6 44.0 43.6 44.0 51.1 49.4 53.8 51.2 53.8 51.2 55.1 53.6

Difference from Year's Worth of Growth** 1.6 12.6 -4.4 -4.9 -4.0 -7.8 -5.5 -17.7 -1.0 -6.4 -0.7 4.7 -6.4 -1.6 0.4 0.4 -1.7 -2.6 -2.6 -1.5

Mean FALL Normal Curve Mean SPRING Equivalent Normal Curve (NCE) Equivalent (NCE) 68.9 72.7 60.0 67.9 67.6 69.4 60.5 67.3 61.9 72.5 64.7 77.3 53.9 70.4 55.3 56.9 74.5 75.7

Difference from Year's Worth of Growth**

READING:

Student Count 3rd Grade Yes, “At risk” Zero one-five six-ten eleven-fifteen sixteen-twenty greater than twenty Not “At Risk”

216 84 5 19 22 11 7 20 132


3.8 7.8 1.8 6.8 10.6 12.5 16.6 1.6 1.2 16

Student Count 4th Grade Yes, “At risk” Zero one-five six-ten eleven-fifteen sixteen-twenty greater than twenty Not “At Risk” 5th Grade Yes, “At risk” Zero one-five six-ten eleven-fifteen sixteen-twenty greater than twenty Not “At Risk” 6th Grade Yes, “At risk” Zero one-five six-ten eleven-fifteen sixteen-twenty greater than twenty six – ten Not “At Risk” 7th Grade Yes, “At risk” Zero one-five six-ten eleven-fifteen sixteen-twenty

203 83 1 13 13 15 9 32 120 246 92 5 14 17 15 9 32 154 226 108 4 23 10 18 10 42 1 118 295 136 13 18 7 22 16

Mean FALL Normal Curve Mean SPRING Equivalent Normal Curve (NCE) Equivalent (NCE) 66.6 70.2 58.5 62.5 66.0 62.0 70.7 60.0 58.2 60.3 59.5 69.1 67.9 62.4 50.4 61.3 72.2 75.5 67.2 73.3 58.7 67.5 76.0 79.2 64.9 70.1 56.3 61.6 64.7 64.2 54.7 76.8 53.0 66.4 72.2 76.6 61.9 65.2 55.0 58.1 80.8 72.3 52.1 54.7 48.9 48.3 71.6 70.9 58.9 70.6 47.2 51.9 69.0 81.0 68.2 71.3 64.8 68.0 56.6 61.3 41.3 41.0 50.8 52.8 67.6 73.3 57.1 64.5 57.8 63.4


Difference from Year's Worth of Growth** 3.6 4.0 -4.0 -10.7 2.1 9.7 -5.4 10.9 3.3 6.1 8.7 3.2 5.1 5.3 -0.5 22.1 13.5 4.4 3.4 3.1 -8.5 2.6 -0.6 -0.6 11.7 4.7 12.0 3.1 3.2 4.7 -0.3 2.0 5.7 7.4 5.7 17

Student Count greater than twenty six – ten Not “At Risk” 8th Grade Yes, “At risk” Zero one-five six-ten eleven-fifteen sixteen-twenty greater than twenty six – ten Not “At Risk” 9th Grade Yes, “At risk” Zero Not “At Risk” 10th Grade Not “At Risk” Grand Total

55 5 159 278 141 10 24 13 9 10 69 6 137 288 22 22 266 209 209 1961

Mean FALL Normal Curve Mean SPRING Equivalent Normal Curve (NCE) Equivalent (NCE) 60.3 65.0 55.8 66.0 71.7 73.4 60.6 60.2 54.2 55.4 60.6 55.1 53.4 52.0 50.5 50.1 53.2 55.7 54.3 59.3 53.0 55.6 69.0 72.3 67.2 64.8 61.2 65.3 60.4 65.9 60.4 65.9 61.2 65.3 62.8 67.0 62.8 67.0 64.0 67.5

Difference from Year's Worth of Growth** 4.7 10.2 1.7 -0.4 1.3 -5.5 -1.4 -0.5 2.4 5.0 2.6 3.3 -2.4 4.2 5.5 5.5 4.0 4.2 4.2 3.4

SCANTRON PERFORMANCE SERIES EXAMS—MATH AND READING 2009 PERFORMANCE REPORT In the fall of 2008 and again in the spring of 2009, students in grades 3-11 at Agora took the Scantron Performance Series in mathematics and reading. This exam was implemented to determine annual growth for students at Agora and to inform teachers of students’ strengths and challenges in the fall so that, by spring, strengths could be built on and challenges could be remedied. The demographics of the students in grades 3-11 who took the Scantron test at Agora are as follows: African-American American Indian Asian Hispanic Multi-racial

387 14 16 108 82


17.22% 0.62% 0.71% 4.80% 3.65% 18

Native Hawaiian or other Pacific Islander Undefined White Grand Total

1 4 1636 2248

0.04% 0.18% 72.78% 100.00%

The Scantron Performance Series provides Agora administration and teachers with data about students that they don’t often get from prior year cumulative files or test scores. MATHEMATICS Table 1 shows the mean fall and spring scale score by grade level for the students who took the test. The mean scale score difference column represents the gain. Scantron provides the observed mean gains for their norm group, a national norm group that reflects national ethnic and income diversity trends, from fall to spring. Agora gains compared to those of the norm group are displayed in Table 2. Table 1. Grade Level Gains in Mean Scale Score from Fall to Spring Fall Testing Period Mean SE of SS Mean SS 2299 13 2415 14 2510 12 2582 13 2659 12 2681 13 2738 12

Spring Testing Period Gain Mean SE of Mean SS SS Mean SS Difference 2482 15 2553 16 2652 15 2670 16 2731 14 2706 15 2786 14

Grade Student SE of Level Count Difference Grade 3 228 183 15 Grade 4 203 138 13 Grade 5 259 142 12 Grade 6 239 88 11 Grade 7 305 72 10 Grade 8 300 25 11 Grade 9 311 48 9 Grade 10 218 2800 17 2849 20 49 12 Grade 11 178 2849 17 2857 22 8* 13 SS= scale score SE= standard error of measure – the degree to which the scale score or difference is accurate. It can be assumed the scale score or difference could be plus or minus the SE number. * = gain or loss is not significant because the gain or loss is less than the standard error of measure. Gains in mathematics in all grade levels at Agora, with the exception of 11th grade, were positive and statistically significant. This was encouraging to the Agora staff and changes to the high school instructional model were examined to further close the gap for 11th grade students as well. Table 2 shows that the mean fall scale score of Agora students was within the low to mid portion of the interquartile range for the Scantron norm group (lower grades tended to be in the mid Agora Cyber Charter School Amended Renewal Application 11.16.09

19

portion, while upper and middle grades tended to be in the lower portion) in all grades and for all ethnic groups. This means that the Agora group started out at about the same place or slightly lower place, depending on their grade level, than their national peer group in the fall. o The interquartile scale score range is the average scale score in the Scantron norm group for students in the 2nd and 3rd quartiles or students from the 26th – 75th percentile. This is a wide range, so it is important to focus on where Agora scores fall within that range, both in the fall and in the spring. o It is also important to pay attention to the observed mean gains of the Agora group as compared to the Scantron norm group. Table 2 compares Agora’s gains to Scantron’s norm group gains. In cases where the difference is positive, Agora students made more gain than the Scantron norm group. In cases, where it is negative, Agora students made less gain. Gains for students at Agora are generally in the same range as those of the Scantron norm group. With a few exceptions, Agora students had greater gains than those in the Scantron norm group. This trend was examined at the classroom and teacher level by school officials, especially for grades or ethnic groups where gains were not in the same range as the Scantron norm group’s gains. It is important to study the movement of particular groups of students shown in Table 2 as they compare to the overall group as well. In doing so, we noticed a couple of things: o In most cases where we have grades or ethnic groups showing less gain than the Scantron norm group, the mean fall scale score was in the lower end range of the norm group. The students still made significant gains in most cases, but have been identified as requiring additional instructional interventions to catch up with the Scantron norm group. o There appears to be an achievement gap between African American students and their white counterparts. This gap exists from the beginning of the year and while African American students do make significant gains in most cases, the gap does not close entirely. It is not realistic to think this will happen in one year, but school administrators also examined this at the classroom level to determine if there are patterns that might assist in this work and inform further instructional remediation.


20


21

Table 2. AGORA mean scale scores and gains in MATH compared to the Scantron norm group. FALL Spring Interquartile Interquartile AGORA Scale Score AGORA Scale Score Mean Range of Mean range of Gain of # of FALL Scantron Spring Scantron Scantron Students Scale Norm Scale Norm AGORA Norm Tested Score Group Score Group Gain Group Difference 3rd Grade 228 2299.4 2050-2516 2482.0 2257-2678 182.5 178.9 3.6 AfricanAmerican 49 2249.6 2396.3 146.7 -32.2 American Indian 2 * * * * Asian 2 * * * * Hispanic 8 * * * * Multiracial 10 2203.0 2395.1 192.1 13.2 White 157 2323.2 2514.5 191.4 12.5 4th Grade 203 2414.9 2286-2719 2553.4 2441-2836 138.5 131.7 6.8 AfricanAmerican 38 2369.9 2467.1 97.2 -34.5 American Indian 1 * * * * Asian 3 * * * * Hispanic 7 * * * * Multiracial 6 * * * * White 148 2421.3 2578.4 157.1 25.4 5th Grade 259 2509.7 2457-2844 2651.7 2585-2933 142.0 94.4 47.6 AfricanAmerican 43 2444.9 2563.6 118.7 24.3

* 2524.8 * 2527.0 2581.5 2499.9 * * * 2692.4 * 2600.5 2659.2 2606.8 * 2574.1 *

4 21 8 183 239 42 2 5 9 10 2 169 305 58 1 13 7

2659-2981

2591-2950


American Indian Hispanic Multiracial White 6th Grade AfricanAmerican American Indian Asian Hispanic Multiracial Undefined White 7th Grade AfricanAmerican American Indian Hispanic Multiracial

# of Students Tested

FALL Interquartile AGORA Scale Score Mean Range of FALL Scantron Scale Norm Score Group

*

* 2598.7

2682.0

2739.7 * 2693.7 2731.3

* * *

2552.6

* 2686.3 2670.1

* 2581.9

2727-3032

2677-3010

22

*

* 24.6

75.2

47.3 * 93.2 72.1

* * *

52.7

* 159.2 88.6

* 57.1

48.3

61.8

*

* -23.7

26.9

-14.5 * 31.4 23.8

* * *

-9.1

* 64.8 26.8

* -37.3

Spring Interquartile AGORA Scale Score Mean range of Gain of Spring Scantron Scantron Scale Norm AGORA Norm Score Group Gain Group Difference

2647.0 * * 2619.2 2704.6 2692.3 2737.7 2687.6 * * 2710.5 2711.9 * 2746.6 2800.0 2682.2

62 2 2 20 12 202 311 44 1 1 13 17 2 233 218 30

2831-3108

2795-3091


White 8th Grade AfricanAmerican American Indian Asian Hispanic Multiracial White 9th Grade AfricanAmerican American Indian Asian Hispanic Multiracial Undefined White 10th Grade AfricanAmerican

FALL Interquartile AGORA Scale Score Mean Range of # of FALL Scantron Students Scale Norm Tested Score Group 226 2676.0 300 2680.5 2747-3047

2714.9

2739.1 * 2798.2 2849.4

* * 2741.9

2730.6

2669.6 2728.6 2785.6

* * 2648.3

2647.4

2846-3152

2829-3123

23

32.7

27.2 * 51.6 49.4

* * 31.5

43.0

-35.0 36.3 47.8

* * 29.1

0.4

19.5

20.4

13.2

6.8 * 31.2 29.9

* * 11.1

22.6

-71.1 0.2 27.4

* * -7.0

-35.7

Spring Interquartile AGORA Scale Score Mean range of Gain of Spring Scantron Scantron Scale Norm AGORA Norm Score Group Gain Group Difference 2752.8 76.8 28.5 2706.4 2793-3089 25.9 36.1 -10.2

*

* 2833.3

8

1 170 28313108**

* 2888.4

*

28463152**


24

* -11.2

* 8.3

-11

* * *

19.5**

* 35.6

*

* * *

-0.1

8.5

* 55.1

*

Spring Interquartile AGORA Scale Score Gain of range of Mean Scantron Scantron Spring Norm AGORA Norm Scale Group Difference Group Gain Score * * *

11th Grade 178 2848.8 2857.3 AfricanAmerican 21 2769.3 2769.1 American Indian 1 * * Asian 3 * * Hispanic 8 * * Multiracial 4 * * White 141 2867.0 2875.3 *Subgroups of less than 10 students are not included. ** Scantron does not publish observed mean gains for 11th grade students because the highest level of Scantron testing is 10th gr. Agora 11th graders took the 10th grade test and 10th grade observed mean gains are used for the purposes of this report.

Hispanic Multiracial Native Hawaiian or other Pacific Islander White

FALL Interquartile AGORA Scale Score Range of Mean Scantron FALL # of Norm Scale Students Group Score Tested 9 *

Normal Curve Equivalent- Math Another variable provided by Scantron that allows schools to see growth of students over time is the Normal Curve Equivalent (NCE). Table 3 shows the NCE by grade and ethnicity levels for the students at Agora. If a group maintains the same score through the year, they keep pace with their curve “group mates” and make one year growth. A group whose score increases from fall to spring made more than one year of growth. A group whose score decreases made less than one year of growth, but it is important to note that a difference that is close to zero (either negative or positive) is still very close to one year of growth. Differences significantly higher or lower than zero should be examined more carefully. In most instances, Agora lower grade levels and reported ethnic groups made slightly more than or very close to one year of gain in math while older students tended to make slightly less than one year of gain in math. Table 3. Normal Curve Equivalent from Fall to Spring

3rd Grade African-American American Indian Asian Hispanic Multi-racial White 4th Grade African-American American Indian Asian Hispanic Multi-racial White 5th Grade African-American American Indian Hispanic

Student Mean Fall Mean Spring Count NCE NCE 224 64.6 66.7 48 56.9 56.0 2 * * 2 * * 8 * * 10 49.5 57.1 154 68.2 70.8 200 60.9 60.6 37 56.2 51.8 1 * * 3 * * 7 * * 6 * * 146 61.6 63.0 249 58.4 59.3 41 50.3 50.9 4 * * 21 62.5 52.5


Difference from Year's Worth of Growth** 2.1 -0.9 * * * 7.6 2.5 -0.3 -4.5 * * * * 1.4 0.9 0.5 * -10.0 25

Multi-racial White 6th Grade African-American American Indian Asian Hispanic Multi-racial Undefined White 7th Grade African-American American Indian Hispanic Multi-racial White 8th Grade African-American American Indian Asian Hispanic Multi-racial White 9th Grade African-American American Indian Asian Hispanic Multi-racial Undefined White 10th Grade African-American Hispanic Multi-racial Native Hawaiian or other Pacific Islander

Student Count 8 175 233 41 2 5 9 9 2 165 296 53 1 13 7 222 289 59 2 2 19 12 195 311 44 1 1 13 17 2 233 214 29 8 8

Mean Fall NCE * 60.4 54.0 44.2 * * * * * 55.9 53.7 49.5 * 43.0 * 55.2 48.8 46.1 * * 40.6 50.5 49.9 50.6 45.5 * * 48.2 48.5 * 51.5 53.8 43.8 * *

Mean Spring NCE * 62.6 51.7 40.2 * * * * * 54.1 51.4 46.9 * 40.3 * 53.3 43.9 39.1 * * 39.2 39.3 45.8 49.0 44.6 * * 45.7 45.1 * 50.0 51.2 41.3 * *

Difference from Year's Worth of Growth** * 2.2 -2.3 -4.0 * * * * * -1.8 -2.3 -2.6 * -2.7 * -1.8 -4.9 -7.0 * * -1.4 -11.2 -4.1 -1.6 -0.8 * * -2.5 -3.4 * -1.5 -2.6 -2.5 * *

1

*

*

*


26

Student Count 168

White

Mean Fall NCE 56.4

Difference from Year's Mean Spring Worth of NCE Growth** 54.1 -2.3

*Subgroups with fewer than 10 students are not reported in this data set. **This field represents a student group that kept pace from fall to spring with the students who were in the same place on the normal curve equivalent. A positive number indicates more than one year of growth a negative number equals less than one year of growth.

READING Table 1 shows the mean fall and spring scale score by grade level for the students who took the test. The mean scale score difference column represents the gain. Scantron provides the observed mean gains for their norm group, a national norm group that reflects national ethnic and income diversity trends, from fall to spring. This report will address how Agora gains compare to those of the norm group in Table 2. Table 1. Grade Level Gains in Mean Scale Score from Fall to Spring Fall Testing Period Mean SE of SS Mean SS 2560 21 2724 22 2847 18 2900 18 2973 14 2998 14 3048 13

Spring Testing Period Gain Mean SE of Mean SS SS Mean SS Difference 2755 20 2883 19 3009 16 2991 19 3054 18 3033 17 3131 14

Grade Student SE of Level Count Difference Grade 3 221 195 19 Grade 4 204 159 20 Grade 5 257 162 17 Grade 6 235 91 16 Grade 7 305 81 14 Grade 8 287 35 12 Grade 9 288 83 12 Grade 10 214 3106 13 3183 15 77 12 Grade 11 175 3155 16 3177 18 22 13 SS= scale score SE= standard error of measure – the degree to which the scale score or difference is accurate. It can be assumed the scale score or difference could be plus or minus the SE number. * = gain or loss is not significant because the gain or loss is less than the standard error of measure.


27

In all cases, gains in all grade levels at Agora were positive and statistically significant. This is encouraging. Table 2 shows that the mean fall scale score in reading for Agora students was at the high end of the interquartile range for the Scantron norm group in all grades and for all ethnic groups. This means that the AGORA group started out in the high range (50th to 75th percentile) of their peer group in the fall. o The interquartile scale score range is the average scale score in the Scantron norm group for students in the 2nd and 3rd quartiles or students from the 26th – 75th percentile. This is a wide range, so it is important to focus on where Agora scores fall within that range, both in the fall and in the spring. o It is also important to pay attention to the observed mean gains of the Agora group as compared to the Scantron norm group. Table 2 compares Agora’s gains to Scantron’s norm group gains. In cases where the difference is positive, Agora students made more gain than the Scantron norm group. In cases, where it is negative, Agora students made less gain. In all one grade level, the difference is a positive one for Agora, meaning students made more gains than the Scantron norm group. It is important to study the movement of particular groups of students shown in Table 2 as they compare to the overall group as well. In doing so, we notice a couple of things: o In almost all instances, African American students started out with a mean fall scale score that was lower than that of their White counterparts. However, the African American students made comparable gains, and in some cases more gains. In all but one grade level, African American students made gains that exceeded those of the Scantron norm group. This is very encouraging. o The majority of the student groups at Agora made gains comparable to the Scantron norm group. This is encouraging. The challenge for a school that starts out at the high end or above the Scantron norm group (or any norm group for that matter) is to keep their pace and to make gains comparable to the norm group. Because the Scantron scale score is vertically stacked, students are not restricted in their growth especially in the early grades-- they can just grow into the range of the next grade level. However, older students or even middle school students who start with a very high scale score may have trouble making the expected gains.


28

40

2816.2

2963.8


AfricanAmerican

29

147.6

53.2

Table 2. Agora mean scale scores and gains in READING compared to the Scantron norm group. FALL Spring Interquartile Interquartile Agora Scale Score Agora Scale Score mean Range of Mean Range of Gain of # of FALL Scantron Spring Scantron Scantron Students Scale Norm Scale Norm Agora Norm Tested Score Group Score Group Gain Group Difference 3rd Grade 221 2559.7 2050-2516 2755.3 2257-2678 195.6 16.7 178.9 AfricanAmerican 47 2500.3 2706.2 205.9 27.0 American Indian 2 * * * * Asian 2 * * * * Hispanic 8 * * * * Multiracial 10 2468.7 2720.1 251.4 72.5 White 152 2589.9 2774.9 185.0 6.1 4th Grade 204 2724.0 2286-2719 2883.3 2441-2836 159.3 27.6 131.7 AfricanAmerican 40 2640.0 2783.2 143.2 11.5 American Indian 1 * * * * Asian 3 * * * * Hispanic 7 * * * * Multiracial 6 * * * * White 147 2740.9 2905.8 164.9 33.2 5th Grade 257 2847.0 2457-2844 3009.3 2585-2933 162.4 68.0 94.4

* 2856.0 * 2854.9 2899.6 2855.0 * * * 3017.6 * 2912.6 2973.0 2917.0 * 2980.5 *

4 22 8 183 235 41 2 5 9 10 2 166 304 58 1 12 8

2659-2981

2591-2950

*

* 2938.8

2987.6

2970.9 * 3006.9 3053.3

* * *

2939.7

* 3045.8 2991.1

* 2926.4

Agora Mean Spring Scale Score


American Indian Hispanic Multiracial White 6th Grade AfricanAmerican American Indian Asian Hispanic Multiracial Undefined White 7th Grade AfricanAmerican American Indian Hispanic Multiracial

Agora mean # of FALL Students Scale Tested Score

FALL Interquartile Scale Score Range of Scantron Norm Group

2727-3032

2677-3010

30

*

* -41.8

70.6

-46.7 * 94.3 80.3

* * *

84.7

* 190.9 91.5

* 70.4

Spring Interquartile Scale Score Range of Scantron Norm Agora Group Gain

48.3

61.8

*

* -90.1

22.3

-108.5 * 32.5 32.0

* * *

22.9

* 96.5 29.7

* -24.0

Gain of Scantron Norm Group Difference

3000.2 * * 2883.6 3010.1 3002.7 3048.0 3020.0 * * 3090.3 3079.5 * 3046.6 3105.6 3045.3

60 2 2 19 11 193 288 40 1 2 17 15 2 211 214 28

2831-3108

2795-3091

2747-3047

3097.6

3158.7 * 3131.5 3182.5

* * 3146.5

3108.3

2993.4 3035.0 3131.4

* * 3014.3

3025.3

2846-3152

2829-3123

31

52.3

79.3 * 85.0 77.0

* * 56.2

88.3

-16.7 32.3 83.4

* * 130.7

25.2

Spring Interquartile Agora Scale Score Mean Range of Spring Scantron Scale Norm Agora Score Group Gain 3074.8 90.4 3033.3 2793-3089 35.7


White 8th Grade AfricanAmerican American Indian Asian Hispanic Multiracial White 9th Grade AfricanAmerican American Indian Asian Hispanic Multiracial Undefined White 10th Grade AfricanAmerican

Agora mean # of FALL Students Scale Tested Score 225 2984.4 287 2997.6


19.5

20.4

32.8

58.9 * 64.6 57.5

* * 35.8

67.9

-52.8 -3.8 63.0

* * 94.6

-10.9

Gain of Scantron Norm Group Difference 42.1 -0.4 36.1

* 9.3

* 3193.9

32

* * *

* * *

66.1

3090.0 n/a

* 82.1 22.1

* 3201.4 3177.0

Spring Interquartile Scale Score Agora Range of Mean Scantron Spring Norm Agora Scale Group Gain Score * *


Hispanic Multiracial 5 * White 174 3119.3 11th Grade 175 3154.9 AfricanAmerican 23 3023.9 n/a American Indian 1 * Asian 2 * Hispanic 7 * Multiracial 5 * White 137 3184.6 *Subgroups of less than 10 students are not included.

Agora mean FALL # of Students Scale Score Tested 7 *


19.5

* -10.2

* * *

46.6

* 62.6 2.6

Gain of Scantron Norm Group Difference *

Normal Curve Equivalent- Reading Another variable provided by Scantron that allows schools to see growth of students over time is the Normal Curve Equivalent (NCE). Table 3 shows the NCE by grade and ethnicity levels for the students at Agora. If a group maintains the same score through the year, they keep pace with their curve “group mates” and make one year growth. A group whose score increases from fall to spring made more than one year of growth. A group whose score decreases made less than one year of growth, but it is important to note that a difference that is close to zero (either negative or positive) is still very close to one year of growth. Differences significantly higher or lower than zero should be examined more carefully. In most instances, Agora grades and reported ethnic groups made greater than one year or very close to one year of gain in reading. This is encouraging to the academic team at Agora. Table 3. Normal Curve Equivalent from Fall to Spring

3rd Grade AfricanAmerican American Indian Asian Hispanic Multi-racial White 4th Grade AfricanAmerican American Indian Asian Hispanic Multi-racial White 5th Grade AfricanAmerican American Indian Hispanic

Mean Fall Mean Spring Difference from Year's Normal Curve Normal Curve Student Equivalent Worth of Growth** Count Equivalent 216 68.9 72.7 3.8 46 2 2 8 9 149 203

66.0 * * * * 70.7 66.6

68.8 * * * * 74.3 70.2

2.9 * * * * 3.5 3.6

40 1 3 7 6 146 246

61.0 * * * * 67.7 67.2

62.5 * * * * 72.0 73.3

1.5 * * * * 4.2 6.1

38 4 22

64.6 * 68.5

69.3 * 67.2

4.7 * -1.3


33

Student Count Multi-racial White 6th Grade AfricanAmerican American Indian Asian Hispanic Multi-racial Undefined White 7th Grade AfricanAmerican American Indian Hispanic Multi-racial White 8th Grade AfricanAmerican American Indian Asian Hispanic Multi-racial White 9th Grade AfricanAmerican American Indian Asian Hispanic Multi-racial Undefined White 10th Grade AfricanAmerican

Mean Fall Mean Spring Normal Curve Normal Curve Difference from Year's Equivalent Equivalent Worth of Growth** 8 * * * 174 67.9 76.1 8.2 226 61.9 65.2 3.4 40 2 5 9 9 2 159 295

58.5 * * * * * 62.9 64.8

60.5 * * * * * 66.8 68.0

2.1 * * * * * 3.9 3.2

53 1 12 8 221 278

61.0 * 62.3 * 65.5 60.6

64.0 * 56.0 * 69.6 60.2

3.0 * -6.3 * 4.1 -0.4

59 2 2 18 11 186 288

60.1 * * 50.1 60.8 61.3 61.2

58.8 * * 59.1 54.6 60.6 65.3

-1.3 * * 9.0 -6.2 -0.7 4.2

40 1 2 17 15 2 211 209

57.6 * * 66.2 63.8 * 61.1 62.8

63.2 * * 66.8 68.1 * 65.4 67.0

5.6 * * 0.6 4.3 * 4.2 4.2

27

57.1

59.1

1.9


34

Mean Fall Mean Spring Normal Curve Normal Curve Difference from Year's Equivalent Equivalent Worth of Growth** Hispanic 6 * * * Multi-racial 5 * * * White 171 63.9 68.8 4.9 *Subgroups with fewer than 10 students are not reported in this data set. **This field represents a student group that kept pace from fall to spring with the students who were in the same place on the normal curve equivalent. A positive number indicates more than one year of growth a negative number equals less than one year of growth. Student Count


35

B. Describe the cyber charter school’s promotion and graduation (if applicable) requirements and report three-year promotion and graduation data. Discuss the data and how it corresponds to goals identified in the charter. AGORA STUDENT PROMOTION, GRADUATION AND RETENTION DATA 2006-2007

2007-2008

2008-2009

%Students Promoted

88

85

81

% Students Graduated

100

83.3

83.3

# Students Graduated

6

30

130

%Students Retained

12

15

19

Elementary Proficiency in Pennsylvania grade level standards is measured for all Agora students in grades K-6. At the end of the first and third quarters, a report is created for each student that outlines actual course progress and expected progress for that point in the school year. Learning goals are also defined from studentteacher interaction along with results from local assessments, integral programs such as Study Island, work submissions, and the K12 Online School, our learning management system. The learning goals are monitored for the entire school year. At the end of the 2nd and 4th quarter, a more detailed report is sent to parents including an update on proficiency in grade level standards.

It is imperative that all students attend each scheduled individual teacher conference, participate in all local assessments – either face-to-face and/or Elluminate web conference, and attend PSSA testing (if applicable). As their progress is monitored, students may be asked to attend supplemental tutoring sessions for additional instructional support. These are integral tools for gathering information about individual strengths and weaknesses and monitoring ongoing progress to ensure student success. These measures also help in determining mastery levels which will be reported on the student’s progress reports. Promotion or retention for the next grade level will be determined as the cumulative results of the student’s progress and achievement for the school year are analyzed at the end of the academic year. Agora Cyber Charter School Amended Renewal Application 11.16.09

36

Agora’s goal is not to make all children alike, but to foster individual strengths and help each child develop to his or her fullest potential. If a student is receiving special education services, the learning goals that have been created and recorded on the student’s IEP for him/her will supersede this list of grade level standards; however, assessment on grade level standards may still occur. Middle School In an effort to help students to prepare for the transition from elementary school to high school, middle school students receive grades. These grades are determined based upon Online School Progress and Teacher Graded Assignments. The use of data from these areas supports the partnership between the teacher, learning coach, and curriculum in a coordinated effort to help students to maximize their academic achievements. All graded work comes directly from the Online School. Grades are based on the rubrics found on the Online School, where applicable. Online School Progress The K12 curriculum helps students to master state standards. We recommend that students master all core lessons on the Online School. Verified progress based on the student’s progress goal will count towards one-third of the grade for a course. The goal is set at 100% progress, unless otherwise determined by the teacher. The percentage of progress attained towards the goal will determine this part of the grade. If a student starts a course late, the goal is prorated. Teacher Graded Assignments Teachers provide a list of assignments from the Online School that should be submitted directly to the course-specific teacher. This work allows the teacher to give detailed feedback, as well as a grade based on the OLS rubric, where applicable. The math grade is comprised of Scantron Achievement Series scores as well as three curriculum assignments. Turning in assignments on a regular basis will help with the transition of students to high school where most work will be teacher graded. A number grade between 0% and 100% is assigned to each graded assignment. Students may resubmit assignments to increase their score within 10 days of receiving their grade. These combined assignments are averaged for two-thirds of the student’s grade in the course. All assignments must be submitted within 30 days of completion on the Online School. Assignments received after this timeframe will have 50% of the grade taken off. Any assignment turned in after the semester’s end will not be accepted. It is important that students master and retain their work rather than simply working through assignments. If at any time it becomes evident a student Agora Cyber Charter School Amended Renewal Application 11.16.09

37

has not mastered work marked complete, the lessons may need to be completed again. If a student’s work shows evidence of intentional or unintentional academic dishonesty: • The student lessons will be marked incomplete and the student must complete the work again. Only one resubmitted assignment will be accepted. • Any subsequent submissions showing evidence of academic dishonesty will be marked zero in the grade book. The student will not be given any opportunity to resubmit these assignments. In addition, the student will need to meet with his or her teacher(s) for required online meetings via the Elluminate Live! web conferencing platform. Middle School Grading Scale: A = 90% - 100% B = 80% - 89% C = 70% - 79% D = 60% -69% F = below 60 % All students must pass 3 out of the 4 core courses (Math, English, History and Science) with a letter grade of D or better in order to be promoted to the next grade level in the fall. All promotion decisions are made at the conclusion of the school year. (Students who enter Agora Cyber Charter School after the first semester of the school year will have their current grades averaged with the grades earned at Agora to calculate a final grade.) High School Promotion Graded activities in the Agora high school-level courses are assigned points. A student’s final grade will reflect the actual points earned, compared to the total points possible. Teachers will use these points to assign letter grades, according to their grading policies. Students and learning coaches can access the current grades for all courses by viewing their accounts in the LMS or the MyInfo area, at any time during the semester. Students are responsible for their own work on unit tests and final exams. Students are not allowed to use notes, quizzes, or textbooks on unit tests and final exams, unless indicated in an IEP. Students are not allowed to share work with other students on unit tests or final exams. Unless otherwise noted, tests and quizzes are not “open-book” assignments. If a student does not complete his own work or shares his work with others on unit tests and/or final exams, he/she will not receive credit for the work.


38

Students must cite sources in all assignments, tests and exams. Students will not receive credit for work that does not appropriately cite sources. Grades will be determined based on how students perform on teacher graded activities within each course. Graded activities may include: • Online or paper-based worksheets and practice sets • Quizzes • Exams (e.g. Unit, Semester, Final) • Threaded discussions • Essays, research papers, and other writing assignments • Presentations Assignments will be teacher-graded or computer-graded, depending on the assignment. During the semester, students can view their grades in the Student Progress Report. Teachers, administrators and parents also have access to student grade information. In order to satisfy each student’s individual learning needs, Agora Advisors and Counselors collaborate with parents and students to establish individual student goals and learning plans. Goals and plans are designed to clarify and to guide the student’s learning experience while motivating the student and increasing the likelihood of high academic achievement. Student attendance and progress are factored into goals. Advisors, students and parents may modify these goals as the school year progresses. Dedicated Agora staff work closely with students and parents to formulate realistic expectations, and provide feedback toward the goals, during scheduled parent/ teacher conferences. High School Grading Scale A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = below 60%

All students will be placed in 9th, 10th, 11th, or 12th grade using the credit scale below. Students who transferred into Agora will be placed into the appropriate grade level after a careful review of the student’s transcript from the sending school district. Credit Scale 0-4.99 Credits – 9th Grade 5-10.99 Credits – 10th Grade 11-15.99 Credits – 11th Grade 16- 22 Credits – 12th Grade


39

Graduation Requirements Agora Cyber Charter School recognizes a "Graduate" when the following requirements have been successfully completed according to 22 Pa. Code Section 4.24 1. Students must earn 22 credits in the following content areas that are aligned to the Pennsylvania academic standards.

Content

Courses

Mathematics

Algebra I, Algebra II, Geometry, Trig, Calculus, etc. Literacy Analysis and Composition, American Lit., British and World Lit., etc. World History, Geography and World Cultures, U.S. History, U.S. and Global Economics, etc.

English

History and Social Sciences

Science

Humanities/World Languages

Electives

Physical Education Health Career Planning

Credits Required 3

4

3

Physical Science, Earth Science, Biology, Chemistry, Physics, etc. Fine Arts, Music Appreciation, Spanish, French, German, Latin, Chinese, etc.

3

Computer Literacy, Web Design, Game Design, Journalism, Anthropology, etc. Physical Education

4.5

Skills for Health Career Planning, Business Communication, and Career Exploration


2

1.5 0.5 0.5

40

2. Students must complete a culminating Graduation Project presented to peers and school faculty sponsor. 3. Students must score Proficient on the 11th grade PSSA in Math, Language Arts, and Writing. Students who either do not score proficient or advanced on the PSSA Reading or do not score proficient or advanced on the PSSA Math or whom we do not have scores for, must master an alternative assessment that measures the state standards for the PSSA in reading and mathematics. If they do not receive a passing grade, they must attend remediation sessions with the High School Remediation team or content specific teacher(s) to ensure they learn the required information and retake the alternative assessment. C. Include and discuss any other evidence regarding improved academic performance. Due to the test scores from the 2007-2008 school year, Agora remained in school improvement. We did not meet Adequate Yearly Progress. Significant gains (12% in both reading and math) were made by the black subgroup; and 54% of students who received targeted instruction made gains in at least one proficiency level. These gains were a result of setting specific and strategic goals and implementing a plan to reach them. However, continued work toward meeting AYP was still needed. Agora established a committee to work on the 2008-2009 Continuous School Improvement Plan Year 2 Revision Tool (see Appendix 1 School Improvement Plan). We analyzed the data, and made revisions to the plan to accelerate progress toward meeting AYP goals. We had focused on the population with the greatest need in 2007-2008 and PVAAS data substantiated improvements in the performance of students in the below basic groups. With this knowledge, we began to build a plan that would allow for remediation for a larger group of students (see Appendix 3 Response to Intervention Plan). Highlights of the plan include: • Scantron Performance tests are being utilized to inform instruction and to measure academic growth over the school year. • Along with the AIMSweb screenings a more comprehensive formative assessment tool, Scantron Achievement, has been put into use to assess the impact of interventions on benchmark assessment results on the state standards—the goal being for students to be proficient in meeting state standards. • Using the Scantron results, in addition to previous PSSA results and course placements, we put in place increased frequency and longer duration interventions that were provided by teachers, specialists and Title I staff. • The RTI process was reconstructed to allow for a more succinct way to monitor students in Tier 2 and Tier 3. • Additional Title I and specialists were added to provide interventions to an increased number of students. Agora Cyber Charter School Amended Renewal Application 11.16.09

41

•

The Levels of Service (LOS) document was written and staff were trained to identify, intervene, and monitor the attainment of the standards for students at varying levels of achievement. • Student engagement and attendance at intervention sessions were carefully monitored. • The use of Compass Learning was expanded to support teachers by providing a standards-based virtual instruction tool. Additionally, more students were given access to this tool. • Teachers followed a teaching calendar and were provided with lessons developed around the state standards. • The special education teachers provided opportunities for increased direct instruction and utilized progress monitoring tools. They attended many training sessions to hone their teaching and progress monitoring skills. • We continued to provide a test prep program, Study Island, for students to use outside of school for additional remediation. Teachers monitored the use of Study Island and guided students through the use of the program. Anecdotally, students and learning coaches indicate that the program helped prepare the students by providing sample problems of state standards and anchors. • As stated previously, the State Test Interventions strategies also prepared students by providing sample problems of state standards and anchors. Over 750 students were identified “at risk” for failure on the state tests and the LOS outlined the interventions they would receive. Twenty-six percent (26%) of these students were proficient in math and thirty-nine (39%) were proficient in reading. Additionally, where we had previous year data to make comparisons, we have early indicators of success of other initiatives. The chart below outlines our success with all school wide initiatives in 2008-2009. % Increased Program or Number of % Increased by One by Two PSSA initiative students with PSSA Performance data to compare Level during SY2008- Performance Levels during 2009 SY2008-2009 Title I /Math 121 Title math 15% 1% Specialists Title reading 15% 5% Math 20% 2% Specialists Supplemental 38 Math 8% 3% Educ. Services (SES) Reading 6% 0% Compass Learning Odyssey

92

Math

10%

0%

Reading

6%

1%


42

2. Describe how the cyber charter school made reasonable progress in meeting internally established academic goals during the term of its charter. A. Describe how the cyber charter school has met the academic goals established in the charter. Has the cyber charter school made AYP? If goals and/or AYP were not met, discuss why and what steps are in place to remedy the situation. Reference information from the cyber school’s School Improvement Plan, where applicable. If goals were revised, discuss why and how the new goals provide a better fit with the overall mission of the cyber charter school. Provide a concise explanation and use data whenever possible. Agora’s current charter includes eleven academic goals. Although the school’s curriculum and instruction addresses most of the goals, to date the academic and administrative leaders have focused mainly on core content goals informed by annual PSSA test scores, course performance, and Scantron Performance and Achievement Series data. As discussed in Section I Question 1. A in detail, Agora made strides each year to make AYP, but fell short with only one more performance target to meet, having met 26 out of 27 targets. Team members developed an annual Student Achievement and Improvement Plan (see Appendix 4), as well as state mandated School Improvement Plans (see Appendices 1) which strategically focused instruction on student achievement in the areas of mathematics, reading, writing and science. Agora ensured that curriculum was aligned with state standards in scope and sequence and instructional strategies were enhanced to address overall student deficits as well as sub group specific deficiencies that were identified in each year’s AYP scores. The core curriculum and instructional strategies also addressed the other content areas of world languages, social studies, and visual and performing arts, but intense instruction and remediation were focused on students with more severe needs in the areas of mathematics, reading and writing. When students were engaged in curriculum and instruction, they were, at the same time, working towards the goals of developing higher order thinking skills and self directed learning as stated in the original charter. Student Achievement Improvement Plan and School Improvement Plan Annually, Agora has used the SAIP Planning Process to develop meaningful learning goals for all students in the internal Student Achievement Improvement Plan and PDE’s School Improvement Plan. The major focus has been to evaluate all the data compiled from local and statewide assessments to inform the development of academic and nonacademic goals to increase school wide student achievement.


43

SAIP Planning Process 1.

Prepare for Readiness to Benefit

2.

Collect, Sort, and Select Data

3.

Analyze the School Data

4.

Set and Prioritize Goals

5.

Research Effective Practices

6.

Craft Action Plan

7.

Monitor Implementation of the Plan

8.

Evaluate Impact on Student Achievement

Stage 1: Prepare for Readiness to Benefit The Student Achievement Planning Team (representatives from all aspects of the school including Operations and Finance) must be aware of their own readiness, abilities, and willingness to embark in a collaborative strategic planning process. All Team Members: •

Have completed training in conducting effective meetings

•

Understand how decisions are made

•

Agree on decision-making strategies for working toward consensus

•

Commit time to meet and resources to support this work

•

Assure open communication and trust among members

•

Possess an understanding of the purpose of the SAIP process

Stage 2: Collect, Sort, and Select Data • Team collects and sorts information from previous school records, past performances on state testing, anecdotal information from parents, and other sources •

Team verifies data is current and correct

•

Team accurately identifies students in TotalView School according to performance data and initial benchmark testing.


44

Stage 3: Analyze the School Data • • •

•

Team analyzes school data to understand current student achievement Team displays achievement and other data types in ways that are understandable to all audiences and stimulates shared responsibility Team clearly articulates answers to the following questions: • Who are the specific groups of students at our school (i.e., atrisk, minority, advanced learner, etc.)? •

How does each of these groups perform on various measures?

•

What does this data tell us about the strength and weaknesses of the program for these specific populations?

Team schedules frequent data reviews and considers whether new information should change the SAIP

Stage 4: Set and Prioritize Goals •

• •

Team identifies three-to-five areas based on data review. Goal-setting includes answering questions such as: • What state goals are required to meet AYP? •

What are the areas of greatest need based on student achievement in subgroups?

•

Which strategic areas have the highest potential for impact?

Team follows a systematic process to develop focused, studentcentered, measurable, realistic, and time-bound goals to improve student achievement Team discusses desired and anticipated gains from SAIP implementation

Stage 5: Research Effective Practices K12 Inc. provides programs - Scantron testing, Study Island, Elluminate, and others - that have proven to be effective and are imbedded throughout the SAIP. Stage 6: Craft Action Plan The Team creates an SAIP Action Plan that converts data analysis into action. Time spent in detailed planning at this stage is critical. The Action Plan should be detailed enough so that all staff members understand their role, stakeholders see a clear focus, and measurable goals are identified.


45

Stage 7: Monitor Implementation of the Plan • • • •

Team monitors SAIP action plan quarterly or as new information/data is obtained Team discusses the progress of the Action Plan and its impact on student achievement Team assures the activities and tasks for each goal are moving forward under the identified timelines Team considers what revisions are needed to accomplish the learning improvement goals and increase student achievement

Stage 8: Evaluate Impact on Student Achievement Evaluating the impact of the SAIP brings the process full circle. It is a time to measure SAIP effectiveness, determine which practices will be continued, and start the process again. • •

Team collects and analyzes data to determine if SAIP goals were met and if student achievement resulted Team evaluation report creates an SAIP to implement the following August

Amended Academic Goals Student assessment and achievement data (PSSA, Scantron Performance Series, and AIMSweb) informed decisions to amend the school’s academic goals to match the significant needs of the student population which were also captured in the Annual Reports (see Appendix 2). The amended goals below were based on an analysis of student performance data collected each academic year and compared year over year. (see response to Section I Questions 1. A-C) 1. All students will take the PSSA. 2. All students will meet or exceed the state mandated performance thresholds in reading measured by PSSA. 3. All students will meet or exceed the state mandated performance thresholds in mathematics measured by PSSA. 4. All students will meet or exceed the state mandated performance thresholds in writing measured by PSSA. 5. All students will meet or exceed the state mandated performance thresholds in science measured by PSSA. Agora Cyber Charter School Amended Renewal Application 11.16.09

46

6. All students will meet or exceed the state mandated attendance and/or graduation requirements measured annually by PDE. Students will meet graduation requirements according to Chapter 4 by (a) earning a minimum of 22 credits; (b) demonstrating mastery of standards on the PSSA and/or a local assessment aligned to Pennsylvania anchors; and (c) by successful completion of a culminating activity. 7. At the end of each school year, all students will increase their grade level proficiency as measured on other standardized tests (e.g., Scantron, AIMSweb, etc.) by at least one grade level above that shown at the beginning of the school year. B. Provide any other relevant information about progress toward academic goals. If reference has been made to test scores or other testing outcomes, include the name of the test and the dates administered. Include a rationale for using that particular test. Based on an analysis of the Agora student achievement data, the school’s academic team determined the need for and developed an intervention strategy for students needing intense remediation in the areas of mathematics, reading, and writing. We consider the current intervention strategy to be “Tier I.” All students take the Scantron Performance Series assessment in the fall. Based on the results of the Performance Series, some students’ scores indicate they are at risk of not scoring proficient on the Pennsylvania System of School Assessment (PSSA) spring assessment. Following up on the Performance Series, all students take Scantron Achievement Series tests in math and reading in order to assess each student’s mastery of Pennsylvania grade appropriate standards. Specific learning goals are incorporated into students’ individualized learning plans (ILP) to increase each student’s proficiency at meeting all state standards. Those students who do not demonstrate mastery on the achievement test attend intervention sessions specific to instruction and remediation of the deficient standard. The interventions are targeted, synchronous, teacher-led, and webbased. The Scantron Performance Series is given again in the Spring in order to ensure all students are making one year’s growth in one school year based on scaled score gains comparisons. The Performance Series is a key aspect of the school’s goal to measure annual value-added gains. As part of its Tier I intervention strategy, Agora students also use Study Island, a web-based standards mastery tool. Scantron Scantron is part of K12’s assessment solution for pinpointing student proficiency levels, identifying student strengths and weaknesses, and measuring student value-added academic growth. Agora administers both the Performance Series (web-based computer adaptive test for growth measure) and the Achievement Agora Cyber Charter School Amended Renewal Application 11.16.09

47

Series (web-based benchmark assessments). These assessments provide information that helps teachers diagnose, prescribe, and implement an effective ILP for each student. The Performance Series is used to identify gaps and set a baseline for measuring gains. It is a normed assessment aligned to Pennsylvania Standards. During intervention sessions, students and teachers are online at the same time in the same online classroom—using a web conferencing platform such as Elluminate. The teacher reviews the “standard of the week” with the student, then the student takes an online achievement test that checks mastery of the standard. As soon as the student has finished the 10 question assessment, the teacher receives the results on the teacher’s computer. Students who have not mastered the standard (less than 80% correct) return for an intervention session online the next day. Following the second intervention session, the student takes version two of the assessment that checks for mastery of the standard. If, again, the student achieves less than 80% mastery, additional instruction in another online intervention session is provided. This process is repeated until the student demonstrates mastery of the standard. Students have the opportunity to earn a variety of rewards by participating in achievement testing, attending remediation sessions, and engaging in supplemental activities focused on mastery of state standards. K12, in their National Instructional Model (NIM), provides guidance about best practices in the use of Scantron Performance and Achievement Series (see following table). Everything in this approach can be adapted by the school’s staff and academic leaders, based on Agora’s unique student needs, teacher input, or a host of other factors, especially academic performance data.


48

Subtopic Area Identification

Intervention

Growth Measured

Recommendation •

All 3rd – 10th grade students complete math and reading Performance Series Scantron assessments during the first week of enrollment and in the spring

•

To accommodate schools with rolling enrollment, all 3rd-10th grade students complete math and reading assessments upon enrollment

•

Performance assessment placement indicators inform teachers of students at-risk, on target, or advanced

•

Students identified as at-risk will be marked as STI in TotalView School (a component of our Student Information System)

•

Teachers use Scantron student reports to generate each student’s ILP (Individual Learning Plan)

•

Teachers use the Achievement Series Assessments to refine ILP, monitor progress and set-up benchmark assessments for each student

•

All 3rd – 10th grade students complete Single Objective Achievement Series Assessments throughout the school year

•

Students receive direct instruction of learning standards via Elluminate or through group instruction, and are then assessed on their state’s standards

•

Face to face instruction is conducted for students who need intense remediation at identified learning centers on a weekly basis as necessary for students to close any achievement gaps.

•

Teachers use the skills, concepts, and suggested learning objectives aligned to individual state content standards, Scantron Resources, and Study Island to guide instruction

•

Teachers record ILP interventions in TotalView School

•

All teachers are accountable for student growth

•

All teachers have access to growth-measure reports on each child and class-wide

•

Schools have access to school-wide growth reports


49

Tier I Student Test Intervention (STI) Within the first two weeks of school, teachers identify students to participate in Tier I state test intervention strategies using the criteria described below. After two months of school, additional criteria identifying student needs for intervention will be determined. Students are identified and interventions are recorded in TotalView School. K12 tracks and sends school administrators an intervention report for STI students to ensure that all students are being served with remedial intervention strategies to increase achievement and mastery of state specific standards.

Subtopic Area Identifying students for STI

• • • •

1st two months of school

• • • • • • • • • •

Administrator responsibilities

• • •

Recommendation Student was not proficient on previous PSSA state assessments Student scored 1 or 2 on the Family Risk Assessment in the absence of high stakes test scores Scantron Performance Series test or other diagnostic test (AIMSweb) indicates below grade level performance Placement is below Age Appropriate Grade (AAG) level (Ex: special education student) Develop Individualized Learning Plan (ILP) for all students within the first weeks of school Build relationships—especially with families new to the school and students new to the class Review curriculum progress—what is going well, what help is needed Provide scheduling strategies to ensure academic success, especially for new families and for students transitioning to middle school Practice grade level appropriate skills Review Scantron Performance Series results. Administer mandatory Achievement Series exams Review Achievement Series exam results Student is making progress in Study Island Document all interventions for STI students in TotalView School Create Excel template that includes the criteria deemed important for determining a student’s risk of failing to meet the expectations of the school and state achievement goals. Train teachers on Excel template to ensure the all students are appropriately identified for remediation Ensure all teachers understand the criteria and lead all efforts in monitoring the progress of intervention implementation


50

• • • • • • • • •

Teacher responsibilities

• • • • • •

Document work with STI students

• • •

Communicate with teachers and others to determine if their intervention strategies are eliciting student improvement Hold teachers accountable for implementation Create defined school STI plan that staff and administrators fully support Schedule both online and face-to-face tutoring sessions for students Target student needs as determined from Scantron and other assessments Use Achievement Series exam results to inform instruction Use results of Scantron custom tests created by teachers to assess instruction value Use school’s suggested communication strategy to notify parents of program changes Provide supplemental instruction either via Elluminate, tutoring sessions, or increased Study Island requirements Monitor attendance and learning Implement STI plans Schedule and deliver both online and face-to-face training to Learning Coaches. Communicate with administrators and parents to ensure progress Use Excel template to assign students points in each area; neediest students score the fewest points Send Excel template to Admin, Lead Teacher, Master Teacher with the lowest scores (most needy students) at the top Teachers document interventions in TotalView School for all STI students K12 provides monthly reports on the number of interventions completed by each teacher and the number of sessions attended by each student. School administrators provide teacher- level report

Study Island Study Island (SI) is a web-based standards mastery tool recommended by K12 and used by Agora to increase student achievement, confidence, and understanding of Pennsylvania’s academic standards according to Chapter 4 of the Pennsylvania Code and the assessment anchors measured on the annual PSSA tests. Study Island is researched-based and has proven to increase student performance on state testing. It offers thousands of questions from state standards and creates a user-friendly experience for students.


51

K12, in their National Instructional Model (NIM), provides guidance about best practices in the use of Study Island (see table below). As mentioned previously in this response, everything in this approach can be adapted by the school’s staff and academic leaders, based on Agora’s unique student needs, teacher input, or a host of other factors, especially academic performance data.

Subtopic Area Student achievement goal

Intervention to attain goal

Accountability of Reaching Goal

Recommendation •

Teachers are accountable for 100% 3rd – 10th grade student participation in Study Island

•

Students are introduced to the program during the first week of orientation and begin assignments the first week of school to set a pattern for expected use of the program

•

Study Island is available and highly encouraged for K-2 participation

•

All students aim for Blue Ribbon Status in all concept areas with all standards met

•

Student and school goal is 80% correct

•

Teachers receive weekly classroom reports automatically via email, set-up by the school’s SI coordinator

•

Study Island Guidelines

•

Teachers invite non-participating students to Elluminate sessions, demonstrate SI, and have students work through their accounts

•

Teachers provide interventions to students not receiving Blue Ribbon Status in concept areas based on the suggested topics in SI and in combination with Scantron Assessments/interventions

•

Teachers incorporate best practices of student motivational ideas

•

Teachers are accountable for 100% SI participation and achieving student goals

•

Teacher and School reports are available through SI

New Tier II Intervention Strategy To make our intervention strategy even more effective for students who are struggling to master the standards in Tier I interventions, we will be adding a unique “Tier II” intervention Agora Cyber Charter School Amended Renewal Application 11.16.09

52

strategy beginning in the 2010-2011 school year. Tier II will involve having those struggling students come to a Learning Center within a reasonable distance from where they live for face-to-face instruction from state certified teachers, state certified Special Education providers (where applicable), state certified math and reading specialists, and assistance from tutors who are both paid and volunteer. Please refer to Section V of the renewal application for additional description of our new Tier II interventions. 3. Describe the strategies that are in place to see that students with special needs, those at risk of failure, and those not making reasonable progress are meeting – or are being given opportunities and reasonable accommodations to meet – the academic goals. Provide clear evidence to demonstrate how those strategies are proving effective for those students in terms of improved academic performance. Please also indicate who in your school has special education certification, and discuss the IEP writing and evaluation process. If applicable, discuss the above issues as they relate to English Language Learners. Agora welcomes the opportunity to serve students with disabilities. Agora believes strongly that all people have strengths and weaknesses that must be recognized and accommodated in order to reach their full potential as a contributing member of society. Students with disabilities are served by certified staff (see Appendix 37 List of Certified Special Education Staff) in accordance with federal and state regulations including Section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Educational Act and subsequent amendments. A free and appropriate education is provided to students with disabilities in accordance with their Individualized Education Programs (IEPs) as required by the IDEA and 504 plans as required by Section 504 of the Rehabilitation Act and the most recent Americans with Disabilities Amendment Act (ADAA). Agora works to accommodate students with all disabilities who are using the K12 webbased courses in a distance learning model. Agora offers necessary accommodations by procuring the technology and other services required in the student’s IEP to aid these students in navigating through their courses. Further, K12’s experience making web-based content more accessible to students with disabilities includes incorporating audio and video enhancements into the courses and using equivalent alternatives to accommodate various disabilities, such as using text equivalents and various forms of assistive technology. All materials meet the requirements of the National Instructional Materials Accessibility Standards (NIMAS). Child Find The Agora enrollment application, a conference call with a K12 placement counselor, and conference calls with an Agora general education teacher all provide a query for the parent to indicate a special education or gifted education student. In addition, a careful review of previous school records, after enrollment approval, is undertaken by Agora’s special education director to identify any students enrolling who have previously been identified as a student with a disability or exceptionality. Agora’s general education Agora Cyber Charter School Amended Renewal Application 11.16.09

53

teachers are provided professional development prior to and during the school year about their child find responsibilities, including possible indicators of special education and exceptional needs related to achievement and behaviors. Since Agora enrolls students in communities across the state, posting public notification concerning the process for screening and the availability of special services and programs of instruction for students with disabilities and exceptionalities is on the school website, in addition to being sent via electronic and/or U.S. postal service mail to all enrolled families. Special Education Services and Support All identified students with a disability have an Agora IEP meeting upon enrollment with the appropriate team members in attendance. The appropriate Notice of Recommended Educational Placement (NOREP) is issued addressing the virtual nature of the school setting. The IEP includes a statement of the student’s current level of academic and functional performance and how the student’s disability affects his/her ability to progress through the general education curriculum; a statement of measurable goals; and a statement of educational services, program modification and support necessary for the student to be involved in the general education coursework, including assistive technology. The means learning and demonstrating proficiency is aligned to the Pennsylvania Performance Standards. Assessment accommodations or alternative instruction procedures are based on the objectives in the student’s IEP. If a student has a behavioral need, Agora staff implements a Functional Behavioral Assessment (FBA) and a Behavioral Intervention Plan (BIP). The IEP team considers, when appropriate, strategies including positive behavioral interventions, strategies and support to address that behavior through the IEP process. Students with special needs are supported by their regular education teacher in the least restrictive environment, in addition to receiving the supportive services of a special education teacher. The student’s IEP determines the type and amount of services necessary to meet the goals of the IEP. Related service providers, if required, are located within the geographical vicinity of the student. These related services may be provided through contracts with the student’s district of residence or a private agency/provider. Agora believes that the IEP is a working document that is to be amended to reflect the student’s current academic and functional performance. The IEP is reviewed at a minimum of once per year and upon evaluation/re-evaluation. Students with disabilities participate in the general education program to the greatest extent possible offered by Agora and as determined by the IEP team. The Agora special education teacher supports students with disabilities and provides specially designed instruction through synchronous and asynchronous contact which may include phone conferencing, email, and direct “real-time” interaction through web conferencing tools. With web conferencing, the special education teacher/general education teacher can provide real time support to the student and assessment of progress towards IEP goals. In addition, parent education can be effectively delivered using web conferencing. Students and teachers may also meet at a Learning Center for academic or social support.


54

Students with disabilities fully participate in all general education classroom activities with their classmates including outings and field trips. If necessary, transportation will be provided to accommodate the special needs of the student as determined by the IEP team. Agora ensures that each student with a disability is placed in the least restrictive environment. Due to the ability of the student to access the general education web-based curriculum at anytime, the student receiving special education services or programs within the general education classroom is not missing any general education instruction. The only possible exception to this would be related services at a contractor’s office. Oversight and compliance monitoring in a distance learning setting is assured through many means including detailed monitoring of student progress and achievement both in the general education curriculum and on IEP goals through work sample collection, synchronous instruction and assessment, and assessment data collected through the online school by a highly qualified general education teacher; file review and monitoring of timelines and processes by the Special Education Director at the school; and national oversight and monitoring of the program by the K12’s National Director of Special Programs. Agora believes that it takes a complete team of individuals to serve the student with a disability to ensure academic success. As such, frequent and relevant synchronous and asynchronous communication between all parties is delivered through phone conferencing, notes, emails and web conferencing tools. The following illustration depicts this team model.


55

Model of Virtual Special Education Services General Education Teacher

Parent

Student instruction Student support Social outings Academic outings Parent support PA HQT

Related Service Providers

Special Education Teacher Student instruction Student support Teacher support Parent support Accommodations Modifications IEP PA HQT

Speech Transition Needs Occupational therapy Travel training Physical therapy PA licensure Psychological Counseling Accommodations In addition to the team approach to serving students with disabilities, there may be necessary accommodations that will ensure that students achieve Pennsylvania Performance Standards. The following table provides examples of those accommodations which are instructional and assessment enhancements.


56

Instructional Enhancements Use interactive groupings of students in structured and purposeful settings.

Assessment Enhancements Use multiple forms of assessment such as performance-based assessments.

Draw on student background and knowledge.

Create appropriate test settings; use magnification of print or sound; use color-coding to focus attention where appropriate; allow for frequent breaks; use calculators and dictionaries; and minimize distractions and interruptions.

Teach skills explicitly as appropriate and ensure opportunities for students to apply and practice skills in a meaningful context.

Use graphic organizers to model organization skills and to engage students in the process.

Integrate technology into a variety of assessment settings.

Use manipulatives and connect learning experiences to real life.

Remind students to use selfmonitoring strategies and clarify directions.

Use community experts as resources and as models.

Ensure that language and academic skills are assessed appropriately.

Minimize interruptions and distractions during time-on-task.

Take dictation for students; allow for tape and/or video recordings.

Check often for understanding among students.

Use multiple measures of assessment to access language and academic skills of two language learners.

Teach students organizational and study skills. Ensure access to resources in the languages, reading levels, and interests of the students.

Include samples of second language learners' work as anchors when developing rubrics and other scoring devices.


57

Related Services: Special services required in a student’s IEP (as listed below) are either provided by the licensed therapist or individual employed by Agora or contracted by Agora, ensuring the appropriate licensure and background checks are completed. Therapy may be delivered in the home, virtually, or face-to-face or the parent may provide transportation to a contracted therapy agency within a reasonable distance of their home. ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐

Mobility training Adaptive therapy Assistive technology evaluations Counseling services Psychological services Speech and Language Services Occupational Therapy Physical Therapy Transportation (when required) Interpreter services for the deaf of hard of hearing

Evaluation When screening (Child Find) indicates that a student may be eligible for special education services, Agora seeks parental consent to conduct an evaluation. “Evaluation” means procedures used in the determination of whether a child has a disability and the nature and extent of the special education/related services that the child requires. The evaluation is completed by a multidisciplinary team which includes the general education teacher, other qualified professionals who work with the child and the legal guardians/parents. The report generated from the evaluation makes a recommendation about a student’s eligibility for special education services that must be agreed upon by the appropriate team members. Parents may request an evaluation if they suspect their child has a disability. Requests for an evaluation should be made in writing to the Special Education Director at Agora. Agora uses a three-tiered Response to Intervention (RTI) and all students will be served appropriately based on their placement within these tiers. Parents have the right to request an independent educational evaluation. When requested by parents, Agora must provide them with information about where an independent evaluation may be obtained. English Language Learners Agora has drafted a process for serving English Language Learner (ELL) students (see Section III. Question 3.A. ). Agora first identifies ELL students, students whose dominant language is not English, during the enrollment process using the Child Find previously described. Children and families with limited English proficiency are provided translation and interpretation services to the extent needed to help the family Agora Cyber Charter School Amended Renewal Application 11.16.09

58

understand the enrollment process and enroll the student in school in compliance with the Civil Rights Act of 1964, Title VI, 42 U.S.C. § 2000d et seq. and the Equal Education Opportunity Act, 20 U.S.C. § 1703. In addition to the Child Find process, a home language survey, teacher observation and student placement assessment are completed. A language proficiency assessment (yearly) as well as culminating data on the student’s academic performance scores become part of the components that develop his/her individual education plan. The school employs, an appropriately licensed ESL or bilingual teacher for the ELL identified students. The ESL teacher provides support to the students by relating background information and experiences to the students to better grasp a concept; scaffolding instruction to aid the students in comprehension; adjusting speech or content; providing project based learning experiences; providing necessary visuals; and providing in classroom modeling of best instructional practices for the general education teachers. If a need is established, Agora will consider acquiring and using third party courses to assist with English language acquisition. Exit criteria for ELL students is consistent with PDE requirements. Professional development is provided to all staff on the following: research-based bilingual/multicultural programs and implications for instruction, best practices of English as a Second Language (ESL), English Language Development (ELD), and /or language revitalization programs and the principles of language acquisition. 4. Describe the curriculum utilized by the cyber charter school and how it is linked to the Pennsylvania Academic Standards. Include in the description what curriculum materials are provided to support student learning. Also, provide a random sampling of lesson plans from different grade levels and academic disciplines. Agora has chosen K12® curriculum developed by K12 Inc. (K12). K12 is a technologybased education company that provides curriculum and educational services for online delivery to students in grades K–12. K12’s mission is to maximize a child’s potential by providing access to an engaging and effective education, regardless of geographic location or socio-economic background. Since their inception in 2000, they have developed curriculum and online learning platforms that promote mastery of core concepts and skills for students of all ability levels. Their approach combines cognitive science with individualized learning. Content of the K12 program is based on the Core Knowledge Sequence, a highly specific, rigorous sequence of knowledge and skills to guide schools in planning and developing a coherent curriculum. This sequence is currently being used successfully by hundreds of schools nationwide. With its basis in the Core Knowledge Sequence, K12 curriculum has a proven track record in a variety of settings, including hybrid distance learning and brick and mortar programs, full-time online, part-time or single courses online, and traditional


59

brick and mortar classroom instructional programs—making their curriculum well suited and highly desirable for Agora. K12 Inc. is accredited through AdvancED, the world’s largest education community, including such members as North Central Association Commission on Accreditation and School Improvement (NCA CASI), Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI), and Commission on International and Transregional Accreditation (CITA). K12 is the largest national K-12 online school provider to be recognized by AdvancED. Cyber schools using K12 curriculum have received accreditation from qualified accrediting organizations across the country including CITA (now part of AdvancED), Middle States Association, NCA CASI (also now part of AdvancED), Northwest Association of Accredited Schools, and Western Association of Schools and Colleges. K12 has developed the nation’s leading web-based academic program combining online technology with traditional instruction and materials. In Agora’s program, students in grades K through 12 receive the K12 course content, instruction, assignments, assessments and supplemental materials online (web-based lessons and assessments) and through hands-on materials kits, including related books (textbooks, workbooks, reference books, and anthologies), DVDs, maps, and other hands-on activity materials (science experiments, art supplies, math manipulatives, etc.). Online instruction and instruction in the Learning Centers will be provided by Pennsylvania licensed teachers who work in conjunction with learning coaches (usually parents or guardians, but can be any caring adult that the parent or guardian selects) to ensure student success. Each Agora K-12 student is loaned a computer and printer with printer cartridges for the duration of their enrollment in the school. The computers and printers are the property of the school and must be returned when the student is no longer enrolled in Agora. Families may also choose to use their own computer, printer, and printer cartridges. Families have the option to use the Internet connection of their choice. The school will fully subsidize the cost of their Internet service. Students may also access Agora’s webbased curriculum via local publicly available Internet such as in public libraries. Over 69,000 students enrolled in online schools in 25 states and the District of Columbia and 43 countries now utilize the K12 program. Because most online providers serve individual courses and sometimes part-time enrollments, the industry standard for measuring student course enrollments is the number of semester courses completed in a given year. By this measure, K¹² provided over 600,000 semester courses last year alone—by far the nation’s leader. The K12 comprehensive curriculum meets and exceeds state standards including the Pennsylvania state benchmarks and anchors. K12 has developed courses that incorporate standards, parameters, and characteristics outlined by a host of leading sources including: the National Academy of Science; American Council on the Teaching of Foreign Agora Cyber Charter School Amended Renewal Application 11.16.09

60

Languages; Chinese Language Teachers’ Association; National Art Education Association; International Association for K–12 Online Learning; National Association for Sport and Physical Education; National Council on Economic Education; National Council for History Education; National Council of Teachers of English; National Council of Teachers of Mathematics; National Institute of Child Health and Human Development; and Partnership for 21st Century Skills. The quality of the K12 courses and learning management system along with a track record of academic success has been documented. K12 has developed over 21,000 lessons of engaging curriculum, which includes online lesson content, videos, assessments, learning games, labs, physical and virtual experiences, online synchronous sessions, and published textbooks and workbooks. The K12 curriculum has been aligned to Pennsylvania standards and benchmarks for use at two Pennsylvania cyber charter schools: Agora and Pennsylvania Virtual Charter School. Agora chose the K12 learning system because of its Guiding Principles of Design, Development and Delivery which are based on the following set of guiding principles: •

Apply “Tried and True” Educational Approaches for Instruction. “True” methodologies are based on cognitive research regarding the way in which individuals learn. K12 supplements their learning system with teaching tools and methodologies that have been tested, or “tried,” and proven to be effective. They have developed a unique National Instructional Model representing best practices in the delivery of instruction. Highly qualified licensed teachers are an essential and vital piece of the model.

•

Employ Technology in an Effective and Appropriate Way for Learning. K12 employs technology only where they feel it is appropriate and can enhance the learning process. In addition to online content, K12 curriculum includes a rich mix of offline course materials, including engaging textbooks and hands-on materials such as phonics kits and musical instruments.

•

Base Learning Objectives on Rich Content and “Big Ideas.” K12 refers to “big ideas” as the key, subconscious frameworks that serve as the foundation to a student’s future understanding of a subject matter. They use these “big ideas” to organize and provide the master objectives of every course that is developed. They then utilize rich, engaging content to best communicate these concepts to students to promote mastery of the topics.

•

Assess Every Objective to Ensure Mastery. To facilitate effective assessment, K12 curriculum establishes clear objectives for each lesson. Throughout a course, each student’s progress is assessed and evaluated by a teacher at a point when each objective is expected to be mastered, providing direction for appropriate pacing, reinforcing learning, and promoting mastery of a topic before a student moves to the next lesson or course.


61

•

Facilitate Flexibility as the Level, Pace and Hours Spent on Each Objective Vary by Child. Generally, adequate progress for most students is to complete one academic year’s curriculum within a nine-month school year. Each individual student may take greater or fewer instructional hours and more or less effort than the average student to achieve this progress. The K12 learning system is designed to facilitate this flexibility.

•

Prioritize Important, Complex Objectives in a Logical Scope and Sequence. Greater instructional effort is focused on the most important and difficult concepts and skills. K12 uses existing research, feedback from parents and students and experienced teacher judgments to determine these priorities, and to modify their learning system to guide the allocation of each student’s time and effort.

K12 employs a wide range of experts in order to create products that implement these principles. This involves a blend of the best production process methods with key insights from cognitive science, the best education practices, and amazing work from talented illustrators, animators, editors, photo researchers, and writers. K-8 Curriculum From kindergarten through 8th grade, K12 courses are categorized into six core courses: Language Arts/English, Mathematics, Science, History, Art, and Music. In addition, K12 provides multiple levels of World Languages in Spanish, French, Latin, German, and Chinese. Their proprietary curriculum includes all of the courses that students need to complete their core kindergarten through 8th grade education. These courses focus on developing fundamental skills and teaching the key knowledge building blocks or schemas that each student will need to master the major subject areas, meet state standards and complete more advanced coursework. The curriculum is mastery-based with assessments built into every lesson to guide and tailor the pace of progress to each child’s needs. MATH Building upon the success of a long-established program, K¹² Math balances mastery of fundamental skills with critical thinking and problem-solving. K¹² Math emphasizes an active, multi-sensory approach to ensure that students understand the concrete realities that underlie mathematical concepts. Regular practice and review ensures mastery of basic skills. Online games and animations motivate students and help illustrate concepts, while challenge problems help develop critical thinking skills. From helping younger students make the link between the concrete and the abstract to introducing older students to Algebra, K¹² Math provides a thorough mathematic grounding.


62

SCIENCE K¹² is unique in offering real science for young students. The program balances hands-on experience with systematic study of scientific terms and concepts. Students perform many experiments to help them understand scientific principles, and receive guided instruction in important scientific concepts. Exploring life, earth, and physical sciences in each grade, K¹² science nurtures curiosity, analytical skills, and an appreciation of how the world is shaped by ongoing scientific and technological advances. Students learn about the human body, plants and animals, rocks and minerals, stars, matter, motion, electricity, magnetism, and much more. Through hands-on experiments, the program helps students develop skills of observation and analysis, and learn how scientists understand our world. LANGUAGE ARTS/ENGLISH K¹² Language Arts/English helps students develop important reading and writing skills, while also inspiring a love of literature. Combining Phonics, Literature, Language Skills, and Spelling lessons, the Language Arts/English program emphasizes classic works, teaches writing as a process, and prepares students for standardized tests in the areas of language skills and reading comprehension. Younger children learn the basics of phonics and grammar and prepare for reading through systematic, multi-sensory activities, while older students develop literary analysis and comprehension skills by reading novels and nonfiction works. HISTORY With integrated topics in Geography and Civics, K¹² History opens young minds and imaginations to far-off lands, distant times, and diverse cultures. K¹² emphasizes the story in History—a story that includes not only great men and women but also everyday people. The kindergarten History program takes students on a world tour of the seven continents, and provides an overview of American History through a series of biographies of famous Americans. The History program in grades 1–4 tells the story of civilization from the Stone Age to the Space Age, while students in grades 5 and up explore major themes and topics in greater depth through survey courses in American and World History. ART Following the timelines in the History lessons, K¹² Art lessons introduce students to great works of art from different cultures and eras, while engaging them in creative activity—painting, drawing, sculpting, and weaving using materials such as oil pastels, crayons, molding clay, plaster, and yarn etc. Students are introduced to the elements of art—line, shape, color—and identify different types of artworks such as portrait, landscape, and still life as they learn about important paintings, sculpture, and architecture. They study the works of famous artists, from Rembrandt to Warhol, and learn about different artistic movements such as Impressionism and Cubism. Students Agora Cyber Charter School Amended Renewal Application 11.16.09

63

also create their own works of art similar to those they have learned about, such as mobiles, collages, and stained glass. MUSIC K¹² Music teaches basic music concepts at different, age-appropriate levels, so that all music students have a consistent understanding of the essential concepts governing Western music. The curriculum builds quickly, in a structured, sensible way. The concepts in the lessons are critical to fostering music comprehension, which is taught in stages as students move through their years in K12. Much more than simple music appreciation, this is an approach that will help students train their own ears, voices, and bodies in the fundamental building blocks of music. WORLD LANGUAGES The only online language-learning program designed specifically for kids, K¹² World Language courses help students read, write, speak, and listen for meaning in five languages (Spanish, French, German, Latin, and Chinese). Combining a variety of games, simple narratives, and regular writing and speaking challenges, the World Language program highlights common vocabulary terms and phrases, introducing younger students to a wide range of grammar patterns, while helping older students master numerous grammar principles. Courses prepare students to generate language incorporating the vocabulary and patterns they have learned. In addition, culture lessons challenge younger students to recognize different cultural manifestations, while older students analyze and compare practices and perspectives of various cultures. Each week consists of an ongoing adventure story; new vocabulary or grammar patterns; numerous interactive games reinforcing the week’s content; reading and listening comprehension activities; speaking and writing activities; multimedia cultural presentations from areas across the globe; and assessments so that students can measure their progress in proficiency through quizzes, tests, and regular speaking and writing submissions. Courses thoroughly meet all national standards as set forth by ACTFL (the American Council on the Teaching of Foreign Languages) and follows state guidelines in covering level-appropriate standards in communication, cultures, linguistic and cultural comparisons, cross-curricular connections, and engaging with target-language speaking communities. Please refer to the K-8 Course Catalog in Appendix 5 and the World Languages Catalog in Appendix 6.

High School 9-12 Program Agora is able to offer more than 105 K12 high school courses designed to help students earn their high school diploma and find their own path to post-high school success— Agora Cyber Charter School Amended Renewal Application 11.16.09

64

whether that’s in college or in the workforce. K12 offers Math, English, Science, and History courses in multiple levels—Core, Comprehensive, Honors, and Advanced Placement—to meet the needs of diverse learners. Students can also take up to four years of a world language (depending on the language), and choose from a variety of electives, including anthropology, Web design, and digital photography. Unlike other programs, where a student must be in a particular “academic path”, the K12 program allows students to chart their own course, choosing from among the four levels of courses to match their aptitude and goals. So, if a student excels in Math and Science, they may take all Honors/AP courses in those subjects, while choosing from among the Core and Comprehensive English and History courses. These multiple course levels prevent students from being “locked in” to one level of a particular subject, and account for natural progress and growth. The K12 curriculum uses a combination of rich, engaging content with interesting, interactive demonstrations and activities to help students absorb and retain information. The use of graded assignments and assessments allows students to demonstrate progress toward learning objectives. Four Levels of Core Subjects By using the K12 high school curriculum, Agora allows students to harness the power of individualized learning by choosing from the following four levels of Math, English, Science, and History courses: •

The K12 Core courses are similar to the standard courses offered by many other programs. They meet all academic requirements for each course area, both for graduation and for potential admission into a wide range of colleges. In K12 Core courses, topics are broken into discrete modules that are taught in tandem with the framework students need to develop strong study skills. Rich, engaging content with interesting, interactive demonstrations and activities help students in the Core courses to absorb and retain the information presented. Optional content and activities are also available to students wishing to study a particular topic in more depth.

•

K12 Comprehensive courses are designed for students with a strong foundational knowledge and aptitude in the subject area being covered, as well as solid study skills. As a result, students in the Comprehensive courses do more extensive writing and research projects, and tackle problems that require more analytical thinking. Course projects and activities also demand more independent thinking and self-discipline than projects in Core courses. As with Core courses, additional content and activities are provided to students wishing to delve more deeply into a topic.


65

•

K12 Honors courses hold students to a greater degree of accountability, and demand even greater independence and selfdiscipline than their Comprehensive counterparts. Students synthesize and evaluate information and concepts from multiple sources and read texts typically assigned in college-level courses. Students also demonstrate college level writing in essays that require analysis of primary and secondary sources, responsible use of evidence, and comprehensive citation of sources. Successful completion of prerequisites, teacher/school counselor recommendation, and a strong interest in the subject are recommended for enrollment in a K12 Honors course.

•

K12 Advanced Placement courses are college level courses that follow curriculum specified by the College Board. Like K12 Honors courses, AP courses require a greater degree of self-discipline for indepth study of the subject. These courses are designed to prepare students for success on AP exams, providing students the opportunity to earn credit at most of the nation’s colleges and universities. Successful completion of prerequisites, teacher/school counselor recommendation, and a strong interest in the subject are recommended for enrollment in an AP® course.

Please refer to the K12 High School Catalog in Appendix 7, the World Languages Catalog in Appendix 6, and Sample Lesson Plans (2nd Grade History, 3rd Grade History, and Algebra) in Appendix 8. To experience how these interactive lessons come alive online for students please go to: 2nd Grade History Sample Lesson: http://v7.k12.com/curriculum/subjects/sample_lessons/lessons/lesson_holder.html?main.s wf?Title=Viking+Shipbuilders+and+Explorers%20:%2002his09_02M&lessonFile=conte nt_lesson_5561.txt&previewMode=1&subjectID=4&guidance=0 3rd grade Science Sample Lesson: http://v7.k12.com/curriculum/subjects/sample_lessons/lessons/lesson_holder.html?main.s wf?Title=Lesson%201%20What%20s%20an%20Ecosystem?&lessonFile=content_lesso n_6517.txt&previewMode=1&subjectID=2&guidance=0 Algebra Sample Lesson: http://v7.k12.com/curriculum/subjects/sample_lessons/algebra1/lesson_holder.html?main .swf?Title=AlgebraA&lessonFile=content_lesson_13091.txt&previewMode=1&subjectI D=0&uiType=33 Continuous Improvement of Instruction and Achievement Students, parents, teachers, administrators, and the Board of Trustees continuously measure and receive reports about student achievement gains during the school year Agora Cyber Charter School Amended Renewal Application 11.16.09

66

using the school’s learning management and student information systems. Using these systems, Agora delivers the curriculum to its students and permits teachers and parents to see, at every moment, how the student is progressing. These systems provide each student with an individualized learning experience. Agora uses the following management tools which are components of the education program that K12 provides to the school:

Online School (OLS) The OLS is an intuitive, web-based software platform that provides access to more than 21,000 online lessons; lesson/unit/term assessments; hands-on activities; alternative learning approaches; and optional and supplemental lessons and activities, as well as lesson planning and scheduling tools and progress tracking tools, both of which serve a key role in assisting parents and teachers in managing each student’s progress. The OLS is a community structure in which students, parents, and teachers interact as well as a web-based platform students, parents and teachers can access with an Internet connection at any time. Lesson Planning and Scheduling Tools The K12 lesson planning and scheduling tools enable teachers and parents to establish a master plan for completing lessons. These tools are designed to update the plan as a student progresses through each lesson and course, allowing flexibility to increase or decrease the pace the student moves through the curriculum while ensuring that the student progresses towards completion in the desired time frame. Changes can be made to the schedule at any point and the remainder of the student’s schedule will automatically adjust. Progress Tracking Tools Once a master schedule has been established, the OLS delivers lessons based upon the schedule. Each day, a student is initially directed to a screen listing the syllabus for that day and selects one of the listed lessons. As each lesson is completed, the student returns to the day’s syllabus to proceed to the next subject. If a student does not complete a lesson during the session, the lesson is rescheduled to the next day resuming at the point where the student left off. The progress tracking tool allows students, parents, and teachers to monitor student progress. In addition, information collected by the progress tracking tool regarding student performance, attendance, and other data is transferred to the management system for use in providing administrative support services. Student Administration Management System (SAMS) SAMS, the master digital database captures raw student data, stores it, organizes it, and feeds it to other systems. SAMS collects and provides all of the information required to manage student enrollment and monitor student performance. TotalView School and Agora Cyber Charter School Amended Renewal Application 11.16.09

67

MyInfo are two sides of SAMS. TotalView School serves the school—teachers, principals, and other staff—by providing a secure, internal communications tool, an overview of their students’ current progress and history, and the status of the shipment of curriculum materials. It allows teachers to interact one-on-one with students. Parents and students use MyInfo as a secure communications tool to track students’ course progress, grades, and attendance history, and to check the status of course material shipments. Reporting of Academic Progress One of the strongest points of the K12 program is the close monitoring of each student's educational progress. One of the many features afforded by the MyInfo platform is a current report of a student's academic progress and attendance information. A parent may log on to the system at any time and view this information. High School students have the ability to monitor their individual course progress and activity through the Gradebook and Activity Report tools in the LMS. If a parent wishes to have a printed version of academic and attendance information, he/she may print a copy of the progress assessment screen in the MyInfo account for the student. Conference calls between teachers and students and parents are conducted at the discretion of the teacher, or at the request of students or parents. A detailed progress report for each student has been provided mid-semester. Formal report cards (see Appendix 9 Progress Reports and Individualized Learning Plans) will be issued to students twice a school year. Report cards are issued once after the end of the first semester and again shortly after the end of the school year. Students who withdraw during the school year are issued withdrawal reports that can be used for enrolling in a future school.


68

II. Chool Operations/Management

II. SCHOOL OPERATIONS/MANAGEMENT 1. Is the cyber charter school financially solvent and stable? A. Discuss the cyber charter school’s financial controls and procedures for the management of financial resources. How are the cyber charter school’s financial reports/condition communicated to the Board of Trustees on a regular basis? Agora’s administrative staff, under the guidance of the Board of Trustees, is accountable for compliance with all local, state and federal laws and regulations pertaining to public schools, including budgets and financial records. As noted in the findings of the Pennsylvania Department of Education and the settlement agreement between Agora, PDE, Cynwyd, and others, it was necessary for the Board of Trustees to resign. Noted below are actions taken by the Director of Finance to fulfill his responsibilities to manage the school’s financial resources despite the lack of responsibility assumed by the previous Board. The new Board of Trustees will establish a Finance Committee who will work closely with the Agora Director of Finance to ensure that financial needs continue to be met and that there is full compliance with all local, state and federal laws and regulations that apply to charter schools. The Finance Committee of the newly appointed Board as of October 13, 2009, and the Director of Finance will work together to implement internal controls and processes to protect the assets of the school and minimize the possibility of fraud or misuse of funds. The internal controls and process descriptions that have been used since the onset of the K12 Services Agreement address the following: (see Appendix 10 Process Descriptions) •

Cash receipts and disbursements o Authorized signatories o Approval authority levels o Segregation of duties o Monthly bank reconciliations

•

Procurement Process o Purchase requisitions o Approved vendors o Approved authorizers re: purchase orders o Reconciliations that product and services invoiced have been received

•

Fixed Asset Policy o Dollar amount for capitalization o Depreciation periods


69

o Asset tagging o Annual inventories •

Budgeting, Forecasting and Reporting Processes o All financial records are kept in accordance with Generally Accepted Accounting Principles for 501(c)(3)entities. o Annually the Director of Finance prepared a “working budget” in May for review by the Finance Committee and the Board of Trustees. Working with the Board and Committee, the Director of Finance has made all necessary arrangements for final Budget approval by June 30th for the succeeding fiscal year. o Monthly the Director of Finance prepared a financial report that addressed the changes in net assets for the period in addition to a monthly cash flow statement and balance sheet. o All variances from the approved Budget are investigated and explained. o Quarterly, based upon year-to-date results, the Director of Finance prepared a full year forecast for comparison to the approved budget. This enabled the Board of Trustees to take the necessary actions, if any, to ensure the budget is met. o The Director of Finance ensured that all regulatory reports were filed in a timely manner, however delays in the previous Board’s cooperation prohibited the school from being credited with timely submission. o The Director of Finance, in cooperation with Cynwyd, identified an independent accounting firm to audit the Agora books and controls, however final audits could be not be completed due to the inability of the audit firm to substantiate information from the 2005-2006 school year. To remedy the situation, and with cooperation of Cynwyd Group, an audit of 2005-6 financial statements is underway, though not complete at the time of submission of this renewal application. Once complete, the 2005-2006 audit will allow the 2006-2007 draft audit (see Appendix 36) to be finalized and the auditors will then continue on with audits of the 2007-2008 and 2008-2009 school years. A copy of the draft 2006-2007 independent audit is attached to this application (see Appendix 36). Copies


70

of final audits for each of the past four years are anticipated to be completed by the end of the 2009-2010 school year and will be forwarded to PDE immediately upon completion. o In the future, a minimum of three firms will be considered based upon their experience in charter school audits and their reputation for quality and integrity. The sole decision will rest with the Board of Trustees. o The Director of Finance will work closely with the auditors each year to ensure the audit is conducted in an efficient manner and any recommendations are implemented immediately. o For heightened accountability, both the Administrative Assistant or designee and the Agora Operations Manager will be trained on the Operating Budget Management System (OBMS) for the purpose of providing assurance that the information is in compliance with federal and state laws, regulations and procedures for the PDE. o The Director of Finance will continue to work with the new Board of Trustees to procure federal entitlement funds, state funds, and other grants and ensure that each is properly accounted for in accordance with Fund Accounting standards.

B. If applicable, discuss and provide documentation regarding how findings from the Auditor General’s report were addressed and resolved. Agora has not been audited by the Auditor General. 2. Does the school commit its resources in ways that will help it achieve its mission and major purposes? A. Discuss how the cyber charter school is making investments in staff (including professional development), and in books, technology, and other supplies, in ways that are consistent with the school’s priorities as stated in the charter. One of the primary goals of Agora Cyber Charter School is to provide all of its students with an extraordinary education. Consistent with this goal, Agora allocates most of its expenditures towards student and teacher resources including student curriculum, materials, computers, Internet access and teacher salaries, benefits, computers, and professional development. The table below represents the anticipated expenditures to operate Agora Cyber Charter School in Agora Cyber Charter School Amended Renewal Application 11.16.09

71

the 2009-2010 school year as governed by the new Agora Cyber Charter School Board of Trustees according to the interim Services Agreement with K12 Virtual Schools L.L.C. This anticipates that the Board will be proceeding with several expanded instructional initiatives during this school year including the hiring of additional math and reading specialists.

ANTICIPATED EXPENDITURES TO OPERATE AGORA CYBER CHARTER SCHOOL SY2009-2010

Expense/FTE % of Revenue

Expenditures Related to Direct Instruction Teacher compensation, benefits, professional development & related Student Online curriculum Student instructional materials Student computers Additional special education services School technology and data services Student testing and school activities Student high-speed Internet reimbursement Subtotal (Expenditures Related to Direct Instruction)

$2,101 $1,803 $797 $620 $209 $564 $121 $290

26.10% 22.40% 9.90% 7.70% 2.60% 7.00% 1.50% 3.60%

$6,504

80.80%

Administrative Expenditures Administrative services Facilities/utilities/office expenses, etc. Subtotal (Administrative Expenditures)

$1,208 $217 $1,425

15.00% 2.70% 17.70%

Total Expenditures Reserve/ (Deficit)

$7,929 $36

98.50% 1.50%

Cost Categories 1. Teacher compensation, benefits & education-related expenses: Agora Cyber Charter School’s biggest expenses in the budget are teacher salaries, benefits, and educationrelated expenses. These other education-related expenses included teacher computers, printer/fax machine, software, Online curriculum, materials, travel expenses and office supplies. 2. Student Online Curriculum: Agora Cyber Charter School uses the K12 Inc. curriculum which includes the Online School and traditional instructional materials.


72

The K12 Online School is the robust, powerful technological instrument that is the foundation of the K12 learning program. The K12 Online School hosts over 21,000 interactive, engaging and comprehensive lessons presented in a mix of printed and multimedia forms in all the traditional subjects: Language Arts/English, Math, History, Science, Art, and Music, along with World Languages and a robust high school course offering. Every student with access to the K12 Online School receives an individualized learning program, set at their academic level that allows them to progress at their own pace and in their own learning style. The K12 Online School also includes all the scheduling and assessment tools: • Scantron Performance and Achievement Series tests to examine and determine a student’s competency level standards content, which ensures the correct starting point in the K12 learning program and drives individualized instruction for each student. • Assessments at the end of lessons, units and semesters to measure the student’s progress and knowledge of each subject. • Planning tools that allow the teacher and parent to set up a schedule and lesson plan and view lesson lists. • Attendance tracking system to determine each student’s number of instructional hours for each lesson in each subject. • Progress tools to determine the pace and level of the student in every subject to ensure every student is making quality progress. The progress tool provides information on what assessments have been taken, what needs to be accomplished and what percentage of the course has been completed. • Step-by-step hands-on activities. • Creative ideas for alternative learning approaches. • Information on additional material to prepare and gather for lessons. • Teaching tips, keyword definitions, and audio pronunciation guides. • Optional education activities; and supplemental lessons and exercises. Unlike traditional textbooks and workbooks, the K12 Online School is continuously monitored, updated and improved to ensure students are learning. 3. Student Instructional Materials: Upon enrollment in the Agora Cyber Charter School, students are sent 6-9 boxes of instructional materials to complement the K12 Online School. This mix of online, interactive learning complemented with traditional textbooks and materials is what students and parents love most about the Agora Cyber Charter School. Some examples of what students received include: • books, workbooks, and classical novels; • math manipulatives and science experiment supplies; • K12 proprietary phonics tile kits; • U.S. and global maps; • art books, musical instruments and music instruction CDs;


73

Many more materials and supplies are included in a student materials kit that cannot all be listed here. Together with the Online School, they comprise a thorough, complete and high quality educational program. 4. Student Computers: Agora provides students with a desktop or lap top computer, monitor, speakers, and a color printer. Software was delivered pre-loaded on all student computers and included: MS Windows XP operating system, MS Office suite of desktop productivity software, McAfee Virus protection software, and CyberSitter Internet filtering software. 5. School technology and data services: This category covers a wide range of turnkey technology services for Agora. Below are the major services provided: • Student Account Management System (SAMS): creation, storage, and maintenance of a student account management system that tracks all student demographic and contact information, student course placement, computer information, and miscellaneous other information pertinent to school operations. • Administrator and teacher training on the use of the Student Account Management System. • School public website: develop, design, publish, and maintain the Agora interactive public web site www.agora.org. Provide security and webmaster support. • School Community Intranet Website: develop, design, publish, and maintain a private website for Agora parents, teachers, and administrators. This school intranet is called the School Community Board and is the central repository of teacher class and all school communications. • Dedicated teacher intranet website- design, develop, and maintain a private website to allow teachers to interact within the national network of teachers at K12 Inc. curriculum schools. Agora teachers use this private website to share best teaching practices specific for a virtual environment. • Administrative office computer and telephone network design and supervision. • Parent and student technology support through a “1-800” tech support phone line available 24/7. Online and printed tech support manuals are available to all parents including a self-paced interactive online training program. • Dedicated teacher tech support and training. • New software research and selection services. Example: Web filtering software per new guidelines defined in HB364. • Customized data reports to support state EMIS and CSADM reporting requirements. • Provide centralized email services for all school communications. • Specialized data analysis and project management services as needed to support special projects fostering higher student performance or increased parent satisfaction. 6. Administrative services: This category of costs captures a broad range of operational and administrative services. While broadly categorized as “administrative services,” many of these areas are directly related to teacher effectiveness and other areas that directly impact the learning environment. They are listed below: • Administrative team’s salary and benefits Agora Cyber Charter School Amended Renewal Application 11.16.09

74

• • • • • •

• • • • • • • • • • • • • • •

Human resource services including the advertisement, recruitment, and hiring of all Agora teachers; research, negotiate, secure, and manage employee benefits Work regularly with the administration to develop human resources policies, bonus plans, and strategic plans for staffing, development, and growth Provide teacher performance evaluation models to the school and advise the school on effective ways to measure teacher performance in a virtual setting Collect, analyze, and disseminate research on teacher quality in a virtual environment Work with the school to address the continuing professional development needs of the administration and staff Financial services: full financial accounting services including o Setting up and management of third-party accounting, reporting and planning software; o Establishing the school’s chart of accounts according to state USAS guidelines; o Preparing annual budget and periodic assessments to actual; o Preparing financial reports and analysis for Agora Board, charter sponsor, and other key stakeholders; o Fiscal management of federal grants including the federal entitlement programs (e.g., Title I, I.D.E.A.); o Managing teacher payroll; o Establishing and implementing policies and procedures to maintain proper internal controls; o Assisting and coordinating in third-party audit of the school Work with Agora counsel on legal matters affecting the school; Research and identify a location for the school’s administrative space. Manage the layout and upkeep of this space. Propose written policies and procedures for the school; Creation, security, and maintenance of a secure student filing system; Data entry services and administrative reporting for student account information system; Plan and arrange school orientation sessions; Arrange contracts with school districts, education services centers, and professional service providers for special education and other support services on the school’s behalf; Manage day-to-day operations with families, students, teachers, Agora Board, press, vendors, contractors, districts, education service centers, etc.; Oversee compliance with the school’s policies and procedures, subject to Agora Board oversight; Report to the Agora Board all significant developments in the school; Prepare Agora for the accreditation process; Represent Agora at conferences and Open Houses; Work with school staff to create, design, and arrange for the publication and dissemination of the school’s annual report and newsletter; Arrange for and attend meetings with individuals and groups interested in the school; Develop community outreach strategy and connect with local organizations (e.g.,


75

• • • • • • • • • • • • • • • • • •

• • • • • •

YMCAs, Boys & Girls Clubs, etc.); Participate in the charter renewal process with the Board, as needed; Arrange for the negotiation, selection, contracting, distribution, leasing, and reshipment or return (as necessary) of computers and printers for families, administrators, and teachers; Arrange for the negotiation, selection, contracting, distribution, and re-shipment or return (as necessary) of instructional materials for students, administrators, and teachers on the school’s behalf; Create, design, and deliver cyber school binders to teachers and administrators; Set up and disseminate K12 login and password accounts to students, teachers, and administrators and manage changes to those accounts; Design the look and feel of the Agora web site including content management; Design teacher and administrator recruiting ads; Design school information printed materials; Design school letterhead, cards, and logos; Design school student application and enrollment forms; Design and code school calendars, threaded discussion groups, message boards, and other community-building aspects of the Academy-specific web site; Identify and source all curriculum and assessment materials necessary for the educational program; Negotiate a distribution agreement with school supply vendors on Agora’s behalf; Negotiate a distribution agreement with the school’s curriculum providers on Agora’s behalf; Negotiate agreements with Agora’s professional service providers and testing centers for proctored examinations on the school’s behalf; Answer enrollment questions from potential families (phone, mail, and e-mail) and assist the school in managing the enrollment process, including the processing of paperwork and data entry; Apprise families of their status in the school’s enrollment process; Assist with public relations and demand creation for the school and its open houses and other events via mail, e-mail, newspapers, magazines, journals, radio, television, community forums, town hall meetings, and other forms of communication and outreach on Agora’s behalf; Assist with the drafting and distribution of Agora press releases; Field and respond to incoming calls, letters, faxes, and e-mails about the school, its curriculum, the application/enrollment process, instructional materials, etc.; Conduct focus groups, surveys, interviews, observation sessions, and/or user testing on the Online School program to obtain feedback on how to improve the program; Create “feedback buttons” on lessons so that students, parents, and teachers may send in lesson comments and suggestions; respond to suggestions and implement improvements; Assist with setting up and implementing special education policies, procedures, and services for children with special needs; Conduct exit interviews for those who withdraw in order to learn more about how to improve the program for families;


76

• • • • •

Advise and assist with the creation of teacher training materials for new and returning teachers; Create and mail new student packages, including the “Start-Up Guide” to newly enrolled families; Assist with the design and implementation of parent orientation sessions; Assist the Agora Board of Trustees with the development of the charter renewal application, including working with the Agora Board to develop any necessary budgetary information; Present and defend the School’s charter renewal application with the Agora Board before the Pennsylvania Department of Education and, as necessary, at public hearings. B. Provide any other information or data that describes how resources have been used and/or leveraged to further the cyber charter school’s mission and support the school’s unique design. In addition to the above, Agora also received Title I and IDEA funds that are also allocated to significantly contribute to instruction and school wide programmatic goals to ensure that all students are served to achieve academic excellence. Title funding supports supplemental curriculum, additional instructional tools such as I Pens, tutoring, and the funding of many math and reading specialists to serve Agora’s most at risk learners. IDEA funding is used to support student related services, assistive technology and other accommodations necessary for students with special needs to succeed.

3. Has the enrollment grown over the life of the previous charter? A. Provide the history of student enrollment at the cyber charter school and discuss trends in student turnover and retention data. Explain, in detail, the application process for a new student. Please include the pre and postenrollment information required of each prospective student. Please attach a copy of any form(s) or correspondence related to your school’s enrollment process. Please explain any re-enrollment policy/process/procedure in place at the cyber charter school. Drawing upon exit interviews and other sources, explain why students choose to return to the school or not. Agora’s first year of operation in 2005-2006 was a slow start up year. The Board of Trustees and Founders decided to treat the year like a pilot year until they secured more expertise in leading cyber schools from K12 and its experienced leadership team as well as the teaching staff that was recruited and hired. The table of enrollment growth below indicates the increased popularity of the school over the course of time—a growth rate of almost 271% in 5 years. It’s important to note that while the school had a very small high school program in 2006-2007 (with only six seniors), the high school enrollment growth was a significant contributor to the overall growth of the school in 2007-2008 and 2008-2009.


77

Enrollment Year 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

Enrollment 20 students 982 students 2893 students 4159 students 5438 students

Representing # of Districts 2 345 414 485 488

Based on 1723-A of the Charter School law, any student in the Commonwealth is eligible to enroll in Agora. We do not discriminate in our admission policies or practices on the basis of intellectual or athletic ability, measures of achievement or aptitude, status as a person with a disability, proficiency in the English Language or any other basis that would be illegal. We do not use achievement tests, entrance examination tests or other means of testing a student’s intellectual ability in order to grant or deny admission. We will not judge a student’s grade point average in consideration of any student enrollment. Agora is committed to a policy of education equality. Accordingly, the program admits students and conducts all educational programs, activities, and employment practices without regard to race, color, religion, sex, national origin, age, handicap, or any other legally protected classification. Every child of school age who is a resident of a Pennsylvania school district is eligible to enroll. Agora Cyber Charter School requires the state mandated documentation for enrollment including a copy of a birth certificate, immunization record, proof of residence, and Sworn Statement. In addition, the school requires students to complete a Student Enrollment Information form, Instructional Use of Property Form, PDE Notification Form, and Home Language Survey Form. (see Appendix 11 Enrollment Packet) The Head of School is responsible for overseeing the maintenance of this information. The school Registrar is responsible for maintaining it. The records are kept at the school’s administrative office. K12 staff manage the logistical aspects of the student enrollment and placement process for Agora as provided for in an Educational Products and Administrative and Technology Services Agreement. K12’s enrollment procedures are designed to collect beneficial information for teacher and staff use when making classroom assignments, individualized instructional paths, orientation opportunities, intake teacher assignments, and other relevant school decisions. Assignment of Personal Admissions Liaison (PAL) A Personal Admissions Liaison (PAL) is assigned to guide each new family through enrollment, compliancy, placement, and other school events before school starts. The PAL is responsible for: • Making a welcome call to family • Adhering to school policies and procedures Agora Cyber Charter School Amended Renewal Application 11.16.09

78

• • •

Representing school in a professional and friendly manner Securing compliancy paperwork Fulfilling the role as the family’s primary point of contact throughout enrollment process

Re-enrollment In order for students to re-enroll at Agora, they simply need to inform the school toward the end of the school year that they will be returning the next year. Historically, about 30% of the school withdraws at the end of the year. Reenrollment is simple. Parents must log on to their online school account and follow the prompts to re-enroll, electronically signing an Enrollment Acceptance Form, Acceptable Use of Instructional Property and A Family Income form. Agora understands that sometimes families forget to inform us of their decision, and the school takes the time to remind families through several means: teacher contact, email, Kmail (school internal email system), School Messenger call reminders; and U.S. mail. If a family is not considered re-enrolled at the beginning of the next school year, and they wish to remain with the school, Agora requires the family to sign the three required documents for re-enrollment, and once received, reinstates the student(s) by choosing courses, shipping materials, and assigning teachers. About 2% of students who do not inform Agora initially of their re-enrollment intentions at the end of a school year, return the following year. Withdrawn Students Just as students come to Agora for different reasons, they choose to leave Agora for different reasons. Some students are forced to leave Agora because they have failed to meet the PDE attendance requirements and the school is required to remove them after truancy remediation efforts have failed. Other students leave Agora because a learning coach is no longer available to support the student in the learning environment, a student misses the socialization provided in a brick and mortar setting, the family moves out of state, a student is accepted into private school or another school of choice, or the instructional model is not meeting the students’ needs and the parents exercise their right to choose yet another option. Agora has put into place many measures soon after a student’s enrollment to properly orient and acclimate the student and the learning coach to this learning community through orientations, introduction to online learning courses, and learning coach training to try to prevent interruptions in a student’s academic program for at least one school year understanding that ultimately, the student and the student’s family must determine that our school is a good fit for the student’s needs.


79

4. Is school governance sound? Our response to this general question is provided, in detail, in the following responses to Questions A-F in this section.

A. Provide compelling evidence that the Board of Trustees has been responsive and effective as a governing entity. Discuss how formal complaints from parents, students and staff have been handled. Be specific about from whom those complaints were received. Provide specific examples of governance issues and how they have been addressed. In light of the findings of the Pennsylvania Department of Education (PDE) in its audit of Agora, steps have been taken, in close consultation and collaboration with the PDE, to ensure the governance of the school is sound, and will remain sound for the term of a new charter. A new Charter Board of Trustees has been formed, in consultation with PDE, and additional members will most likely be added during this school year. This new Board is committed to fully addressing all issues raised in the previous PDE audit. Specifically, the new Board is independent from any third party with an interest in the school, and the new Board is committed to transparency and stakeholder involvement in all of its activities. As an example, the new Board is committed to holding its open sessions on Elluminate web conferences so that all parents and teachers may observe, and participate as appropriate, in the Board’s proceedings. Agora will be governed by a Board of Trustees according to the terms of the bylaws including the number of Board members (see Appendix 12). No member of the Board of School Directors of any School District in the Commonwealth of Pennsylvania shall serve on the Board of Trustees. The essential function of the Board shall be policymaking, the assurance of sound management, and active participation in the provision of necessary funds. The Board has ultimate responsibility to determine general, academic, financial, personnel and related policies deemed necessary for the administration and development of Agora in accordance with its stated purposes and goals. The Board will be responsible for monitoring K12 Virtual Schools L.L.C.’s performance under and in compliance with the terms of the services agreement for educational products and administrative and technology services related to the operation of Agora. The Board will also arrange for a third-party evaluation of K12 Virtual Schools L.L.C.’s performance as well as the academic and operational performance of the school. An affirmative vote of a majority of the members of the Board of Trustees then in office, duly recorded, showing how each member voted, shall be required in order to take action on the following subjects:


80

•

adopting a school calendar, provided that any calendar must provide for 990 hours and a minimum of 180 days of instruction for students in grades 7 through 12 and 900 hours and a minimum of 180 days of instruction for students in grades 1 through 6;

•

adopting textbooks and instructional materials;

•

appointing or dismissing school administrators;

•

adopting or amending the annual budget;

•

purchasing or selling land;

•

locating new buildings or changing the locations of previously used buildings;

•

creating or increasing any indebtedness;

•

adopting courses of study;

•

designating depositories for Agora Cyber Charter School funds;

•

entering into contracts of any kind where the amount involved exceeds $200;

•

fixing salaries or other compensation of administrators, teachers, or other employees of Agora Cyber Charter School; and

•

entering into contracts with and making appropriations to an intermediate unit, school district, or Area Vocational/Technical School for Agora Cyber Charter School’s proportionate share of the cost of services provided or to be provided by any such entity.

The Board will have the authority to approve policies and procedures regarding employment, including but not limited to, appointment, contracts, qualifications of professional and nonprofessional staff, professional development and dismissal of employees; approving all personnel actions; and fix the salary or other compensation of the teachers, and other employees of Agora Cyber Charter School. K12 Virtual Schools L.L.C. will continue to employ the administrative staff necessary to provide the educational products and administrative and technology services as agreed to by K12 Virtual Schools L.L.C. and Agora in the services agreement (see Appendix 38 Services Agreements) such as the Head of School (HOS) and other potential positions such as the Operations/Business Manager, Special Education Manager, Technology Manager, and Administrative Assistant/Registrar. The Head of School (HOS) will be employed by K12, Agora Cyber Charter School Amended Renewal Application 11.16.09

81

however the Agora board will approve the selection of the HOS. K12 Virtual Schools L.L.C. in consultation with the Board will have the responsibility and authority for determining staffing levels necessary to carry out its obligations to the Board as agreed in the services agreement. Agora administrative staff will manage the school, handling all day-to-day academic, operational, and management issues. They will have leadership experience as school principals or school leaders. Staff will be expected to demonstrate expertise in curriculum, instruction, assessment, finance, facilities, business management, governance and administration. The administrative staff will assist in the development of policies concerning educational and operational issues of Agora for the Agora Board consideration and adoption, but the Board itself will retain ultimate responsibility for the adoption of school policies and for overseeing the administrative staff’s implementation of procedures consistent with those policies. The Agora administrative staff will be structured based on the school’s education program and projected enrollment. Unless otherwise agreed in writing by K12 Virtual Schools L.L.C. and Agora, Agora teachers will be employees of the charter school. Agora will review recommendations made by K12 Virtual Schools L.L.C. regarding the hiring and dismissal of teachers, but will have the authority to determine in its sole discretion whether any person to be employed by Agora as a teacher shall be hired or any teacher employed by Agora shall be dismissed. Roles and Responsibilities of the Board As stated in the By Laws (see Appendix 12) regarding the Board’s authority: The Board shall have and exercise the corporate powers prescribed by the laws of the Commonwealth of Pennsylvania, and more particularly described in the Charter School Law and the Agora Charter. The essential function of the Board shall be policymaking, the assurance of sound management, and active participation in the provision of necessary funds. The Board has ultimate responsibility to determine general, academic, financial, personnel and related policies deemed necessary for the administration and development of Agora Cyber Charter School in accordance with its stated purposes and goals. More specifically, the Board’s authority shall be, without limitation: (1) to approve policies and procedures regarding employment, including but not limited, to appointment, promotion, contracts, leaves of absence, fringe benefits, qualifications of professional and nonprofessional staff, professional development and dismissal of employees; (2) to adopt the curriculum or courses of study and text materials; Agora Cyber Charter School Amended Renewal Application 11.16.09

82

(3) to approve institutional documents and policy statements at the Board’s discretion to assure compliance with the Articles of incorporation, Bylaws, Charter, and Board Policy; (4) to sue and be sued, complain and defend and participate as a party or otherwise, but only to the same extent and upon the same condition that political subdivisions and local agencies can be sued; (5) to make contracts and leases for the procurement of services, equipment, and supplies; (6) to incur temporary debts in anticipation of the receipt of funds; (7) to solicit and accept any gifts or grants for Agora purposes; (8) to establish the annual academic calendar; (9) to adopt and approve the annual budget and to make revisions therein; (10) to establish enrollment policies and procedures; (11) to adopt and approve policies and procedures to assess student achievement; (12) to approve or ratify all contracts as determined by the policy on contracting; (13) to be final arbiter of all disciplinary matters; (14) to authorize any annual audit by an independent certified public accountant; (15) to fix the salary all employees of Agora; (16) to approve all personnel actions; (17) to designate depositories of Agora funds; (18) to have and exercise all of the powers and means appropriate to effect the purpose or purposes for which Agora is chartered; and (19) to have and exercise all other powers enumerated in the Nonprofit Corporation Law or otherwise vested by law in the corporation and consistent with the Charter School Law. FORMAL COMPLAINTS Since the opening of Agora, informal complaints to school administrators have been managed without incident. Informal complaints to state agencies have also Agora Cyber Charter School Amended Renewal Application 11.16.09

83

been addressed expeditiously according to the law. Although we assume that formal complaints from parents, students, and/or staff were made to the previous Board prior to their resignation, we have no available information about how formal complaints were managed and resolved. In light of the findings of the Pennsylvania Department of Education (PDE) in its audit of Agora, steps have been taken, in close consultation and collaboration with the PDE, to ensure that the governance of the school is sound, including the intent to provide thoughtful, timely, and appropriate responses to formal complaints. The new Agora Board of Trustees will bring any complaint or grievance to resolution as appropriate in compliance with the draft Agora Handbook and applicable law. The grievance/complaint procedure described below is outlined in the draft 2009-2010 Agora Handbook (see Appendix 13) Grievance/Complaint Policy Parent Complaint Response/Due Process Procedure The Agora Cyber Charter School is interested in achieving and fostering student/family satisfaction. The following procedure ensures that student/family grievances are addressed fairly by the appropriate people in a timely manner. Agora prohibits discrimination against students/ families on the basis of disability, race, creed, color, gender, national origin or religion. The student and parent(s), custodian(s), or legal guardian(s) should address in writing any concern or grievance to the Head of School. The Head of School responds within ten (10) working days. If the concern or grievance is not resolved by the Head of School, the parent(s), custodian(s), or legal guardian(s) may, within ten (10) working days of the Head of School’s response, request a meeting (via phone or in person) with the Head of School to discuss the concern or grievance. The meeting request must be in writing. The Head of School shall investigate and responds within ten (10) working days. If the family’s concern is not resolved at the meeting with the Head of School, the family may file a complaint with the Agora Board of Trustees. The Agora governing body may address the complaint directly, or the family may file a complaint with the PA Secretary of Education (information can be found on the PDE website). Agora has 30 days to respond in writing to a formal complaint filed with the State Board for Charter Schools.

B. Provide a list of Board members who have served and the dates each has served since the school’s inception. Discuss leadership changes on the Board and in the school administration (President of the Board, Chief


84

Executive Officer, Principal, etc.) and explain why those changes were effected. As identified in the PDE audit, the precise membership of the Agora Board since the inception of the school, except for calendar year 2009, cannot be identified with certainty. Appendix 14 Board Members 2005-2008 presents the information about membership during those years that we possess, however its accuracy or completeness cannot be verified. AGORA CYBER CHARTER SCHOOL Calendar Year 2009 Board of Trustees

C. NAME Howard Lebofsky Courinne Knight James Marshall Robert Calland Edward Caruso Myra Corbin Juaria "Pepsi" Shelton Courteney Knight June Brown Anthony Smoot Arnita Medley Kathleen Suloff Tyler Bui Bonita Harmon Mary Steffey

POSITION President until 6/09 President as of 6/09 Member Member Vice President as of 6/09 Member Secretary/Treasurer as of 6/09 Ex-Officio Ex-Officio Ex-Officio Ex-Officio Acting CEO President Vice President Secretary/Treasurer

STATUS Resigned Resigned Resigned Resigned Resigned Resigned Resigned Resigned Resigned Resigned Resigned Resigned Current Current Current

Leadership Changes that Occurred over the Life of the Charter •

Director of Special Education: Due to death of this staff member, a new Director was employed in June 2008. After the resignation of the new Director, a replacement and current Director was hired in December 2008.

•

High School Administrator: An interim administrator served for the 20072008 school year followed by the permanent/current administrator who started in the 2008-2009 school year in June.

•

Head of School resigned in December 2008. An interim Head of School served through June 2009. The current interim Head of School started in August 2009.


85

•

K-8 Academic Administrator resigned in June 2009. Two new directors were hired in August 2009 serving Kindergarten-6th grade and 7th/8th grades respectively.

•

The relationship between Agora and Cynwyd was severed, pursuant to a settlement agreement entered into by Agora, PDE, Cynwyd and K12, on October 13, 2009.

•

Board Leadership Changes: In light of the Pennsylvania Department of Education’s findings and in accord with a comprehensive settlement agreement reached between Agora, PDE, and others as discussed above, the entire Agora Board of Trustees resigned on October 13, 2009. Three new Board members were appointed on the same day with the intent of growing the number of Board members during the 2009-2010 school year. The tables in Appendix 14 contain the names of the Board of Trustees members from 2005-2008 as documented by previous Boards.

C. Discuss how the cyber charter school governance structure includes parents. Be specific about how the Board is accessible and accountable to parents. Explain how the Board conducts due process hearings for students. Parents can hold a direct leadership position in the school’s governance structure and influence the management of the school by serving on the new Agora Cyber Charter School Board. There are currently two parents of Agora students who do serve on the Board. The Board sets policy and provides governance and oversight on Agora academic, extracurricular, finance, personnel, daily operations, and legal matters. Among policies the Board will be developing are policies for conducting due process hearings for students. Board members are accessible to parents at Board meetings which are open to the public. Board members are also accessible at other times, for instance, by email and phone. Parents who are not members of the Board are actively encouraged to attend Board and other Agora meetings and to participate on ad-hoc committees appointed to address specific issues. Parents can also join the Agora Parent Organization (APO). The APO is parentdriven and is recognized as the voice of Agora parents. The group serves as a direct communication link between Agora families and the school and is a resource for parents, both as a source of conveying school information to families as well as relaying parental suggestions to the school administration. Teachers initiate regular conferences and conversations with parents about their child’s progress and also about parents’ needs and concerns about the operation of the school. Parents are free to contact teachers, specialists, and other parents to solve problems, give feedback, or pass on ideas and insights to the school community.


86

Through the Agora website, parents have access to thebigthinK12, a social networking tool providing parents the opportunity to connect with teachers, administrators, students, and other parents to ask questions and share information, ideas and insights. It is a secure network requiring a valid school ID to gain access. Parents help us to continuously evaluate the operation and governance of the school both online and offline. Agora surveys parents online annually to determine their satisfaction with their overall experience. Criteria of the survey includes the curriculum, instruction, Online School, administration, support, quality and delivery of materials, working with the lessons, student progress, student attitude towards learning, communication, and interaction with other Agora students and parents. Parents supply critiques and/or endorsements regarding their experience at Agora. Throughout the school year, the HOS, other administrators, and teachers account for contributions that parents and community members have made to the operations and governance of the school and communicate this to the Board and the school community through the school website, in print reports and newsletters, and in face-to-face meetings. New opportunities for parents and community members to contribute will always be considered. For instance, the current Agora Board has adopted a policy of holding Board meetings on Elluminate, a web conferencing platform, to encourage and simply parent involvement. The Board conducted such a meeting on Elluminate receiving comments from parents about this application prior to its submission. The Board will also make use of the school website as a means of communicating with all families regardless of their geographical location. The web site will be a place for the Board to post information, news, documents, surveys, etc. about the school as well as to receive feedback from the school community. D. Describe/answer the following: Does the Board observe rules for voting and quorum? Are minutes kept for each meeting with every vote recorded? Are all Board minutes (past and present) available upon request? Are the minutes transcribed and presented for a vote at the next meeting? Are the Sunshine Law requirements being met? How are meetings advertised? Are notices posted on the school website? Are trustees observing the Public Officials Act in avoiding conflict of interest? Are they filing Statements of Financial Interest? Have the bylaws been amended during the life of the charter? If so, please include a copy along with a copy of the minutes from the meeting when they were adopted. Does the Board follow the by-laws? The new Agora Cyber Charter School Board will operate according to the Pennsylvania nonprofit corporation statutes, the school bylaws, and the school Agora Cyber Charter School Amended Renewal Application 11.16.09

87

charter including our procedures for voting and determining a quorum. Agendas and meeting minutes, including recorded votes on all policies and motions, will be documented at each meeting and available for review 30 days after the meeting. Once meeting minutes are approved at the next meeting, official certified copies will be housed at the Agora administrative offices. The Agora Board of Trustees will meet the requirements of the Sunshine Law according to 65 Pa.C.S.A : 1.

Publication of meeting notice of the place, date and time of a meeting in a newspaper of general circulation not less than three days prior to a meeting for regular meetings and 24 hours notice for special meetings as defined by 45 P. S. § 101

2.

Posting a notice of the place, date and time of a meeting prominently at the principal office of the agency holding the meeting or at the public building in which the meeting is to be held.

3. Giving notice to parties under section 709(c) (relating to public notice). 4. Official action and deliberations by a quorum of the members of an agency shall take place at a meeting open to the public. 5. In all meetings, the vote of each member who actually votes on any resolution, rule, order, regulation, ordinance or the setting of official policy must be publicly cast and, in the case of roll call votes, recorded. 6. Written minutes shall be kept of all open meetings of agencies. The minutes shall include: a. The date, time and place of the meeting; b. The names of members present; c. The substance of all official actions and a record by individual member of the roll call votes taken; and d. The names of all citizens who appeared officially and the subject of their testimony. Agora may hold an executive session for one or more of the following reasons: (1) To discuss any matter involving the employment, appointment, termination of employment, terms and conditions of employment, evaluation of performance, promotion or disciplining of any specific prospective employee or current employee employed or appointed by, provided, however, that the individual employees or appointees whose rights could be adversely affected may request, in writing, that the matter or matters be discussed at an open meeting. Agora’s decision to discuss Agora Cyber Charter School Amended Renewal Application 11.16.09

88

such matters in executive session shall not serve to adversely affect the due process rights granted by law, including those granted by Title 2 (relating to administrative law and procedure). (2) To hold information, strategy and negotiation sessions related to the negotiation or arbitration of a collective bargaining agreement or, in the absence of a collective bargaining unit, related to labor relations and arbitration. (3) To consider the purchase or lease of real property up to the time an option to purchase or lease the real property is obtained or up to the time an agreement to purchase or lease such property is obtained if the agreement is obtained directly without an option. (4) To consult with its attorney or other professional advisor regarding information or strategy in connection with litigation or with issues on which identifiable complaints are expected to be filed. (5) To review and discuss school business which, if conducted in public, would violate a lawful privilege or lead to the disclosure of information or confidentiality protected by law, including matters related to the initiation and conduct of investigations of possible or certain violations of the law and quasi-judicial deliberations. The Agora Board of Trustees will file statements of financial interest annually. The Agora By Laws are attached (see Appendix 12). It is the full intent of this new Board to follow the Agora Cyber Charter School By Laws.

E. Describe how the Board has implemented a fair process for evaluating teacher performance. Discuss why that process was chosen and how it has evolved and been refined over the course of the charter. (See also question 5 below.) Explain due process for teachers. Agora’s teacher evaluation is designed to help all highly qualified teachers become highly effective virtual educators. The following beliefs guide the teacher’s development in this process. • • • • • •

Effective teachers believe that all students can learn. Effective teachers are caring, fair, and respectful. Effective teachers hold high expectations for themselves and their students. Effective teachers dedicate time for preparation and reflection. Effective teachers are continuous learners. Effective teachers provide critical feedback for their peers.


89

•

Effective teachers receive critical feedback from their peers, students, and learning coaches.

Teacher evaluations are designed to serve two purposes: to measure teacher competence and to foster professional development and growth. Agora’s teacher evaluation system provides teachers useful feedback on classroom needs, the opportunity to learn new teaching techniques, and counsel from administrators and other teachers on how to make changes in their instructional strategies. To achieve these goals, evaluators first set specific procedures and standards. The standards are: • related to important teaching skills, • as objective as possible, • clearly communicated to the teacher before the evaluation begins and reviewed after the evaluation is over, and • linked to the teacher's professional development. Agora’s teacher evaluations consider a variety of teaching skills in a variety of ways including: • Self-reflection; • Observing online classroom activities. The goal of class observations is to obtain a representative sample of a teacher's performance in the online classroom. Observations are formal and planned and informal and unannounced. Both forms of evaluation provide valuable information. • Reviewing student individualized learning plans, lesson plans, and class data and records. Lesson plans can reflect how well a teacher has thought through instructional goals for each student. Looking at classroom data, such as student performance and achievement data and assignments, can indicate how well a teacher has linked lesson plans, instruction, and testing. The following table is the plan followed for Agora teacher evaluations which have been conducted over the past three years when the K12 management team assumed the administrative roles and responsibilities of teacher professional development, oversight and evaluation. Evaluation Portfolio Self Reflection

Frequency 4 times per year (one time per quarter)

Evaluation Teachers complete a reflection of their own teaching by completing a self reflection form following an Elluminate session. Teachers may want to view a recorded link of their lesson to observe the quality of their interactions. A copy of the form should be sent to the program administrator upon completion. Due April 30. Appendix 15


90

Evaluation Portfolio Peer Observation

Frequency 2 times per year

Administrative Observation

2 times

Final Evaluation 1 time • Self evaluation • Administration evaluation

Evaluation Teachers will observe two different peers and provide the teachers with a reflection. A copy of these forms should be forwarded to the program administrator. Due April 30. Appendix 16 Each teacher receives two observations from a lead teacher, master teacher, or administrator. March 15 and May 30 Appendices 17 and 18 Each June the teacher receives a final evaluation using the measures of success. The teachers complete a self evaluation and can submit (optional) a portfolio of their accomplishments (New Teachers/inductees are required to submit a portfolio at the end of their induction training). The administrator or director of each department conducts a final review and provides the employee with a copy of the performance review. A copy is added to the human resource file. Self evaluation due by May 30 and final evaluation due June 15. Appendices 19, 20, 21, 22, and 23

Teachers who have moved from Instructional I to Instructional II certification follow the process found on the Pennsylvania Department of Education Website: http://www.teaching.state.pa.us/teaching/cwp/view.asp?a=3&q=84717 Complaint Procedure/Due Process Misunderstandings or conflicts can arise in any organization. To ensure effective working relations, it is important that such matters be resolved before serious problems develop. Most incidents resolve themselves naturally; however, should a situation persist that is detrimental to a teachers’ employment with the school, they should follow the procedure described here for bringing a complaint to the administrator’s attention. Step One. Discussion of the problem with the immediate supervisor is encouraged as a first step. If, however, this discussion with the supervisor is appropriate, teachers may proceed directly to Step Two.


91

Step Two. If the problem is not resolved after discussion with a supervisor or if the discussion with the supervisor is inappropriate, employees are encouraged to request a meeting with a representative of the Human Resource Department. In an effort to resolve the problem, the representative will consider the facts and may conduct an investigation. Agora does not tolerate any form of retaliation against employees availing themselves of this procedure. The procedure should not be construed, however, as preventing, limiting, or delaying Agora from taking disciplinary action against any individual, up to and including termination, in circumstances (such as those involving problems of overall performance, conduct, attitude, or demeanor) where Agora deems disciplinary action appropriate. If any employee is terminated, he/she may appeal to the Board of Trustees to review the case and appropriate due process will be followed according to applicable law. F.

If the cyber charter school utilizes an external management organization, describe how that relationship has functioned over the relevant time period. List the services provided by the management organization. Chronicle management costs over the life of the charter. Describe and discuss how the Board has held the external management organization responsible for results. Include as appendices and discuss any evaluations of the management organization conducted by the Board and any relevant reports from the management organization to the Board.

Agora Cyber Charter School received a charter from the Pennsylvania Department of Education in 2005. In May 2006 the charter school Board of Trustees engaged The Cynwyd Group L.L.C. to manage and operate the administration and educational facilities. In this regard, also in May 2006, Cynwyd entered into an Educational Products and Administrative and Technology Services Agreement (“Services Agreement”) with K12 Pennsylvania L.L.C. (“K12”) which essentially outsourced the operation and management of Agora to K12. A copy of the Services Agreement is attached to this application (see Appendix 38). While many of the services listed below were documented by PDE in the completion of its audit of Agora in early 2009, following are the essential services provided by K12 to Agora pursuant to the Services Agreement: • • •

•

Provide core and supplementary curriculum Provide computers and software Provide human resources services including recruitment, interviewing, and recommending candidates to the Board of Trustees. Provide payroll and administration medical benefits Financial services: including establishing Charter School's chart of accounts according to state guidelines, prepare budget assessments, prepare monthly financial reports, prepare annual budget for Board of Trustees, perform accounting services, prepare and file non profit filings, administration of federal Title I and I.D.E.A. funds, administer


92

•

•

•

•

•

school payroll, establish and maintain proper internal controls, and assist in third party audit of Agora School Administration: including hiring Head of School, Academic administrators (Principals and Assistant Principals), Director of Technology, Director of Special Education, Business Manager, school development and enrollment staff, and other academic office administrators. This team manages the day-to-day operations with families, students, teachers, vendors, contractors, school districts, related service providers, etc. This team oversees the compliance with the charter school's policies and procedures. K12 manages budgets, personnel, and human resources issues; prepares the charter school to meet reporting and audit requirements; and represents the charter school at conferences and open houses. K12 is responsible for the operations and logistics of arranging, negotiating, leasing, contracting and distributing and overseeing return of materials, computers, and printers for families, administrators, and teachers. Design, look, and feel of the content of the school website including school logo, school application and enrollment forms, school calendar, online school community including discussion thread, message boards, and other community building aspects of the charter school. Family services: field and respond to incoming calls, letters, faxes and emails about the charter school, its curriculum, enrollment process, instructional materials, questions, comments and concerns. Focus groups and surveys are conducted to obtain feedback on how to improve the program and school environment. Outings and community events are planned and implemented regionally across the state on a monthly basis. Teacher training and professional development: advise and assist with the creation of teacher training materials for new and returning teachers; create and mail new student packages to newly enrolled families, design and implement on-going parent orientation sessions; provide teacher performance evaluation models and execute effective ways to measure teacher performance in a virtual setting, and collect, analyze and disseminate research on teacher quality in a virtual environment. Develop continuing professional development needs of the administration and staff. Technology services: Student Account Management System (SAMS), coordinate security, creative, and content issues pertaining to the school website and student management system. Support teachers, administrators, students, and parents in answering technology related questions.

Pursuant to a settlement agreement in which PDE, Agora, and K12 all participated, Agora severed its ties with Cynwyd effective October 13, 2009. For continuity of the school’s operation, Agora and K12 continued the relationship for management and operation of the school under the same terms as existed in the Services Agreement prior to Agora severing ties with Cynwyd.


93

Agora plans to continue to utilize K12 to provide curriculum, technology, and management of the school pursuant to a new and somewhat revised services agreement which will take effect on July 1, 2010, concurrent with a new charter. A copy of this Services Agreement is attached to the renewal application in Appendix 38. Management Costs

School Revenue 2006-7 $ 8,081,820.20 2007-8 $ 27,036,144.43 2008-9 $ 41,050,261.00 Total $ 76,168,225.63

Cynwyd 7% Oversight Fee $ 565,727.41 $ 1,892,530.11 $ 2,873,518.27 $ 5,331,775.79

K12 15% Administrative Services Fee* $ 1,212,273.03 $ 4,055,421.66 $ 6,157,539.15 $ 11,425,233.84

Total Combined $ 1,778,000.44 $ 5,947,951.77 $ 9,031,057.42 $ 16,757,009.63

* It should be noted that “management costs” and services included in the administrative services fees are not necessarily the same concept. The administrative services fees include funding for many items that may not appropriately be considered “management costs.” A full list of those services is included in Exhibit A of the services agreement between Agora and K12 found in Appendix 38. For example, included under the administrative services fees are extensive services and costs associated with teacher training and professional development, however those would not traditionally be thought of as “management costs.” However, those different categories of services and costs within the administrative services fees are not distinctly accounted for, and therefore the entire administrative services fee is listed in the above chart. Board Review of K12 K12 administrators provided Board Reports of the school’s personnel, operations, and academic performance. (see Appendix 24 Board Report) The previous Agora Board of Trustees did not conduct any formal or informal reviews of K12’s performance. The current board will conduct reviews of K12 pursuant to the Services Agreement. After the first year of its relationship with Agora in 2006-2007, K12 engaged the public accounting firm of Siegal Drossner PC to perform an independent financial audit. Because the auditors could not obtain access to the school’s financial records from 2005-2006, the audit – which was otherwise complete, and noted no discrepancies and strong financial controls under K12 management – remains in “Draft” status. To remedy the situation, and with cooperation of Cynwyd Group, an audit of 2005-6 financial statements is underway, though not complete at the time of submission of this renewal application. Once complete, the 2005-2006 audit will allow the 2006-2007 draft audit (see Appendix 36) to be finalized and Agora Cyber Charter School Amended Renewal Application 11.16.09

94

the auditors will then continue on with audits of the 2007-2008 and 2008-2009 school years. A copy of the draft 2006-2007 independent audit is attached to this application (see Appendix 36). Copies of final audits for each of the past four years are anticipated to be completed by the end of the 2009-2010 school year and will be forwarded to PDE immediately upon completion. 5. What is the quality of teaching and other staff? A. Provide evidence and discuss the quality of teaching at the cyber charter school. Include outcomes of teacher evaluations and teacher surveys in the discussion. Each year Agora Cyber Charter School has experienced significant student enrollment growth that has required administrators to conduct intense and strategic teacher recruitment across the Commonwealth. Agora leaders and administrators invested significant time and resources to post positions, interview, and train experienced teachers with a variety of backgrounds that best match the needs of the students enrolled. Agora ensures that all teachers have the appropriate credentials and background checks along with a minimum of three years of classroom experience prior to hiring. (see Appendix 25 Teacher Candidate Interviewing Tools) Teacher evaluations are designed to serve two purposes: to measure teacher competence and to foster professional development and growth. The Agora teacher evaluation system provides teachers useful feedback on classroom needs, the opportunity to learn new teaching techniques, and counsel from administrators and other teachers on how to make changes in their instructional strategies. To achieve these goals, evaluators first set specific procedures and standards. The standards: • relate to important teaching skills; • are as objective as possible; • are clearly communicated to the teacher before the evaluation begins and are reviewed after the evaluation is over; and • are linked to the teacher's professional development. Parents also provide significant feedback about their teachers through annual surveys. In May 2009, families of Agora students in grades K-12 were surveyed about their experience at Agora including their satisfaction with their teachers, school, curriculum, student performance, and student progress. K-8 families were highly satisfied with their teachers (93%), with the helpfulness of the teachers’ communication (89%), and with the teachers’ caring about the student (90%). K8 parents were very satisfied with the school (86%), the quality of the curriculum (95%), and the ability of the curriculum to adapt to the students’ needs (89%). Ninety per cent (90%) of the K-8 parents surveyed would recommend Agora.


95

Overall, K-8 families were somewhat more satisfied with Agora than high school families. That being said, 80% of high school families said they would recommend Agora. High school families were highly satisfied with the quality of the school curriculum (87%). About three-quarters of high school families were satisfied with their teachers (77%), with the helpfulness of their teachers’ communication (72%), and with the teachers’ caring about the student (71%). To build additional satisfaction among high school families, Agora will need to continue to monitor the high school student experience and use teacher training and development, learning coach workshops, and strategies to increase student engagement, involvement, and satisfaction with the high school experience. Agora uses the data from teacher evaluations and parent surveys to inform future professional development activities, annual individualized teacher goal setting, and school wide initiatives to enhance the overall instructional program and offerings for the entire Agora community. B. Report professional staff turnover/retention data for each year of the past charter using the following table:

Total number of professional staff Number of professional staff employed in September who returned from previous year Number of professional staff employed in June who were also employed by the school the previous September *

2005-06 2

2006-07* 44

2007-08* 121

2008-09* 190

2009-10 201

0

0

42

111

168

0

22

102

168

N/A

The difference between the “Total Number of Professional Staff” and the “Number of Professional Staff employed in June who were also Employed by the School in the Previous September” is attributable to staff added to serve increased enrollment each school year. Discuss staff turnover and retention patterns. Drawing upon exit interviews and surveys, explain why teachers choose to return to the school or not. The majority of the Agora staff returns year after year. For school years 20062007 through 2009-2010, Agora’s professional staff (which includes teachers, counselors, and advisors) retention rates fluctuated between 88% and 95%. Reasons that professional staff did not renew their contracts with Agora over the term of the current charter include family reasons, other job opportunities, relocation, and performance issues.


96

C. Using the following table, report the percent of certified staff employed by the cyber charter school in each year of the charter (use the Pennsylvania Department of Education’s formula for calculating certification). Discuss how the school has or will meet the requirement that 75% of its professional staff be certified. Also, discuss how the cyber charter school will meet the requirements for “Highly Qualified” teachers.

Certification Level in Percentage Total number of professional staff Total number of professional staff with PA certification

2005-06 100%

2006-07 100%

2007-08 99.1%

2008-09 96.3%

2009-10 95.5%

2

44

121

190

201

2

44

120

183

192

AGORA CYBER CHARTER SCHOOL % HIGHLY QUALIFIED TEACHERS SY 2007-2009 (Source: Pennsylvania Information Management System Accuracy Certification Statement) School Year From PDE 2008-2009 Adequate Yearly Progress Status Packet. Met Target 100% 06-07 81.5% 07-08 08-09 82.1% Agora Cyber Charter School administrators have sought to recruit the strongest certified teachers to meet the needs of such a diverse student body. Agora has met the 75% certified staff requirement each year. The few staff that have come to Agora without the proper certification have come from other states, or private schools and have worked to secure proper certifications within the first year of their employment. If a teacher was unwilling to become properly certified, contracts were not renewed for the next school year. Since Agora is a school wide Title I program, all staff that provide direct instruction to students are also required to be “Highly Qualified” and, in all cases, this is currently true. D. Refer to the cyber school charter for descriptions and qualifications of teaching and professional staff. Discuss how those hiring and staffing plans have been implemented. Agora employs Pennsylvania certified teachers who are experienced educators, and are highly qualified under the No Child Left Behind Act of 2001 (NCLB). At a minimum, teachers have a Bachelor’s degree or higher, state certification, and Agora Cyber Charter School Amended Renewal Application 11.16.09

97

demonstrate competency in either elementary education or in a secondary subject area depending on the grade level or subject they teach. Depending on the students enrolled, teachers and other staff with bilingual skills have been recruited and hired. The faculty includes regular and special education teachers at the elementary, middle, and high school levels. The number and types of teachers recruited depends on student needs from year to year. Ongoing enrollment necessitates hiring throughout the year as necessary. Teacher Selection and Hiring It is Agora’s intent to secure a corps of the highest quality teachers year after year, and this begins with effective recruitment, selection and hiring. Online teaching requires a unique set of skills, aptitudes and abilities. Agora’s first step in the recruitment process requires applicants to not only find but also apply for teacher job opportunities purely through an electronic medium. Successfully using this application method is an indication to Agora that the applicant is comfortable with the technology she/he will use with students. After applying electronically, applicants are pre-screened by a team of Human Resources professionals using a baseline set of phone screening questions derived from school administrators. Applicants are recommended for further consideration when their pre-screening interviews, compared to a statistically validated “profile” of successful online teachers developed in conjunction with a third party, indicate that the candidates have a high likelihood of matching those aptitudes and abilities of proven highest performing teachers. The profiles of the high performing teachers are based on a large sample size of high performers already engaged in successful online teaching. Once an applicant’s match to the “profile” is determined, they are invited for a face-to-face interview with the school’s administrative team to determine their ultimate fit with their role of online teacher as it relates to the state’s specific requirements. Finally, Human Resources professionals screen candidates’ references, facilitate thorough background investigations as well as ensure the appropriate state certification, educational, DMV, criminal history record, official clearance statement regarding child injury or abuse, personal references, and certifications. Candidates must comply with all state laws requiring fingerprinting and other documentation. Throughout this entire process, the team of skilled Human Resources professionals communicate with applicants regarding the status of their applications. (see Appendix 25 Teacher Candidate Interviewing Tools) E. Document and discuss evidence that teachers and other staff have the training and resources they need to perform effectively. Describe the professional development that is in place to support teachers in order to see that more students are meeting the standards. Describe why this professional development was selected and how it relates to the overall cyber charter school mission and to student outcomes. Agora Cyber Charter School Amended Renewal Application 11.16.09

98

With increasing school enrollments, a need to hire new teachers throughout the school year is expected. Agora has developed a model Induction Plan that provides newly-hired professionals with the information and skills needed for success in the virtual classroom. The Induction Plan promotes the mission of the school, while at the same time providing practical experiences related to virtual classroom management, student support services, the K12 curriculum, state mandated testing, assessment, TotalView School (a component of our student information system), student engagement, benchmark assessments and progress monitoring, and managing a new role in the education of children enrolled in a virtual school setting. The year-long induction program addresses the history of the school, the individuals that comprise our population, and the philosophy upon which the school’s curriculum was founded, and emphasizes what makes Agora Cyber Charter School and its students unique. Upon completion of the induction program, new teachers receive a total of 45 Professional Development hours (Act 48) and an induction certificate that enables them to pursue permanent professional certification. (see Appendix 26 Induction Plan) Agora believes in continuous improvement for all and provides extensive hours of professional development for all teachers each year. Attached is Agora’s Professional Development Plan (see Appendix 27). In addition to the school’s Professional Development Plan, as part of each end-of-year teacher’s evaluation, teachers also develop professional development goals that focus on the next school year. Agora teachers are charged to lead students to reach their full potential, demonstrate at least one year’s growth in one year’s time, and meet the standards. In order to accomplish this, teachers need an arsenal of instructional strategies and are engaged in weekly professional development, quarterly two-day activities and a three-day inservice just before school starts each August. Teachers also participate in National Professional Development Activities provided by K12 Inc. (see below ) These professional development activities address data analysis; individualizing and differentiating instruction; engaging students to meet proficiency and mastery of Pennsylvania State standards; and understanding the needs of students with IEPs. Below is an outline of the Agora Academic Administrative Team approach to Professional Development for all our teachers which incorporates the professional development components of the K12 National Instructional Model (NIM) which represent best practices in professional development for teachers and administrators in a virtual learning environment. We combine the K12 NIM Professional Development with school specific Professional Development. TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT The training and support offered to teachers in the K12 network was designed to equip teachers to meet iNACOL’s National Standards for Quality Online Agora Cyber Charter School Amended Renewal Application 11.16.09

99

Teaching and includes two major components – intake training and new teacher induction, and ongoing, focused professional development. Intake training is designed to introduce the skills needed to effectively teach in a virtual model. Professional development, on the other hand, is ongoing/career-long and is centered on 2 themes: using data available in the virtual environment to drive student achievement, and best virtual instructional practices. Training begins with Intake Training for new administrators and teachers and continues with a yearlong new teacher induction program. In addition, both veteran and new teachers and administrators participate in ongoing professional development offerings that focus on the improvement of learning effectiveness in the virtual setting, and the utilization of student data to make instructional decisions. Intake Training and New Teacher Induction Intake training for new teachers is designed with one goal in mind: that on day 1 teachers are “ready to teach.” Each school year, new virtual teachers undergo intake training that is based on an effective model developed for K12 Inc. virtual academies. This training emphasizes the philosophy and instructional techniques which are the foundation of K12. We believe that mastery of content and skills is a crucial aspect of teacher effectiveness. Our training goals are in perfect alignment with our educational philosophy and instructional techniques. Teachers, in our minds, are not simply participants in a student’s learning. They are the leaders and the guides. It is their duty to be responsible for student achievement. Accordingly, it is the responsibility of the administrators to ensure their teachers have all the right tools and training to be effective. School Specific Professional Development An array of school specific training is added to supplement the K12 core intake training that includes the following topics: •

Role of the Virtual Teacher

•

Introduction to the Online School and Learning Management System (LMS)

•

K12 Curriculum Overview

•

The K12 Curriculum Structure

•

TotalView School and MyInfo (K12 proprietary systems used for secure communication between teachers, students and Learning Coaches)

•

Active Listening and Getting to Know the Needs of Your Student Population

•

What Learning Coaches Need to Know


100

•

Serving Students With Special Needs

•

Measuring Student Progress in the Virtual Environment

•

First Days of School: Families

•

Instructional Practices: Communication

•

Instructional Practices: Using Active Listening and Coaching to Set Up Effective Virtual Classrooms

•

Instructional Practices: Using Active Listening and Coaching to Promote Quality Instruction

•

Instructional Practices: Using Active Listening and Coaching to Promote a First-Class K12 Experience

Meaningful

Parent

and

Student

New teacher induction begins with a multi-day, face-to-face event organized in the first year by K12 corporate teacher training staff. Induction is a year long process designed to provide initial training and ongoing support for teachers and administrators new to the system. During the first week, participants meet faceto-face covering topics included in the list above. During subsequent weeks and months throughout the school year, participants work from their home environments and participate in online asynchronous and synchronous sessions designed to hone their skills as virtual professionals. Additionally, teachers participate in monthly, school specific, face-to-face trainings and professional development offerings. Examples of the training objectives for this year-long induction program include: • • • • • • • •

Identify the major roles and duties of the members of the instructional team Set up an effective home/work environment and use the tools for effective communication, including IM, phone message, email, etc. Understand how to use posting/editing/publishing announcements in the LMS Identify the characteristics of effective online teacher communication per K12 communication guidelines Identify key communications identified as best practices for teachers in supporting students and families Be familiar with the specific organization, scope and sequence and the location and use of teacher tools for each course Understand how to use the What's New area in the LMS to manage and monitor course activities. Moderate threaded discussions


101

• • • • • • • • • •

Use the editing of left-hand navigation items in the Course Home area of the LMS Use the “posting to and managing the Doc Sharing” area of the LMS Use “Controlling Access to items with password and course scheduler feature” in the LMS Use the Threaded Discussion Tool in the LMS Use the “download/grade/provide feedback on/return assignments submitted through the dropbox” in the LMS Use the “grading teacher-scored items within computer-scored tests” Identify important quiz information from the Gradebook Details screen Effectively grade assignments using the “provided answer” keys and grading tools Keep students on pace using course announcements and the scheduler Post custom course events to the calendar in the LMS

New teachers and administrators are also paired with veteran/mentor teachers and administrators for subsequent follow up, and feedback on progress made, successes, challenges, questions raised, etc. National Ongoing Professional Development and Support K12 offers a number of centrally developed ongoing professional development and support opportunities for teachers that are designed to complement the monthly face-to-face school specific offerings. Examples of these national offerings include: • Monthly National Professional Development • Bi-Monthly Content Area National Professional Development • National Elluminate Professional Development (Series of 12 online meetings designed to hone virtual instructional skills) • Weekly Teacher Tips (email) • Synchronous Instruction (Beginner and Advanced) Training • Teacher Support Website (provides access, at any time and anyplace, to training resources, K12 documentation, and collegial exchange) • Teacher Support Hotline and Help Desk (provides “just in time” training and support provided by K12 Master Teachers) • K12 Teacher Training Videos • Skill Specific Training Clips All teachers are expected to participate in monthly National Professional Development opportunities. Topics for these sessions are selected based on a survey of the needs of existing personnel. The National Professional Development sessions are meant to complement, not supplant the ongoing, school specific professional development offerings that are described later. An example of the calendar and topics from this National Professional Development offering follows:


102

Title/Topic: First days and TotalView School

Get in the Groove: Improve Student Retention

Math: Using State Test Blueprints to drive instruction, understand Scantron Scores and K12 Courses to Deliver Effective Direct Instruction

Summary New teachers will have an opportunity to connect with other new teachers as they tackle typical issues faced during the first days of school. Returning teachers will meet for a refresher and Q and A session about TotalView School and My Info. October is historically the hardest time of year for teachers and families in K12. It’s the point of year that comes right after getting started wears off right before finding a rhythm and routine that is comfortable. This is an opportunity for teachers to interact with some experts that have a number of great strategies to share to help families get in the groove and develop comfortable routines to have a successful school year! We will discuss Math score trends, state testing blueprints, strategies for using Scantron scores, and ways data can be used to inform effective Math instruction. We will also focus on resources teachers can use, specifically in the K12 Math curriculum, to drive classroom instruction and skill remediation.

Teachers will understand how to use the Scantron Math results and tools to drive content remediation and help improve Math skill deficiencies. We will also discuss strategies to perform effective individualized instruction targeting state objectives according to student’s individualized needs and to achieve goals set in their Individualized Learning Plans. English/Language We will discuss English/Language Arts score trends, state testing Arts: Understand blueprints, strategies for using Scantron scores, and ways data can be used to inform effective English/Language Arts instruction. We will Scantron Scores and K12 Courses to also focus on resources teachers can use, specifically in the K12 English/Language Arts curriculum, to drive classroom instruction and Drive Effective Direct Instruction skill remediation. English/Language Teachers will understand how to use the Scantron English/Language Arts results and tools to drive content remediation and help improve Arts Take Two: English/Language Arts skill deficiencies. We will also discuss Using State Test strategies to perform effective individualized instruction targeting Blueprints to state objectives according to student’s individualized needs and to Drive Instruction achieve goals set in their Individualized Learning Plans. and Improve Language Arts Deficiencies Math Take Two: Another Look at Scantron Scores to Improve Math Deficiencies


103

Title/Topic: Science Instruction: Using State Test Blueprints to Drive Instruction

Summary We will discuss Science score trends, state testing blueprints, strategies for using Scantron scores, and ways data can be used to inform effective Science instruction. We will also focus on resources teachers can use, specifically in the K12 Science curriculum, to drive classroom instruction and skill remediation.

School Specific Professional Development All school specific professional development opportunities are closely linked to the school’s Student Achievement Improvement Plan (SAIP). The responsibility for planning and providing this additional, school specific ongoing professional development belongs to the Head of School with the assistance of the Academic Administrator. Teachers enjoy the benefit of monthly face-to-face meetings which provide the opportunity for sharing best practices and team building as well as presentations by curriculum experts. Topics covered will include assessment, technology, instructional strategies, and content. The online synchronous presentation tool, Elluminate Live! will be used to enhance the monthly face-toface professional development offerings. This tool allows professional development to happen at a common time for everyone but eliminates travel in some cases as teachers can log in and talk and view presentations in a collaborative online environment. Special education teachers will be included in all aspects of the professional development. In order for teachers to develop effective IEPs with appropriate content, instructional modifications, and measurable goals, teachers of students with special needs must be very knowledgeable about the content the special needs students are studying. In some cases, assessments will also need to be modified to meet the terms of a student’s IEP. Cases like these demand that special education and regular education teachers are familiar with the scope and sequence of the curriculum, the goals for each child, and the ways they can best achieve success through content or instructional modification. Administrator Training In order for teachers to be effectively led by the school administrators, academic school leaders will also experience professional development on a monthly basis to ensure that the school is following its strategic plan for student achievement and strategies are executed and evaluated for quality performance. The table below describes the types of activities that leaders will experience during the first school year and beyond. Administrators will also take advantage of leadership training that is offered by USDOE and national entities providing training in best practices in leadership, curriculum, and instruction such as attending the iNACOL conference, state and national Title I Conferences, and PDE Conferences.


104

Month

Administrator Training

July

Administrators will embrace the school’s mission and vision and determine individual leadership styles of the team Leaders will establish communication plan

August

Excelling as a highly effective team leader The Instructional Model: understanding how to differentiate instruction for all students to achieve academic excellence

September

Understanding the role of the teacher Understanding the role of the Parent Understanding the role of the student

October

n Understanding administrator tools to evaluate teacher performance Using data to drive decisions: understanding student and teacher data to make instructional decisions

November

v Avoiding due process: understanding special education law; staying compliant, and serving the needs of all special education student needs.

December

e Developing a strong School Achievement Improvement Plan Understanding the role of the board and its power to lead a GREAT School

January February

uBuilding teacher leaders Thinking and planning strategically to ensure student success


105

III. Overall School Design

III. OVERALL SCHOOL DESIGN 1. Refer to the non-academic goals listed in the cyber school charter and discuss the cyber school’s progress toward those goals during the term of its charter. If goals were not met, discuss why and what steps are in place to remedy the situation. If goals were revised, discuss why and how the new goals provide a better fit with the overall mission of the school. Are these goals measurable? How? The non academic goals listed in the Agora Cyber Charter School charter are: 1. Students will develop a familiarity with available careers in the sciences and technology. 2. Students will develop effective work habits. 3, Students will assume responsibility for their own actions. 4. Students will strengthen their bonds with their families. 5. Students will decrease participation in risky behaviors that threaten their health. 6. Students will be physically fit. Although the goals that were developed by the founders are worthy behaviors, most of the goals are various kinds of character trait development that lead to responsible and more successful student performance but are not easily measurable with baseline and growth data. Agora has preserved the spirit of the original non academic goals and amended the non academic goals to these four: 1. All students will be encouraged to lead a healthy lifestyle and be offered opportunities to attend health screenings. 2. The school will offer at least one opportunity each year to allow students to serve others in their local community through service learning projects to teach students their civic responsibility to their communities. 3. All high school seniors will complete a graduation service project as part of their high school graduation requirements. 4. Each year an unweighted average of at least eighty percent (80%) of school families will be Very Satisfied and/or Satisfied (or within the top 2 levels of survey scale ratings, e.g. on a Likert scale) with elements of the school program. Agora can measure student progress toward these nonacademic goals and objectives by: 1. Teachers checking student health and safety activities and hours during biweekly conference calls. School nurses will conduct Health Fairs and ensure that all Agora Cyber Charter School Amended Renewal Application 11.16.09

106

health files are up to date. A maximum of 25 health and safety education hours may be counted towards a child’s total hours of instruction for the year. 2. Publishing an annual report about student community services projects on the school website. 3. 100% of high school seniors completing their graduation service projects and each student including a summary of it in his/her portfolio. 4. Surveying parents annually to assess satisfaction with elements of the school program including, but not be limited to: engagement and support provided by the school’s teachers; support provided by the school’s customer care/tech support; the quality of lesson content; satisfaction with the instructional approach; quality of lesson materials; planning and progress tools; quality of applicable hardware (computer, monitor, printer); and the student’s attitude toward learning. The Board will report the results of the survey to the school community and use the data from the survey in their decision-making.

2. What is the cyber charter school’s mission and how has it been implemented? Are the distinctive programs of the school fully implemented and operating as intended? A. Refer to the stated mission in the cyber school charter. Discuss how the cyber charter school’s program and operations are faithful to that mission, and the original charter application. The mission of the Agora Cyber Charter School is to provide an innovative, intensive academic preparation that inspires and educates students to achieve the highest levels of academic knowledge and skills. Agora embraces a collaborative partnership between teachers and parents in order to empower students to reach extraordinary heights. Extraordinary results require extraordinary efforts! With commitment, hard work, consistency and responsibility, every student will meet the challenge of mastering high expectations. Agora holds the expectation and belief that every child enrolled will master rigorous academic standards and the administrators and staff will eliminate every hurdle for every child to ensure learning occurs to this end. Failure is no option at this school and for all who enter in. All will embrace the integral foundations of “No Child Left Behind” and every adult expects all students to achieve mastery of the Pennsylvania State standards along with rigorous content that exceed those standards. This educational model is a very simple approach to educating children: clear goals, high expectations, and ongoing assessment to continuously evaluate where students are along the continuum of reaching the mastery of grade level content. The implementation of the model requires sincere passion, true grit and an on-going sense of possibility driven by spirit and energy. Agora Cyber Charter School Amended Renewal Application 11.16.09

107

Upon enrollment in the school, all students are evaluated using performance assessments to measure students’ strengths and weaknesses. This assessment allows for accurate and immediate diagnosis of student instructional needs. The data is used to develop specific interventions for each individual student. The data also drives every action moving forward. After several years of data collection, we adopted a tiered approach to intervention to ensure individualized instruction ranging from students working predominantly asynchronously through the curriculum to students whose proficiency data illustrates severe learning gaps requiring intensive remediation which may include daily synchronous instruction in the content areas that need to be addressed. The common denominator among parents who choose Agora for their children and the staff who choose to work here is a shared belief that not all children learn the same way. In both its core academic and extra-curricular offerings, the school presents to its students and families programs and expectations which ensure that students are making progress towards explicit goals. Agora can be defined by a core of distinguishing values including: 1. Mastery is possible for all students. 2. Research based learning without limits 3. Open communication between parents, teachers, students, and administrators 4. Personal passion by teachers and administrators leading students to success 5. Individualized learning plans and scheduling 6. Expert lesson plans 7. Active school community opportunities 8. Focused, ethical environment 9. Nurturing learning environment 10. Accountability standards Agora believes that content matters and chose the K12 curriculum with its rigorous content based on the Core Knowledge Sequence that supports the belief that there is certain basic knowledge that every American should know to function in society. Since their inception in 2000, K12 has developed curriculum and online learning platforms that promote mastery of core concepts and skills for students of all ability levels. Their approach combines cognitive science with individualized learning. Currently Agora utilizes most components of K12’s National Instructional Model (NIM) explained below. NIM represents K12’s best practices in the delivery of instruction based upon eight years experience as a leader in the field of full-time online public education. B. Refer to the cyber school charter and discuss how the cyber charter school’s programs and operations have been consistent with the terms of its charter. Agora has held steadfast to the spirit of the original charter with a vision to develop a world class cyber charter school that is fully focused on the preparation of all students for life demonstrating 21st century skills. To that end, Agora’s K12 administrative team have led the teaching staff through intense professional Agora Cyber Charter School Amended Renewal Application 11.16.09

108

development to increasingly improve the instructional model and services provided to all students. Agora has adopted K12’s National Instructional Model (NIM) and is looking forward to enhancing the model by adding a face-to-face intervention component which is discussed in the final section of this document. We provide the NIM in this section of our renewal application as well as in Section I Question 2. A. to demonstrate how comprehensive this instructional model is and how it enables us to operate and provide the programs consistent with the terms of our charter. National Instructional Model (NIM) Overview The National Instructional Model (NIM) represents K12’s best practices in the delivery of instruction based upon eight years experience as leaders in the field of full-time online public education. The NIM provides the school leadership team with a defined focus in a concise framework for reference and support. It makes what is often implicit in instruction explicit. Agora has worked with K12 to adapt this approach to Pennsylvania-specific goals, targets, standards, regulations, statutes, and practices. Everything in this approach can be adapted by the school’s staff and academic leaders, based on student needs, teacher input, or a host of other factors, especially academic performance data. The Board plans to engage an external independent organization, a leading public school consultancy, in the process of further adapting, implementing, and evaluating the results of this approach. A virtual learning environment presents unique opportunities and challenges for teachers in assuring that all students reach their full potential and demonstrate at least one year’s growth in one year’s time. The NIM has been developed to provide a road map for those policies and practices that will enable the teacher, student, and Learning Coach to succeed.

1. Enrollment and Placement K12 staff manages the logistical aspects of the student enrollment and placement process for Agora. K12’s enrollment procedures are designed to collect beneficial information for teachers and staff use when making classroom assignments, individualized instructional paths, orientation opportunities, intake teacher assignments, and other relevant school decisions. Assignment of Personal Admissions Liaison (PAL) • A PAL is assigned to guide each new family through enrollment, compliancy, placement, and other pre-start of school events • Responsible for: • Making a welcome call to family within 24 hours • Adhering to school policies and procedures as described within schoolapproved ‘script’ • Representing school and K¹² in professional and friendly manner • Securing compliancy paperwork Agora Cyber Charter School Amended Renewal Application 11.16.09

109

•

Fulfilling the role as the family’s primary point of contact throughout enrollment process

Standard Intake Questions PAL asks a basic series of questions, which may be supplemented by the school but captures the same minimum basic information, and records answers in TotalView School, a component of the student information system. TotalView School information is visible to teachers, administrators, PALs, and all enrollment team members. Risk Assessment Based on the findings of Dr. White from the University of Toledo’s correlation study between OH state test scores and enrollment team risk assessment, this procedure is used uniformly during the enrollment. PAL’s are trained to understand the number descriptors and use one of the following five assessment categories for each enrolling family. The risk assessment number will be entered in TotalView School by PAL or Special Education Placement Counselor. • • • • •

High Risk = 1 Likely Risk = 2 Likely to Succeed = 3 Very Likely to Succeed = 4 Exceptional Fit = 5

The assessment rankings are used by school administrators to assist with the teacher assignments, placing at-risk students with experienced or designated intake teachers. The information is also used to create an early intervention plan to give higher risk families additional support during the first critical weeks of the school year. Introduction to Online Learning The quality of each family’s first impression with a school matters. impression begins with enrollment.

The first

K-8 Online Learning Course Overview The Introduction to Online Learning course invites learning coaches and students into the online school, takes them on a tour of all of the courses from English and math through history, science, art, music, and foreign language. The course provides suggestions about how to organize an instructional space at home, and focuses on concepts about time management, scheduling, and understanding mastery in the K12 curriculum. The course provides overviews of Scantron and Study Island. The course, and teacher support of the course, seeks to help families establish good habits and academically healthy routines. This course complements Agora’s orientation which welcomes families into the school community through face-to-face and/or live Agora Cyber Charter School Amended Renewal Application 11.16.09

110

synchronous sessions introducing Agora administrators, teachers, and staff and reinforcing the concepts in the online course, reviewing school policies and procedures, and building relationships among students, families, and the school community. The goal of the course and other orientation activities is for students and learning coaches to become quickly acclimated to the model, tools, resources, lesson lay-out and delivery, and school community. Online Learning Team Enrollment Counselors • Work through the enrollment process with the family • Recommend approval of the application to the school’s administrative team once all compliancy documentation is received and reviewed. To be clear, the school and not the enrollment counselor approves enrollments. The enrollment counselor merely handle handles the paperwork. • Provide introduction to Scantron assessments and log in information • Provide Elluminate (web conferencing) software download information and a log-in to the self-paced orientation program • Personally introduce the family to the local team through Elluminate or conference call during planned orientation sessions • Track first orientation session attendance; and if “no show,” is responsible for providing the next opportunity for the parent to be introduced to the local community • Provide the family information about the online learning course and instructions about how to utilize the K12 support tools and resources if there is a lag time between the enrollment approval and the next school-wide orientation National and Local Community Teams • Conduct local orientation sessions introducing families to the school community emphasizing school specific policies and procedures • Host speaker series, parent trainings, community events, and activities to introduce and engage families in the school community • Support families as needed depending on the time of the year and the availability of teachers Teachers

• • • •

Synchronously lead instruction in core subjects to model depth of the courses and use of tools and materials, emphasizing the importance of commitment to each Review Scantron test scores and provide the appropriate English and math course for each student Develop an Individualized Learning Plan (ILP) based on student state test scores, Scantron, and parent input Review school policies, parent handbook, or Family Accountability Plans with each family


111

•

Develop a strong relationship with the family, set-up regular schedule of online conferences and instructional activities

Booster Families • Support face-to-face sessions around the state to help with “essential basics” • Make connections with new families and build relationships Administrators • Support and monitor implementation and execution of the Introduction to Online Learning • Embrace the value of parents or learning coaches; strong student interaction leads to achievement • Support the team and hold families accountable for engaging early • Suggest revisions of this process for future adaptations

Learning Coach Training The Learning Coach is essential to the successful school experience for an Agora student. The school is responsible for providing the Learning Coach with the information, skills, and tools to help guide the student. An appropriate delivery of training to the Learning Coach is dependent upon time of year, age of student, and previous experience.


112

Subtopic Area

Recommendation

Comprehensive on boarding plan

•

Provide K12-recommended on-boarding experience for new families’ Introduction to Online Learning

Centralized training from K12

•

The Learning Coach resource page is located on thebigthinK12. The resources begin with short videos providing an overview of the Online School. Video topics include: 1. Getting Started: An Overview 2. What to Do Weekly and Daily 3. Understanding K12 Lessons 4. MyInfo for K12 School Families

School tracking of training attended

•

Videos include a keyword phrase at the end; schools confirm viewing from family’s list of phrases sent to teachers

School orientation

•

Schools provide orientation for new families via Elluminate or in a face-to-face setting. Content includes:

1. Introduction of key administrators 2. School-based policies 3. Outline of school events

Learning Coach Training Plan All school staff members should be aware of the K12 training resources for Learning Coaches and direct parents to the appropriate online resources. Agora communicate school specific policies to all Learning Coaches through face-to-face orientation or online synchronous programs available to parents upon enrollment. Asynchronous resources from K12 are available online and include: Learning Coach Resource Learning Coach online tutorials

Description •

Short, task-specific videos and documents related to the role and responsibilities of the Learning Coach


Location www.k12.com/tutorials Linked from Learning Coach’s Online School (OLS) home page 113

Learning Coach Resource K12 Community Chest

K12 Speakers’ Series

Description •

Includes Blogs from K12 Inc.

•

K12 Speakers’ Series

•

Discussion forums

•

Other resources

•

Year-long series of Elluminate sessions led by K12 experts

•

Archived recordings of past sessions are available

Location Linked from Learning Coach’s OLS home page (moving to thebigthinK¹²)

K12 Community Chest Upcoming sessions are advertised in the announcement section of Learning Coach’s OLS home page (moving to thebigthinK¹²)

K12 Support Center

MyInfo

2.

•

FAQs for the Learning Coach, including lists of materials sent for each course

Help.k12.com Also linked directly from K12.com home page as Customer Support

•

Web form to contact K12 for issues such as missing or damaged materials

•

List of phone numbers for K12 Customer Support and Tech Support

•

Track materials shipping

Myinfo.k12.com

•

Edit contact information

•

Communicate with teachers

Also linked directly from Learning Coach’s OLS home page

PRE- ACADEMICS We believe all students can succeed when teachers hold high expectations, create a community of learners, develop supportive interpersonal relationships with parents and students, and provide the necessary tools for success. Prior to the official start of school teachers work with families to gather information and develop a plan of action.


114

Subtopic Area

Recommendation •

Mandatory orientations with clear expectations

•

School-wide events (picnics, etc.)

Class lists

•

assign most challenging students to most experienced teachers and provide them with a reduced class list)

Family risk assessment

•

Assign new students an initial family risk assessment number ( 1 – 5) based on PAL and placement counselor input. Certified teachers use this information as one of many inputs.

New family plan (first weeks of school)

•

Administer Initial Call Reference Sheet to familiarize new family with the virtual learning environment

•

Create and implement Individualized Learning Plan (ILP) with goals and specific training deadlines for each student

•

Review ILP quarterly

•

Collect regular standards-based assignments and store exemplars as exhibits illustrating student mastery of ILP goals.

Parent training workshops Welcome week

Assignments

State Test Intervention (STI) Within the first two weeks of school, teachers identify students to participate in state test intervention strategies using the criteria described below. After two months of school, additional criteria identifying student needs for intervention will be determined. Students are identified in TotalView School by the STI checkbox, and interventions will be recorded in TotalView School. K12 will track and send school administrators an intervention report for STI students to ensure that all students are being served with remedial intervention strategies to increase achievement and mastery of state specific standards.


115

Subtopic Area Identifying students for STI

Recommendation • • • •

1st two months of school

• • • • • • • • • •

Administrator responsibilities

• • • • • • • • • •

Student was not proficient on previous PSSA state assessments Student scored 1 or 2 on the Family Risk Assessment in the absence of high stakes test scores Scantron Performance Series test or other diagnostic test (AIMS WEB, and DIBELS for K-2 students) indicates below grade level performance Placement is below Age Appropriate Grade (AAG) level (Ex: special education student) Develop Individualized Learning Plan (ILP) for all students within the first weeks of school Build relationships—especially with families new to the school and students new to the class Review curriculum progress—what is going well, what help is needed Provide scheduling strategies to ensure academic success, especially for new families and for students transitioning to middle school Practice grade level appropriate skills Review Scantron Performance Series results. Administer mandatory Achievement Series exams Review Achievement Series exam results Student is making progress in Study Island Document all interventions for STI students in TotalView School Create Excel template that includes the criteria deemed important for determining a student’s risk of failing to meet the expectations of the school and state achievement goals. Train teachers on Excel template to ensure the all students are appropriately identified for remediation Ensure all teachers understand the criteria and lead all efforts in monitoring the progress of intervention implementation Communicate with teachers and others to determine if their intervention strategies are eliciting student improvement Hold teachers accountable for implementation Create defined school STI plan that staff and administrators fully support Schedule both online and face-to-face tutoring sessions for students Target student needs as determined from Scantron and other assessments Use Achievement Series exam results to inform instruction Use results of Scantron custom tests created by teachers to assess instruction value


116

• • • • •

Teacher responsibilities

• • • •

Document work with STI students

• •

3.

Use school’s suggested communication strategy to notify parents of program changes Provide supplemental instruction either via Elluminate, tutoring sessions, or increased Study Island requirements Monitor attendance and learning Implement STI plans Schedule and deliver both online and face-to-face training to Learning Coaches. Communicate with administrators and parents to ensure progress Use Excel template to assign students points in each area; neediest students score the fewest points Send Excel template to Administrator, Lead Teacher, Master Teacher with the lowest scores (most needy students) at the top Teachers document interventions in TotalView School for all STI students K12 provides monthly reports on the number of interventions completed by each teacher and the number of sessions attended by each student. School administrators provide teacher- level report

SCANTRON

Scantron is a part of K12’s assessment solution for pinpointing student proficiency levels, identifying student strengths and weaknesses, and measuring student valueadded academic growth. Agora administers both the Performance Series (web-based computer adaptive test for growth measure) and the Achievement Series (web-based benchmark assessments). These assessments provide information that helps teachers diagnose, prescribe, and implement an effective ILP for each student. The Performance Series is used to identify gaps and set a baseline for measuring gains. It is a normed assessment aligned to Pennsylvania Standards. We utilize the Achievement Series for two major types of assessments: (1) testing student proficiency on specific objectives, and (2) for teacher or school created benchmark assessments. Subtopic Area Identification

Recommendation •

All 3rd – 10th grade students complete math and reading Performance Series Scantron assessments during the first week of enrollment and in the spring

•

To accommodate schools with rolling enrollment, all 3rd-10th grade students complete math and reading assessments upon enrollment

•

Performance assessment placement indicators inform teachers


117

of students at-risk, on target, or advanced

Intervention

Growth Measured

•

Students identified as at-risk will be marked as STI in TotalView School

•

Teachers use Scantron student reports to generate each student’s ILP (Individual Learning Plan)

•

Teachers use the Achievement Series Assessments to refine ILP, monitor progress and set-up benchmark assessments for each student

•

All 3rd – 10th grade students complete Single Objective Achievement Series Assessments throughout the school year

•

Students receive direct instruction of learning standards via Elluminate or through group instruction, and are then assessed on their state’s standards

•

Face-to-face instruction is conducted for students who need intense remediation at identified learning centers on a weekly basis as necessary for students to close any achievement gaps.

•

Teachers use the skills, concepts, and suggested learning objectives aligned to individual state content standards, Scantron Resources, and Study Island to guide instruction

•

Teachers record ILP interventions in TotalView School

•

All teachers are accountable for student growth

•

All teachers have access to growth-measure reports on each child and class-wide

•

Schools have access to school-wide growth reports

Study Island (SI) Study Island is the K12 recommended web-based standards mastery tool used to increase student achievement, confidence, and understanding of Pennsylvania’s academic standards according to Chapter 4 of the Pennsylvania Code and the assessment anchors measured on annual the PSSA tests Study Island is researchedbased and has proven to increase student performance on state testing. It offers thousands of questions from state standards and creates a user-friendly experience for students.


118

Subtopic Area Student achievement goal

Intervention to attain goal

Accountability of Reaching Goal

Recommendation •

Teachers are accountable for 100% 3rd – 10th grade student participation in Study Island

•

Students are introduced to the program during the first week of orientation and begin assignments the first week of school to set a pattern for expected use of the program

•

Study Island is available and highly encouraged for K-2 participation

•

All students aim for Blue Ribbon Status in all concept areas with all standards met

•

Student and school goal is 80% correct

•

Teachers receive weekly classroom reports automatically via email, set-up by the school’s SI coordinator

•

Study Island Guidelines

•

Teachers invite non-participating students to Elluminate sessions, demonstrate SI, and have students work through their accounts

•

Teachers provide interventions to students not receiving Blue Ribbon Status in concept areas based on the suggested topics in SI and in combination with Scantron Assessments/ interventions

•

Teachers incorporate best practices of student motivational ideas

•

Teachers are accountable for 100% SI participation and achieving student goals

•

Teacher and District reports are available through SI

Suggestions for School-Based Training Plan • st

1 Quarter • • • •

Mandatory School Orientation session. Can be separate orientations for Elementary and Middle School. Offer it as a recorded Orientation too. Creating a schedule that works Setting-up a home learning space Curriculum training for targeted groups Collect regular work samples and store exemplars as part of student’s ILP


119

• • •

Setting goals for second semester Working with multiple students Collect regular work samples and store exemplars as part of student’s ILP • State testing preparation • Motivating a middle school student • Collect regular work samples and store exemplars as part of student’s ILP • A strong finish to the student’s school year • Looking ahead

nd

2 Quarter

3rd Quarter

4th Quarter

• Collect regular work samples and store exemplars as part of student’s ILP

Tips for Successful Training •

Decide which topics are most applicable to the school population; use feedback from Learning Coaches and teachers

•

Give ample notice of sessions with clear description of purpose and intended audience

•

Keep sessions under 60 minutes

•

Provide two moderators in Elluminate sessions for school-wide groups

•

Use the Speakers’ Series as a reference session for new teachers, Learning Coaches, and school leaders. Hold smaller follow-up discussion groups. Concerns such as working with multiple children, setting up the home learning space, or scheduling dilemmas lend themselves to discussion and encourage parents to share their own ideas.

•

Evaluate effectiveness of Learning Coach training plan

•

Revise Learning Coach’s training plan to accommodate new and returning families 2nd year

4. Differentiated Instruction Students possess a wide range of learning styles. For students who need additional support outside of traditional delivery, teachers must provide differentiated instruction based on assessments. Differentiation does not replace or supplant required components of effective instruction, but supports the learning style of a particular student when required components alone may not be sufficiently effective. Differentiation is at the core of a successful ILP. In order for these plans to be truly individualized, teachers must have strategies to differentiate instruction, and modify or make accommodations to the curriculum as warranted by student needs. Examples of strategies Agora teachers utilize for differentiating instruction include: Agora Cyber Charter School Amended Renewal Application 11.16.09

120

Differentiating the content

• Requires pre-testing to identify need • Students with skill mastery can assess out of a lesson (‘compacting the curriculum’) • Students may accelerate their rate of progress

Differentiating the process

• Provide varying learning activities for students to explore content concepts (i.e., graphic organizers, maps, diagrams, or charts) to display their comprehension of concepts covered

Differentiating assignments

• Vary how students demonstrate mastery of concepts (i.e., students may be asked to produce work that involves projects, research reports, and different types of presentations)

Differentiating the learning styles

• Use Response to Intervention (RTI) strategies to address individual student learning styles by adjusting the learning modality (auditory, visual, or kinesthetic) and/or responding to ways that students are motivated to learn and their preferences.

5. Elementary Model Agora teachers maintain contact with students via telephone conferences, class-wide Elluminate Live! online lessons, face-to-face conferences, school gatherings, and during standardized testing participation. Through these contacts and interactions the teachers develop clear instructional learning goals in the individual learning plans for each student and monitor progress towards these goals throughout the school year. In order to promote social outings, field trips, club activities, and other face-to-face activities, elementary school teachers are assigned to their students on a regional basis. The more students in a given area, the less distance the teacher will have to travel to meet students and families face-to-face. This desire for proximity is balanced with the skills of the teacher. For example, new teachers are not given high percentages of at-risk students. Students identified as “at-risk” always hold a higher priority of contact that could include increased daily synchronous instruction. Students with IEPs also require more interaction and teachers follow IEP goals to ensure progress toward attaining those milestones.. The regular and special education teachers work in cooperation to ensure the increased interaction


121

Phases of Experience: Elementary Subtopic Area Prior to school start

First weeks of school

PSSA test preparation

Avoiding a midyear slump

Recommendation Orientations via Elluminate to focus on: • • •

Curriculum best practices (i.e. teaching to the objective, not needing to complete each task within a lesson) Use of OLS Use of Elluminate

•

Identify at-risk students to participate in state test intervention

•

Place at-risk students with appropriate teacher for weekly contact and support

•

Schedule weekly conference calls with at-risk families

•

Schedule course set-up for language arts and math, with the gradual addition of other subjects as determined by weekly conference call

•

Schedule weekly parent chats with administrator or designee to gauge parent/student issues and plan support accordingly

•

Develop ILP to set realistic 1st quarter goals; review and revise quarterly

•


•

See NIM for more details

•

Create and implement plan to reach 100% participation goal

•

Review quarterly goals

•

Plan social and academic outings

•

Provide training to Learning Coach on keeping students motivated and goal-oriented

•

Collect regular work assignments.

6. Middle School Model The Middle School model is a transition to the High School experience. Most specifically, Middle School teachers instruct within specific subjects unlike the more general approach of elementary school instruction. The model below addresses the academic, emotional, and social needs of the middle school student. Agora works with K12 Academic Services for support and assistance in enhancing model for middle school.


122

Subtopic Area

Recommendation

Vision

•

Develop a Agora-specific Middle School Vision Statement. K12’s national model can be used in this process.

Grade span

•

Middle School consists of 7th – 8th grades

•

State licensure requirements may require a 7th – 8th grade focus

•

Create teacher teams of four, represent math, language arts, science, and history (a teacher licensed in two areas may cover both areas for a team)

•

Teams work on specific wide-ranging issues as they arise

•

Teachers each have advisory or homeroom class

•

Teachers have an expert colleague to consult about each subject

•

Teachers can ask for additional expertise from K12

•

Teachers can collaborate, subject-by-subject, with their counterparts on other teams

•

Students are expected to master middle school content and can be enrolled in certain high school courses

Structure

Student contact and support

Homeroom teachers: •

Monitor student progress and attendance across all subject areas

•

Support the Learning Coach and student in schedule set-up, work sample submission and grading, and quarterly progress report completion

•

Conduct class outings and social functions to promote community

•

Create, monitor, and revise the ILP as needed, including monthly discussions with families on student progress

Content area teachers: •

Collaborate with K12 subject teams to modify and/or develop Elluminate sessions (mandatory for some students, as determined by their teachers) available to all middle school students

•

Conduct weekly Elluminate sessions with an emphasis on those curriculum concepts deemed most challenging, and defined by the state agency as content standards to be assessed on the high stakes achievement test

•

Hold daily study hall sessions on Elluminate where students and Learning Coaches can receive direct support as needed


123

Middle school teacher teams

•

Discuss student-related issues at pre-scheduled weekly meetings

•

Focus on those students that may need additional support or revision to their ILP

Building independence

•

Students submit specified assignments regularly to the homeroom teacher

•

Teachers provide feedback to student and Learning Coach on quality of the work sample

•

Teachers collect, grade, and exemplar assignments to the student’s portfolio

Phases of Experience: Middle School Subtopic Area Prior to school start

First weeks of school

Quarterly recommendations

Recommendation Orientations via Elluminate •

Curriculum best practices (i.e. teaching to the objective, not needing to complete each task within a lesson)

•

Use of OLS

•

Use of Elluminate

•

Identifying at-risk students to participate in focused state test intervention

•

Provide placement with an at-risk teacher for weekly contact and support

•

Foster middle school student independence

• Schedule weekly office hours (held by teacher or teacher team) to encourage student dialog •

Schedule weekly conference calls with at-risk families

•

Schedule course set-up for language arts and math, with the gradual addition of other subjects as determined by weekly conference call

•

Develop ILP to set realistic 1st quarter goals; review and revise quarterly

Quarter 1 •

Learning Coach supports student as much as necessary, creates schedule of assignments for collection and grading as part of


124

student portfolio. •

Teacher submits ILP

Quarter 2 •

Learning Coach and student work mornings to organize all work pages and work for the day

•

Learning Coach facilitates lessons, models for each subject

•

Student completes work in each subject works on sample collection

•

Teacher reviews and revises ILP

•

Schedule and conduct social events, tutoring, clubs, service learning projects, and other activities

Quarter 3 •

Learning Coach and student organize work for the day

•

Student communicates with teacher, works at own pace on day’s lessons with support from Learning Coach as needed, and on sample collection

•

Learning Coach reviews material

•


•


Quarter 4 •

Learning Coach supports student as needed, working toward the level of independence needed for high school success

•

Student communicating more directly with teacher

•


•


High stakes test preparation

•


•

Create and implement plan to reach 100% participation goal

Potential midyear slump

•

Review of quarterly goals

•

Plan social and academic outings

•

Provide training to Learning Coach on keeping students motivated and goal-oriented


125

7. High School Model Assignment of High School Placement Specialist High school students are assigned a placement specialist in addition to a PAL. Working together, they are responsible for: • • • • • • • • • •

Reviewing student transcripts, course reports, report cards or grade evaluations Requesting assistance from school counselors as needed Conducting placement conferences Requesting missing compliancy documents Entering selected and appropriate courses in TotalView School Completing required documents and sending them to school Entering pertinent information in notes tab in TotalView School Selecting an assessment risk rating Documenting rationale for recommended courses in notes tab in TotalView School (i.e., was transcript available?) Sending family confirmation email

High School Orientation Orientation/Start-Up Experience The K12 912 start-up experience is enhanced with Finding Your Path (FYP) orientation courses. All high school students should be placed in these courses. ORN100: Finding Your Path I ORN200: Finding Your Path II ORN300: Finding Your Path III ORN400: Finding Your Path IV

Fall 2009 for 9th [and 10th] grades Fall 2010 for 10th grade Fall 2009 for 11th [and 12th] grades Fall 2010 for 12th grade

In conjunction with the Finding Your Path course, all new students should also be enrolled in Learning Online 09-10. The orientation courses range from ten hours to an entire semester. ORN010: Learning Online 09-10 (Required) Students begin each school year with a course specifically targeted to the unique concerns of freshmen, sophomores, juniors, and seniors. This 10-hour orientation course is unique for each student, as school counselors, advisors, and other staff guide students through an in-depth exploration of their interests, abilities, and skills. Students explore their education and career interests, define goals, and create a path through high school. This course serves as a “home base” where students and school counselors can address topics that are critical to ensuring success in high school and beyond. The K12 online career and college counseling tools are featured in this course. The course introduces the use of Naviance, the school’s web-based guidance system. Agora Cyber Charter School Amended Renewal Application 11.16.09

126

Course length: 10 hours Materials: None Prerequisites: None

OTH040: Reaching Your Academic Potential (Elective) Students learn essential academic skills within the context of their learning style, learning environment, and long-term goals. This course helps students develop successful habits in reading, writing, studying, communication, collaboration, time management, and concentration. It provides insights into how the brain works when learning and how to maximize this potential. Course length: One semester Materials: None Prerequisites: Recommended for 9th and 10th grade students OTH050: Achieving Your Career and College Goals (Elective) Students explore their options for life after high school, implement plans to achieve their goals, identify their aptitudes, skills, and preferences, and explore a wide range of potential careers. They investigate their career training and education requirements. They receive practical experience in essential skills such as searching and applying for college, securing financial aid, writing a resume and cover letter, and interviewing for a job. Course length: One semester Materials: None Prerequisites: Recommended for 11th and 12th grade students Subtopic Area 8th grade transition

New high school students

Recommendation •

Introduction to High School Online during 8th grade spring semester

•

Targeted refresher orientation for new 9th grade students

•

Invite students to attend High School ClassConnect sessions for experience the type of synchronous instruction offered

•

Provide mandatory new student orientation session prior to semester start during open enrollment window

•

Provide follow-up sessions for questions, review, and support during first week of school

•

Use recorded Elluminate follow-up sessions for late enrolling students and family review


127

Subtopic Area Returning high school students

Recommendation •

Provide scaled-down orientation for returning students that includes changes in school policies, procedures, calendars, courses, etc.

HS Student Training and Support New high school students have much to learn, even when they matriculate from the 8th grade K12 middle school program. Both new and returning students require a high level of ongoing training and support and Agora makes sure that all students are set up for success. Initial training

Live All-School Orientation Assembly • Focuses on welcoming students and learning coaches to the new school year • Addresses what activities students should be focused on daily during the first 1-2 weeks of school • Addresses local policies, rules, expectations, etc. (e.g. attendance and activity) ORN010: Online Learning (OLS) Course • Orientation to the K12 platform and tools with high-level guidance • LMS basics including MyInfo, K12 portal, etc. • Basic course structure and navigation including available resources for students and learning coaches • Best communication practices with teachers and school staff • Roles of learning coaches, advisors, counselors, etc. • Students responsibilities • Effective organization and time management techniques • Maintain academic integrity: avoiding plagiarism and cheating • Comparing K12 high school to other forms of schooling • Rules of netiquette and online communication • Setting-up an effective study environment • Prioritizing schoolwork completion • Using lesson resources to master course content • Tips and tricks for completing and submitting graded assignments • Using LMS and resources Training tools PowerPoint Info Session • Recruitment tool, contains a high-level overview • Helps schools set student and family expectations K12912 Orientation PowerPoint Decks • K12 provides school specific sets of Orientation PowerPoint Agora Cyber Charter School Amended Renewal Application 11.16.09

128

files to cover school-independent training topics not covered in ORN010 course • Schools add school-specific content • Each deck covers a single theme to allow each school to customize the orientation experience to meet their local schedules, staffing, and needs 12 12 K 9 Produced Live Orientation Events • Live online student orientation events provide consistent and high quality school message and content • Gives local personnel time to address local orientation needs Learning Coach Training • Set of training experiences available for schools to provide to learning coaches and parents • Provide a consistent and high-quality event while freeing up local staff to focus on local orientation and training events • Topics include: Learning coach responsibilities Attendance entry and monitoring Monitoring of student academic progress Communication tools and pathways Troubleshooting and removing barriers to student success Live School-Based Helpdesk • Local school staff maintain a live Elluminate session where students and learning coaches can come if they need assistance • Minimum of start to end of school day for first three days of school

First Two Weeks of High School The first two weeks of school presents high school students with a slow ramp-up into course activity while providing an exceptional amount of school orientation, training, counseling activities, and synchronous teacher support. Day 1

Day 2

•

Commit the entire first day of school to orientation activities (e.g. all-school assembly, advisory meetings, ORN010 course, etc.) and Scantron testing

•

Provide activities for students and learning coaches

•

Students attend a brief 20-30 minute Advisory meeting with Advisor or Homeroom Teacher to frame the day’s activities

•

Students finish up any remaining ORN010 activities or Scantron Testing


129

Day 3

Day 4

Day 5

Days 6 - 10

•

Students spend one-to-two hours of Finding Your Path course activities

•

Provide teacher-led synchronous sessions in English and math; teachers lead through courses’ introduction and second lesson

•


•

Provide additional hour of orientation activities and two hours of Finding Your Path activities

•

Students attend brief live Check-In English and math sessions and then complete lessons on their own. Students begin World Language and History courses; teachers lead through course’s introduction activities live in ClassConnect

•


•

Finding Your Path activities continue for up to two hours

•

Students attend brief live check-in sessions in world language and history

•

Students begin science; teachers lead in synchronous sessions through course introduction and second lesson

•


•

Students attend brief live check-in sessions in science

•

Students begin electives; teachers lead in synchronous sessions through course introduction and second lesson

•


•

Students working solely on course-related activities

•

Teachers of Elective courses provide brief live check-in synchronous sessions


130

Proposed Student Start-Up Schedule First Ten Days

Day 1 First 30 Minutes Hour 1

All School Assembly

Day 5

Day 6

Day 7

Day 8

Day 9

Day 10

Homeroom

Homeroom

Homeroom

Homeroom

Homeroom

Homeroom

Homeroom

Homeroom

Finding Your Path

Finding Your Path

Electives

Electives

Electives

Electives

Electives

Electives

Science

Science

Science

Science

Science

Science

Science

Orientation

World Languages

World Languages

World Languages

World Languages

World Languages

World Languages

World Languages

World Languages

Orientation

Scantron (Math)

History

History

History

History

History

History

History

History

English

English

English

English

English

English

English

English

English

Math

Math

Math

Math

Math

Math

Math

Math

Math

Hour 3

Hour 6

Day 4

Finding Your Path

Orientation

Hour 5

Day 3

Orientatio n Finding Your Path Finding Your Path

Hour 2

Hour 4

Day 2 Homeroo m

Orientation Scantron (Reading)

Phases of Experience: High School Recognizing that families may experience issues during discrete times of the year, the following outline of the school year is provided. Subtopic Area First Two Weeks

Weeks 3-8

Recommendation •

New high school student orientation

•

Student course orientation

•

Teacher welcome calls/emails

•

Completion of designated grades Scantron Performance testing

•

Parent sessions (FAQ’s)

•

Live Helpdesk

•

Heavy contact, particularly with students showing lack of log in and activity

•

“Meet the Clubs and Activities Night”

•

Advisors and guidance counselors work closely with new 9th graders and other new students

•

Student learning coaches assigned

•

Advisors conduct scheduled conferences with students

•

Advisors and guidance counselors host sessions like “Time Management” and “Creating Your Graduation Plan”

•

Teachers send regular academic progress reports to students and


131

families

Midterm

Weeks 10-16

Final weeks

•

Teachers conduct additional scheduled conferences held when necessary

•

Guidance counselors host “Coffee with Guidance” for parents focusing on how to support and motivate the high school student to achieve mastery of content including how to monitor student progress.

•

Director hosts “Chat with the HS Director” once a month for parents and community building

•

Ongoing clubs and activities

•

Prepare social activities especially towards weeks 6 – 8 when initial enthusiasm can fade.

•

Virtual Open House held (two sessions)

•

Progress reports sent

•

Individual parent-teacher conferences scheduled

•

Ongoing clubs and activities

•

Parent and student sessions and meetings

•

Regular teacher communication about progress

•

Advisor’s check-in with students weekly

•

Guidance counselors begin working with students to pick courses for next semester and update graduation plans

•

Advisors and directors message about upcoming end of semester

•

Second semester enrollment begins

•

Middle schools families introduced to high school via newsletter and emails

•

Schedule last day to accept work during week seventeen

•

Completion for designated grades of Scantron Performance post testing

•

Students attend class reviews

•

Schedule days for finals - two finals per day

•

Students end semester

•

Teachers evaluate assessments , assign final grades and submit report cards and comments

•

Grade reports sent


132

On-Going Training Continued training, support, and live synchronous events are provided for Learning Coaches. They are scheduled during times most convenient for attendance, often early in the morning and late in the evening. Topics include: • • •

Helping students excel on high-stakes tests Identifying struggling students Tapping student’s intrinsic and extrinsic motivation

Student Community Building Agora determines club offerings based on student interests and ideas provided from the interest inventory (distributed through a survey as part of orientation activities) or during summer and fall welcome calls. Agora lists clubs and activities from the previous academic year, but encourages students to suggest ideas for future clubs and activities. This process allows for greater student buy-in and greater participation in extracurricular activities. Agora hosts a “Meet the Clubs and Activities” night that leads to greater student awareness and participation of the school’s offerings. Each interest or activity group develops a presentation for ClassConnect. Agora Clubs Ambassador Club: The Ambassador Club is made up of Agora students who have displayed leadership, a community-based vision, and are the voice of Agora High School's Student Body. Their focus is to assist their peers in the online learning experience and to help them succeed in a virtual environment. Multimedia Club: This club seeks to show students the many programs and techniques for graphics, photography, and videos. Craft Club: Craft Club will provide an outlet for students with various craft talents to show or instruct others in the craft. SADD Club: This club is part of the National Chapter of the SADD Club. Its participants participate in activities that spread the mission of the SADD Club. Gaming Club: The gaming club will provide opportunities for Agora students to socialize through the medium of interactive games. As a club we will encourage and direct students in playing positive online games that will promote critical thinking, team effort, friendly competition and education. Members of the gaming club will share information about good games, help lead the gaming club meetings, maintain academic achievement and have a lot of fun.


133

Book Club: Our purpose is to provide a comfortable and engaging community for readers to expand and discuss their own personal literacy experience by reading, discussing and critiquing books. Ski Club: We seek to establish a community of learners who share in the love of Winter Sports. Our goal is to enjoy the marvel and dazzle of winter beauty, to experience new places and new events, to form new bonds and new friendships, to challenge our physical limits, and to give back to the community while doing so. Wilderness Adventure Club: The mission of the Wilderness Adventure Club is to provide opportunities for our students to participate in group activities in a fun, easygoing, and healthy environment. Our events are designed to extend an individual's awareness, knowledge, appreciation, and enjoyment of the outdoors. We strive to build understanding for the wise use, preservation, and respect for the outdoors and its natural beauty. The club represents a year round program of outdoor activities consisting of backpacking, bicycling, camping, kayaking, hiking, and rock climbing just to name a few. Agora Art Gallery: This club is designed to experience all forms of art. They are focusing mainly on Drawings, Paintings and Photography. Sports Talk Club: This club seeks to bring like minded students together who play outside sports either for independent leagues or for a school. They also highlight a student of the month in the newsletter. Healthy Eating/Vegetarian Club: This club seeks to educate students and teachers on a healthy lifestyle as well as presenting new ideas to prepare food and share recipes. Equestrian Club: This club teaches students about horses, riding, and the care of these beautiful animals. They are also competing across the state in different horse shows this year. All of these clubs have a space on thebigthinK12 and students are encouraged to share their ideas and thoughts on each club space. There are many other offerings in the beginning stages that will be offered to students by the end of November. Prom: Last year Agora experienced their first prom. We had about 50 students that came together for a night of fun in a traditional prom setting. This year we plan to do another one for our students. Planning for this event will begin in November. Yearbook: Last year Agora offered their first yearbook. The title was “History in the Making”. Many students helped to create this first edition and many of the same students are interested in assisting with this year’s as well. We will be starting production on this year’s yearbook in November.


134

Our teachers are always willing to go above and beyond their normal teaching duties to provide quality educational and fun outings for our students. We have also created a great high school community with the clubs we offer our students and their participation continues to grow each year.

8.

Non-Performance

The student who does not fully engage with the virtual learning environment requires a clear and consistent approach by the school and teacher. These students have misaligned progress and attendance, submit minimal assignments, have poor attendance in Elluminate sessions, and are challenging to reach via email or phone. Agora use many strategies to assist students in changing behaviors, particularly lack of engagement. Among these, teachers, advisors, counselors, and /or administrators will utilize strategies outlined in Chapter 12 of the Pennsylvania Education Code to secure agencies or services to help remove the roadblocks to the students’ success. The Student Assistance Program (SAP) Team comprised of administrators, teachers, advisors, and counselors are a part of the process if students are struggling with peer pressure, family issues, emotional issues, alcohol, tobacco or drug use. This team is in place to assist students with problems affecting their lives academically and socioemotionally. Subtopic Area Identification

Escalation

Recommendation •

Student TotalView School engagement and/or attendance below progress requirements defined by the school/state agency

•

Student does not submit work samples

•

Student does not make progress towards quarterly ILP goals

•

Returning student identified with low engagement in TotalView School by previous teacher

•

Teacher increases contact with student to a minimum of once a week via Elluminate, increasing to twice a week when necessary; may be done in small group sessions based on areas of content requiring attention

•

Teacher reviews ILP progress at scheduled weekly conferences with parent and student to address non-performance issues, and establishes measurable and reasonable goals

•

Parent liaison* makes contact with family to review external circumstances that may be affecting school performance. Parent liaison and teacher work with family to overcome those external factors. *Parent liaison may be a guidance counselor, administrator, administrative assistant, lead teacher, community relations coordinator,


135

previous teacher the family has bonded with, or PAL who understands community resources available.

Interventions

•

Administrator conferences with teacher, student, parent if weekly progress (as defined by ILP) not achieved

•

Truancy Elimination Plan may be necessary for habitually truant students.

•

Weekly one-on-one Elluminate sessions with student to focus on defined ILP

•

Increased communication with parent through via email, phone, or certified letters

•

SAP team meeting convenes to determine what strategies are necessary to help eliminate issues for students so they can succeed.

9. Student Achievement Improvement Process (SAIP) (see Section I Question 2.A)

10. Accreditation Accreditation is a voluntary school commitment to achieve high standards and engage in a systematic process of school improvement. Participation in the accreditation process demonstrates accountability to the school community and to educational professionals while providing for reciprocity of coursework and distinction among educational agencies. K12 Inc. provides oversight and assistance for school accreditation in states under AdvancED. This includes schools in states that are in the North Central Association (NCA) and Southern Association of Colleges and Schools (SACS): they are members of AdvancED and the Commission on International Trans-Regional Accreditation (CITA). Two other regions have reciprocity with CITA: the Western Association of Schools and Colleges (WASC) and Middle States Association (MSA). Agora will be seeking Middle States Association accreditation with support from K12. K12‘s regional vice presidents play a key role in helping schools prepare for and go through the accreditation process. There are three major general steps to accreditation: application, candidacy, and accreditation.


136

Application

Candidacy

Accreditation

• Study accreditation standards • Apply to the accreditation entity. • Pay association dues Self Study • conduct school self-study to examine current policies, procedures, and practices, and the degree they meet or exceed accreditation standards • identify and address school areas that are below standards • organize and provide information to the accreditation review team On-Site Review • invite accreditation review team for one-to-two day school site visit to review records and observe instruction • review team gathers information to confirm accuracy of the school’s self-study report standards • review team shares their findings with the school and provides recommendations for continued improvement • review team recommends the school be accredited to the Board of the accrediting entity if they find that a school substantially meets their standards • Implement review team recommendations • Provide progress reports • Continue self-improvement path • Repeat the self-study and review team process accreditation entities have three-to-five year cycles

11. Professional Development Teacher Effectiveness Virtual New Teacher Training & National Professional Development General Notes • K-12 teachers encouraged to participate in all events • Events open to participation of school personnel • Event links and/or invitations sent prior to event • Prior notice provided for any events, time, and location changes New Teacher Training • New Teacher Training cohort schedule is K-12 • July, August, September and January have multiple start dates • Prior registration required • First session of each cohort is a synchronous introduction to the course with options for teacher effectiveness staff and teachers Agora Cyber Charter School Amended Renewal Application 11.16.09

137

• • •

Subsequent synchronous sessions integrate Elluminate Certification prerequisites with asynchronous training sessions K-8 New Teacher Training is approximately four weeks HS New Teacher Training is approximately two weeks or 40-45 hours

Elluminate Certification • Elluminate Certification is K-12 • Most sessions are the first Thursday monthly and offered three times daily • There are 16 synchronous sessions to complete Elluminate Certification; four prerequisite sessions satisfied during New Teacher Training • Returning teachers may ‘test out’ or participate in any of the four prerequisite sessions offered during all the cohort sessions Content / Specialized Sessions • Sessions focus primarily 9-12 • Presenters from Product Development and other outside vendors • New training sessions in Fall with follow-up Spring Teacher Effectiveness Virtual New Teacher Training & National Professional Development 2009-2010 Calendar New Teacher Training Schedule K-12 Start Dates

Elluminate Certification Training K-12 Start Dates

Jul 13

Cohort 1

Oct 8

Session 5

Jul 27

Cohort 2

Oct 22

Session 6

Aug 3

Cohort 3

Nov 5

Session 7

Aug 4

Kick-Off Event

Nov 19

Session 8

Aug 10

Cohort 4

Dec 10

Session 9

Aug 17

Cohort 5

Jan 21

Session 10

Aug 24

Cohort 6

Feb 11

Session 11

Aug 31

Cohort 7

Feb 25

Session 12

Sep 8

Cohort 8

Mar 11

Session 13

Content / Specialized Sessions Schedule SmartScience Geogebra Session Sep 24 1 AP Training Oct 12 PD HS English PD HS Oct 13 Technology PD HS Math Oct 14 PD HS Science PD HS WL Oct 15 PD HS History Oct 16 PD HS Electives Geogebra Session Oct 27 2 HS Course Setup Jan 14 Refresher HS Course Setup Jan 21 Refresher


138

New Teacher Training Schedule K-12 Start Dates

Elluminate Certification Training K-12 Start Dates

Content / Specialized Sessions Schedule

Sep 14

Cohort 9

Mar 25

Session 14

Jan 28

SmartScience Geogebra Refresher AP Training

Sep 21

Cohort 10

Apr 8

Session 15

Feb 1

PD HS English

Sep 28

Cohort 11

May 13

Session 16

Feb 2

Oct 5

Cohort 12

May 27

Make-Up Session

Feb 3

Nov 2

Cohort 13

Feb 4

Dec 7

Cohort 14

Feb 5

Jan 4

Cohort 15

Jan 19

Cohort 16

Feb 1

Cohort 17

Mar 1

Cohort 18

Apr 12

Cohort 19

May 3

Cohort 20

PD HS Technology PD HS Math PD HS Science PD HS WL PD HS History PD HS Electives

11. Special Education Start-up Guidelines All public schools must provide services as defined by IDEA 2004 and the Americans with Disabilities Act. Both federal statutes provide national requirements regarding services for and rights of the disabled. Each state must meet minimum federal regulation requirements but may choose to exceed them. It is vital that each school becomes familiar with the federal and state regulations to serve the special education population. The guidelines are adapted based on state requirements. This section serves as more of an outline.


139

Subtopic

Recommendations •

Query parents using approved online child find questions in Enrollment Placement Register (EPR)

•

Post child find letter in school handbook

•

Send child find letter with initial head-of-school mailing, if applicable

•

Post nondiscriminatory information on school website

•

Post child find information on school website

•

Track positive responses to child find and refer to the appropriate school personnel

•

Request previous records (twice, if necessary) using parent release of records

•

Mail certified letter to previous school to obtain records

•

Visit school if records not received

•

Contact state agency if records not received

•

Track and validate all attempts to receive records to state agency

Parent communication during enrollment

•

Educate parents on school-offered services

•

Track all communication with parent, PAL, and/or school staff

Special education software

•

Contact state agency to determine state-required IEP software

•

Purchase web-based IEP software that allows IEP writers in other states to assist with IEP development if no state-required software

•

Write initial school IEP upon enrollment to indicate change of placement and services

•

Contact IEP writers to support initial IEPs

•

Provide training to IEP writers; arranged by Director of Special Programs or on-site special education manager/coordinator

Child find

Receipt of previous records

Initial IEP


140

Subtopic

Recommendations •

Job descriptions

•

Training

•

Provide on-site support to assist with records receipts, records requests, and parent communication

•

Finalize contracts with speech therapists, occupational therapists, and school psychologists prior to new school start, using school-approved contract form

•

Contact Director of Special Programs for support

•

Track related services needs of new students during enrollment

•

Ensure all students receive needs-related service during first week of school

•

Provide weekly special education teacher contact

•

Provide special education services

•

Drive contact by IEP goals

•

Record all contact in TotalView School

•

Submit monthly reports tracking progress toward IEP goals

•

Submit quarterly progress reports using state approved forms

Professional development

•

See Section 11

Extended school year

•

Follow PA state guidelines

Transition services (high school)

•

Follow PA state guidelines

•

Use Naviance to determine learning styles, career interests, etc.

Compliancy checklists (state specific)

•

Teachers self-audit files twice a year

•

Special education manager randomly audit files once a year using approved checklist

Teacher evaluations

•

See Section 11

Special education staffing

Related services

Special education service delivery


141

Subtopic State department communication

Initial evaluation for special education services

Re-evaluation for special education services

Annual IEP meetings

Testing accommodations

Child count

Recommendations •

Ensure special education manager attends all relevant state agency meetings

•

Ensure special education manager is included on all relevant state agency distribution lists

•

Determine school eligibility within state-required time frame

•

Process all initial requests through the school’s Responsiveness to Intervention (RTI) process

•

Ensure contracted school psychologist complete necessary testing

•

Review records following state guidelines

•

Contract with school psychologist for additional testing

•

Meet within state-required time frame to determine continued eligibility

•

IEP written within required time frame for initial and re-evaluation meetings

•

IEP amended when deemed necessary based on monthly and/or quarterly data

•

Use tracking tool to indicate each student’s location and allowable accommodations

•

Provide training for all proctors

•

Use state reporting tool to appropriately reflect the number of students with disabilities served by each school

•

Ensure 100% report completion and submission at each cycle by the special education manager/ coordinator


142

Achievement Task Force Mission To effectively analyze and implement national academic achievement tools (including metrics developed to measure and analyze effectiveness) that support the special education goal of meeting AYP. Academic Achievement Tools/Other Scantron

Implementation/Monitoring

•

Achievement test reports sent to teacher and leaders

•

Performance test reports sent to teacher and leaders

•

Short cycle assessment data

•

Align to state content standards

•

Write present levels of performance

•

Create measurable goals/objectives based on evaluations and assessments

•

Master IEP

•

Amend IEP

Monthly reports completed by special education teachers

•

Measure progress toward individual IEP goals

•

Include progress toward IEP in teacher evaluation

Teacher evaluation

•

Evaluate teachers on progress toward IEP goals

•

Evaluate teachers on tool usage

IEP development

Comments

•

View individual student

•

View directions

•

Use information to ascertain present levels and generate goals

•

IEP checklist to be approved by Local Education Agency (LEA) representative and special education manager

•

See spreadsheet for monthly tracking of IEP goal progress

•

Provide teachers data collection to goals training

•

See evaluation norms including monthly report submission


143

Academic Achievement Tools/Other Study Island

Direct instruction to students increased based on defined areas of need

Implementation/Monitoring

•

Set guidelines for minimal usage requirements

•

Send special education manager weekly Study Island reports for teacher and group

•

Provide incentive programs for students and teachers

•

Increase one–on-one or small group instruction based on areas of need

•

Monitor teacher instruction time through monthly reports

•

Submit monthly short cycle assessment data

Comments

•

Review Study Island tracking

•

Submit monthly Elluminate usage report

•

Create competitions among special education team

13. Federal Title Programs Agora will continue to apply for federal title funds. These funds are dependent on the number of students who qualify for free/reduced meals, and are also provided to students most at-risk for poor academic performance in reading and/or mathematics. Title I funds are used to develop supplemental programs to support the at-risk students enrolled. Agora qualified and secured funds during the first year for Title funding. This is called “targeted assistance.” During the 2008-2009 school year, Agora qualified as a school wide program. Sub topic Family income collection

Recommendation •

Collect family income data through EPR

•

Collect family income data hard copy (see sample form)

•

Ensure compliancy with state agency (use state agency approved form )


144

Sub topic

Recommendation •

Collect parent response to previous Title services questions through EPR

•

Collect parent response to home language survey through EPR

•

Collect child find query completed by PAL

•

Collect child find query completed by general education teacher upon enrollment

•

Submit all positive responses to appropriate school staff

Needs assessment

•

Establish a committee of academic leaders to determine the school’s greatest area of need (course and grade level)

State agency involvement

•

Contact state agency federal programs coordinator

•

Define school model and submit family income data for review to determine funds allocation

•

Obtain state-specific training

•

Establish a relationship with the local state coordinator

•

Staffing ratios are dependent on the identified areas of need and approved school federal allocation

•

Develop a school organization chart that indicates the school’s Title I coordinator/academic leader

Supplemental programs

•

Recommend Compass Learning Odyssey for supplemental language arts or math services

Professional development

•

See Section 11

Student data

Staffing

14. Responsiveness to Intervention Responsiveness to Intervention (RTI) is an initiative through Idea 2004 is an approach to remedial intervention that generates data to inform instruction and identify students who may require special education and/or related services. The idea is that students are provided early intervention instructional strategies and teachers a systematic way to serve students who experience learning difficulties. Agora Cyber Charter School Amended Renewal Application 11.16.09

145

K12 supports Agora and has written a national RTI manual which is available to schools affiliated with K12. The manual addresses: • RTI definition • Principles of RTI • Why RTI? • Problem Solving using RTI • Who is Responsible? • Members of the RTI team • What Happens at RTI meetings? • Professional Development and What is Specific Learning Disability? • The Three Tiered Model • At risk spreadsheet versus RTI • What RTI is Not, Best Practices • Frequently Asked Questions • Resources Agora adapts the national RTI model to suit our students’ educational needs. In a cyber setting, when a student is struggling academically due primarily to problems with learning, it is an RTI scenario (e.g., comprehension difficulties, severe learning gaps, processing difficulties, etc. ) RTI integrates assessment and interventions within a three-tiered approach to: • identify students at risk for poor learning outcomes; • monitor student progress; • provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness; and • identify students with learning disabilities or other disabilities.


146

THREE-TIERED MODEL OF ACADEMIC SUPPORT

Intensive Number of students in the process SHOULD decrease as you climb up the tiers.

(High Risk Students, 5-10%) Individualized Instruction

Strategic (At-Risk Students, 10-20%) Small Group Instruction

Benchmark (all students, 80-90%) School-wide System of Support

The main differences between the tiers are not the interventions, but the frequency, duration, and progress monitoring requirements. Benchmark 1 • Core academic curriculum (dictated by state and school standards) in combination with adaptations and accommodations made by general educators Strategic • Tier 2 meeting held by the regular education teacher and parent. • Possible meeting discussions: • Student has some risk but does need additional support through supplemental programs. • Strategic Interventions (small group anchor lessons, small group skill specific sessions through office hours, etc.) • Minimum hours of direct instruction needed • Additional Instruction (Compass Learning Odyssey and Study Island) • Home Expectations


147

Intensive • Tier 3 meeting held with an RTI Coordinator, regular education teacher, parent, and any other appropriate school staff (nurse, guidance counselor, etc.) • Possible meeting discussions: • Student at risk and needs intensive interventions • Intensive interventions (multiple small group sessions with additional supports i.e. Reading and/or Math Specialist, RTI Coordinator) • Minimum hours of direct instruction needed • Additional instruction (Compass Learning Odyssey, and Study Island • Home Expectations Monitoring K-8 Teachers should review data/documentation every 6-8 weeks to determine: • If student lacks adequate progress in relation to state standards (K12 curriculum, Scantron, PSSAs) • Decrease in work submission quality • Achievement Series progress in Scantron where applicable • If there is little or no progress with the student’s rate of improvement in response to scientifically based instruction • Student is not responding to strategies/interventions put in place in Tier 2 High School • • • • •

Course grades and Elluminate attendance Study Island progress on anchors Achievement Series progress in Scantron where applicable Participation in office hours and/or additional interventions documented with results in TV Academic progress on specified course concepts and/or grade level anchors


148

15. Section 504 plan Introduced by the Rehabilitation Act of 1973, Section 504 was created for students who have a disability that affects their ability to learn, see, hear, breath, walk, speak, read, work, or care for themselves. The 504 plan defines accommodations required to ensure those students equal access to all educational services. Significant change to the 504 process has occurred since the adoption of the Americans with Disability Amendment Act on January 1, 2009. The general education teacher is responsible for implementing the 504 plan. Sub Topic

Recommendations •

Track positive responses submitted by parents through EPR

•

Track child find query from first contact by general education teacher

•

Post nondiscriminatory policy on school website

•

Submit all positive responses to the appropriate school staff

•

Request previous records (twice, if necessary) using parent release of records

•

Mail certified letter to previous school to obtain records

•

Visit school if records not received

•

Contact state agency if records not received

•

Track and validate all attempts to receive records to state agency

•

Review plan to determine applicability for the virtual environment

•

Rewrite plan upon enrollment and when close to expiration

Staffing

•

Assign one school member to monitor 504 compliancy

Professional

•

Provide professional development to all staff

Identification

Receipt of previous records

504 plan during enrollment


149

development and testing

regarding their roles and responsibilities in 504 accommodations •

Implement school-based coordinator-developed testing plan to ensure students receive 504 testing accommodations during state and/or district testing

16. Advanced Learner Program (ALP) Advanced Learner Program’s (ALP) National Instructional Model Purpose: To increase overall quality and options for advanced learners at AGORA through the development of consistent procedures and offerings for eligible students. The National Association for Gifted Children recommends the following components for all accelerated learner programs; • • • • • •

•

Program Design: The development of appropriate accelerated learner programming requires comprehensive services based on sound philosophical, theoretical, and empirical support. Program Administration and Management: Appropriate programming must include the establishment of a systematic means of developing, implementing, and managing services. Student Identification: Learners must be assessed to determine appropriate educational services. Curriculum and Instruction: Services must include curricular and instructional opportunities directed to the unique needs of the child. Socio-Emotional Guidance and Counseling: Education programming must establish a plan to recognize and nurture the unique socio-emotional development of learners. Professional Development: Learners are entitled to be served by professionals who have specialized preparation in education, expertise in appropriate differentiated content and instructional methods, involvement in ongoing professional development, and who possess exemplary personal and professional traits. Program Evaluation: Program evaluation is the systematic study of the value and impact of services provided.

All students deserve the opportunity to develop their unique academic interests and talents. Acceleration is an academic intervention that moves students through an educational program at a faster rate in order to match the student’s interests and motivation. Selection of the appropriate acceleration intervention should be based on the student’s interests, abilities, motivation, and socio-emotional skills. Agora Cyber Charter School Amended Renewal Application 11.16.09

150

STUDENT IDENTIFICATION Characteristics of a student requiring enrichment or an advanced learner No single characteristic or list should be used solely for the identification of advanced learners, and identification should be considered a repeating process, not the one-time issuing of a life-time passport. However, an understanding of some general characteristics that typify advanced learner characteristics would benefit parents and professionals in sharpening their awareness and warrant further observation. In addition to high test scores and advanced course level placement, some general characteristics are: • • • • • • • • • • • • • • • •

Early reader with good comprehension Learn basic skills quickly with less practice Ask several ‘how’ and ‘why’ questions in a single conversation Work independently for longer periods of time than peers on one or more topics Responds well to teachers, parents, and other adults Original thinkers seeking new and unusual associations among seemingly unrelated objects, ideas, or facts Thrive in problem situations High level of curiosity about objects, ideas, situations, or events Express opinions and ideas and often exhibit spirited disagreement Keen powers of observation and have an eye for important details Read a great deal on their own, preferring text written for older students Like structure, organization, and consistency in their environments Display a questioning attitude and seek information Have a large storehouse of information regarding a variety of topics Exhibit an intrinsic motivation to learn, find out, or explore Have a longer attention and concentration span than their peers on one or more topics

Students previously identified as "gifted" in their previous school program should be designated in TotalView School upon enrollment. In addition, Agora will identify all students who might benefit from additional services/challenges including those who do not necessarily need to be formally identified as “gifted” in order to participate. These students are most likely to be referred by parents, teachers, or even themselves. Identification instruments could be used to help isolate the student’s particular interests and areas of strength so that the ALP coordinator might work with the student and teachers to design an individual program. If that is the first goal, then there are 3 or 4 measures that we feel could be adapted for these purposes. Part of the "entrance" into the program described above would be based on willingness and interest. Part of the ALP coordinator's duties would include finding enrichment in areas of interest for students. We are Agora Cyber Charter School Amended Renewal Application 11.16.09

151

envisioning a group of activities or programs that students can do outside of their curricular work. Also, when appropriate, the ALP coordinator should help these advanced students with enriching the curriculum. Schools should also be concerned about “missing” those students who might not self-identify or be referred for ALP services, including those who are undoubtedly gifted/talented but for whom social/emotional issues might be a concern and might be leading to underachievement. Schools in which underachieving students are best served are those in which staff members are trained specifically to identify and intervene. School staff members need to be cognizant of the following; a. Many highly gifted students fall through the cracks because of profound emotional/behavioral issues which may be discounted because the student is regarded as less likely to need specialized services. b. Gifted underachievers know they are intelligent but “drop out” due to a sense of alienation from peers and adults who they feel do not understand/relate to them in a meaningful way. c. There are gifted students who will look to the virtual model as a last chance to find the kinds of support/opportunities/community they couldn’t in the traditional school; if they aren’t identified for ALP or choose not to participate, schools run the same risk of losing them as their previous schools did. d. Gifted students who choose not to participate in the actual ALP should have access to trained staff members to whom they can turn to for academic/career/socio-emotional guidance, for locating appropriate resources, and for help in developing/facilitating an online community of like-minded/motivated peers and learning coaches. e. Schools should have resources for advanced learners and their families. Agora has a full time ALP coordinator whose duties include ways to seek out students who might otherwise remain unidentified.

STUDENT DESIGNATION Enriched Students: Students who are motivated to increase their knowledge beyond the basic course offering on a specific topic or subject should be designated as ‘Enriched’ in TotalView School with some annotation about subject or topic focus, and invited to attend relevant Enrichment Offerings. Advanced Student: Students who are performing above grade level in one or more subjects should be designated as ‘Advanced’ in TotalView School with some annotation about subject or topic focus and should be invited to attend Enrichment Offerings Agora Cyber Charter School Amended Renewal Application 11.16.09

152

Decisions regarding acceleration of ALP students Acceleration encompasses many possible ways to move advanced learners forward more rapidly than “normal” (see table below). Decisions regarding accelerating a student must be a collaborative decision among the student, parent, teachers, and other knowledgeable professionals after careful examination of factors, to include, but not be limited to; • Student’s overall academic performance on grade level subjects • Student’s academic performance on off-level subjects • Student’s socio-emotional maturity • Student’s desire for acceleration • Parent’s desire for acceleration • Level of academic engagement in one or more topics • Test data available, including Scantron testing • Survey/observation checklists (put a listing in a reference page) • Schools without an ALP coordinator may have to rely on limited data such as previous school records, testing data including Scantron Scores according to cut off scores, parent information, teacher observations, and student self-nominations based on Individual Learning Plans.

Decisions regarding discontinuation of advancement of ALP students If a parent or teacher feels the student’s needs are not being met by an advancement program, the student, parent, teachers, and other knowledgeable professionals should meet to review data that may support a need to discontinue acceleration. In any event, a decision to consider a student an advanced learner (or not) should be revisited every year – student interests develop and wane, and programs should flex to match. Parent Appeals: An appeal process should be developed for identification or advancement issues that cannot be mutually agreed upon between the parent and school. The appeal process should begin at the school level and should only transition to possible mediation assistance from K12 when all local remedies have been exhausted. CURRICULUM AND INSTRUCTION Curricular Option/Offering Early Entrance to School: a gifted child who shows readiness to perform schoolwork enters kindergarten or 1st grade one to two years earlier than the usual beginning age.

Target Audience In states where allowable, students who can advance to Kindergarten or 1st grade.


Action by School Develop procedures for identifying these students in accordance to state regulations

153

Curricular Option/Offering

Target Audience

Curriculum Compacting: the regular curriculum of any or all subjects is tailored to the specific gaps, deficiencies, and strengths of an individual student. The learner tests out or bypasses previously mastered skills and content, focusing only on mastery of deficient areas, thus moving more rapidly through the curriculum.

Action by School All students identified Develop by teacher and learning procedure for coach as having identifying and mastery of current document in curriculum skills. TotalView School

Subject Acceleration: a student bypasses the usual progression of skills and content mastery in one subject where great advancement or proficiency has been observed. The learner will progress at the regular instructional pace through the remaining subject areas.

All students identified by teacher and learning coach as having mastery of current curriculum skills.

Topic Enrichment: Assignments that increase pacing or depth of knowledge to a student who demonstrates an interest and motivation in a specific topic. Activities can include; • Elluminate Enrichment Sessions • Virtual Field Trips • WIKI • Debates • Local Outings and Field Trips • Parent support through trainings and discussion forums • Social Networking o Contests/Tournaments o Science Fair o Learning Circles and Distance Learning • Clubs • Expert Speakers • Self-determined projects, subject to teacher approval

All students formally identified as advanced learner with this topic included as a focus.


Develop procedure for identifying and document in TotalView School ALP Coordinators are responsible to assure information regarding Enrichment Offerings or other events are distributed to appropriate students at their school. Students at schools without ALP coordinators will receive a Kmail based on having a designation from their teacher as ‘Advanced’ in TotalView School.

154

Curricular Option/Offering Individual Subject Advancement: Assigning a student to a higher grade level than age-appropriate grade level in one or more subjects in order to provide access to challenging learning opportunities.

Whole-Grade Advancement: Assigning a student to a higher grade level than age-appropriate grade level in all course work in order to provide access to challenging learning opportunities.

Early High School Graduation: The practice of facilitating completion of the high school program in fewer than four years but with completion of all required course work in order to provide early access to postsecondary educational opportunities. Mentorship: a student is placed with a subject matter expert or professional to further a specific interest or proficiency, which cannot be provided within the regular educational setting. (Suggest options such as parent present during mentoring, parent pursuing their own mentor, etc.) Credit by Examination: through successful completion of tests, a student is allowed to receive a specified number of college credits upon entrance to college. (Advanced Placement and the College Level Examination Program are two examples.) Early Admission to College: a student enters college as a full-time student without completing high school.

Target Audience

Action by School Students identified as Develop advanced learners in procedure for one or more subject identifying and area and assigned a document in curriculum level higher TotalView than their age School appropriate level. Students identified as Develop advanced learner in all procedure for subject areas and identifying and assigned a curriculum document in level higher than their TotalView age appropriate level. School Students identified as Develop advanced learners in procedure for all subject areas and identifying and assigned high school document in level courses while in TotalView middle school. School Students with high Legal issue of interest in a subject parent matter that cannot be contacting a addressed in the private regular education ‘mentor’? Bror setting. will check into legal issues. In states where Develop allowable. procedures for identifying these students in accordance to state regulations In states where Develop allowable. procedures for identifying these students in accordance to state regulations

Course offerings K12 will continue to strive to enhance/enrich courses and schools will receive notification as these augmentations are available.


155

K12 Inc. currently offers national enriched offerings through Learning Circles/Interest Groups. Notification of these events and additional offerings will be posted on the Big Think. Enrichment Events-Non-course Enrichment Events – non-course are offerings that are not subject specific, but topic specific and can include: Elluminate session offered nationwide or school wide, face-to-face outings, joint presentations or one-time events. Enrichment Events should be focused on specific topics and interest areas and educational activities, versus just being social activities. The goal of enrichment events should be to challenge students, not merely to entertain or “reward” them. Though the use of technology like wikis and thebigthinK12, teachers can post great work from students, and lead events. A single enrichment event, once made available on-line, may turn into a stream of work and projects that extends over weeks or months. PARENT SUPPORT K12 Inc. will provide resources to diminish common fears to all new students through the provision of; 1. Consistent and quality orientation offered to every student upon enrollment regardless of enrollment date. 2. Quickly acclimating students and learning coaches to the model, tools, lesson lay-out and delivery, and school community. 3. Build relationships through synchronous and face-to-face interaction between teachers and families. 4. Utilize measures and tracking tools to evaluate on-going progress. 5. Collect data to evaluate program effectiveness. K12 Inc. is committed to provide parental support and assistance to teachers of advanced learners by providing resources to address identified issues, including, motivation, challenges, and socio-emotional development that will be developed according to researched based best practices. Online Live Support will include: 1. An area in the Parents’ thebigthinK12 tool specifically for conversation and sharing among K-12 ALP parents. 2. An area on the High School thebigthinK12 space for ALP students to converse about specific areas of interest. While for students, this has likely impact on the mindset of students and will ultimately assist parents in supporting their High School ALP students. 3. An area within the Teacher Support Space on thebigthinK12 for ALP teachers to share ideas for supporting their parents. Agora Cyber Charter School Amended Renewal Application 11.16.09

156

Secondary to peer validation, support will include Live or Synchronous online support in the form of monthly Elluminates or live presentations done by experts on both local/state and national levels including, but not limited to topics like: 1. Information about identification of Advanced learners 2. Information regarding developmental stages for ALP students 3. Information about resources available to them and their students on a local, state and national level 4. Instructional strategies that parents can use 5. How to compact and/or enrich curriculum based on their child’s needs 6. How to communicate and advocate for their child with their teacher(s) 7. What do I do with my “special kid?” 8. Mentoring for my child 9. Asynchronous development 10. Twice exceptional students 11. Social/emotional development 12. Strategies for bolstering subjects that are more challenging 13. Testing interpretation, pros and cons of testing, testing analysis, types of tests available 14. Supplemental programs, contests 15. Perfectionism 16. Advocacy (local, state, national) for ALP/GT students 17. Learning Circles for students to augment parent’s support PROFESSIONAL DEVELOPMENT Learners are entitled to be served by professionals who have specialized preparation in education, expertise in appropriate differentiated content and instructional methods, involvement in ongoing professional development, and who possess exemplary personal and professional traits. Professional Development needs will be identified and developed throughout the year by a committee of ALP Coordinators. The training will be delivered to targeted teacher audiences and may consist of national or local training. Schools must develop local trainings on the National Instructional Model in the area of Advanced Learners to assure all staff members are aware of best practices. PROGRAM SUPPORTS Resources for ALP Coordinators Resources and training for ALP coordinators and potential designees at schools without ALP Coordinators will be delivered through thebigthinK12 and regularly scheduled meetings to discuss research based best practices and effective school strategies in order to encourage ongoing professional development and growth. Agora Cyber Charter School Amended Renewal Application 11.16.09

157

Program Evaluation Annual Goals should be established at the school level to proactively address the following areas in measurable terms and review quarterly; • • • • • •

Identification of Enriched and Advanced Learners Development of Local Enrichment Offerings Participation in Local and National Enrichment Offerings Retention of Enriched and Advanced Learners Parent Support Staff Development

For schools without ALP Coordinators, K12 corporate staff members will assist in the development and evaluation of their ALP program as needed. References Advanced Learner Program Handbook, B. Boston, Fairfax, VA Institute for Research and Policy on Acceleration http://www.accelerationinstitute.org Model Student Acceleration Policy for Advanced Learners, Ohio Department of Education, 2006 National Association of Gifted Children - http://www.nagc.org

17. Operations Manual K12 has written an Operations Manual which is available to schools affiliated with K12. The Board intends to have Agora teachers and staff adapt this manual to the school’s specific needs. Once adapted, teachers and staff will be trained on its contents. The operations model and the National Instructional Model should cohere. The K12 generic manual addresses myriad operational and administrative issues including: • Staff • Parents/Families • School Information • Enrollment • Special Education • Testing • Course offerings • Student Materials • Withdrawal • Attendance Assessment • Progress and Promotion • Transfer credits • Supplemental and Extracurricular Activities Agora Cyber Charter School Amended Renewal Application 11.16.09

158

• • • • • • • • • • • • • • • • • • • • •

Student Code of Conduct Acceptable use of External Materials Policy Student Responsibilities Parent Responsibilities Staff Responsibilities The Teacher Experience Information Systems Overview Reporting Grading Internal Controls Procurement Billing Reimbursements Remote Working Policy Ordering Materials Data management Dress Code Issue Resolution Organization Chart Individual Learning Plan Template Employee Manual

C. Refer to the cyber school charter for descriptions of how parents, students, and teachers would be involved with, provide input to, and have ownership of the school. Describe how those plans have been implemented and how additional opportunities for involvement have been created. Include dates, times and agendas of important parent meetings or events, and include copies of sign-in sheets for the session. Describe how these activities are faithful to the original charter application. Agora Cyber Charter School is built on the foundation of the original mission of charter schools: not to be placed in the box of traditional public education but to expand the horizons of student achievement, innovative teaching methods and parental involvement. Agora believes in cyber education as part of the choice offered to families to build the success of students and education in the Commonwealth of Pennsylvania. At the core, Agora’s model is based on parental engagement. As they work side by side with their student it is critical for us to actively engage them in the decisions that affect student success, academic needs, school improvement and prioritizing. We offer several outlets to host ongoing conversations with our parents to continually listen and adapt to their feedback.


159

Agora’s culture and community also offers unique opportunities for families to form lasting relationships with like-minded parents and dedicated staff members. We are focused on connecting families through events and activities that mean the most to them and provide them with the support system that is important in our virtual model. Agora’s students are also active in our community, serving each other through mentoring and tutoring, and making new friends through regular online and face-to-face opportunities. Agora also serves a wide cross-section of students from budding actors/actresses, skaters, gymnasts, and musicians where this option in education allows them to pursue their dreams, to students with special needs who finally are excelling because the change of environment is conducive to meeting their learning style needs. Agora’s gifted students are able to soar through comprehensive curriculum, and engage in the Advanced Learners Program to enrich their minds. Our students have taken part in service projects including writing letters and drawing pictures for soldiers in Afghanistan and Iraq. They are committed to making a difference and participated in Alex’s Lemonade Stand Mission by putting up stands across Pennsylvania to help raise money for cancer research. We continue to evaluate the ways that we meet the needs of our community and present opportunities for parents to have a voice. From year to year we reflect on what works well and ask parents for suggestions for what doesn’t. This will be an ongoing process for many years to come and we look forward to allowing each and every parent an opportunity to leave their mark at Agora. The following are several examples of the previous and current opportunities open to parents and students:

Engaging Parents Parent Forums Agora hosted online Elluminate sessions for parents to come together and have a voice. We were seeking feedback and suggestions for improvement in the following areas: PSSA Testing Progress Reports Student Services Successfully completely the school year Open forums for veteran families Open forums for brand new families Agora Cyber Charter School Amended Renewal Application 11.16.09

160

These forums also provided a great opportunity for parents to connect with teachers, administrators and school staff.

Parent Chats Agora teachers and administrators facilitate conference calls for parents and teaching adults on an ongoing basis. Parents could choose to actively participate in these calls, or just listen to the comments and ideas. The goal of the chats is to foster discussions between Agora parents across the state. Chat topics were selected based on teacher and parent input. Topics relate to school and teaching issues that occur during specific times of the school year. Those topics included but are not limited to: Setting student goals Managing it all Working the multiple students Motivating your middle school student Six traits of writing Banishing burnout Test readiness

Bus Stops Virtual Bus Stops are parent-led Elluminate sessions meant to simulate the casual conversation and story swapping opportunity that typically happens at the local corner bus stop. An administrator was present at most sessions but only for support with hard-to-answer questions. The parents took this opportunity to connect with others and share their experiences, learn tips and tricks, and share the lessons learned from working in this model of education. (see Appendix 28 Bus Stop Flyer)

Agora Boosters Part of the national K12 Booster Program, Agora is looking forward to launching this opportunities for parents, grandparents, aunts and uncles, to join together to grow school spirit, help to welcome new families and provide parent led, small group activities in neighborhoods across the state.

Agora Parent Organization* * Reorganizing with recent board transition. The following appeared on their external website: The Mission of Agora Parent Organization "The Agora Parent Organization (APO) shall support the Agora community by providing another avenue for communication among parents, teachers, and administration of the Agora Cyber Charter School and assist the school in developing a sense of community through APO sponsored activities and projects. Further, the APO, will provide ongoing Agora Cyber Charter School Amended Renewal Application 11.16.09

161

contact with the Board of Trustees of the Agora Cyber Charter School to represent the voice of the parents in decisions made by the Board of Trustees.” The APO will encourage parental involvement in the governance and activities of the Agora Cyber Charter School and support the school’s activities and mission statement. APO will also support the mission statement of K12 Inc. in its desire to provide an exceptional education to all children and to enable all of our children to reach their full potential and to be prepared for happy, productive, adult lives.

Events and Activities While small group connections happen every day across the Commonwealth of Pennsylvania, here is a list of Agora-sponsored events and activities offered to our families throughout the Commonwealth on an ongoing basis throughout the first four years:

Summer Education Series The Summer Education series provided a mandatory orientation session for all families new to Agora. Administrators, teachers and staff presented an online session touching on various topics that would be essential to their start-up success. Sessions were held twice daily on 9 days in the summer.

Back to School xPos These events help to ensure the successful start of the school year with information orientation seminars that provide useful tips and tricks and help to set up students for academic success. They also allow families to mingle with friends, teachers and administrators to make connections that will continue through the entire school year. (see Appendix 29 Back to School xPO) Event details include: • Seminars that include topics such as orientation, updates for the new school year, learning in a virtual environment, and tips for approaching and managing schooling at home. • K-6 students are invited to the Activity Center, featuring a guest performer, while parents attend the seminars. After the entertainment has ended, students will be guided to stations where they will work on hands-on activities to spark their imagination and creativity. • Middle and High School students will enjoy participating in seminars that will provide them with the information they need to have a successful school year. • All families are invited to visit the Expo center that will feature teacherstaffed booths on various programs offered at Agora.


162

Back to School Picnics These casual events are meant to bring families together in the beginning of the year in a relaxed outdoor environment to play games and get to know one another. Staff members arrive with tubs full of yard games and snacks for the crowd while teachers play games and make crafts with the students. (see Appendix 30 Sample Community Events’ Sign In Sheets)

Agora Days Out (ADO) At Agora Cyber Charter School’s Agora Days Out, students can experience the perfect blend of socialization and academics. These bi-monthly instructional programs allow teachers, parents and families to regularly get involved in their students’ learning and their Agora community. Currently, we host 18 locations across the state. Each location meets on a consistent day and time to offer students an opportunity to participate in face-to-face instruction, field trips and special presentations with teachers and their peers. (see Appendix 31 Agora Days Out Locations and Sample Scope and Sequence) Topics that are covered at Agora Days Out: Writing, Readers Theater, Art, Science, PE, and thematic units wrapped around holidays or events on the calendar (such as Fire Prevention Week, Thanksgiving, or service projects like Jump Rope for Heart in February).

High School Agora Days Out High School teachers and community are placed into 9 regions across the state. Each region is responsible for 2 events per month. These events are chosen using the following criteria: Community Service Project Outings/Events College Visits Teacher Visits

Family Fun Days These events are located across the state with the intention of bringing families together for some good old fashion fun! Whether it’s the local bowling alley, art museum, minor league ball park or ice skating rink, our families come out by the dozens to get to know one another better and share a few laughs!

End of the Year Celebrations Often held in parks, zoos, or other education venues, these events were designed to celebrate the successful completion of the school year. Teachers host booths to highlight programs and activities that took place, clubs and organizations hang posters, student work is displayed, and sometimes we even have the pleasure of special speakers like Jay Scott from the Alex Lemonade Stand Foundation. Agora Cyber Charter School Amended Renewal Application 11.16.09

163

These events are all about celebrating hard work and enjoying each other’s company, not to mention a great day at the zoo! (see Appendix 32 End of Year Celebrations)

thebigthinK12 thebigthinK12 is K12's online community, which is a social networking platform to encourage learning, sharing, and support among K12 students, parents, teachers, school personnel and K12 staff. Only authorized users of K12 systems can access thebigthinK12, so it's a good place to learn about and use the latest tools and resources. thebigthinK12 is all about creative self-expression and spontaneous interaction - we want you to have a blast! At the same time, users of the community are expected to conduct themselves in a mature and respectful manner. thebigthinK12 also offers theteenthinK12. Parents must opt in his or her student for participation in theteenthinK12 part of thebigthinK12 where they can communicate with other students from other schools at any time during the year. In the near future, Agora may post recorded information on thebigthinK12 for users to access at their convenience, such as how to log attendance, accessing courses, course support, teacher information sessions and much more!

Speaker Series A national forum for K12 parents across the nation to participate in relevant presentations and discussions about issues they face each and every day. A wide range of topics are covered from K12 Curriculum Content Specialist to nationally recognized children’s author James Owen. Parents can listen to these sessions live or through recordings that sit on thebigthinK12.

Newsletters Monthly Agora newsletters are sent to all enrolled families. Information includes grade specific announcements, upcoming events, important school news, student spotlights, and general school updates. A letter from the Head of School is also included. Please see the Agora Newsletter in Appendix 33--news about a typical month at Agora.

Trumba/Jotlet Calendar Agora uses both the Trumba and Jotlet calendars to post school, community, and other important information. All families are able to view the calendars at anytime. They are given the link in many different communications. D. Describe the mechanisms that are in place to measure stakeholder (parent, student, employee) satisfaction and solicit input. Include copies of all surveys and questionnaires and a summary of responses. Discuss the specific areas in which stakeholders are pleased with the cyber charter Agora Cyber Charter School Amended Renewal Application 11.16.09

164

school’s performance. Discuss the specific areas of concern and the steps in place to address those stakeholder concerns In the 2006-2007 school year, with the arrival of the K12 management team, Agora began to build the foundation of the school based on strong input from parents, teachers, and students. Agora highly values feedback and all members of the Agora community are encouraged to relay any feedback or concerns to the school administration as soon as possible--whether one-on-one with a parent on the phone, at an informal meeting at an outing, or through an online survey. The data that is collected is used to inform program decisions, drive teacher performance discussions, and evaluate overall school performance, operations, and school improvement. Annually online surveys are provided to parents asking them to express their satisfaction with and/or critiques of Agora. The methodology has been very similar year over year: families are sent a web based survey and respond back online. The data collected from these surveys are analyzed by the school administration and the results are reported to the Board, parents, students, and teachers. Strengths and weaknesses are both evaluated and are sources of information used to develop goals for overall school improvement. Highlights from 2008 and 2009 Surveys In January 2008, Agora parents of K-12 Agora regular and special education students were surveyed about their experiences with the school. Overall, Agora families expressed satisfaction with their overall experience at the school. Parent satisfaction was high with • the teachers in general • individualization of instruction • teacher feedback • quality of the curriculum • education tools available • flexible scheduling • teacher knowledge of the school’s instructional technologies • amount and frequency of communication with teachers • the academic benefits it offers to its students


165

(All) K8 Q16

100% 90% 80% 70% 62%

60%

Strongly Agree

58%

60%

56%

Agree Neutral

50%

Disagree Strongly Disagree

39%

40%

N/A or unsure

35%

33%

30% 30% 20% 10% 4%

4% 1% 1% 1%

1% 1% 1%

3%

0% 0%

2%

3% 2%

1% 1%

0% K8 Q16 (a) Our teacher K8 Q16 (b) Our teacher K8 Q16 (c) Our teacher K8 Q16 (d) Overall, I am demonstrates genuine caring establishes and maintains a expresses a positive attitude satisfied with our teacher. and respect for me and my positive relationship with my when speaking about the child. child and me. School and administration.

Areas that were identified in the survey results as “in need of improvement” were: • Preparation of students for the PSSA. Agora will continue to use the K12 National Instructional Model and will combine it with a Two-Tiered Intervention Approach to reach students struggling to score proficient on the PSSA. • A better understanding of the need for students to spend more time on the school’s rigorous coursework. While the desire for an advanced academic program exists in the school, an equivalent appreciation for the amount of work needed to achieve this higher level of academic excellence is not. Consequently, satisfaction was relatively low with regard to the amount of lesson work required daily. • Families are least interested in “wanting to feel more connected to the Agora community”, suggesting that more effort needs to be expended by the school to make all families, especially new ones, feel welcome and subsequently more satisfied with the school. This should start with the orientation which families have felt does not supply sufficient training/orientation to start the year comfortably. And less than half feel it offers an opportunity to connect with other families. In 2009, K12 provided the “Introduction to Online Learning” course and Agora Cyber Charter School Amended Renewal Application 11.16.09

166

•

orientation model that Agora adopted for all new families. Future survey data will show whether that improved service in this area. (see description of “Introduction to Online Learning in Section III. Question 2.B) Knowing whom to contact for questions/concerns, whether during the enrollment process or for other issues. The new orientation model should address this issue as summer sessions were offered to allow families to comfortably ramp up in preparation for the new school year.

As mentioned previously in the response to Section II Question 5. A, in May 2009, families of Agora students in grades K-12 were surveyed about their experience at Agora including their satisfaction with their teachers, school, curriculum, student performance, and student progress. • • •

K-8 families were highly satisfied with their teachers (93%), with the helpfulness of the teachers’ communication (89%), and with the teachers’ caring about the student (90%). K-8 parents were very satisfied with the school (86%), the quality of the curriculum (95%), and the ability of the curriculum to adapt to the students’ needs (89%). Ninety per cent (90%) of the K-8 parents surveyed would recommend Agora.

Overall, K-8 families were somewhat more satisfied with Agora than high school families. That being said, 80% of high school families said they would recommend Agora. • High school families were highly satisfied with the quality of the school curriculum (87%). • About three-quarters of high school families were satisfied with their teachers (77%), with the helpfulness of their teachers’ communication (72%), and with the teachers’ caring about the student (71%). To build additional satisfaction among high school families, Agora will need to continue to monitor the high school student experience and use teacher training and development, learning coach workshops, and strategies to increase student engagement, involvement, and satisfaction with the high school experience. The ability to continually update the K12 curriculum and systems based upon student, parent, and teacher feedback and assessment data is one of the significant advantages of the K12 online curriculum as we see it. All of the lessons contain a user feedback button that allows Agora students, parents, and teachers to inform K12 about learning issues on a real-time basis. In a given week, K12 receives hundreds of feedback items from students, parents and teachers.


167

3. Is the cyber charter school within the bounds of applicable statutory and regulatory requirements? A. Provide clear explanations and evidence of how the cyber charter school has complied with requirements and regulations in each of the following areas. Address any complaints and corrections made regarding compliance in each area. Be sure to clearly demonstrate your understanding of the legal requirements related to special education students and English Language Learners.

• Special Education students

Agora provides a full continuum of programs and services to students with disabilities consistent with Individuals with Disabilities Education Act (IDEA) referenced by Pennsylvania Chapter 711 and Section 505 of the Rehabilitation act of 1973. Students thought to be exceptional are evaluated to determine eligibility for special education. Evaluations and re-evaluations are conducted by contracted evaluators which include school psychologists and may include physical and occupational therapists, hearing and vision therapists, and any other clinician whose expertise may be required to determine appropriate interventions and services for the child. Agora multidisciplinary team and Individualized Education Program (IEP) team staff encourage parents to connect with agencies in their communities. Agora seeks interagency relationships with other providers having mandates to service children with disabilities. Agencies include the Base Service Units of MH/MR and OVR . Agora implements a Response to Intervention (RTI) Child Find process to provide support to students having difficulty making progress. The outcome of RTI may be the recommendation for multidisciplinary team evaluation to determine eligibility for special education. Parents expressing in writing that they believe their child is disabled and in need of special education are issued a Permission to Evaluate. Evaluations are conducted and a written evaluation report incorporating parent input is presented to the parent no later than the sixtieth calendar day from the date of their signature authorizing the evaluation. Re-evaluations of students with IEPs are conducted every three years (or before if needed) or every two years for students with mental retardation. Re-evaluation reports are written with parent input and presented to the parent no later that the sixtieth day from the date on the Request for Reevaluation form. An IEP team is identified consistent with requirements of statute and an IEP team meeting convened. An IEP is written describing the programs and services deemed appropriate for the student. Parents are invited to be full Agora Cyber Charter School Amended Renewal Application 11.16.09

168

participants in the IEP team meeting. Agora offers the IEP to the parent as Free Appropriate Public Education (FAPE) with a Notice of Recommended Educational Placement (NOREP) and procedural safeguards notice describing the parents’ rights to due process and dispute resolution if they do not approve of the IEP. Agora staff and administration are available always to help parents understand the right to an appropriate education program and services for their child at no cost to them. All students with IEPs participate in the general education curriculum and have opportunities for interacting with nondisabled students. In addition to a rich core general education curriculum, Agora has a wide range of supplementary aids and services available to all student. Agora teachers are highly qualified and core and supplemental curricula are evidence based. Agora’s programs reflect its commitment to the full implementation of the No Child Left Behind Act (NCLB) and IDEA. Special Education students are given the support necessary for success as outlined by their IEP enabling them to achieve the same high standards required for all students in the school. Similarly, those students who fall under the guidelines of Section 504 of the Federal Rehabilitation Act or the Federal Americans with Disabilities Act are provided with the support they need to participate productively in the academic program.

• English Language Learners All Pennsylvania residents of school age have the right to enroll in and attend Agora Cyber Charter School in compliance with the school’s admission policy regarding proof of residency and immunization, regardless of their English proficiency. Upon admission, all families are provided with Home Language Survey, based on a form provided by PDE. If this survey indicates a Primary Language other than English, evaluative steps must be taken to determine if the student is eligible for an ELL program. A core team has been identified and trained regarding the requirements for ELL programs and the identification of eligible students. Process for serving English Language Learners (ELL) Hard copies of student data are placed in student records. Electronic copies will be placed in the school’s information system. •

Student is identified through completion of the Home Language Survey during the enrollment o The following scenarios could initiate a Teacher Referral: inaccurate Home Language Survey responses, child did not meet initial criteria for ELL identification but teacher has identified areas of concern, student was exited from ESL program but in


169

monitoring years has demonstrated need for reclassification as an ELL. •

Review of records o PSSA o Report Card grades o Former ESL support o District assessments: Scantron, AIMSweb o Information captured on Primary Home Language Other Than English (PHLOTE) Student Records Review Form and placed w/Home Language Survey in Student File

•

Family is contacted by the English as a Second Language (ESL) teacher o Verification of Home Language Survey responses Important to determine if other language is a language learned in school/educational/religious setting o Gather additional data not included in Home Language Survey o Initial information about WIDA-ACCESS Placement Test (WAPT) if applicable o Documentation from call is recorded on the ELL Initial Contact Call Form

•

Schedule W-APT o 30 days of school enrolled date o W-APT determines level and amount of instructional support

•

Parent Notification o Phone call by ESL teacher followed by letter Explain level of support, ESL program, ACCESS assessment and exit criteria

•

Services o Entering: Level I: Daily Lesson with ESL Teacher Conference with Learning Coach/Parent and ESL Teacher twice a month Parent has access to teacher through phone and electronic communication as needed 24/7 PSSA for grades 3-8 Scantron Compass Learning ESL program Support as needed for K12 curriculum


170

Mid year and end of year ESL summaries prepared by ESL Teacher and sent to parent. Opportunity to review instructional goals. 1st and 3rd Marking Period Regular Education Progress completed by Regular Education Teacher and collected for ESL Teacher. Opportunity to review instructional goals. Collaboration between Regular Education Teacher and ESL Teacher

o Beginning: Level II Daily Lesson with ESL Teacher Conference with Learning Coach/Parent and ESL Teacher twice a month Parent has access to teacher through phone and electronic communication as needed 24/7 PSSA for grades 3-8 Scantron Compass Learning ESL program Support as needed for K12 curriculum Mid year and end of year ESL summaries prepared by ESL Teacher and sent to parent. Opportunity to review instructional goals. 1st and 3rd Marking Period Regular Education Progress completed by Regular Education Teacher and collected for ESL Teacher. Opportunity to review instructional goals. Collaboration between Regular Education Teacher and ESL Teacher o Developing Level III Lesson with ESL Teacher twice a week Monthly conference with Learning Coach/Parent and ESL Teacher Parent has access to teacher through phone and electronic communication as needed 24/7 Title I support in Reading and/or Math if appropriate PSSA for grades 3-8 Scantron Compass Learning Odyssey Support as needed for K12 curriculum Mid year and end of year ESL summaries prepared by ESL Teacher and sent to parent. Opportunity to review instructional goals. 1st and 3rd Marking Period Regular Education Progress completed by Regular Education Teacher and collected for ESL Teacher. Opportunity to review instructional goals.


171

Collaboration between Regular Education Teacher and ESL Teacher

o Expanding Level IV Lesson with ESL Teacher once a week Monthly conference with Learning Coach/Parent and ESL Teacher Parent has access to teacher through phone and electronic communication as needed 24/7 Title I support in Reading and/or Math if appropriate PSSA for grades 3-8 Scantron Compass Learning Odyssey Support as needed for K12 curriculum Mid year and end of year ESL summaries prepared by ESL Teacher and sent to parent. Opportunity to review instructional goals. 1st and 3rd Marking Period Regular Education Progress completed by Regular Education Teacher and collected for ESL Teacher. Opportunity to review instructional goals. Collaboration between Regular Education Teacher and ESL Teacher o Bridging Level V Lesson with ESL Teacher twice a month as needed Monthly conference with Learning Coach/Parent and ESL Teacher Parent has access to teacher through phone and electronic communication as needed 24/7 Title I support in Reading and/or Math if appropriate PSSA for grades 3-8 Scantron Compass Learning Odyssey Support as needed for K12 curriculum Mid year and end of year ESL summaries prepared by ESL Teacher and sent to parent. Opportunity to review instructional goals. 1st and 3rd Marking Period Regular Education Progress completed by Regular Education Teacher and collected for ESL Teacher. Opportunity to review instructional goals. Collaboration between Regular Education Teacher and ESL Teacher o Administer Annual Access testing


172

• Administration of the PSSA Upon admission to Agora, parents and students are advised that every Pennsylvania student in grades 3 through 8 and 11 is required to be assessed in Math and Reading. Students in grades 5, 8, and 11 must participate in the Writing PSSA, and students in grades 4 and 8 must participate in the Science PSSA. Administration of the PSSA tests for Agora students takes place in proctored settings at facilities located regionally across the state. Efforts are made to locate testing sites within an hour of a student’s home, although in some cases it may be necessary for a student to travel longer than an hour. These tests are administered over a one to three-day period depending on the student’s grade level. The test director and school administration ensure the security of the test administration. Test proctors are trained and hold a valid Pennsylvania teaching license. (see Appendix 34 Testing Manual)

The assessment relies on the measurement of individual achievement. Any deviation from the assessment procedures meant to ensure validity and security (group work, teacher coaching, pre-teaching or pre-release of the performance or assessment items, use of old Pennsylvania assessments as preparation tools, etc.) is strictly prohibited and will be considered a violation of test security. District/school personnel with access to the assessment materials must not discuss, disseminate, or otherwise reveal the contents of the test to anyone. Any action by a professional employee or commissioned officer that is willfully designed to divulge test questions, falsify student scores, or compromise the integrity of the state assessment system will be subject to disciplinary action under sections 1259–1267 of the School Code (24 P.S. Sections 12-1259-12-1267). The security of state administered assessments is of the utmost importance in regard to the Pennsylvania Department of Education (PDE) assessment and accountability system. The Testing Manual outlines the state’s expectations and policies on test booklet security, test administration security, and the identification and reporting of test security violations. Breaches in test security must be quickly identified and reported to PDE. The Manual and its accompanying PSSA Test Security FAQs will explain to participants at various levels—school, district, and state—how to identify breaches in test security and what actions should be taken in response to those breaches. (see Appendix 34 Testing Manual)

• Health and safety requirements Agora provides school health services that comply with Article XIV of the Public School Code of 1949. Information for parents/other responsible adults about health and safety requirements (including the responsibility of parents to Agora Cyber Charter School Amended Renewal Application 11.16.09

173

provide health and immunization records) and student health services is included in the draft Agora Handbook. (see Appendix 13) The School nurse is an integral player in the health program and his/her main objective will be to advance the well being and academic success of Agora students. Agora contracts for nursing services needed to comply with the requirements of Article XIV of the Public School Code of 1949. Agora School nurses provide the following services: • • •

Safe administration of medications Developmental health services and education: early childhood to adolescence Health curriculum and wellness programs – to promote health and safety—in accordance with Chapter 4 for K-12 students in coordination with the health and PE teachers. o Learning about healthy habits and staying safe are an important learning experience for all students. Health education resources will be offered by school nurses to parents via thebigthinK12 (a secure online “bulletin board”), announcement postings, a pupil health brochure, and mini-health fairs at health screening sites which Agora will provide in several locations in the Commonwealth convenient to Agora students. o Students are invited to school wide Elluminate sessions offering health information such as Red Ribbon Week-Tobacco Awareness, Wellness--Nutrition & Physical Activity, and Summer Safety. o Parents are encouraged to provide health and safety lessons for their child(ren) under the guidance of the school nurse. At their request, the school nurse and teachers will assist parents with the development of these lessons. o An important part of health and safety education is instruction in fire safety. The Pennsylvania public school code requires all students to receive fire safety instruction and to participate in monthly fire drills. The school nurse, in conjunction with the PE/health teachers, will help provide fire safety instruction and guidance about running fire drills. Outings at local fire departments across the state, the Red Cross, and other agencies that can provide instruction and guidance will be organized to promote the health and safety of all Agora students. o Teachers check student health and safety activities and hours during biweekly conference calls. A maximum of 25 health and safety education hours may be counted towards a child’s total hours of instruction for the year.


174

• •

• •

o Since it does not participate in the National School Lunch or School Breakfast Programs, the school has not developed a Wellness Policy. The school supports the Healthier US initiative from which the Chapter 12 requirements arose to address potential barriers to student success in the classroom. Inform students of normal development Monitor and ensure health of students and staff o All students who attend Agora are offered free screenings for height, weight, BMI, hearing, vision and scoliosis. Referrals will be made for students not passing Pennsylvania Department of Health regulations with follow-up information for enrollment in health care insurance and/or with local healthcare providers. Students who do not pass their vision screening and do not have vision insurance coverage are referred to the National Association of School Nurses Sight for Student Program. o Each health screening site will offer a variety of health education materials for parents and students to take home with them that encourages students and families to be physically active, eat a nutritious diet and make healthy choices. Disaster and emergency preparedness Ensure compliance with health requirements, such as immunization o Health records for all students are maintained. Proof of immunizations as well as current physical and dental examinations are mandated for the enrollment process. Health histories with emergency information will be collected from parents annually so that complete health information is on file. Original medical records will be requested for transferring students and released in compliance with Pennsylvania Department of Health guidelines. All medical records are maintained by a certified school nurse. o In addition to enrollment requirements, Agora complies with grade level health mandates. Physical examinations will be required for grades K or 1, 6 and 11 students. Dental examinations will be required for grades K or 1, 3 and 7 students. Immunization records will be reviewed and parents will be notified of new immunization mandates as students’ grade levels change. Mandated health screenings will be performed health screening sites which Agora will provide in several locations in the Commonwealth convenient to Agora students. If


175

• •

• • •

preferred, parents may submit mandated screening results from the student’s private physician. Diagnostic information and referral (selected and targeted interventions) Intervention for actual or potential health problems o The Pupil Health Department, the team Agora school nurses, will form partnerships with varied health resources during the school year such as Mobile Dentist/Smile Pennsylvania and Sight for Students Programs, Pennsylvania Health Alert Network (PAHAN), Pennsylvania Statewide Immunization Information System, and Phila.gov Kids Registry. Consultation and coordination services (intensive intervention) Care and case management for children with chronic health problems Identification of health needs

B. Describe the cyber charter school’s expectations for student behavior and discipline. Explain how the cyber charter school’s discipline policy complies with Chapter 12 of the Pennsylvania Education Regulations, Title 22, particularly with respect to due process for students. Discuss the cyber charter school’s suspension/expulsion history. If progress has been made, describe the interventions/processes put into place to affect this progress. If there are concerns regarding suspensions/expulsions, describe the steps/adjustments being made to address these concerns. Agora has drafted a Student Code of Conduct housed in our draft Handbook (see Appendix 13). The Code of Conduct details acceptable and unacceptable student behavior—for both regular and special education students. The Code includes interventions and consequences for unacceptable behavior; parent grievance/complaint policy and procedures; attendance monitoring; truancy; the school Truancy Elimination Plan; and the Positive Behavior Support Policy. The goal of Agora Cyber Charter School is to provide the best possible educational experience for each student. The instructional program, partnership of parents and teachers, clubs, outings, and competitions help to increase student success. Coupled with the advantages of these educational opportunities is the need for students to assume personal responsibility for their behavior. Students share with the school community responsibility for developing Agora Cyber into a school that exemplifies high standards and excellence. Agora’s Code of Student Conduct is based upon this responsibility. Understanding the information that follows is an essential responsibility of each student. The Agora Student Code of Conduct shall apply in all environments, home and community during the school day from 8:00 a.m. to 4:00 p.m. and at any school function that goes beyond these Agora Cyber Charter School Amended Renewal Application 11.16.09

176

hours. Agora has had no need over the past 4 years to expel any students, but, in the event behaviors dictate consideration of such an action, the policies regarding expulsion and suspension are addressed in the Student Code of Conduct in the draft Agora Handbook. (see Appendix 13) “Expulsion” means the removal of a student from school for more than 10 days because the student has violated the Student Code of Conduct. Violations of the Student Code which would result in an expulsion hearing include: • Agora has a zero tolerance policy on weapons violations. Students in possession of a weapon will go to an expulsion hearing. • Students are expected to maintain the highest standards of honesty in their work. Violation of this standard includes but is not limited to: o copying work from another person o plagiarizing work of another o using answer keys provided for learning coach o copying work from Internet sources without proper citations o forging notes o sharing test questions with others The consequences of a student’s third violation of Academic Honesty might result in either suspension or expulsion. Written notice describing the misconduct, containing specific reference to the rules, and setting the times and places of a hearing must be sent to the student’s parent or guardian. A formal hearing must be held and should be private unless requested by the parent or guardian to be public. The student: • may be represented by an attorney; • has the right to have the information on the prosecution’s witnesses; • has the right to testify and present witnesses on his own behalf; and • has the right to appeal to the Court of Common Pleas. “Suspension” means the involuntary removal of a student from class attendance or school attendance for 10 days or less. Students who are suspended for 3 days or less shall be afforded a conference with the administrator of the department before being suspended. During the conference, the student shall be: • informed of the alleged violation and any of the surrounding circumstances examined; • given an opportunity to respond to the accusations if he/she has not already done so; • informed of the recommended remedial measure(s); and • informed of the consequences of future infractions. After the conference with the student, the administrator shall implement the recommended remedial measure(s) and send the parent a disciplinary letter to inform Agora Cyber Charter School Amended Renewal Application 11.16.09

177

them of the student’s violation, the length of the suspension, and the day on which the student and parent/guardian are permitted to return to class. Students who are suspended for more than 3 days shall be afforded an informal hearing. Parents of the students must be notified in writing when the suspension is between 3 and 10 days. The notification must afford the parent time to attend the hearing. When the suspension is in regard to health, safety and welfare the student may be suspended immediately. The hearing allows the students to meet with appropriate official to explain why he/she should not be suspended. During the hearing the student will be: • informed of the alleged violation and any of the surrounding circumstances examined; • given an opportunity to respond to the accusations if he/she has not already done so; • informed of the recommended remedial measure; and • informed of the consequences of future infractions. Violations of these provisions of the Student Code could result in a suspension: • prohibition of disruption of school • compliance with dress code • prohibition of offensive language • mandate of academic honesty • abuse of computer or Internet privileges • prohibition of threats • prohibition of fighting • prohibition of tobacco products and paraphernalia • prohibition of drugs or alcohol for personal use • prohibition of bullying and serious threats • prohibition of harassment If a student with disabilities violates the student code of conduct, an IEP meeting will be conducted to ensure that the school is meeting the needs of the student and considerations of other educational options, placements, and agencies may be explored.


178

IV. Technology/Security

IV. TECHNOLOGY/SECURITY/SCHOOL SAFETY Technology 1. Describe how the cyber charter school uses technology to provide a significant portion of its curriculum and instruction to its students. Describe the teaching methods that are used to deliver instruction and to assess academic performance. How does this pedagogy enhance student learning? Include in the discussion how the cyber charter school programs are improving student achievement through effective uses of technology. The design, development, and delivery of the K12 learning system are based on a set of guiding principles which were described in Section I Question 4 of this application. One of the principles specifically addresses how the K12 learning program uses technology in its curriculum: Employ Technology in an Effective and Appropriate Way for Learning. K12 employs technology only where they feel it is appropriate and can enhance the learning process. In addition to online content, K12 curriculum includes a rich mix of offline course materials, including engaging textbooks and hands-on materials such as phonics kits and musical instruments. For grades K through 12, the course content, instruction, assignments and supplemental materials are delivered to the students through online (web-based lessons), through hands-on materials kits shipped directly to the student -- containing related books (textbooks, workbooks, reference books, and anthologies), DVDs, and other hands-on activity materials (science experiments, art supplies, math manipulatives, etc.). The ratio of online to print materials for the student varies from curricula area/course to course and by grade level. Note: as a definition, print materials are defined as a book, magazine, and binder sheets that are delivered 100% offline for the student. Some print materials will be delivered online and will need to be printed by the student. These materials are categorized as online materials. Generally, the ratios in the core subjects are: K12 CURRICULUM RATIOS OF ONLINE/PRINTED MATERIALS GRADE % ONLINE MATERIALS % PRINTED MATERIALS Math Science History Lang. PS* Math Science History Lang. PS* Arts

K-2 3-5 6-8 9-12

50 50 50 67

95 100 100 75

75 50 40 30

25 2 30 30

Arts

NA 100 100 100

50 50 50 33

5 0 0 25

25 50 60 70

75 98 70 70

NA 0 0 0

*PS = powerspeak12

Agora Cyber Charter School Renewal Application v.2

179

The K¹² curriculum and patented methodology for online learning has proven to be a powerful approach to learning. Its core elements include: •

•

• •

•

•

Rich, challenging, and engaging content, delivered in state-of-the-art online lessons along with traditional materials that complement interactive online learning. This rich mix of content allows K12 to deliver lessons in diverse ways that accommodate diverse learning styles. Synchronous web-based instruction using web conferencing platforms such as Elluminate that give teachers the opportunity to instruct and assess student understanding in real time while establishing community in a distance learning environment. Web-based student assessment that drives instruction based on student performance. An Individualized Learning Plan designed for each child to ensure a customized program that fits each child’s unique strengths, weaknesses, learning styles and aptitudes. A learning coach (typically the parent) who facilitates progress through daily lessons in the K-8 environment and who plays a supportive role to help the student stay on task in high school. Cutting-edge technology that enables individualized learning to happen anytime, anywhere. The online school itself provides daily lesson plans that automatically update as the child progresses, as well as delivering announcements, online school discussions, and communication and support tools to tie the experience together.

The ability to continually update their curriculum and systems based upon student, parent and teacher feedback and assessment data is one of the significant advantages of the K12 online curriculum. All of the lessons contain a user feedback button that allows K12 to identify learning issues on a real-time basis. In a given week, they receive hundreds of feedback items from students, parents and teachers. The final stage of the product development cycle is the evaluation stage. During that phase, they evaluate the overall performance of their product against the original design specifications. They obtain measurement feedback from a number of sources, including: • User Feedback —they receive a substantial amount of feedback from teachers, parents and students. Some feedback is directly incorporated into course modifications. In addition, they observe students in their usability labs and visit students and parents to better understand how their products are being used; • Progress Reports— through the OLS, they are able to monitor each student’s progress through a course. This data helps them identify portions of a course that may be especially difficult for students, and may require revision or enhancements; and • State Test Scores — students in the virtual public schools they serve participate in proctored state exams. These tests provide an impartial assessment of how these students are performing against established benchmarks and within their state. Agora Cyber Charter School Amended Renewal Application 11.16.09

180

Using these sources of feedback, they can revise their courses and systems as necessary to achieve the desired learning objectives. As stated in Section I Question 1.A: “Since the 2006-2007 school year, Agora Cyber Charter School student performance has improved and the percentage of achievement targets met for AYP has increased with Agora meeting 74% of targets in 2007, 87% of targets in 2008, and 96% of targets in 2009.” These results are proof that the cyber charter school programs are improving student achievement through effective uses of technology. 2. Describe the technical support that is provided to students and parents. K12’s Technical Support includes web-based, email and phone support. All support personnel are knowledgeable in OLS use and have received training on resolving technical support problems. K12 Technical Support includes the following web-based support areas: 1) Using the Online School (OLS) 2) K12 Supplied Computer Equipment 3) Personal Computers 4) Connectivity—ISP, Firewall, Troubleshooting 5) Materials 6) Account Information 7) Learning Coach Resources 8) Online Tutorials 9) Contact Phone Numbers 10) Request for Support K12’s phone center includes support in three (3) general areas: 1) Customer Care (using the LMS, shipment of materials); 2) Technical Support (available only for K12 issued equipment or K12 systems); 3) Enrollment Consultants (assistance for enrolling students). K12 Technical Support is managed by a mature Customer Care organization. Customers can choose to access support through three separate channels; information about all three channels is available via the “Customer Support” portal on the K12 website: •

•

Phone Support: The K12 Call Center is staffed to handle technical support issues 24 hours per day, 7 days per week. The telephone number and hours of operation are provided on the K12 Customer Support portal. E-mail: E-mail support is available 24 hours per day, 7 days per week. The form-driven front end is accessed via the K12 Customer Support portal, and guides the customer to provide all necessary information to allow a fast and accurate response. K12 responds within 24 business hours of receiving a customer e-mail inquiry.


181

•

Self Help: Self help is available 24 hours per day, 7 days per week. This web-based channel is accessed via the K12 Customer Support portal; it provides answers to frequently asked questions (FAQs), video tutorials, teaching resources, software downloads, and other information on common issues.

Internal escalation processes are in place to provide quick access to second-line technical support as necessary, as well as access to resources in other groups such as Systems & Technology, Product Development, Customer Fulfillment, etc., if required. 3. Describe equipment such as hardware, software, and Internet connections that are provided to students. Include in the discussion information about the framework or backbone of the technology that supports the educational programs. Each Agora student is loaned a computer and printer with printer cartridges for the duration of their enrollment in the school. Families will have the option to use the Internet connection of their choice. The school will subsidize the cost of their Internet service. The computers and printers are the property of the school and must be returned when the student is no longer enrolled in Agora. K12 ’s Learning Management System (LMS) and Student Information System (SIS) have been in use by customer clients for eight and six years respectively. K12 currently serves over 150 customer clients with over 80,000 students 24 hours per day, 7 days per week. Recent data analysis shows that the K12 LMS operates as scheduled 99.999% of the time. K12 has daily backup procedures for the system and data and high availability failover procedures. K12’s application servers are either load balanced with redundant servers or have hot standby servers. All servers, primary or redundant have at least a 95% reliability rate. Since K12’s LMS employs load balancing for its application servers the fail-over process occurs with almost no interruption of service. K12’s SIS has a hot standby application server ready should an error occur with the primary server. As a result, only minimal interruption will result from the SIS fail-over process. K12’s LMS and SIS production servers reside in a hosted co-location facility. This facility is equipped to run on fueled backup power for an indefinite period of time. K12 performs daily incremental database backups and weekly complete database backups. K12 produces 2 copies of the weekly complete database backups. One copy is burned to a tape for off-site storage. K12 recycles these off-site tapes every 3 months. All student performance data and other archived data are stored on hard disk where K12’s policy is to retain this information indefinitely. K12’s telecommunications servers have backup power supplies so that effective messaging may be provided should K12’s telecommunications connections be unavailable. Barring a force majeure event, K12’s recovery planning should allow all servers and connections to be to be available within twenty-four (24) hours.


182

Security 1. Describe the policies and procedures for ensuring that security measures guarantee the confidentiality and privacy of data gathered online. All of Agora’s educational records are protected as required by the Family Educational Rights and Privacy Act and similar state laws. Reference checks and background checks are completed on each staff candidate including educational, DMV, criminal history record, official clearance statement regarding child injury or abuse, personal references, and certifications. Candidates must comply with all state laws requiring fingerprinting and other documentation. We understand that our students who are under 13 years of age need special safeguards and privacy protection, and it is our intent to fully comply with the Children's Online Privacy Protection Act (COPPA). K¹² and its contracted partners do not collect personal information from children online at any point. K¹² only receives personal information about students directly from parents when they enroll their children in Agora. Parents can review certain personal information that K¹² has regarding students by making such a request in writing to [email protected]. Some personal information relating to student’s educational records may not be able to be disclosed by K¹² due to state and/or Federal law. Snapshots of performance metric data is maintained on a daily basis and stored on dataredundant, secured servers. Only Agora teachers or administrators with the necessary usernames and passwords may access student data. The K12 data center has intrusion detection and monitoring equipment and staff to ensure our data security. Information posted to school message boards and chat rooms by parents is disclosed and available to all users of that message board or chat room, and is therefore no longer private. Agora and K12 cannot guarantee the security of such information disclosed or communicated online in public areas such as message boards and chat rooms. Agora and K12 reserve the right to monitor the content of the message boards only. To prevent unauthorized access, maintain data accuracy, and ensure the correct use of information, K12 has put in place commercially reasonable physical, electronic, and managerial procedures to safeguard and secure the information collected about Agora students and families. K12 also uses Secure Sockets Layer (SSL) protocol on student account information and registration pages to protect sensitive personal information.


183

2. Describe the methods used to ensure authenticity of student work and how exams are proctored. Teachers verify authenticity of student work in several ways: Identification of Student “Voice” and Historical Context K12 courses include both computer- and teacher-scored activities and assessments. Teacher scored activities and assessments are generally more openended questions and assignments (e.g. “…write a personal narrative about an important event in your life…”, “…write an analysis of the data you collected in the experiment…,” etc.) Just as in a brick and mortar course, teachers develop a sense of the personal voice and writing style of students. In addition, students tend to develop a pattern of activity and performance in a course. When either the voice or performance of a student varies suddenly or greatly, the teacher may look more closely at the student’s efforts for signs of academic impropriety. Use of Anti-Cheating Technologies

Agora subscribes to the plagiarism checking service Turn-It-In – a service also used by other cyber charter schools using the K12 curriculum. Teachers can choose to either submit student submissions to the service to check for plagiarism or to have students do so in advance of their submission to the teacher. K12 is also investigating the future implementation of a Browser Lockdown application. This piece of web-based software will work through the K12 LMS to prevent students from opening any additional application or browser windows while taking a computer-based assessment. Proctoring Mid-semester, mid-year and/or end of course assessments can be proctored in a live in-person environment. Unit tests and end-of-semester assessments are most often used for these sessions. Agora has the option of requiring passing of these assessments to be required before a student may pass the course overall. In some cases, teachers assess students live in an online environment. In these cases, students may or may not be required to have a web-cam set up so the teacher can see the surroundings near the student and to ensure there is not cheating occurring. Most often, however, the teacher uses an original assessment that the student must respond to orally in real time, thus reducing the possibility of academic dishonesty. All Agora students at the appropriate grade levels are required to participate in the state-mandated achievement tests including the PSSAs and Keystone Exams (upon their approval by the Independent Regulatory Review Commission). Administration of the PSSA tests for Agora students take place in proctored settings at facilities located regionally across the state. The test director and Agora Cyber Charter School Amended Renewal Application 11.16.09

184

school administration ensure the security of the test administration. Test proctors are trained and hold a valid Pennsylvania teaching license. Agora may contract with intermediate units and/or school districts to have our students take the state tests during regular testing days in their districts of residence. In some cases, the school administration has to find other suitable code compliant locations such as rented space in other charter schools and public libraries if, for instance, space is not available in their district of residence. Restriction of Access Teachers can restrict the window of time an assessment is available to students to a specific date and time through the use of locking and password protection on the LMS. Limiting the window of access to an assessment reduces the ability of students to cheat on the assessment successfully. Teachers can restrict the time available to students to take an assessment. This prevents students from taking hours to research the answers to a short assessment in the hopes of obtaining a high grade. Assessment Design K12 uses assessment question banks for unit-level computer-based assessments that provide students with a randomized sample of questions covering all unit objectives. Due to the randomized nature, each student receives a slightly different assessment than the others, reducing the chance of sharing of questions and answers. K12 includes open-ended assignments in addition to close-ended activities which are more difficult for students to cheat on successfully.

Safety 1. Identify significant components of the cyber charter school’s Safety Plan. Include in the discussion, satellite sites, emergency action plans, and bullying and/or stalking prevention measures. Agora Cyber Charter School takes student safety very seriously. Documented plans for student safety at testing sites are housed in the Testing Manual (see Appendix 34). The same plans are applied to all school-sponsored events where students and staff are together. The Manual dictates procedures for conducting a fire drill; what to do in inclement weather, bomb threats, missing students, and natural disasters; and directions regarding what to do in the event is it necessary to confiscate unauthorized items. Bullying Agora Cyber Charter School is committed to a safe and positive learning environment for all students, employees, volunteer and parents, free from harassment, intimidation or bullying. All forms of bullying and cyber bullying are prohibited. Anyone engaging in Agora Cyber Charter School Amended Renewal Application 11.16.09

185

bullying or cyber bullying is in violation of the Policy found in the draft Agora Handbook (see Attachment 13) and shall be subject to appropriate discipline. Bullying shall mean unwelcome verbal, written or physical conduct directed at a student/ parent/staff member/employee/volunteer by another student/parent/staff member/ employee/ volunteer when the intentional act: • • • • •

Physically harms a student or damages the student’s property; Has the effect of substantially interfering with a student’s education; Is placing another in reasonable fear of physical, emotional or mental harm; Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment; or Has the effect of substantially disrupting the orderly operation of the school.

Cyber bullying includes, but is not limited to, the following misuses of technology: harassing, teasing, intimidation, threatening or terrorizing another student/parent/ staff member/employee/volunteer using any technological tool, such as sending inappropriate or derogatory emails, instant messages, text messages, pictures or website postings that would include blogs, when the intentional act is: • • • • •

Physically, emotionally or mentally harming to a student/parent/staff member/employee/volunteer Substantially interfering with the student’s education; Placing a student/parent/staff member/employee/volunteer in reasonable fear of physical, emotional or mental harm; Is severe, persistent, or pervasive to the extent that it creates an intimidating or threatening educational environment; or Has the effect of substantially disrupting the orderly operation of the school.

Nothing in this policy requires the affected student/parent/staff member/employee/ volunteer to possess a characteristic that is a perceived basis for the harassment, intimidation, or bullying, or other distinguishing characteristic. All forms of bullying are unacceptable and when such actions are disruptive to the education process of the Agora Cyber Charter School, offenders shall be subject to appropriate staff intervention, which may result in administrative discipline or action. Harassment, intimidation or bullying can take many forms including: slurs, rumors, jokes, innuendos, demeaning comments, drawing cartoons, pranks, gestures, physical attacks, threats, or other written, oral or physical actions. “Intentional acts” refers to the individual’s choice to engage in the act rather than the ultimate impact of the action(s). Agora Cyber Charter School Amended Renewal Application 11.16.09

186

This policy is not intended to prohibit expression of religious, philosophical, or political views, provided that the expression does not substantially disrupt the education environment. Many behaviors that do not rise to the level of harassment, intimidation, or bullying may still be prohibited by other school policies or building, classroom, or program rules. Counseling, corrective discipline, and/or referral to law enforcement will be used to change the behavior of the perpetrator and remediate the impact on the victim. This includes appropriate intervention(s), restoration of a positive climate, and support for victims and others impacted by the violation. False reports or retaliation for harassment, intimidation or bullying also constitute violations of this policy. The Head of School is authorized to direct the development and implementation of procedures addressing the elements of this policy, consistent with the complaint and investigation

2. Describe the cyber charter school’s student assistance programs (SAP). Include in the discussion information about agreements with county agencies to provide mental health and drug abuse counseling, when necessary. The Student Assistance Program (SAP) is designed to assist school personnel in identifying issues, including drug use and mental health problems, which pose a barrier to a student’s success. The primary goal of the SAP is to help students overcome these barriers so that they may achieve, remain in school, and advance. The SAP involves a systemic process that utilizes techniques to mobilize school resources in an attempt to remove barriers to learning. The foundation of the program is a professionally trained team that includes school staff and liaisons from community agencies. SAP team members are trained to identify problems, determine if they lie within the responsibility of the school, and to make recommendations to assist the student and the parent(s). When problems are beyond the scope of the school, the SAP team will assist the parent(s) and student so they may access services within their community. The SAP team members do not diagnose, treat, or refer to treatment. Instead, they may refer a student for a screening or an assessment for treatment. The SAP process consists of four phases: 1. Referral 2. Team Planning 3. Intervention and Recommendations 4. Support and Follow-Up Anyone can refer a student to SAP when there is concern about the student’s behavior. This includes school staff, a student’s friends, family, or community members. Also, students can seek help for themselves by informing a school staff member. Following the SAP referral, the SAP team contacts the student’s parent(s) and requests permission to proceed with the SAP process. Agora Cyber Charter School Amended Renewal Application 11.16.09

187

The SAP team gathers objective information about the student’s performance in school from all school staff that has direct contact with the student. The team also gathers information from the student’s parent(s). The team then interviews the parent(s) and student to discuss the data collected. Together, a plan is developed that includes strategies for removing the learning barriers and promoting the student’s academic and personal success. This plan should include school and/or community-based services and activities. The SAP plan is put into action. The team assists in linking the student to school and/or community-based services and activities, for instance, a drug or mental health screening or assessment. It is the parent’s right to be involved in the SAP process and to have full access to all school records under the applicable state and federal laws and regulations. Involvement of parents in all phases of the student assistance program underscores the parents’ role and responsibility in the decision-making process affecting their children’s education and is key to the successful resolution of problems. Agora High School and Elementary School are supported by a variety of SAP team members including one SAP coordinator, teachers, administrators and counselors who meet on a weekly basis.


188

V. Plans for the Future

V. PLANS FOR THE FUTURE 1. What is the proposed school design for the next five years, if the cyber charter is renewed? A. Referencing descriptions of the cyber charter school program and curriculum that were included in the charter and annual reports, describe the cyber charter school’s proposed program for the next five years. Discuss whether there will be any curriculum changes, new academic emphases, etc. Articulate any grade and or enrollment expansion requests. Please provide additional curriculum content area descriptions and goals for the new grades, and discuss how the proposed expansion impacts the overall mission and educational design of the original charter. How will the cyber charter school accommodate additional students? Please be very specific. In the next five years, Agora Cyber Charter School, will be focused on: •

Public transparency in both its academic as well as business operations. To support this goal, we will consider engaging an external independent organization that is a leading public school consultancy to help us develop and implement best practices in our internal accountability, planning and measurement systems and external reporting. Our school is committed to implementing a detailed value-added accountability model so we can track the academic gains of our students and their relationship to our staff and instructional practices.

•

Continuing to adapt and implement K12’s National Instructional Model (NIM), detailed in Section III. No other Pennsylvania school using K12’s curriculum offers this intensive instructional model.

•

Dedicating significant resources to address the academic gaps of our students, specifically those who are not deemed proficient on PSSA examinations. The most concrete examples of this approach are hiring additional teams of state certified math and reading specialists to support our regular and special education staff in focused interventions.

•

Budgeting funds to ensure the school can lease approved physical spaces for face-to-face tutoring and interventions across the state where needed.

Agora will be unique among the Commonwealth’s existing cyber schools and schools across the country. Our instructional model in the next five years is a combination of (1) K12’s National Instructional Model which we have adapted for Pennsylvania-specific Agora Cyber Charter School Amended Renewal Application 11.16.09

189

requirements including a focus on meeting the requirements of academic standards and assessment in Chapter 4 of the Public School Code, and (2) an additional intervention plan for struggling learners which adds the online and face-to-face support of state certified math and reading specialists and access to local physical spaces for tutoring. While we began implementing more intense online interventions in 2008-2009, the face-to-face interventions for struggling students is a new part of our school program. These academic interventions will be coordinated with Agora’s student services program required by 22 Pa Code, Chapter 12 (“Chapter 12”). The Agora Chapter 12 program is designed to confront the barriers too many of the Commonwealth’s students struggle with which result in poor academic performance and declining graduation rates. Student services such as guidance counseling, diagnostic achievement testing, health services, college and career counseling, coupled with a detailed instructional model and intensive academic intervention programs will be part of our approach to knocking these barriers down. At the center of both aspects of this approach are the school’s Pennsylvaniacertified (and NCLB Highly Qualified) regular and special education teachers. Our curriculum and management partner, K12 Inc., has spent the last few years developing and modifying their detailed National Instruction Model. This model is a reflection of the reality that student engagement and performance is best achieved through a tight combination of rigorous curriculum and focused, innovative instruction. High quality curriculum alone will not achieve the results we seek, nor will great teachers who are not provided with robust curriculum and instructional tools. The NIM, outlined in great detail in Section III of this application, includes both asynchronous and synchronous instruction. Befitting a leading cyber school, it is a mostly web-based approach. For some students however, and the Board expects that this will be roughly 25% of our student body, a web-based approach alone will not be enough. For these students, we are proposing an intervention model to be included as part of a student’s Individualized Learning Plan (see Appendix 9). These interventions will include both online and offline approaches to ensuring that struggling students are provided with structured efforts to address gaps in their knowledge or skills. The online approaches include targeted synchronous tutoring sessions via a tool like Elluminate, detailed use of Scantron’s Achievement and Performance Series, instruction of study skills, and other interventions. Offline, regular and special education teachers, math and reading specialist, counselors, and paraprofessionals will work with students, parents, and/or learning coaches face-to-face at leased or donated physical sites in smaller cities or more remote areas of Pennsylvania. In this application we refer to the tutoring sites as “Learning Centers.” We have identified more than fifteen organizations


190

across the state (many of which are our “Agora Days Out sites”), mostly not-forprofits, willing to loan or rent us physical space for tutoring and testing. In addition to these smaller sites, we also plan to lease directly two large sites, one in Philadelphia and one in Pittsburgh. Considering our expected enrollments, demographics, geographic distribution, and current publically available PSSA scores, the Agora Board estimates that, for the foreseeable future, roughly 30% of our students will come from the greater Philadelphia area (Philadelphia, Delaware, Montgomery, and Bucks counties), and 10% will come from the greater Pittsburgh area. There are also a substantial number of students requiring individualized synchronous instruction and weekly face-to-face interaction with teachers in these two metropolitan areas. Agora recognizes that there is more than one way of learning—that not all students learn in the same way. Given the right mix of tools and approaches, mastery should be for everyone. Our instructional model will join two instructional models which have not yet been joined in any online public school in the nation: Agora’s instructional model = K12’s National Instructional Model + Agora’s TwoTiered Intervention Approach. The National Instructional Model (NIM) represents K12’s best practices in the delivery of instruction based upon eight years experience as leaders in the field of full-time online public education. The NIM provides the school leadership team with a defined focus in a concise framework for reference and support. It makes what is often implicit in instruction explicit. In all cases, we, the Board, have worked with K12 to adapt this approach to Pennsylvania-specific goals, targets, standards, regulations, statutes, and practices. Everything in this approach can be adapted by the school’s staff and academic leaders, based on student needs, teacher input, or a host of other factors, especially academic performance data. The Board will consider engaging an external independent organization, a leading public school consultancy, to help in the process of further adapting, implementing, and evaluating the results of this approach. A virtual learning environment presents unique opportunities and challenges for teachers in assuring that all students reach their full potential and demonstrate at least one year’s growth in one year’s time. The NIM has been developed to provide a road map for those policies and practices that will enable the teacher, student, and Learning Coach to succeed. The National Instructional Model incorporates the use of Scantron Performance and Achievement Series assessments. High quality K12 curriculum alone will not achieve the results we seek, nor will great teachers who are not provided with robust curriculum and instructional tools. The NIM includes both asynchronous Agora Cyber Charter School Amended Renewal Application 11.16.09

191

and synchronous instruction. Befitting a leading cyber school, it is a mostly webbased approach. For some students (roughly 25% of our student body) however, a web-based alone is not enough. For these students, we are proposing a twotiered intervention model to be included as part of a student’s Individualized Learning Plan (see Appendix 9). We started implementing the first tier in the 2008-2009 school to some effect (see summary of results in Section I Question 1. C and Section III. 2. B). It consists of targeted web-based interventions which seek to identify and remediate gaps in skills and content (including study skills, habits, levels of engagement and motivation, etc.). The second tier will be new— utilizing leased and donated physical sites, what we refer to as Learning Centers, so that teachers, including math and reading specialists, can work with students in face-to-face instruction. The amount of time students are asked to spend at the Learning Centers will be determined by the extent of the students’ academic and social needs. Tier I – Identification and Web-Based Interventions for At-Risk Students

All Agora students will take the Scantron Performance Series test in the fall of each school year. The scaled score will identify those students at risk for not scoring proficient on the Pennsylvania System of School Assessment (PSSA) spring assessment. The Scantron Performance Series is given again in the Spring in order to ensure all students are making one year’s growth in one school year based on scaled score gains comparisons. The Performance Series is a key aspect of the school’s goal to measure annual value-added gains.


192

Following up on the Performance Series, all students will take Scantron Achievement Series tests in math and reading in order to assess each student’s mastery of Pennsylvania grade appropriate standards. Those students who do not demonstrate mastery on the achievement test will attend Tier I intervention sessions specific to instruction and remediation of the deficient standard. The interventions will be targeted, synchronous, teacher-led, and web-based.


193

During Tier I intervention sessions, students and teachers will be online at the same time in the same online classroom—using a web conferencing platform such as Elluminate. The teacher reviews the “standard of the week” with the student, then the student takes an online achievement test that checks mastery of the standard. As soon as the student has finished the 10 question assessment, the teacher receives the results on the teacher’s computer. Students who have not mastered the standard (less than 80% correct) will return for an intervention session online the next day. Following the second intervention session, the student takes version two of the assessment that checks for mastery of the standard. If, again, the student achieves less than 80% mastery, additional instruction in another online intervention session is provided. This process is repeated until the student demonstrates mastery of the standard. Students will have the opportunity to earn a variety of rewards by participating in achievement testing, attending remediation sessions, and engaging in supplemental activities focused on mastery of state standards.

Tier II – Face-to-Face Tutoring For students who are struggling to master the standards in Tier I interventions, there will be a Tier II opportunity if necessary. Tier II will involve having students coming to a Learning Center within a reasonable distance from where they live for face-to-face instruction from state certified teachers, state certified Special Education providers (where applicable), state certified math and reading specialists, and with assistance from tutors who are both paid and volunteer. The Agora Cyber Charter School Amended Renewal Application 11.16.09

194

centers will be used primarily for tutoring and interventions. In most cases, Agora will work with local not-for-profits to lease space during regular school hours (when these sites are normally empty). We have identified sites across the states who are willing and approved (by code) to work with this age group of students. Agora will hire additional math and reading specialists to help ensure that the interventions at the Learning Centers are based upon measured gaps. Two primary advantages of the Learning Centers are that through face-to-face interactions, student engagement can often be greatly improved. Some students and families will feel better connected and better supported by the one-on-one or small group support and tutoring offered at the sites. The sites may also be utilized for counseling, social services, or other needs the students and families may have. Intensive Learning Coach training may be offered in parallel with student tutoring, especially for parents or guardians of younger students. Many of the instructional strategies listed in the NIM will be utilized in the Learning Centers if teachers find a lack of progress or engagement working online. The sites are used for tutoring not core instruction.

B. Discuss the strengths and weaknesses of the cyber charter school’s program over the previous three to four years and explain how that information is being used in future plans. Be specific about how those plans build on feedback and input from parents, teachers, and students (see Section III). Sections I-IV of this application explain in great detail the history of Agora over the previous four years and in the beginning of this last year of our charter. As is well-documented in preceding sections, some goals, both academic and nonacademic, have been met, while others have not. As stated in the beginning of Section V, based on our experiences and where we stand today, we have chosen to focus on being proactive about satisfying the following four needs for our school community: • • • •

public transparency in both Agora’s academic as well as business operations; continuing adaptation and implementation of K12’s National Instructional Model (NIM); dedicating significant resources to address the academic gaps of our students, specifically those who are not deemed proficient on PSSA examinations; and budgeting funds to ensure the school can lease approved physical spaces for face-to-face tutoring and interventions across the state where needed.


195

2. What are the measurable outcomes the cyber charter school will achieve over the next five years? A. Referencing student and school performance objectives from the original charter, and the progress toward those objectives, identify and discuss specific and measurable outcomes for students and the cyber charter school for each of the next five years. Include both academic and non-academic goals. Include any new grades being proposed. Use the following table as a part of the response (use as many rows as necessary). If applicable, please include a copy of your School Improvement Plan. The overarching academic goals are to meet or exceed state mandated performance thresholds. Realizing Agora’s current test score data, we will strive to close achievement gaps for all students in all subgroups (see incremental goals in the School Improvement Plan Appendix 1). In order to ensure that all students receive an appropriate individualized learning plan, an addition goal for all students is for Agora to ensure that all students participate in Scantron Performance and Achievement Series to eventually lead all students to make at least one full year’s proficiency growth to close achievement gaps to ultimately meet AYP performance goals. Academic Goals 1. All students will meet or exceed the state mandated performance thresholds in reading. measured by PSSA. 2. All students will meet or exceed the state mandated performance thresholds in mathematics measured by PSSA. 3. All students will meet or exceed the state mandated performance thresholds in writing measured by PSSA. 4. All students will meet or exceed the state mandated performance thresholds in science measured by PSSA. 5. All students will meet or exceed the state mandated attendance and/or graduation requirements measured annually by the department of education. Students will meet graduation requirements according to Chapter 4 by (a) earning a minimum of 22 credits; (b) demonstrating mastery of standards on the PSSA and/or a local assessment aligned to Pennsylvania anchors; and (c) by successful completion of a culminating activity. 6. All students will take the PSSA.


196

7. At the end of each year of operation, all students will increase their grade level proficiency on other standardized tests (e.g., Scantron, AIMSweb, etc.) by at least one grade level above that shown at the beginning of the school year.

Non Academic Goals 1. All students will be encouraged to lead a healthy lifestyle and be offered opportunities to attend health screenings. 2. The school will offer at least one opportunity each year to allow students to serve others in their local community through service learning projects to teach students their civic responsibility to their communities. 3. All high school seniors will complete a graduation service project as part of their high school graduation requirements. 4. Parents will be surveyed annually about their satisfaction with the Agora Program and the input from the surveys will inform decision-making by the Board and administrators.


197

1. All students in all testing grade levels will meet or exceed 91 % proficiency in Reading. 2. All students in testing grade levels will meet or exceed 89% proficiency in Mathematics. 3. All students will meet or exceed the state mandated attendance and/or graduation.

2012-13 At the end of each year of operation, all students will increase their grade level proficiency on other standardized tests (e.g., Scantron, AIMSweb, etc.) by at least one grade level above that shown at the beginning of the school year.


PSSA goals for all grades tested

Local test data goals for all grades tested

2011-12 At the end of each year of operation, all students will increase their grade level proficiency on other standardized tests (e.g., Scantron, AIMSweb, etc.) by at least one grade level above that shown at the beginning of the school year. 1. All students in all 1. All students in testing grade levels all testing grade will meet or exceed levels will meet 72 % proficiency in or exceed 81 % Reading. proficiency in 2. All students in Reading. testing grade levels 2. All students in will meet or exceed testing grade 67% proficiency in levels will meet Mathematics. or exceed 78% 3. All students will proficiency in meet or exceed the Mathematics. state mandated 3. All students attendance and/or will meet or graduation. exceed the state


198

1. All students in all testing grade levels will meet or exceed 100 % proficiency in Reading. 2. All students in testing grade levels will meet or exceed 100% proficiency in Mathematics. 3. All students will meet or exceed the state mandated attendance and/or graduation.


1. All students in all testing grade levels will meet or exceed 100 % proficiency in Reading. 2. All students in testing grade levels will meet or exceed 100% proficiency in Mathematics. 3.All students will meet or exceed the state mandated attendance and/or graduation.


mandated attendance and/or graduation. 4. All students in the testing grade levels will take the PSSA. 1. All students in all 1. All students in testing grade levels all testing grade will meet or exceed levels will meet 72 % proficiency in or exceed 81 % Reading. proficiency in 2. All students in Reading. testing grade levels 2. All students in will meet or exceed testing grade 67% proficiency in levels will meet Mathematics. or exceed 78% proficiency in Mathematics. All students will take All students will Scantron take Scantron Performance Series Performance Assessment twice a Series year. Assessment twice a year. An unweighted An unweighted average of at least average of at least eighty percent (80%) eighty percent of Program families (80%) of Program surveyed respond that families surveyed they are Very respond that they Satisfied and/or are Very Satisfied Satisfied (or within and/or Satisfied

4. All students in the testing grade levels will take the PSSA.

An unweighted average of at least eighty percent (80%) of Program families surveyed respond that they are Very Satisfied and/or Satisfied (or

All students will take Scantron Performance Series Assessment twice a year.

1. All students in all testing grade levels will meet or exceed 91 % proficiency in Reading. 2. All students in testing grade levels will meet or exceed 89% proficiency in Mathematics.



Other, measurable nonacademic goals

Other, measurable academic goals

No Child Left Behind AYP goals

PSSA goals for all grades tested (cont’d)

199

An unweighted average of at least eighty percent (80%) of Program families surveyed respond that they are Very Satisfied and/or Satisfied (or within




An unweighted average of at least eighty percent (80%) of Program families surveyed respond that they are Very Satisfied and/or Satisfied (or within




the top 2 boxes of the survey scale ratings, e.g. Likert scale) with program elements including, but not be limited to: engagement and support provided by the Program’s teachers; support provided by the Program’s customer care/tech support; the quality of lesson content; satisfaction with the instructional approach; quality of lesson materials; planning and progress tools; quality of applicable hardware (computer, monitor, printer); and, the student’s attitude toward learning.

(or within the top 2 boxes of the survey scale ratings, e.g. Likert scale) with program elements including, but not be limited to: engagement and support provided by the Program’s teachers; support provided by the Program’s customer care/tech support; the quality of lesson content; satisfaction with the instructional approach; quality of lesson materials; planning and progress tools; quality of applicable hardware (computer, monitor, printer); and, the student’s attitude toward learning.

within the top 2 boxes of the survey scale ratings, e.g. Likert scale) with program elements including, but not be limited to: engagement and support provided by the Program’s teachers; support provided by the Program’s customer care/tech support; the quality of lesson content; satisfaction with the instructional approach; quality of lesson materials; planning and progress tools; quality of applicable hardware (computer, monitor, printer); and, the student’s attitude toward learning.


Other, measurable nonacademic goals (cont’d)

200



3. How will stakeholder involvement be enhanced in the next five years? A. Describe and discuss the cyber charter school’s plans for parent, student, and teacher involvement. Be specific in describing how these plans are informed by experiences of the past three to four years. Discuss how those plans differ from the plans in your original charter. Our plans for parent, student, and teacher involvement in Agora are not different from our original charter. We are committed to doing a better job implementing them in the next five years than we did in the first five. As listed and described in the response to Section III Question 2.C., there are numerous ways existing today for parents, students and teachers to be involved with, provide input to, and have ownership of Agora. In fact, we feel that we have more opportunities in that regard than most charter schools in Pennsylvania. It is our task to do everything possible to make sure our school community is aware of them and is encouraged to participate in them. And, of course, we will encourage and foster new ideas too. B. Describe how stakeholder (parent, student, and teacher) input and satisfaction will be measured in the future. Discuss how the cyber charter school leadership and administration for program improvement will utilize input and feedback from the stakeholders. As explained in Section II of the application, there are many existing ways that stakeholders can provide input and register their satisfaction or displeasure with the school. • • • • • • •

service on the Agora Board. attendance at Board and other Agora meetings participation on ad hoc committees appointed to address specific issues membership in the Agora Parent Organization (APO) conferences and other contacts among teachers, parents and students thebigthinK12: Agora’s secure social networking site for teachers, administrators, students and parents annual Agora parent surveys

We conduct the operation of the school in the next five years by being transparent and welcoming to stakeholder input. As an indication of this intent, we will consider engaging a leading public school consultancy, an external independent organization, to help us develop and implement best practices in our internal accountability, planning and measurement systems and external reporting. As mentioned in Section II, throughout the school year, the HOS, other administrators, and teachers will continue to account for contributions that parents Agora Cyber Charter School Amended Renewal Application 11.16.09

201

and community members have made to the operations and governance of the school and communicate this to the Board and the school community through the school website, in print reports and newsletters, and in face-to-face meetings. New opportunities for parents and community members to contribute will always be considered. 4. Report the cyber charter school’s student enrollment plans for the next five years using the following table. Include any requested grade/enrollment expansions: Based on the historical enrollment growth of the school, and the increased interest in the school we expect to experience when we expand our intervention program services for struggling learners, we have projected the following continued enrollment growth:

2010-11

2011-12

2012-13

2013-14

2014-15

Total Projected Enrollment

7,173

8,350

9,419

10,277

10,930

Grades to be Offered

K-12

K-12

K-12

K-12

K-12

Detail the changes from your current enrollment and grade levels, as follows: Existing Grades/Enrollment Configuration

GRADE K 1 2 3 4 5 6 7 8 9 10 11 12 TOTAL

AGORA ENROLLMENT SY2005‐SY2010 05‐06 06‐07 07‐08 08‐09 7 66 191 275 3 54 191 275 2 55 158 227 1 50 161 231 1 59 145 209 2 59 171 246 1 56 165 237 1 59 173 249 1 76 221 318 1 89 262 376 0 159 466 670 0 111 327 470 0 20

89 982

262 2893

376 4159


09‐10 360 360 297 302 272 322 310 325 415 492 876 615 492 5438

202

Proposed Grades/Enrollment Configuration

GRADE K 1 2 3 4 5 6 7 8 9 10 11 12 TOTAL

AGORA ENROLLMENT PROJECTIONS BY SCHOOL YEAR 2010‐ 2011‐ 2012‐ 2013‐ 2014‐ 2011 2012 2013 2014 2015 614 693 756 802 527 438 509 575 627 666 360 420 473 516 549 367 427 482 526 559 331 385 434 474 504 391 456 513 561 596 377 438 494 540 573 395 460 519 566 602 505 588 664 724 769 1072 1248 1408 1536 1632 1065 1239 1398 1525 1621 747 870 981 1070 1137 598 7173

696 8350

785 9419

856 10277

920 10930

5. Please discuss the cyber charter school’s teacher recruitment and retention plan. If the cyber charter school is requesting grade and/or enrollment changes, what is the plan for recruiting a sufficient number of certified teachers to serve the additional grades/enrollment proposed? Each year from its opening in 2005, Agora Cyber Charter School has experienced significant student enrollment growth that has required administrators to conduct intense and strategic teacher recruitment across the Commonwealth. Agora leaders and administrators invested significant time and resources to post positions, interview, and train experienced teachers with a variety of backgrounds that best match the needs of the students enrolled. Agora ensures that all teachers have the appropriate credentials and background checks along with a minimum of three years of classroom experience prior to hiring. (see Appendix 25 Teacher Candidate Interviewing Tools). Agora plans to continue to use the same recruitment and retention practices, which have succeeded in the past, to recruit, train, and retain additional certified teachers to serve additional students.


203

A. Please describe the cyber charter school’s plans for professional development to help teachers acquire the skills and knowledge needed to serve the cyber charter school student population. Include any new skills necessary to serve proposed additional grades/enrollment. Our professional development offerings and our system of evaluating teacher performance are both described in great detail in Section II Question 5. E of this application. With the addition of face-to-face interventions, we will provide additional pedagogical training to our teachers to prepare them for it and to provide ongoing guidance as well. Our teacher evaluation system serves two purposes: to measure teacher competence and to foster professional development and growth. The Agora teacher evaluation system will continue to provide teachers useful feedback on classroom needs, the opportunity to learn new teaching techniques (e.g., face-toface interventions), and counsel from administrators an other teachers on how to make changes in their instructional strategies. (see Section II Question 4. E) 6. Describe the cyber charter school facility plans for the next five years. Will the cyber charter school’s offices remain in the current facility? If not, describe where the cyber charter school’s main office will be located and why was the new location selected? If proposing a grade/enrollment expansion, describe how the facility will meet these new needs. Include valid certificates of occupancy for all new sites, if applicable. As part of the October 2009 settlement agreement between PDE and Agora, the Agora central administrative office will move from its current location at 60 Chestnut Avenue in Devon as soon as possible. Agora has conducted a survey of suitable facilities in the same general vicinity and is currently going through a Request for Proposal (RFP) process with 4 separate locations in the Valley Forge/King of Prussia area (see Appendix 35 Real Estate Market Surveys). Agora's search has been conducted with the assistance of Carl Gersbach of the real estate firm CB Richard Ellis that had been previously recommended to the school by PDE. While the exact location will not have been decided at the time of submission of this renewal application, the following attributes and facts are known: • The facility will be between 7,000 and 8,000 square feet, a slight reduction from the Devon location. • Lease costs will be between $16 and $20 per square foot, a savings of 40-50% over the lease signed by the previous Board, with all savings being invested in additional academic programs and services. • The facility will be ADA-accessible as well as accessible to public transit, both changes from the Devon location. • Lease length will mirror the length of the charter, also a change from the previous lease.


204

We also expect to lease two sizeable Learning Centers, one each in Philadelphia and Pittsburgh where students could account for as much as 40% of the school’s total enrollment and where there are a substantial number of students requiring individualized synchronous instruction and weekly face-to-face interaction with teachers. Smaller centers will also be necessary to meet the needs of students who may reside in smaller cities or more remote areas of Pennsylvania. The school will secure partnerships with community organizations, universities, libraries, and churches (in non-denominational areas) that can donate, or rent for a modest fee, Learning Center sites in locations across the state. The Board will consider the feasibility of using some of the current “Agora Days Out” sites for the smaller centers. As the enrollment expands according to the projections provided in this application, and needs warrant, the Board will consider when to lease additional tutoring sites. These sites, if deemed compliant by PDE and its standards, may also be used as PSSA testing locations. All sites will meet appropriate codes to be used for student tutoring. The two sizeable Learning Center facilities will be secured for individualized synchronous instruction (Tier I interventions), weekly face-to-face interaction between teachers and students as needed (Tier II interventions), testing facilities, and networking and training locations for teachers, parents and students. The Learning Centers would be equipped with laptops and laptop carts, interactive Smartboards, and wireless networking. The Learning Centers will be sites for many purposes supportive of Agora’s educational plan: • face-to-face contact time with Pennsylvania licensed, highly qualified teachers; • student meetings with math and reading specialists; • teacher, parent, and student activities and networking such as student, parent, and teacher libraries and student clubs based on interests such as science, music, and art; • teacher and parent training; • parent outreach; • teacher work center; and • collections of instructional resources to be shared among Academy teachers The Board is also working with real estate brokers CB Richard Ellis and Jones Lang LaSalle who are familiar with properties appropriate for school use that may be suitable for the charter school’s major Learning Centers in the Philadelphia and Pittsburgh metropolitan areas. (see Appendix 35 Real Estate Surveys)


205

VI. Signature Page

KINKOS--PLEASE REPLACE WITH ORIGINAL SIGNATURE PAGE.

206

VII. Legal Basis for Application

Cyber Charter School Renewal Application Legal Basis Below is the legal basis for the official cyber charter school renewal application from an existing chartered cyber charter school applicant to the Pennsylvania Department of Education. This is provided as a reference guide to be used when completing the cyber charter school renewal application. Applicants are required to include all of the information in the renewal application as required by sections 1719-A and 1747-A of the Charter School Law set forth below. The information requested in the renewal application should encompass the information required by these sections of the Charter School Law. However, if you believe there is information required that has not been requested in the renewal application, please make certain that the information is included with the application. The application should also describe how the cyber charter school has and will continue to meet the requirements of section 1743-A(c) and (d), provisions regarding the dissemination of information to parents and school districts, and section 1748-A, provisions requiring the notification of enrollment and withdrawal from a cyber charter school. The cyber charter school renewal application must encompass all of the requirements of the Charter School Law. Section 1719-A: Contents of Application 1. The identification of the cyber charter school. 2. The grade or age levels served by the cyber charter school. 3. The governance structure of the cyber charter school, including a description and the method used for the appointment or election of the board of trustees. 4. The mission and (measurable) education goals of the cyber charter school, the curriculum being offered and the methods used to assess whether students are meeting educational goals. Cyber charter school students are required to meet the same testing and academic performance standards established by law and regulations applicable to all public school students. 5. The admission policy and criteria for evaluating student admission that complies with the requirements of section 1723-A of Act 22 of 1997. 6. Procedures that are used regarding the suspension or expulsion of pupils. 7. Information on the manner in which community groups are involved in the cyber charter school. 8. The financial plan for the cyber charter school and the provisions made for auditing the school under section 437 (of the Public School Code). Provide copies of the school’s audits for the most recent 3 years. 9. Procedures that are established to review complaints of parents regarding the operation of the cyber charter school. 10. A description of and address of the physical facility in which the cyber charter school is located and the ownership thereof and any lease arrangements. If more than one facility, the cyber charter school must identify the administrative office where all student records shall be maintained pursuant to section 1748-A (h). 11. Information on the proposed school calendar for the cyber charter school, including the length of the school day and school year consistent with provisions of section 1502. Agora Cyber Charter School Amended Renewal Application 11.16.09

207

12. The faculty and the professional development plan for the faculty of the cyber charter school. 13. Whether any agreements have been entered into or plans developed with the local school district regarding participation of the cyber charter school students in extracurricular activities within the school district. Notwithstanding any provision to the contrary, no school district of residence shall prohibit a student of a cyber charter school from participating in any extracurricular activity of that school district of residence: Provided, that the student is able to fulfill all of the requirements of participation in such activity and the cyber charter school does not provide the same extracurricular activity. 14. A report of criminal history record, pursuant to section 111, for all individuals who have, or shall have, direct contact with students. Direct contact includes contact by any electronic means. 15. An official clearance statement regarding child injury or abuse from the Department of Public Welfare as required by 23 Pa.C.S. Ch. 63 Subch. C.2 (relating to background checks for employment in schools) for all individuals who have, or shall have, direct contact with students. Direct contact includes contact by any electronic means. 16. How the charter school provides adequate liability and other appropriate insurances for the cyber charter school, its employees and its board of trustees. Section 1747-A: Cyber Charter School Application 1. The curriculum being offered and how it meets the requirements of 22 Pa. Code Ch.4 (relating to academic standards and assessment) or subsequent regulations promulgated to replace 22 Pa. Code Ch.4. 2. The number of courses required for elementary and/or secondary students. 3. An explanation of the amount of online time required for elementary and secondary students. 4. The manner in which teachers deliver instruction, assess academic progress and communicate with students to provide assistance. 5. A specific explanation of any cooperative learning opportunities, meetings with students, parents and guardians, field trips or study sessions. 6. The technology, including types of hardware and software, equipment and other materials provided by the cyber charter school to the student. 7. A description of how the cyber charter school defines and monitors a student school day including the delineation of on-line and off-line time. 8. A description of commercially prepared standardized achievement tests that are, or will be, used by the cyber charter school in addition to the Pennsylvania System of School Assessment test, including the grade levels that will be tested and how the data collected from the tests will be used to improve instruction. 9. The technical support that is available to students and parents or guardians. 10. The privacy and security measures that ensure the confidentiality of data gathered online. 11. The level of anticipated enrollment in subsequent school years including expected increases due to the addition of grade levels. Agora Cyber Charter School Amended Renewal Application 11.16.09

208

12. The methods used to insure the authenticity of student work and adequate proctoring of examinations. 13. The provision of education and related services to students with disabilities, including evaluation and the development and revision of individualized education programs. 14. Policies regarding truancy, absences and withdrawal of students, including the manner in which the cyber charter school monitors attendance consistent with the provisions of section 1715-A (9). 15. The types and frequency of communication between the cyber charter school and the students and the manner in which the cyber charter school communicates with parents and guardians. Section 1743-A(c)(d): Cyber Charter School Requirements and Prohibitions 1. How your cyber charter school makes available upon request, either in writing or electronically, the following information to each student’s school district of residence: a. A copy of the charter. b. A copy of the cyber charter school application. c. A copy of all annual reports prepared by the cyber charter school. d. A list of all students from that school district enrolled in the cyber charter school. 2. How the cyber charter school, upon request and prior to the student’s first day in the cyber charter school provides, either in writing or electronically, the following information to the parent or guardian of a student: a. A list and brief description of the courses of instruction the student will receive. The list shall be updated annually for each grade level in which the student is enrolled. b. A description of the lessons and activities offered online and offline. c. The manner in which attendance is reported and work is authenticated. d. A list of all standardized tests the student is required to take during the school year and the place where the test is administered, if available. e. The meetings to be held during the school year between a parent or guardian and a teacher and among other school officials or parents or guardians and the manner in which the parent or guardian is notified of the time and place for the meeting. f. The address of the cyber charter school and the name, telephone number and email address of the school administrator and other school personnel. g. A list of any extracurricular activities provided by the cyber charter school. h. The names of the student’s teachers and the manner in which each teacher can be contacted by the student or the parent of guardian. i. A list of all services that are provided to the student by the cyber charter school. j. Copies of policies relating to computer security and privacy, truancy, absences, discipline and withdrawal or expulsion of students. k. Information on: 1. The cyber charter school’s professional staff, including the number of staff personnel, their education level and experience. 2. The cyber charter school’s performance on the PSSA and other standardized test scores. Agora Cyber Charter School Amended Renewal Application 11.16.09

209

l. Information regarding the proper usage of equipment and materials and the process for returning equipment and materials supplied to the students by the cyber charter school. A parent or guardian shall acknowledge, either in writing or electronically, the receipt of this information. m. A description of the school calendar, including, but not limited to, the time frame that will constitute a school year and a school week, holiday and term break. Section 1748-A (1) Enrollment and Notification 1. Acknowledgment that the cyber charter school has complied with the provision that within 15 days of the enrollment of a student in the cyber charter school, the parent or guardian and the cyber charter school shall notify the student’s school district of residence of the enrollment through the use of the notification form developed by the Department of Education. 2. Acknowledgement that the cyber charter school has complied with the provision that the cyber charter school and the parent or guardian shall provide written notification to the school district of residence within 15 days following the withdrawal of a student from the cyber charter school.


210

VIII. Appendices

APPENDICES 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. 32. 33. 34. 35. 36. 37. 38.

School Improvement Plan Annual Reports Response to Intervention Plan School Achievement Improvement Plans (SAIP) K-8 Course Catalog World Languages Catalog High School Catalog Sample Lesson Plans Progress Reports and Individualized Learning Plans Process Descriptions Enrollment Packet By Laws Draft School Handbook Board Members 2005-2008 Teacher Evaluation—Self Evaluation Form Teacher Evaluation—Peer Observation Form Teacher Evaluation—Elluminate Observation Form Teacher Evaluation—Guiding Questions and Suggestions for Teacher Visits Teacher Evaluation—Individual Regular Education Teacher Measures of Success Teacher Evaluation—Individual Regular Education Lead Teacher Measures of Success Teacher Evaluation—Individual Special Education Teacher Measures of Success Teacher Evaluation—Employee Performance Review (Teacher) Teacher Evaluation—Employee Performance Review (Lead Teacher) Board Report Teacher Candidate Interviewing Tools Induction Plan Professional Development Plan Bus Stop Flyer Back to School xPO Sample Community Events’ Sign In Sheets Agora Days Out Locations and Sample Scope and Sequence End of Year Celebrations Newsletter Testing Manual Real Estate Market Surveys Audit 2006-2007 List of Certified Special Education Staff Services Agreements


211

APPENDICES 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. 32. 33. 34. 35. 36. 37. 38.

School Improvement Plan Annual Reports Response to Intervention Plan School Achievement Improvement Plans (SAIP) K-8 Course Catalog World Languages Catalog High School Catalog Sample Lesson Plans Progress Reports and Individualized Learning Plans Process Descriptions Enrollment Packet By Laws Draft School Handbook Board Members 2005-2008 Teacher Evaluation—Self Evaluation Form Teacher Evaluation—Peer Observation Form Teacher Evaluation—Elluminate Observation Form Teacher Evaluation—Guiding Questions and Suggestions for Teacher Visits Teacher Evaluation—Individual Regular Education Teacher Measures of Success Teacher Evaluation—Individual Regular Education Lead Teacher Measures of Success Teacher Evaluation—Individual Special Education Teacher Measures of Success Teacher Evaluation—Employee Performance Review (Teacher) Teacher Evaluation—Employee Performance Review (Lead Teacher) Board Report Teacher Candidate Interviewing Tools Induction Plan Professional Development Plan Bus Stop Flyer Back to School xPO Sample Community Events’ Sign In Sheets Agora Days Out Locations and Sample Scope and Sequence End of Year Celebrations Newsletter Testing Manual Real Estate Market Surveys Audit 2006-2007 List of Certified Special Education Staff Services Agreements


I. Student Performance/School Accountability

APPENDIX 1

(__) Corrective Action I (Yr 4)

(__) School Improvement II (Yr 3)


GETTING RESULTS! ™ - Gen 4 (09/2007)

(_x_) School Improvement I (Yr 2)

(__) Making Progress

Commonwealth of Pennsylvania Edward G. Rendell, Governor

(__) Warning (Yr 1)

(__) Met AYP

(__) Corrective Action II: Second Yr (Yr 6+)

(__) Corrective Action II: First Yr (Yr 5)

SCHOOL: Agora Cyber Charter School DISTRICT: Agora Cyber Charter School INTERMEDIATE UNIT (IU): 26 Philadelphia PRINCIPAL: Sharon Williams, Head of School ADDRESS: P.O. Box 51254 Philadelphia, PA 19115 PHONE: 215-673-2613 FAX: 215-673-2614 EMAIL: [email protected] DATE: October 23, 2007 TITLE I SCHOOL? (check one): _X_ Yes __ No READING FIRST SCHOOL? (check one): __ Yes _X_ No

2007 to 2008 Continuous School Improvement Plan

“GETTING RESULTS!”

Please indicate your school’s most recent NCLB/AYP status:

1

Page 1

Uniquely Customized for the Commonwealth of Pennsylvania

PENNSYLVANIA DEPARTMENT OF EDUCATION A Framework for Continuous School Improvement Planning (Revised & updated September 2007)

GETTING RESULTS! ™ - Continuous School Improvement Planning Framework

2 Uniquely Customized for the Commonwealth of Pennsylvania


Page 2

General questions regarding educational law or issues: Pennsylvania Department of Education School Law, Regulations, and Policy Unit th 5 Floor, 333 Market Street Harrisburg, PA 17126-0333 Voice Telephone: (717) 783-3750 Fax: (717) 783-6802 Text Telephone TTY: (717) 783-8445

Information on accommodations within the Department of Education for persons with disabilities: Pennsylvania Department of Education, Americans with Disabilities Act Coordinator Bureau of Human Resources th 11 Floor, 333 Market Street Harrisburg, PA 17126-0333 Voice Telephone: (717) 787-4417 Fax: (717) 783-9348 Text Telephone TTY: (717) 783-8445


Complaints against a Pennsylvania Department of Education employee: Pennsylvania Department of Education, Equal Employment Opportunity Representative Bureau of Human Resources 11th Floor, 333 Market Street Harrisburg, PA 17126-0333 Voice Telephone: (717) 787-4417 Fax: (717) 783-9348 Text Telephone TTY: (717) 783-8445

Complaints regarding discrimination in schools: Human Relations Representative, Intake Division, PA Human Relations Commission Harrisburg Regional Office (717) 787-9784 Pittsburgh Regional Office (412) 565-5395 Philadelphia Regional Office (215) 560-2496

The following persons have been designated to handle inquiries regarding the non-discrimination policies:

Department of Education Bureau of Teaching and Learning Support Division of District and School Improvement 333 Market Street, 8th Floor Harrisburg, PA 17126-0333

If you have any questions about this publication, please contact:

The Pennsylvania Department of Education (PDE) does not discriminate in its educational programs, activities, or employment practices, based on race, color, national origin, sex, sexual orientation, disability, age, religion, ancestry, union membership, or any other legally protected category. Announcement of this policy is in accordance with State law including the Pennsylvania Human Relations Act and with Federal law, including Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, and the Americans with Disabilities Act of 1990.

Pennsylvania Department of Education 333 Market Street Harrisburg, PA 17126-0333

Division of District and School Improvement Sheri Rowe, Chief

Bureau of Teaching and Learning Support Ed Vollbrecht, Director

Bureau of Assessment and Accountability Shula Nedley, Director

Office of Elementary and Secondary Education Diane Castelbuono, Deputy Secretary

Department of Education Dr. Gerald L. Zahorchak, Secretary


INTRODUCTION


We welcome your comments and suggestions for improvement. Please send them to: Division of District & School Improvement, Pennsylvania Department of Education at [email protected].

Plans will be deemed minimally acceptable if they include evidence of the eleven criteria listed in the Quality Review Checklist found within this document.

Phase 3 – PLAN SOLUTION – lays out the detailed action steps, using the Action Sequence… in 1-2-3-4-5 Steps! templates.

Phase 2 – ANALYZE DATA and DISCOVER “root cause” – offers worksheets and protocols for carrying out two complementary exercises: ♦ Analyzing data from multiple perspectives, in a way that “paints a portrait” of the current state of student learning and achievement, and facilitates identification of the Areas of Strength and Areas of Concern based solely on student data. ♦ Finding the underlying causes (i.e., “root cause”) of the current state of student achievement. This phase provides Guiding Questions to facilitate the identification of the “vital few” research-based or promising strategies to be implemented by the school. The guiding questions are based on the six components of Pennsylvania’s standards-aligned instructional system (i.e., clear standards; fair assessments; standards-aligned curriculum; instruction; instructional materials & resources; interventions), and the four “lenses” of Quality Teaching, Quality Leadership, Artful Use of Infrastructure, and Continuous Learning Ethic (Figure 2).

Phase 1– ORGANIZE and REVIEW DATA – emphasizes the need for multiple data sources, including summative, formative, and perceptual.

GETTING RESULTS! outlines 3 Phases vital to developing a results-focused continuous school improvement plan (Figure 1).


3

Page 3


GETTING RESULTS!™ is the continuous school improvement planning framework uniquely customized for the Commonwealth of Pennsylvania. This version of GETTING RESULTS! builds on the experiences and recommendations of Pennsylvania schools, districts, and Intermediate Units since it was first released in Fall 2003. It incorporates current thinking and priorities of the Pennsylvania Department of Education regarding continuous school improvement. Because the design emphasizes continuous improvement, this version can be used by all schools, regardless of each school’s current level of performance. Furthermore, using this version will enable a school meet all state and federal planning requirements, including for Title 1 school.


Balance of local and state assessments

Summative Assessments Formative Assessments Perceptual/Demographic Data

•

• • •

Underlying causes of current state of student achievement Potential improvement strategies PSSA Data PVAAS Data 4Sight Assessments (or equivalent) Locally relevant assessments Guiding Questions for “root cause” analysis “Vital few” research-based or promising strategies

• • • • • • • •


Highest-priority Areas of Strength and Areas of Concern

Current state of student achievement, based ONLY on student data

•

•

Phase 2 ANALYZE DATA and DISCOVER “Root Cause”

Phase 1 ORGANIZE and REVIEW DATA

Multiple data sources

“Root Cause”

DATA

•

ANALYZE DATA and DISCOVER

ORGANIZE and REVIEW


Key Components

Main Idea

Phase 2

Phase 1


• •

•

•

Page 4

NCLB/AYP target Action Sequence: ♦ Step 1: DATA ♦ Step 2: DESIGN ♦ Step 3: DELIVERY ♦ Step 4: DEVELOPMENT OF PEOPLE ♦ Step 5: DOCUMENTATION

Action Sequence…in 1-23-4-5 Steps!

Student achievement improvement targets

Phase 3 PLAN SOLUTION

PLAN SOLUTION

Phase 3

Figure 1: The Three Phases of a Continuous Improvement Planning Framework





Page 5

The design provides a common framework for work at all levels: school, district, Intermediate Unit (IU), and state levels. This common set of “organizers” ensures state-wide consistency and coherence in the design of programs, tools, technical assistance, and targeted supports.

3. Achieves high outcomes, regardless of background, “condition” or “circumstance”

2. Graduates from high school, ready for college and career

Every student by name… 1. Is proficient in the core subjects

STRONG RESULTS FOR STUDENTS

The GOAL

The first component defines the SIX components of Pennsylvania’s standards-aligned instructional system. The second component defines FOUR “lenses” through which to view the standards-based system. Both components must be considered when developing a school or district improvement plan.

Pennsylvania’s design for continuous school and district improvement consists of two components. Together, the two components define the capabilities we need and must develop to ensure that every school and every district meets the Commonwealth’s Goal for all students.

Figure 2: Pennsylvania’s Design for Continuous School and District Improvement


TABLE OF CONTENTS


REFERENCE MATERIALS & RESOURCES ♦ Useful websites ♦ What is a “root cause”? ♦ Supplementary Guiding Questions for clarifying underlying causes of the current state of student achievement ♦ NCLB 2004-2014 Adequate Yearly Progress improvement targets – Reading and Mathematics ♦ What’s Important & What Works: High-leverage Practices for PreK-12 ♦ Guiding Questions for clarifying Shared Values, Vision and Mission


6

Page 6


PHASE 3: Plan Solution ♦ Targets set by NCLB Law ♦ Worksheet 7-A: Set student achievement improvement goals for this planning cycle ♦ Worksheet 7-B: (Optional) Set other locally-relevant student achievement improvement goals ♦ ACTION SEQUENCE…in 1-2-3-4-5 Steps! ♦ Checklist for NCLB Requirements for School Improvement Plans ♦ Assurance for Additional NCLB Requirements for Title 1 School Improvement Plan

PHASE 2: ANALYZE DATA and DISCOVER “ROOT CAUSE” ♦ Worksheets 3-A, 3-B: Analyze PSSA data ♦ Worksheets 3-C, 3-D: Analyze PVAAS data ♦ Worksheets 3-E, 3-F: Analyze 4SIGHT data ♦ Worksheet 3-G: Analyze other locally relevant student datasets ♦ Worksheet 4: Compile and Prioritize Areas of Strength and Areas of Concern ♦ Worksheet 5: Find “root cause” using Foundational Guiding Questions

PHASE 1: ORGANIZE and REVIEW DATA ♦ Worksheet 1: Identify student data from multiple sources ♦ Worksheet 2-A: Summarize AYP Results ♦ Worksheet 2-B: Organize “standard” student datasets in easy-to-understand formats ♦ Worksheet 2-C: (Optional) Identify other locally relevant student datasets

INTRODUCTION




Additional help using Microsoft Word and tables can be found online at http://office.microsoft.com/training. Search specifically for topics under Word or use the search bar to explore training topics.

Each page will automatically continue onto another page, when the current page is filled. You will not need to insert or create new pages in the document, unless so desired.

If you need more rows/cells than are built into the templates, simply press the ”TAB” key after entering information in the last row/cell provided. An additional row/cell will appear on the next line. Repeat the process as often as needed.

You can use the “TAB” key on your computer keyboard to move from cell-to-cell, OR you can position your cursor where you wish to enter information.

Most of the templates are set up as Tables.

7

Page 7


This version of GETTING RESULTS! ™ is in Microsoft Word (MSWord).

A FEW TIPS ON HOW TO NAVIGATE THE TEMPLATES


Organize and Review Data



Page 8


Worksheet 2-C can be used to identify and organize other locally relevant student data, to complement your PSSA, PVAAS and 4Sight data (as appropriate).

Other useful resources are www.pde.state.pa.us/a_and_t for information about PVAAS (listed in the menu on the left ) and www.paayp.com for your AYP report.

Note that every school in the Commonwealth of Pennsylvania has been granted direct access to the emetric™ software. emetric™ (pssa.emetric.net) enables schools and districts to create easy-to-understand displays of their PSSA data; the software automatically accesses your school’s PSSA data from the PDE database. Contact your Superintendent for the password to access your data.

Worksheet 2-B defines “standard” datasets that are highly recommended for analyzing PSSA, PVAAS and 4Sight data. Feel free to complement these “standard” runs with other data-runs of interest to you.

Use Worksheet 1 to identify the data-sources that are available to your school or district. Be sure to consider data from multiple sources, including summative state and local assessments; formative assessments; and perceptual, demographic, and transition data.

Tools to assist you


The goal of Phase 1 is to identify, organize and review the student achievement data you will consider as you develop your continuous improvement plan. This Phase focuses only on student data; data about educational programs and professional practices will be considered in Phase 2 (the Analysis & Discovery phase).

The Goal

Phase 1: Organize and Review Data


X

X

X X X X

X

2004-05

Mathematics 2005-06 2006-07 X X

Other: Insert Subject HERE 2004-05 2005-06 2006-07


Successful Transition data define how prepared students are for “success at the next level.” Examples include promotion rates from grade-to-grade and high completion rates.

Perceptual data are “voice” or “opinion” data. Examples include survey data and insights from focus groups. Demographic data describe student and school “make-up” or characteristics. Examples include enrollment and relative distribution by race/ethnicity and language fluency.

Formative data are “early indicators” of student learning and achievement. Examples include standards-aligned benchmark assessments such as 4Sight, teacher/course grades, and attendance.

Page 9

Summative data are “end of the line indicators” of student learning and achievement. Examples include PSSA results and end-of-course examinations.

Reading/ELA 2005-06 2006-07 X X


1. PSSA 2. PVAAS 3. Terra Nova 4. (Other) Insert Name HERE FORMATIVE ASSESSMENTS 5. 4SIGHT 6. Curriculum-embedded assessments 7. Tutoring / EAP Assessments 8. Teacher/Course Grades 9. (Other) Insert Name HERE PERCEPTUAL/DEMOGRAPHIC DATA 10. Attendance 11. PSSA Participation Rate 12. Enrollment (disaggregated) 13. Mobility/Transiency 14. School Climate / Safety / Discipline 15. Survey Results 16. (Other) Insert Name HERE SUCCESSFUL TRANSITION 17. High school graduation rate (HS Only) 18. High school drop-out rate (HS Only) 19. Promotion / Retention Rates (non-HS) 20. (Other) Insert Name HERE

2004-05

ª What you need to do: ♦ Use this worksheet to identify the multiple sources of student achievement data you have and/or need. ♦ Include PSSA – both Reading and Math, 3 years of data ♦ You are highly encouraged to use a formative assessment tool to monitor student progress (e.g., 4Sight or other standards-aligned assessment). ♦ You are highly encouraged to use PVAAS data to monitor the academic progress rates of individual students and groups of students. Data was released in August. ♦ Assign responsibility for gathering the data to school staff or Planning Team members. ♦ Set date(s) for school staff or Planning Team to review and analyze the data. ♦ Place an ‘X’ in the appropriate boxes indicating the data you plan to include in your analyses.

SUMMATIVE ASSESSMENTS


Worksheet 1: IDENTIFY STUDENT DATA FROM MULTIPLE SOURCES



R=% 98.7% R=% 98.3% R=% 99.3% R=% 100% R=% 98% R=% R=%

n/a

M=% 98.8% M=% 98.3% M=% 100% M=% 100% M=% 98.3% M=% M=% 93.87%

46.6% 55.9% 16% 32.3%

59% 69.7% 32% 46.3%

SCHOOL-WIDE

R=Y R=Y R=Y R=Y R=Y R= R=

n/a

M= Y M= Y M= Y M= Y M= Y M= M= Y

Y N N N

Y Y N N

Met AYP (Y/N)

Met AYP via Special Provisions (i.e., CI, PPI, SH)


Page 10


**2007 is the last year for these performance targets, they increase for 2007-2008 school year

ALL Students: Student Group 1: White Student Group 2: Black Student Group 3: Economically Disadvantaged Student Group 4: Student Group 5 Student Group 6: ALL Students: Student Group 1: White Student Group 2: Black Student Group 3: Economically Disadvantaged Student Group 4: Student Group 5: Student Group 6: ALL Students: Student Group 1: White Student Group 2: Black Student Group 3:Special Education Student Group 4: Economically Disadvantaged Student Group 5: Student Group 6: ALL Students: Student Group 1: __Insert Name Here__ Student Group 2: __Insert Name Here__ Student Group 3: __Insert Name Here__ Student Group 4: __Insert Name Here__ Student Group 5: __Insert Name Here__ Student Group 6: __Insert Name Here__ ALL Students: Student Group 1: __Insert Name Here__ Student Group 2: __Insert Name Here__ Student Group 3: __Insert Name Here__ Student Group 4: __Insert Name Here__ Student Group 5: __Insert Name Here__ Student Group 6: __Insert Name Here__


80%

4 YEAR GRADUATION RATE (High School ONLY) 2005-2007 NCLB/AYP Target

90%

STUDENT ATTENDANCE (K-8 ONLY) 2005-2007 NCLB/AYP Target

95%

2005-2007 NCLB/AYP Target

PARTICIPATION

45%**


MATH

54%**


READING

Student Group

TIP: A HELPFUL RESOURCE IS YOUR SCHOOL’S AYP REPORT, AVAILABLE AT WWW.PAAYP.COM FOR ATTENDANCE & GRADUATION INFORMATION, USE NCLB REPORT CARD FOUND ON WWW.PAAYP.COM DATA for Year: 2006 ►►►►►


Worksheet 2-A: SUMMARIZE AYP RESULTS



1. School Value-Added Report; Reading; all years available 2. School Value-Added Report; Math; all years available 3. Performance Diagnostic Report; Reading; all years available 4. Performance Diagnostic Report; Math; all years available

1. All Students; Reading; all Grade levels


7. By IEP and LEP; Reading; all Grade levels 8. By IEP and LEP; Math; all Grade levels

5. By Economically Disadvantaged; Reading; all Grade levels 6. By Economically Disadvantaged; Math; all Grade levels

4. By Ethnicity; Math; all Grade levels

3. By Ethnicity; Reading; all Grade levels


PSSA provides data about student achievement. PVAAS data show achievement and progress, or “valueadded.” The following datasets are highly recommended as a complement to your PSSA data analysis.

Use the emetric™ software to access your school’s PSSA results directly from the Pennsylvania Department of Education’s database. Directions on how to copy and paste the following reports into Getting Results! can be found on the following page. MULTIPLE YEARS OF DATA REQUIRED.

2. All Students; Math; all Grade levels

“Standard” PVAAS Datasets (Summative Assessment) https://pvaas.sas.com/evaas/login.jsp

“Standard” PSSA Datasets (Summative Assessment) https://solutions1.emetric.net/pssa/

Page 11

The 4Sight system offers participating schools multiple opportunities to assess student progress during the school year. The 4Sight formative assessments are aligned with the PSSA. The following datasets are highly recommended as a complement to your PSSA and PVAAS analysis. 1. School-wide Proficiency Report; Reading; all test-cycles available 2. School-wide Proficiency Report; Math; all test-cycles available 3. Grade-level Proficiency Report; Reading; all test-cycles available 4. Grade-level Proficiency Report; Math; all test-cycles available 5. Grade-level Subscale Report; Reading; all test-cycles available 6. Grade-level Subscale Report; Math; all test-cycles available

“Standard” 4SIGHT Datasets (Formative Assessment) (found in the testing center section, not under the report section of the Member Center)

ª What you need to do: ♦ Use the emetric™ software to compile easy-to-use charts of the “standard” PSSA datasets. ♦ Use the emetric™ software to compile charts of other locally relevant PSSA datasets. ♦ Compile easy-to-use charts of your school’s “standard” PVAAS data. ♦ Compile easy-to-use charts of your school’s “standard” 4Sight data. ♦ Distribute the data to school staff (and/or Planning Team) for further analysis.

Worksheet 2-B: ORGANIZE “STANDARD” STUDENT DATASETS IN EASY-TO-UNDERSTAND FORMATS


YOU CAN NOW COPY AND PASTE YOUR SCHOOL’S 3-YEAR PORTRAIT RATHER THAN TYPING THE DATA INTO A WORKSHEET.

717-705-2343



Page 12

5. CLICK WHERE IT SAYS TO DOWNLOAD YOUR PSSA DATA WORKBOOK. (TOP CHOICE). YOU WILL GET A WORD DOCUMENT – ORGANIZATION & ANALYSIS OF YOUR PSSA DATA

4. ON THE MAIN PAGE YOU WILL SEE THE GETTING RESULTS!™ BOX.

3. LOG IN.

2. GO TO THE EMETRIC™ WEBSITE: HTTP://PSSA.EMETRIC.NET

*PASSWORDS ARE AVAILABLE FROM YOUR SUPERINTENDENT. FOR HELP WITH EMETRIC™ AND PASSWORDS, CONTACT PDE, DIVISION OF ACCOUNTABILITY

1. YOU NEED YOUR EMETRIC™ LOG ON AND PASSWORD*.


**New to Getting Results!™** Easy to use emetric™ report for 3 years of PSSA data.


7. HIGHLIGHT & COPY THE INFORMATION. BE SURE TO INCLUDE BOTH READING AND MATH



8. PASTE THE PORTRAIT OF YOUR 3 YEAR-PSSA RESULTS BELOW.

13

Page 13


6. SCROLL DOWN UNTIL YOU SEE THE PORTRAIT OF YOUR 3-YEAR PSSA RESULTS





Page 14

THE 3-YEAR PSSA RESULT PORTRAIT WAS NOT PROVIDED NOR AVAILABLE FOR AGORA CYBER CHARTER SCHOOL IN THE E-METRICS PROGRAM. AGORA CYBER CHARTER SCHOOL’S STUDENTS HAVE TAKEN THE PSSA IN THE FOLLOWING SCHOOL YEARS, 2005-2006 AND 2006-2007. THREE YEARS OF DATA HAVE NOT BEEN OBTAINED. SEE ATTACHED FILE FOR DATA AVAILABLE.



Locally Relevant FORMATIVE ASSESSMENTS of Student Progress (e.g., DIBELS; GMRT; TEMA-3; district benchmark assessments) List below other formative assessments (from Worksheet 1) that you intend to include in your analysis of the current state of student achievement. Organize the data in easy-to-use formats. 1. 2. 3.


List below other summative assessments (from Worksheet 1) that you intend to include in your analysis of current state of student achievement. Organize the data in easy-to-use formats.

1. 2. 3.


Page 15

Locally Relevant PERCEPTUAL, DEMOGRAPHIC & TRANSITION DATA (e.g., attendance, school climate, survey results, graduation rates ) List below perceptual, demographic and transition data (from Worksheet 1) that you intend to include in your analysis of the current state of student achievement. Organize the data in easyto-use formats. 1. 2. 3. 4.

ª What you need to do: ♦ Identify other locally relevant summative, formative, and perceptual/transition data to be included in your analysis of current state of student achievement (reference Worksheet 1). ♦ Organize them in easy-to-understand formats. ♦ Distribute the data to school staff (and/or Planning Team) for further analysis.

Locally relevant SUMMATIVE ASSESSMENTS of Student Progress (e.g., SAT-10; Terra Nova; SELP)


Worksheet 2-C: (OPTIONAL) ORGANIZE OTHER LOCALLY RELEVANT STUDENT DATASETS


Analyze Data / Discover “Root Cause”

Use Worksheet 3-A and Worksheet 3-B Use Worksheet 3-C and Worksheet 3-D Use Worksheet 3-E and Worksheet 3-F Use Worksheet 3-G



Strength and Concern (Worksheet 4). As needed, consider additional guiding questions provided in the Reference Materials & Resources section of this document. Those guiding questions have been organized according to the six components of Pennsylvania’s standards-aligned instructional system, as well as by subject-area (e.g., Reading, Math) or student group (e.g., IEP, economically disadvantaged, ESL).

♦ Use the 10 Foundational Guiding Questions in Worksheet 5 to reflect on each of the highest-priority Areas of

analysis of each type of student achievement data.

♦ Use Worksheet 4 to compile and prioritize the Areas of Strength and Areas of Concern identified from your

For assistance in analyzing PSSA data: For assistance in analyzing PVAAS data: For assistance in analyzing 4Sight data: For assistance in analyzing other locally relevant assessment data:

It is most effective to use at least three sources of student achievement data in order to arrive at well-informed conclusions about the current state of student achievement. So, in addition to the results from the PSSA tests, consider other summative and formative assessments.

Tools to assist you

Phase 2 consists of two critical exercises: ♦ Analyze the current state of student achievement, using data from multiple sources. ♦ Find the underlying causes (“root cause”) of the current state of student achievement.

The Goal

16

Page 16


Phase 2: Analyze Data and DISCOVER “root cause”


17

The school met overall school-wide AYP targets set by the state for the most recent testing cycle – for all relevant subgroups; in all relevant areas (i.e., student proficiency, attendance, graduation rate, participation in PSSA tests); and without provisions such as “confidence interval”, “safe harbor”, “proxy”, etc. (must include evidence to support your answer) ÆAgora met the overall AYP target for total population, but the subgroups of black and economically disadvantaged did not meet the proficiency targets in either math or reading. The school met AYP target in Reading (i.e., at least 54% of all students are proficient for 2005-2007) – for all relevant subgroups and without provisions such as “confidence interval” or “safe harbor”. (must include evidence to support your answer) ÆIn the black and economically disadvantage subgroups the students did not meet the target of 54%. No relevant subgroup had a significant decline in Reading this year vs. last year. (must include evidence to support your answer) Æ This was the first year that Agora had enough students to report in any subgroup.

The school met AYP target in Math (i.e., at least 45% of all students are proficient for 2005-2007) – for all relevant subgroups and without provisions such as “confidence interval” or “safe harbor”. (must include evidence to support your answer) ÆThe subgroups of Black and Economically disadvantaged did not meet the target of 45% proficient or advanced. “Achievement gap” in Math and Reading among subgroups is smaller/narrower this year compared to last year. (must include evidence to support your answer) ÆThis was the first year Agora had enough students to report. No relevant subgroup had a significant decline in Math this year vs. last year. (must include evidence to support your answer) Æ This was the first year Agora had enough students to report.

1.1

1.4

X

The school met AYP target in Participation on PSSA tests for all relevant subgroups. (must include evidence to support your answer) Æ The participation for all subgroups was greater than the 90% threshold.

1.9


Page 17

N/A

The school met AYP target in High school graduation for all relevant subgroups. (must include evidence to support your answer) Æ This was Agora’s first year with graduating seniors. 2006-2007 was the second year of operation for the school so we do not have data to evaluate AYP for this measure.

1.8


X

X

X

X

Yes &

The school met AYP target in Attendance for all relevant subgroups. (must include evidence to support your answer) The attendance for our school was 93.87%. There was not data for attendance in the subgroups.

X

X

X

No '

1.7

1.6

1.5

1.3

1.2

PSSA DATA & “AYP” INQUIRY

1.0

By responding to the “Yes/No” statements below, you can begin to “paint a portrait” of student learning and achievement based on PSSA data only. When this analysis is combined with insights from other PSSA-based “portraits,” and with analyses of PVAAS, 4Sight, and locally relevant assessments, you will have a more comprehensive assessment of the current state of student achievement. Corresponding questions for other types of assessment are provided to assist you.

ª What you need to do: ♦ Respond to the statements below regarding your PSSA and AYP data. ♦ Consider strengths or concerns in the Comments/Rationale/Explanations column. ♦ Summarize (in Worksheet 4) the Areas of Strength and Areas of Concern that you identified based on your responses.



Worksheet 3-A: ANALYZE PSSA DATA (Part 1)


Overall, the school is making steady, year-to-year continuous improvement and is highly likely to meet/exceed its AYP targets in all relevant areas within 1to-2 years. (must include evidence to support your answer) Æ 2006-2007 was the first year we had enough students to have subgroups and therefore view this year’s data as our baseline data.

1.10


PSSA DATA & “AYP” INQUIRY


18 No '

Page 18

N/A

Yes &


1.0


19


Black subgroup performed significantly below the white subgroup in the area of reading. Black reading proficiency was 32% while the white subgroup was 59%. There does not appear to be a specific weakness in either the reporting category. Basis comprehension skills appear to be a weakness.

What do you SEE in the data? What does the data SAY? Students in grades 5-6 scored below the thresholds and the students in these grades scored significantly lower than the other grade levels in the areas of reading. The reporting categories suggest there is an overall weakness in grades 5-6. With the exception of grades 5 and 6, students in Agora scored higher in reading than math. Most students need help with the fundamentals of reading comprehension. Within each reporting category nearly 50% of all the students need help with the fundamentals. Although 11th graders scored proficient in writing they were not proficient in reading. The size of the group of 11th graders (3) does not permit comprehensive analysis of this data. With the exception of grades 5 and 6 students at Agora performed lower in math than reading. Students in grade 8 performed much lower in math than other grades and significantly lower than they did in reading. Students in 8th grade were the weakest in math. Students in 8th grade were especially weak in the data analysis and probability, measurement, and numbers and operations.


3. By Ethnicity; Reading; all Grade levels

2. All Students; Math; all Grade levels

1. All Students; Reading; all Grade levels

“Standard” PSSA Datasets

Page 19

Does the drop in math achievement beginning at grade 5 reflect a transition in the curriculum? What are the course levels of 8th graders as they enter our school? Are they being appropriately placed? What supplemental lessons or materials do we provide for our students in the area of math? How can we remediate students when they are several years behind in the essential math skills? Do we teach these students differently? Using the placement tests and course placements are there significant numbers of students working below grade level as compared to the rest of the students? How can we effectively remediate the deficits in essential reading skills for these students? At what frequency

What QUESTIONS do the data raise? What questions do you have about what you see? Did students attempt the open ended section in the tests? How do teachers evaluate and support the writing process? What are the transitions in the reading program that may have caused the drop in achievement in grades 5-6? Are we teaching reading in the content area? How can we verify that students in grades 3-8 are fluent readers? Are progress monitoring tools utilized to assess reading fluency?

Using the PSSA datasets, describe your fact-based observations and questions about the current state of student learning and achievement based solely on PSSA data. CONSIDER DATA FOR MULTIPLE YEARS. All observations must be supported by data. Encouraging diverse points of view will lead to better diagnosis and greater ownership of the current state of student learning and achievement.

ª What you need to do ♦ As a team, discuss strengths and concerns about student achievement highlighted by the data. ♦ Summarize (in Worksheet 4) the student achievement Areas of Strength. ♦ Summarize (in Worksheet 4) the student achievement Areas of Concern.



Worksheet 3-B: ANALYZE PSSA DATA (Part 2)


Economically disadvantage subgroup performed significantly below the advantaged subgroup in the area of math with 32.3% for the disadvantaged as compared for the 46.6% for the advantaged. In grades 3-4 the weakness in reporting categories are numbers and operations and data analysis. In grades 5-6 it is measurement and geometry and in 7-8 it is in algebraic concepts.

6. By Economically Disadvantaged; Math; all Grade levels



What do you SEE in the data? What do the data SAY?

Economically disadvantage subgroup performed significantly below the economically advantaged in the area of reading with 46.3% for the disadvantaged as compared to 59% for the advantaged. There was not a significant difference in the reporting categories, but an overall need for reading comprehension strategies is noted.

5. By Economically Disadvantaged; Reading; all Grade levels

7. By IEP and LEP; Reading; all Grade levels 8. By IEP and LEP; Math; all Grade levels Additional PSSA Datasets that are locally relevant (Optional) 9. (Describe PSSA dataset) 10. (Describe PSSA dataset)

The black subgroup performed significantly below the white group with only 16% proficient. There is a weakness noted in Numbers and operations in all grade levels of students where there was enough students to analyze the data. Also in 7th and 8th grades there was a weakness in measurement with more 100% of 8th graders needing instruction in fundamentals and 87% of 7th graders needing instruction in fundamentals.

4. By Ethnicity; Math; all Grade levels


20

Page 20

What QUESTIONS do the data raise? What questions do you have about what you see?

should we monitor reading fluency and comprehension for these students? Who teaches this “at risk” subgroup? Do we reduce the student ratio to better serve this population? What was the average course completion at the time of testing? Is the curriculum scope and sequence aligned to the state standard and in a sequence that meets the essential skills prior to testing? Using the placement tests and course placements are there significant numbers of students working below grade level as compared to the rest of the student population? Do we use any progress monitoring or formative assessments to ensure that the students are mastering the objectives? How will remediate the students who are not proficient in the essential skills? Are the students that are economically disadvantaged distributed across the state? Are these students also included in ethnicity subgroups that are not meet proficiency? Using the placement tests and course placements are there significant numbers of disadvantaged students working below grade level as compared to the advantaged students? How will we remediate the essential skills for these students? Are the students that are economically disadvantaged distributed across the state? Are these students also included in ethnicity subgroups that are not meet proficiency? Using the placement tests and course placements are there significant numbers of disadvantaged students working below grade level as compared to the advantaged students? How will we remediate the essential skills for these students?


21

2.6

2.5

2.4

2.3



Based on the School-wide Value-Added Report, every student cohort at each grade level reported has made at least one year’s growth in Reading and demonstrated expected rates of progress. (must include evidence to support your answer) Æ Based on the School-wide Value-Added Report, no student cohort fell behind their peers by one or more standard errors in Reading. ((must include evidence to support your answer) Æ Based on the PVAAS Performance Diagnostic Report, every student cohort at each performance level (i.e., below basic/basic/proficient/advanced) has met or exceeded the expected growth in Reading. (must include evidence to support your answer) Æ Based on the School-wide Value-Added Report, every student cohort at each grade level reported has made at least one year’s growth in Math and demonstrated expected rates of progress. ((must include evidence to support your answer) Æ Based on the School-wide Value-Added Report, no student cohort fell behind their peers by one or more standard errors in Math, reflecting a lack of progress. (must include evidence to support your answer) Æ Based on the PVAAS Performance Diagnostic Report, every student cohort at each performance level (i.e., below basic/basic/proficient/advanced) has met or exceeded the expected growth in Math. (must include evidence to support your answer) Æ

2.1

2.2

“PVAAS” DATA INQUIRY

2.0

No '

Page 21

Yes &

By responding to the “Yes/No” statements below, you can begin to “paint a portrait” of student learning and achievement based on PVAAS data only. When this analysis is combined with insights from analysis of data from the PSSA tests, 4Sight formative assessments, and other locally relevant assessments, you will have a more comprehensive assessment of the current state of student achievement. Corresponding statements for other types of assessment are provided to assist you.

ª What you need to do: ♦ Respond to the statements below regarding your PVAAS reports. ♦ Consider strengths or concerns in the Comments/Rationale/Explanations column. ♦ Summarize (in Worksheet 4) the Areas of Strength and Areas of Concern that you identified based on your responses.



Worksheet 3-C: ANALYZE PVAAS DATA (Part 1)


22





5. (Describe PVAAS dataset) 6. (Describe PVAAS dataset) 7. (Describe PVAAS dataset) 8. (Describe PVAAS dataset)

1. School Value-Added Report; Reading; all years available 2. School Value-Added Report; Math; all years available 3. Performance Diagnostic Report; Reading; all years available 4. Performance Diagnostic Report; Math; all years available Additional PVAAS Datasets that are locally relevant (Optional)

“Standard” PVAAS Datasets

Page 22



Using the PVAAS datasets, describe your fact-based observations and questions about the current state of student learning and achievement based solely on PVAAS data. All observations must be supported by data. Encouraging diverse points of view will lead to better diagnosis and greater ownership of the current state of student learning and achievement.




Worksheet 3-D: ANALYZE PVAAS DATA (Part 2)


23

Most students consistently scored “demonstrated mastery” on Reading Critically in All Context Areas. (must include evidence to support your answer) Æ

Most students consistently scored “demonstrated mastery” on Reading, Analyzing & Interpreting Literature. (must include evidence to support your answer)

Most students consistently scored “demonstrated mastery” on Open-ended Response. (must include evidence to support your answer) Æ

Most students consistently scored “demonstrated mastery” on Numbers & Operations. (must include evidence to support your answer) Æ

Most students consistently scored “demonstrated mastery” on Geometry. (must include evidence to support your answer) Æ

Most students consistently scored “demonstrated mastery” on Measurement. (must include evidence to support your answer) Æ

Most students consistently scored “demonstrated mastery” on Algebraic Concepts. (must include evidence to support your answer) Æ

Most students consistently scored “demonstrated mastery” on Data Analysis & Probability. (must include evidence to support your answer) Æ

Most students consistently scored “demonstrated mastery” on Open-ended Response. (must include evidence to support your answer) Æ

3.4

3.5

3.6

3.7

3.8

3.9

3.10

3.11

3.12



Most students consistently scored “demonstrated mastery” on Interpretation & Analysis Fiction/Non-Fiction Text. (must include evidence to support your answer) Æ Most students consistently scored “demonstrated mastery” on Learning to Read Independently. (must include evidence to support your answer) Æ

3.2

Æ

Most students consistently scored “demonstrated mastery” on Comprehension & Reading Skills. (must include evidence to support your answer) Æ

3.1

3.3

“4SIGHT” DATA INQUIRY

3.0

Yes

Page 23

' &

No

By responding to the “Yes/No” statements below, you can begin to “paint a portrait” of student learning and achievement based on 4SIGHT data only. When this analysis is combined with insights from the analysis of data from the PSSA tests, PVAAS analysis, and other locally relevant assessments, you will have a more comprehensive assessment of the current state of student achievement. Corresponding statements for other types of assessment are provided to assist you.

ª What you need to do: ♦ Respond to the statements below, using information from your 4SIGHT reports. ♦ Consider strengths or concerns in the Comments/Rationale/Explanations column. ♦ Summarize (in Worksheet 4) the Areas of Strength and Areas of Concern that you identified based on your responses.



Worksheet 3-E: ANALYZE 4SIGHT DATA (Part 1)


24





1. School-wide Proficiency Report; Reading; for test-cycles available 2. School-wide Proficiency Report; Math; for test-cycles available 3. Grade-level Proficiency Report; Reading; for test-cycles available 4. Grade-level Proficiency Report; Math; for test-cycles available 5. Grade-level Subscale Report; Reading; for test-cycles available 6. Grade-level Subscale Report; Math; for test-cycles available Additional 4SIGHT Datasets that are locally relevant to Your School (Optional) 7. (Describe 4SIGHT dataset) 8. (Describe 4SIGHT dataset) 9. (Describe 4SIGHT dataset) 10. (Describe 4SIGHT dataset)

“Standard” 4SIGHT Datasets

Page 24



Using the 4SIGHT datasets, describe your fact-based observations and questions about the current state of student learning and achievement based solely on 4SIGHT data. All observations must be supported by data. Encouraging diverse points of view will lead to better diagnosis and greater ownership of the current state of student learning and achievement.




Worksheet 3-F: ANALYZE 4SIGHT DATA (Part 2)


25 Analyze Data / Discover “Root Cause”




Page 25







Locally relevant SUMMATIVE ASSESSMENTS of Student Progress (e.g., SAT-10; Terra Nova; SELP) 1. (Please describe) 2. (Please describe) Locally relevant FORMATIVE ASSESSMENTS of Student Progress (e.g., DIBELS; GMRT; TEMA-3) 1. (Please describe) 2. (Please describe) Locally relevant PERCEPTUAL, DEMOGRAPHIC & TRANSITION DATA (e.g., attendance, school climate, graduation rate) 1. (Please describe) 2. (Please describe)

Identify below locally relevant student data. Then, through discussion, describe your fact-based observations and questions about student progress. All observations must be supported by data. Encouraging diverse points of view will lead to better diagnosis and greater ownership of the current state of student learning and achievement.


Worksheet 3-G: ANALYZE OTHER LOCALLY RELEVANT STUDENT DATASETS


8.

7.

6.

5.

4.



C

2. Proficiency percentages for ‘all students” met the 54% proficient threshold in reading, but subgroups did not meet the threshold. • 68% of black students were not proficient with no indication of one reporting category lacking. • 54.7% of economically disadvantaged subgroup was not proficient. 3. While there was not a subgroup of students with an IEP during the 2006-2007 79.2% were not proficient in reading and 81% were not proficient in math.

C

C

Compile Areas of Strength and Areas of Concern from Worksheets 3-A, 3-B, 3-C, 3-D, 3-E, 3-F, 3-G (as applicable), based on your analysis of student data from multiple sources (e.g., PSSA, PVAAS, 4Sight assessments, curriculum-based assessments, etc.). Each statement listed below must relate to student achievement ONLY. Then, prioritize [mark with an “X”] the highest-priority Areas of Strength and Areas of Concern for “root cause” analysis or similar technique.

Is this a Strength or a Concern [S or C]?

1. Proficiency percentage for “all students” in math met the thresholds, but the students in the subgroups of black and economically disadvantaged did not meet the thresholds for 45%. • 84% of black subgroup is basic or below basic in math • 67.7% of the economically disadvantaged subgroup was basic or below basic in math. • 66% of 8th grade students were not proficient.

♦

♦


ª What you need to do ♦ Compile below the Areas of Strength and Areas of Concern you identified from the analysis of PSSA, PVAAS, 4Sight, and other student achievement data. ♦ Prioritize the “vital few” student achievement Areas of Strength and Areas of Concern for “root cause” analysis. AREAS OF STRENGTH and AREAS OF CONCERN based on Analysis of Student Achievement Data ONLY


Page 26

X

X

Check [X] highestpriority Areas of Strength and Concern

Worksheet 4: COMPILE AND PRIORITIZE AREAS OF STRENGTH AND AREAS OF CONCERN





27

Page 27


28 Analyze Data / Discover “Root Cause”


4.8

4.7

4.6

4.5

4.4

4.3



Is there strong, observable evidence that the instructional program is aligned to state standards and assessments? (must include evidence to support your answer) Æ There were areas in the math curriculum that were not taught until after the testing window. Students working at their instructional level and sometimes several years behind their age appropriate grade level. Is there strong, observable evidence that all students have access to challenging, on-standard curriculum and rigorous assignments? (must include evidence to support your answer) Æ Agora uses the K12 curriculum which is aligned to the PA standards. Is there strong, observable evidence that the effectiveness and experience of the teacher are matched to the needs of students as equitably as possible? (must include evidence to support your answer) Æ Teachers with a high percentage of at risk students on their class list had the same number of students as teachers with relatively low numbers of at risk students. Is there strong, observable evidence that school staff use frequent and timely standards-aligned formative assessments to monitor and adjust instructional practices? (must include evidence to support your answer) Æ Teachers relied on course and unit assessments for formative assessments. Is there strong, observable evidence that students “at risk” of falling behind receive accelerated interventions designed to close their “learning gap” rapidly? (must include evidence to support your answer) Æ Many at risk students were working in courses behind their grade level in math and language arts. Students take a placement test in math and language arts and many students have significant gaps and are performing at instructional levels well below their age appropriate grade level. Is there strong, observable evidence that professional development is linked directly to the school’s instructional priorities; is standards-based; and is differentiated to meet the continuous learning needs of school staff? (must include evidence to support your answer) Æ Due to the large enrollment growth the school hired many new teachers and the professional development was focused on virtual techniques leaving little time to focus on other areas of need. Also we only had baseline data on a very small subset of students ( 2 students for AYP) who were with the school in its inaugural year. Is there strong, observable evidence that school staff and administrators engage in scheduled, evidence-based collaborative inquiry about their professional practice and student learning progress? ((must include evidence to support your answer) Æ As stated before, the large growth in school enrollment required focus on hiring and training on virtual tools and techniques. Is there strong, observable evidence that “struggling” teachers, staff, and administrators receive timely, effective support and intervention? ((must include evidence to support your answer) Æ The school has a strong induction program and continuous training to prepare new and struggling staff.

4.1

4.2

FOUNDATIONAL GUIDING QUESTIONS

4.0

Yes

X

X

X

X

X

X

Page 28

X

X

' &

No

Each Foundational Guiding Question (below) addresses a fundamental underpinning of a standards-based, results-focused instructional system. Therefore, ANY QUESTION THAT RECEIVES A “NO” RESPONSE POINTS DIRECTLY TO A “ROOT CAUSE” TO BE ADDRESSED IN YOUR SCHOOL PLAN. Additional Guiding Questions can be found in the Reference Materials & Resources section, organized according to: (a) the 6 components of a standards-aligned instructional system; (b) specific content-areas (e.g., Math, Reading); and (c) specific student subgroups (e.g., IEP, economically disadvantaged, ESL).

ª What you need to do: ♦ Answer the Foundational Guiding Questions below relative to the highest-priority student achievement Areas of Strength and Areas of Concern (from Worksheet 4). ♦ For each “NO” response to a Foundational Guiding Question, identify proven or promising strategies to address the issue, and record them in Worksheet 6.

Worksheet 5: FIND “ROOT CAUSE” USING FOUNDATIONAL GUIDING QUESTIONS




Complete the ACTION SEQUENCE…in 1-2-3-4-5 Steps! for each NCLB/AYP target. Step 1: DATA – Summarize the Areas of Strength/Concern and the underlying causes (“root cause”) that apply to this improvement target (refer to Worksheet 6); Step 2: DESIGN – Identify 2-4 research-based or promising strategies which, when successfully implemented, will address the underlying causes of the Areas of Strength/Concern (refer to Worksheet 6); Step 3: DELIVERY – Detail the specific tasks to be completed by whom, by when, and with what resources; Step 4: DEVELOPMENT OF PEOPLE – Define the additional skills or training needed in order to complete the tasks successfully;

Use Worksheet 7-A to define the NCLB/AYP targets for relevant subgroups and/or school-wide. Use Worksheet 7-B to define other locally relevant targets.

Tools to assist you

The goal of Phase 3 is to “pull everything all together” by compiling the detailed action plan to be implemented by the school. Phase 3 begins with the clarification of the student achievement improvement targets for this planning cycle, followed by the specific tasks that must be completed to meet the target.

The Goal

Phase 3: Plan Solution

Is there strong, observable evidence that a significant proportion of the school’s resources (e.g., money, people, time) is directed toward strategies that enhance professional practice and the core instructional program? ((must include evidence to support your answer) Æ The school budget allocates more than 80% for instruction. Is there strong, observable evidence that the principal is proactively involved in the planning, supervision, and monitoring of the instructional program and student learning? (must include evidence to support your answer) Æ The academic staff of the school spends a more focused amount of time on instruction and support since there are not the building issues that are typically an issue in brick and mortar schools. The principal actively participates in professional development. The principal meets with staff weekly.

4.9

Yes

X

X

' &

No

Page 29

Plan Solution

FOUNDATIONAL GUIDING QUESTIONS

4.10


4.0


.



30

Page 30


Step 5: DOCUMENTATION – Define the milestones (“markers”) that would indicate progress towards successful completion.


2008-2010 STUDENT ACHIEVEMENT IMPROVEMENT TARGETS as required by NO CHILD LEFT BEHIND (NCLB) ACT At least 63% of all students will be proficient in Reading, as measured by the annual state-wide PSSA assessments. At least 56% of all students will be proficient in Mathematics, as measured by the annual state-wide PSSA assessments. At least 95% of eligible students will participate in required state-wide assessments. Student attendance in school will improve continuously (to an average of at least 90% by 2014). The 4-year graduation rate for high school students will increase consistently (to at least 80% by 2014).

2005-2007** STUDENT ACHIEVEMENT IMPROVEMENT TARGETS as required by NO CHILD LEFT BEHIND (NCLB) ACT At least 54% of all students will be proficient in Reading, as measured by the annual state-wide PSSA assessments. At least 45% of all students will be proficient in Mathematics, as measured by the annual state-wide PSSA assessments. At least 95% of eligible students will participate in required state-wide assessments. Student attendance in school will improve continuously (to an average of at least 90% by 2014). The 4-year graduation rate for high school students will increase consistently (to at least 80% by 2014).



Page 31

Plan Solution

**This year’s school improvement plan is based on 2007 performance targets. Targets increase for 2007-2008 school year.

FOUR-YEAR GRADUATION RATE (High School only)

STUDENT ATTENDANCE (K-8 only)

STUDENT PARTICIPATION IN STATE ASSESSMENTS

MATHEMATICS

READING

NCLB/AYP Accountability Category È


ª What you need to do: ♦ Review your school’s most recent NCLB/AYP results to assist you in setting student achievement improvement targets for this planning cycle – school-wide and for relevant subgroups. ♦ Use Worksheet 7-A to summarize the goals for each NCLB/AYP Accountability Category. ♦ Use Worksheet 7-B to summarize other locally relevant improvement goals (as needed). ♦ If you have already met/exceeded the required target(s) for this planning cycle, set a higher goal of your own choosing (for example, consider using the 2008-2010 NCLB/AYP targets in the chart below).

TARGETS SET BY NCLB LAW


32 Plan Solution


99% 99% 99% 99% 99%

ALL Students: (%Reading; % Math) Student Group 1: white Student Group 2: black Student Group 3: Hispanic Student Group 4: eco disadvantage Student Group 5: IEP

ALL Students: 94% Student Group 1: __Insert Name Here__ Student Group 2: __Insert Name Here__ Student Group 3: __Insert Name Here__ Student Group 4: __Insert Name Here__ Student Group 5: __Insert Name Here__ Student Group 6: __Insert Name Here__ ALL Students: Student Group 1: __Insert Name Here__ Student Group 2: __Insert Name Here__ Student Group 3: __Insert Name Here__ Student Group 4: __Insert Name Here__ Student Group 5: __Insert Name Here__ Student Group 6: __Insert Name Here__

63% 70% 63% 63% 63% 63% 56% 56% 56% 56% 56% 56%

ALL Students: (% Proficient/Advanced) Student Group 1: White Student Group 2: black Student Group 3:_hispanic Student Group 4: eco disadvantage Student Group 5: IEP ALL Students: (% Proficient/Advanced) Student Group 1: white Student Group 2: black__ Student Group 3: __Hispanic Student Group 4: __Eco disadvantage Student Group 5: __IEP

Grade 3

59%

73%

Grade 4

Grade 5

56%

63%

Grade 6

56%

63%

Grade 7

56%

63%

Grade 8

56%

64%

Grade 11

56%

63%

Enter school-wide data for participation and attendance/graduation

60%

65%


99%

School Totals

Your School’s Student Achievement Improvement Goals for This Planning Cycle 2007-2008


80%

4 YEAR GRADUATION RATE (High School ONLY) 2008-2010 NCLB/AYP Target

90%

STUDENT ATTENDANCE (K-8 ONLY) 2008-2010 NCLB/AYP Target

95%


PARTICIPATION

56%


MATH

63%


READING

Student Group

Page 32

Worksheet 7-A: SET STUDENT ACHIEVEMENT IMPROVEMENT GOALS FOR THIS PLANNING CYCLE


Plan Solution

Page 33

Your School’s Student Achievement Improvement Goals for This Planning Cycle


Your School’s Baseline (Year: )


Locally-Defined Student Achievement Improvement Goals


Worksheet 7-B: (OPTIONAL) SET OTHER LOCALLY-RELEVANT STUDENT ACHIEVEMENT IMPROVEMENT GOALS


34

Performance – Math Performance – Reading Participation – Math Participation – Reading Attendance – if applicable Graduation – if applicable



The Action Sequence is your tool for implementing the plan. It is designed to be action-driven.

♦ ♦ ♦ ♦ ♦ ♦

Page 34

Your plan must address each NCLB/AYP requirement. In the Design Phase, Step 2, you will indicate how elements of your planned solution address each of these indicators:

Plan Solution


ACTION SEQUENCE…IN 1-2-3-4-5 STEPS! NCLB/AYP REQUIREMENTS


Date: October 23, 2007

Step 1: DATA “Where are we now?” Lead Person(s): Anita Fiel, academic administrator


UNDERLYING CAUSES (“ROOT CAUSE”) (from your reflection on the Guiding Questions In Worksheet 5, etc.)


HIGHEST-PRIORITY STUDENT ACHIEVEMENT AREAS OF STRENGTH and CONCERN (from Worksheet 4)

Plan Solution

Page 35

RESEARCH-BASED or PROMISING STRATEGIES to address the Underlying CAUSES

TIP – EACH AREA OF STRENGTH or CONCERN MUST HAVE A CAUSE AND A STRATEGY.

Directions: Analyze the current state of student achievement data and educational practices.


Student Achievement Improvement Goals: • Increase PSSA reading results to meet the goals as outlined on worksheet 7A for all subgroups. • Increase PSSA math results to meet the goals as outlined on worksheet 7A for all subgroups. • Agora will increase participation rate in reading and math test to 99%. • Agora will increase 4 year graduation rate yearly to reach the goal of 80% by the year 2014.

District/School Team: Agora

ACTION SEQUENCE … in 1-2-3-4-5 Steps!


•

•

•


Number of students working below grade level and not addressing the eligible content. Sequence of the curriculum for grades 4,5 and Pre Algebra prevented curriculum presentation before testing Most students are new to Agora therefore they have not been exposed to our curriculum and instructional model for a full year.


53.4% OF STUDENTS ARE NOT PROFICIENT IN MATH • 84% BLACK STUDENTS ARE NOT PROFICIENT IN MATH • 67.7% OF ECONOMICALLY DISADVANTAGED STUDENTS ARE NOT PROFICIENT IN MATH • 81% OF SPED STUDENTS ARE NOT PROFICIENT IN MATH


36

Page 36

Utilize test preparation programs aligned to the standards.

Analyze teacher experience, training and effectiveness, when assigning students to classrooms.

Strengthen our RTI process to systematically identify at risk students and monitor the success of research-based interventions.

We have utilized a pointing system in Title I to ensure that we are serving the most at risk students in the non-proficient subgroups.

Provide professional development and parent training on effective techniques to close the achievement gap.

Use formative assessment tool to provide benchmark data on numeracy.

Provide an expanded block of math instruction or a “second helping” of math for at risk students.

Conduct an alignment analysis to identify gaps and sequence issue in the math curriculum.


•

•

•

•


Number of students are working below grade level and therefore not addressing the eligible content for the grade level. Most students are new to Agora therefore they have not been exposed to our curriculum and instructional model for a full year. Upon enrollment, students did not demonstrate knowledge in the writing process needed to feel competent with the open ended response section on the test. Agora did not get a consistent measure of reading fluency for students upon enrollment.


41% OF STUDENTS ARE NOT PROFICIENT IN READING • 68% OF BLACK STUDENTS ARE NOT PROFICIENT IN READING • 53.7% OF ECONOMICALLY DISADVANTAGED STUDENTS ARE NOT PROFICIENT IN READING • 79.2% OF SPED STUDENTS WERE NOT PROFICIENT IN READING


37

Page 37

Utilize test preparation programs aligned to the standards.

Analyze teacher experience, training and effectiveness, when assigning students to classrooms.

Strengthen our RTI process to systematically identify at risk students and monitor the success of research-based interventions.

We have utilized a pointing system in Title I to ensure that we are serving the most at risk students in the non-proficient subgroups.

Provide professional development and parent training on effective techniques to close the achievement gap.

Use formative assessment tool to provide benchmark data on literacy.

Provide an expanded block of reading instruction or a “second helping” of reading for at risk students to close the achievement gap.

Conduct an alignment analysis and develop a standards base report card for the elementary program.



Step 2: DESIGN “Where do we want to go next?” Lead Person(s): Anita Fiel, Academic Administrator

38



Utilize AIMSweb benchmark and progress monitoring assessment tools.

•

•

• • •

•

• •

Conduct math curriculum alignment analysis and realign the curriculum to address the eligible content in math. Develop and implement a remediation plan to teach the eligible content in math. The goal is to close the achievement gap in math. Utilize AIMSweb benchmark and progress monitoring assessment tools. Create a collaborative inquiry-based professional development plan to train teachers in the elements of effective teaching and in the essential math standards. Provide additional direct instruction opportunities and standards aligned supplemental programs in Title I to instruct the most at risk students. Provide additional direct instruction opportunities for all students. Analyze teacher experience and effectiveness when assigning students to classrooms. Use the three-tier RTI process to systematically identify at risk students and monitor the success of research-based interventions. Provide Study Island test preparation and monitor the use of the program by the at risk students.

• •

X

Check

x

Check

Page 38

Math Performance Reading Performance

Math Performance Reading Performance Math Participation Reading Participation Attendance Graduation

Remember to indicate which NCLB/AYP requirements are addressed by each research-based or promising strategy you will be implementing.

Directions: Identify and describe below 2-to-4 research-based or promising strategies that you will implement. Emphasize strategies that enhance standardsaligned instructional practices; build capacity of teachers, staff and administration; and are within your power to accomplish successfully. Include strategies you have already begun to implement.

Plan Solution



District/School Team: Agora Cyber Charter



• •

•

Plan professional development to train teachers in the elements of effective teaching and in the essential reading and writing standards. Create an evidence-based collaborative inquiry professional development plan to train teachers in the elements of effective teaching and in the essential standards. Provide additional direct instruction opportunities and standards aligned supplemental programs in Title I to instruct the most at risk students. Provide additional direct instruction opportunities for all students. Analyze teacher experience and effectiveness when assigning students to classrooms. Use the three- tier RTI process to systematically identify at risk students and monitor the success of research-based interventions. Provide Study Island test preparation and monitor the use of the program by the at risk students.


Student ambassadors and mentor groups have been established to increase the achievement and retention of secondary students. Guidance department creating a drop out prevention plan for implementation with high school students. Guidance department will provide career counseling and resources for students.


39

X

X X

X X

Check

Page 39



Math Participation Reading Participation Attendance Graduation


Improve administration of tests to ensure that all students are tested. Provide a plan for make up sessions to test absent students. • Increase number of sites • Plan and communicate the sites early.

•

• • •

•

•

•



Step 3: DELIVERY “How are we going to get there?” Lead Person(s): Anita Fiel, Academic Administrator

40

June 2007

September 15, 2007

Conduct math alignments analysis

Train staff, develop implementation calendar and procedures for using AIMSweb benchmark and progress monitoring for students in grades K-6.

With What?

See plan

AIMSweb assessment tools

Current curriculum/ Assessment Anchor Content Standards

Letter


Amy Rupp, lead math teacher

Julie Schumacher, At Risk Programs Coordinator


Plan and conduct remediation lessons for middle school students who are working 2 or more grade levels below their age appropriate placement in math. Lessons to address eligible content and critical concepts.

Sharon Williams, Head of School

October 1, 2007

Title 1 Schools – Provide written notice about school improvement identification to parents of each student enrolled in school. Math Team/ Curriculum provider

By Whom?

By When?

What needs to be done?

Percentage of students that are placed in the next grade level course

AIMSweb progress monitoring and reports

PSSA score improvement

Parental feedback

Evidence of Effectiveness?

Page 40

√

√√

Done? √

Directions: Complete the “What needs to be done” column for each promising strategy described in Step 2: Design. Next, complete the remaining columns for the strategy. To add additional rows, press the TAB key after entering information in the last row or cell provided.

Plan Solution






All teachers

November 1, 2007 – May 30, 2008 November 15th

August 30, 2007

ongoing

Enroll Title I students in Compass Learning to supplement the reading and/or math instruction.

Add evidence-based collaborative inquiry activities to our PDE approved professional development plan that focus on instructional practices that meet the needs of at risk students.

Plan for student mentor and ambassadors groups at the secondary level will enhance student retention and achievement. During these sessions the students will receive study skills and strategies to become successful virtual learners.

December 1, 2007

September 4, 2007

A testing plan will address the additional sites and make up plan for testing.

Develop and implement a parent training plan

Allison Dracha

Testing coordinator

All teachers, Allison Dracha, project lead

Allison Dracha

Title I teacher and Coordinator

Title I teacher and Coordinator


With

41

Virtual session and calendar of opportunities

Testing calendar

Study Island for all student grades 2-8 and 11 and plan

Eligible content and released testing items

Guiding Questions from this plan and works from researchers such as Stiggins and Smoker School developed plan

Compass Learning Web-based program

Parent survey and participation records

Participation rate

Monthly reports

Surveys

Student survey and monitor of drop out rate

Teacher feedback

Benchmark assessments

RTI tools to monitor the effectiveness in interventions and the number of students recommended for special education tested. Benchmark assessments

Page 41

Uniquely Customized for the Commonwealth of Pennsylvania Done? What? Evidence of Effectiveness? √

Monitor student referrals Training PRIM and other resources Virtual Classroom


Nov 1 and then ongoing

Prepare and distribute Study Island plan to address and monitor utilization of reporting category test items.

Teachers will teach essential elements of the math standards to students. They will also model instruction and provide training to the parents.

secondary academic team

Oct 1, 2007 – May 30, 2008

Assign at risk students to Title I reading and math specialists who provide frequent lessons in the essential standards.

All teachers/Julie Schumacher

On going

Continue the use of RTI process to provide instructional interventions to students who are at risk. Provide continual professional development on the process. Provide resources to support teachers with intervention strategies.

By Whom?

By When?



Sped teachers

October 1

December 1

Develop dropout prevention plan and career counseling guidelines


With

42

Virtual classroom sessions

Attendance documentation

Attendance, progress monitoring tools improved test results

Teacher feedback and improved test scores

Page 42

Uniquely Customized for the Commonwealth of Pennsylvania Done? What? Evidence of Effectiveness? √

Student demographics


Guidance department

Anita Fiel, Academic Administrator

By Whom?

August 24, 2007

By When?

Equity plan will be put in place to ensure that at risk population will not be taught at higher rates than other students by inexperienced, unqualified teachers. All teachers of at risk students will be highly qualified and classes with higher concentration of at risk students will have a reduced number of students. Special education plan to increase direct instruction.




Step 4: DEVELOPMENT OF PEOPLE “What additional skills/training/capacity-building do we need?” Lead Person(s): Anita Fiel, Academic Administrator

43

AIMS Web implementation training

K-6 teachers

All teachers

All staff

All teachers

Title I/Special Education Teachers

All Staff

Math alignment team

Ongoing

ongoing

December-January

November

ongoing

June 2007



Alignment training

Differentiated instruction

Compass Learning Training

Using PDE tools to teacher eligible content (adopt anchor)

Evidence-based collaborative inquiry training and activities focused on student learning

RTI

Topic/Focus/Purpose What? /Why? Teacher Mentoring Program –all schools must include in plan

Participants For whom? All new teachers to Agora

Date/Time When? Ongoing for first 10 months of employment August-June

Virtual session

Virtual sessions

Face to face workshops

Virtual professional development sessions

Virtual and face to face sessions

Virtual, face to face, and training guides

Face to face and virtual sessions

Delivery Format How? Variety of techniques – see plan

K12

TBA

Page 43

Compass Learning trainer

TBA

Academic leadership team

Julie Schumacher trained by AIMSweb over summer of 2007 Julie Schumacher/Anita Fiel

Facilitator/Provider By whom? Mentors and teacher leaders

Directions: Describe the professional development, etc. needed to successfully carry out the tasks outlined in Step 3. Align the focus of your professional development to the needs identified in your plan. Set aside and calendar the “sacred time” reserved explicitly for staff collaboration and evidence-based reflection on teaching practices and student learning.

Plan Solution






All Teachers

ongoing


Effective implementation of IEP’s using educational strategies and appropriate accommodations. Collaboration between regular and special education teachers to address IEP’s and accommodations.

Topic/Focus/Purpose What? /Why? Effective use of Study Island


Participants For whom? All teachers

Date/Time When? November


Delivery Format How? Virtual Virtual

44

Judy Deemer

Page 44

Facilitator/Provider By whom? Allison Dracha



Step 5: DOCUMENTATION “How do we track our progress?” Lead Person(s): Anita Fiel, Academic Administrator

45

November/May monthly

2. Student Results Milestone: Compass Learning pre and post testing for Title I students

3. Student Results Milestone: Middle school progress monitoring

Title teachers (Schumacher) Teachers (Rupp)

Teachers (Rost) Teachers (Dracha)

Oct, Dec, Mar, May Quarterly

2. Educational Process Milestone: High school mid-term progress reporting

3. Educational Process Milestone: Study Island usage monitoring



By Whom… Allison Dracha

By When… January/June

What will be accomplished (Milestone)… 1. Educational Process Milestone: Teacher Survey on Professional development

(e.g., extent of implementation of supplementary curriculum; effectiveness of professional development)

Page 45

By Whom (Lead Person) Teachers (Schumacher)

Milestones of Continuous Improvement of Educational Programs & Professional Practice

Oct, Jan, Apr, June

By When (Date)

1. Student Results Milestone: AIMSweb quarterly assessments

What will be accomplished (Milestone)

(e.g., expected level of student progress on quarterly curriculum-embedded assessment)

Milestones of Student Learning & Achievement

Directions: Define the milestones of progress you will monitor at specific time-intervals. Identify milestones that relate to student learning and achievement, as well as milestones that track educational programs and professional practice. Each milestone must be defined up front.

Plan Solution



District/School Team: Agora Cyber Charter School




28 41

Induction Plan (see attached plan)

Title I Budget as entered on the eGrants system

Compass Learning/ Headsprout /ESY

38, 41

Parent training

38

Supplemental programs (Study Island and Headsprout) are examples of two initiatives to address academics. Reduction of class size for “at risk” students. Professional development

38

38

Pg. #

38

AIMSweb – curriculum based measurements to provide benchmarks and progress monitoring. Standards curriculum alignments and standards-based progress reports. RTI program Extended math and reading times for students. Title I pointing utilizing subgroup proficiency data Reduce class size for classes with large numbers of at risk sub groups.

Evidence

Alignment and resequence of math curriculum

• • • •

•

•



10. Provides an assurance that the identified school will spend not less than 10% of the Title I funds made available to the school on

Title I Schools must also include the following:

9. Incorporates, as appropriate, activities before school, after school, during the summer, and during the extension of the school year

5. Establish specific, annual, measurable objectives for continuous and substantial progress by each group of students specified in Section 1111(b)(2)(C)(v) and enrolled in the school 6. Specifies the responsibilities of the school, local educational agency and the State educational agency serving the school under the plan 7. Includes strategies to promote effective parental involvement in the school 8. Incorporates a teacher mentoring program

2. Adopts policies and practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring that all groups of students specified in Section 1111(b)(2)(C)(v) and enrolled in the school will meet the State’s proficiency level of achievement 3. Directly addresses the academic achievement problem that caused the school to be identified for school improvement 4. Establishes how funds will be used to remove schools from school improvement status

The School Improvement Plan for this school includes the following 1. Incorporates strategies based on scientifically based research that will strengthen the core academic subjects in the school and address the specific issues that caused the school to be identified for school improvement

Page 46

PDE & IU Review

Directions: This checklist is a tool to ensure you have met all the requirements for School Improvement Plans. You must provide evidence and cite page numbers for each requirement.

Quality Review Checklist


Evidence


47

41

Pg. #

Page 47

PDE & IU Review


Letter to go to parents and guardians of the school


11. Describes how the school will provide written notice about the school improvement identification to parents of each student enrolled in the school

The School Improvement Plan for this school includes the following professional development activities


The __________________________ School District assures that the additional NCLB requirements for Title I School Improvement Plans are included as indicated in the checklist below. ______________________________________________________________ ____________ School District Superintendent / Designee Date

The No Child Left Behind Act of 2001 requires that schools identified for Title I School Improvement include the items listed below in their school improvement plan(s). This is a checklist to help Title I schools incorporate NCLB requirements into Getting Results!, the state’s framework for school improvement planning. It is recommended that these components be built into the Design and Delivery components of your school improvement plan.



* As proposed for purposes of the Getting Results! requirements by Dr. Robert Shields, Director of Curriculum & Instruction Services, Montgomery County IU23.

1. Incorporate strategies based on scientifically based research that will strengthen the core academic subjects in the school and address the specific academic issues that caused the school to be identified for school improvement; 2. Adopt policies and practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring that all groups of students specified in Section 1111(b)(2)(C)(v) and enrolled in the school will meet the State’s proficiency level of achievement; 3. Provide an assurance that the identified school will spend not less than 10% of the Title I funds made available to the school on professional development activities; 4. Directly addresses the academic achievement problem that caused the school to be identified for school improvement; 5. Establish how funds will be used to remove schools from school improvement status; 6. Establish specific, annual, measurable objectives for continuous and substantial progress by each group of students specified in Section 1111(b)(2)(C)(v) and enrolled in the school; 7. Describe how the school will provide written notice about the school improvement identification to parents of each student enrolled in the school; 8. Specify the responsibilities of the school, the local educational agency and the State educational agency serving the school under the plan; 9. Include strategies to promote effective parental involvement in the school; 10. Incorporate, as appropriate, activities before school, after school, during the summer, and during the extension of the school year; 11. Incorporate a teacher mentoring program.

The School Improvement Plan for this Title I School, includes the following:

48

Page 48


Assurance for Additional NCLB Requirements for Title I School Improvement Plan *



____________ Date

Superintendent of Schools/Designee

______________ Date



__________________________ President, District Board of Education

___________________

With this Assurance of Quality & Accountability declaration, we, therefore, recommend that the Secretary of Education and PDE grant formal approval of the school improvement plan for Agora Cyber Charter School for 2007-2008 school-year.

We hereby assure the Secretary of Education that the school improvement plan: •Addresses all the required components prescribed by PDE; •Reflects sound educational practices; •Has local leadership at all levels to ensure successful implementation; •Has a high probability of improving student performance and educational practices.

We (the undersigned) hereby certify that the school improvement plan for Agora Cyber Charter School has been duly reviewed by a Quality Review Team convened by the Superintendent of Schools and the Executive Director of our Intermediate Unit (IU26), and formally approved by the district’s Board of Education, per guidelines required by the Pennsylvania Department of Education.

Assurance of Quality & Accountability

Page 49

When a school improvement plan has met criteria, the Pennsylvania Department of Education will be informed in writing that the plan has been reviewed and approved.


APPENDIX

REFERENCE



VI. Guiding Questions for Clarifying Shared Values, Vision and Mission

V. What’s Important & What Works: High-leverage Practices for PreK-12

IV. NCLB 2004-2014 Adequate Yearly Progress improvement targets – Reading and Mathematics

III. Supplementary Guiding Questions for clarifying underlying causes of the current state of student achievement a. Specific to the 6 Components of a Standards-aligned instructional system b. Specific to content area (e.g., Mathematics, Reading) c. Specific to a student subgroup (e.g., IEP, economically disadvantaged, ESL)

II. What is a “root cause”?

I. Useful websites a. www.paayp.com b. pssa.emetric.net c. www.pde.state.pa.us/a_and_t (PVAAS link is in the left column) d. www.pde.state.pa.us e. www.cddre.org/Services/4Sight.cfm (4Sight link is in the left column) f. www.pattan.k12.pa.us

50

Page 50

Materials


This section contains reference materials and resources to support the development of your school improvement plan.

REFERENCE MATERIALS & RESOURCES




*Adapted from Root Cause Analysis by Paul G. Preuss (p.9-14)

If no, then it is a root cause If yes, then it is a contributing cause

3. Will correction or dissolution of the cause lead to similar events?

2. Will the problem reoccur as the result of the same cause if the cause is corrected or dissolved?

1. Would the problem have occurred if the cause had not been present?

“The deepest underlying cause, or causes, of positive or negative symptoms within any process that, if dissolved, would result in elimination, or substantial reduction, of the symptom.”

Ammerman has identified three criteria to determine if each identified cause is a root cause or if it is a contributing cause.

51

Page 51


What What is is aa ‘Root ‘Root Cause’? Cause’?


4.

3.

2.

1.

4. 5.

3.

2.

1.

4.

3.

2.

1.

4.

2. 3.

1.

5.

4.

3.

2.

1.

4.

3.

2.

1.


FAIR ASSESSMENTS

Page 52

What is the availability of intervention programs for ‘struggling’ students or subgroups? Are such programs staffed by people with the knowledge and skills to accelerate student learning? To what extent are interventions aligned with the regular instructional program? To what extent do classroom teachers and individuals providing interventions collaborate regarding student needs and academic progress? To what extent is there a coherent system for timely data collection, analysis and feedback to teachers and parents?

INTERVENTIONS (“Safety Nets”)

To what extent do teachers connect their instruction to written district curricula, Pennsylvania Academic Standards, and the Pennsylvania Assessment Anchors and Eligible Content? How consistent are instructional practices from classroom-to-classroom? Grade-tograde? Subject-to subject? And school wide? To what extent are student grouping, use of instructional time, and instructional strategies differentiated for and responsive to student needs? To what extent do teachers develop multiple and varied assessments of student learning aligned with instructional goals? To what extent are the academic and social expectations clearly understood by teachers, staff and students?

INSTRUCTION

Are assessments aligned to PSSA and the adopted curriculum? How close is the alignment among state, district, grade level, and classroom assessments? To what extent does your district use periodic local assessments to monitor student and school progress towards well-defined benchmarks? How do you use the data from the formative assessments to diagnose the effectiveness of instruction and to define professional development priorities on a continuous basis? To what extent does your district have a system to collect, analyze and disseminate data efficiently and effectively for use by school leaders/teams?


To what extent do instructional materials and resources address and provide ample practice with the highest-priority standards? To what extent are materials and resources organized in a logical, sequential way; progress from level to level; and demonstrate relationships among fundamental concepts and skills? To what extent do materials and resources accommodate diverse levels of student motivation, performance and educational needs? To what extent do materials and resources provide specific recommendations for special-needs students?

INSTRUCTIONAL MATERIALS & RESOURCES

Do all students have access to challenging curriculum that demands they meet high standards? Is your curriculum mapped to state academic standards, eligible content and assessment anchors (or other standards-aligned benchmark assessments)? Does the written curriculum indicate estimated time to be allocated to targeted area of instruction? To what extent are parents familiar with their student’s learning goals? Does planned curriculum and instruction indicate modifications and accommodations that are appropriate to the content/skills targeted? Are the goals and objectives in student IEPs based on specific academic standards and state assessment?

STANDARDS-BASED CURRICULUM

To what extent has your district clearly articulated an instructional roadmap that is aligned to state standards and assessments, and demands rigor and high standards for student achievement? Does the written curriculum (“planned instruction”) make clear the relationship between the targeted academic standards, instructional objectives, content, materials, activities, and estimated instructional time to be devoted to achieving the academic standards? Are standards and assessment anchors clearly addressed and assessed in all areas of the curriculum? To what extent are the guidelines (standards) for student and staff behavior clearly defined and consistently reinforced by everyone?

CLEAR STANDARDS


GUIDING QUESTIONS RELATING TO THE 6 COMPONENTS OF A STANDARDS-ALIGNED INSTRUCTONAL SYSTEM


5.

4.

3.

2.

1.

5.

4.

3.

2.

1.

**

To what extent do teachers use instructional group activities in which students and teachers work together to create a product or idea? To what extent do teachers apply literacy strategies and develop language competence in all subject areas? To what extent do teachers contextualize teaching and curriculum in students’ existing experiences in home, community and school? To what extent do teachers maintain challenging standards for student performance, and design activities to advance understanding to more complex levels? To what extent do you instruct through teacher-to-student dialogue (“instructional conversations”), rather than lecture?

ENGLISH LANGUAGE LEARNERS (“ESL”) **

Do teachers and staff hold all students to the same high expectations and academic standards? Are those expectations clearly communicated to and embraced by parents/community? Are resources (teachers, materials, interventions, etc.) equitably allocated in ways that enhance “opportunity to learn” for economically disadvantaged students? Are instructional strategies based on proven approaches for economically disadvantaged students? Are instructional interventions differentiated to build conceptual frameworks for students? Does professional development for teachers include strategies for tailoring curriculum and instruction to student needs, in ways that accelerate student progress towards state standards and assessments? To what extent are administrators knowledgeable about effective instructional strategies for economically disadvantaged students and use knowledge to create a coherent program based on proven instructional strategies?


Page 53

Adapted from The Five Standards for Effective Pedagogy by the Center for Research on Education, Diversity & Excellence

5.

4.

3.

2.

1.

5.

4.

3.

2.

1.


ECONOMICALLY DISADVANTAGED STUDENTS


Does the school model a commitment to high expectations for all students, equal opportunities for meeting high academic standards, and culturally responsive practices? Do students from ethnically diverse backgrounds have access to challenging, onstandard, rigorous curriculum? Does the school provide timely and differentiated intervention for students “at risk” of falling behind? Do such interventions address the socio-emotional needs of students? Does professional development for teachers include strategies for tailoring curriculum and instruction to student needs, in ways that accelerate student progress towards state standards and assessments? To what extent are administrators knowledgeable about effective instructional strategies for ethnically diverse students, and create a coherent program based on proven instructional strategies?

ETHNICALLY DIVERSE POPULATIONS

Do students with disabilities have access to the general education curriculum and appropriate general education classes? Does the school use Response to Intervention to determine eligibility for Special Education services? Are early-intervention services available and appropriate? Are there adequate and appropriate resources (i.e. manipulatives, workbooks, white boards, assistive devices) for students and teachers? Does professional development for teachers include strategies for tailoring curriculum and instruction to student needs, in ways that accelerate student progress towards state standards and assessments? To what extent are administrators knowledgeable about effective instructional strategies for special education students, and create a coherent program based on proven instructional strategies?

SPECIAL EDUCATION STUDENTS

GUIDING QUESTIONS RELATING TO STUDENT SUBGROUPS


MATHEMATICS


Page 54

Is the adopted Mathematics curriculum aligned with state standards (especially the Pennsylvania eligible content and assessment anchors)? 2. To what extent is assessment aligned with and a guide for instruction? 3. To what extent do teachers possess an in-depth knowledge of the state standards, and able to select research-based instructional strategies that are developmentally appropriate for their students? 4. To what extent do instructional materials emphasize the highest-priority standards (eligible content and assessment anchors)? 5. How well do instructional resources accommodate the instructional needs of diverse students within the classroom and across the school? 6. How well do teacher professional development programs address teachers’ own mathematics competence, and offer pedagogical tools appropriate to the needs of teachers and their students? 7. How well are intervention programs aligned with regular classroom curriculum and instruction? 8. How well do teachers manage whole-class and small-group lessons and other types of student groupings? 9. To what extent does the school promote reading/literacy for/through parents and community partners? 10. Does professional development for teachers include strategies for tailoring curriculum and instruction to student needs, in ways that accelerate student progress towards state standards and assessments?

1.


Are teachers familiar with the state and district standards for Reading / English language arts? 2. To what extent are formative assessments of student progress aligned with instruction and curriculum objectives, as well as state standards and assessments? 3. To what extent do you use different types of assessments before, during and after instruction to provide timely data for adjusting instructional programs to meet students’ level of mastery? 4. To what extent is the Reading/English language arts program comprehensive and balanced, with curriculum and instruction differentiated according to the assessed needs of students? 5. How well do assessment tools diagnose specific instructional needs, in order to inform instructional support and selection of age-/level-appropriate materials? 6. Are students with special learning needs provided additional instructional time and support – within the school day, before school, after school and during intersession periods? 7. Do instructional materials prioritize and sequence skills and strategies in a logical, coherent manner? Do they demonstrate interrelationships among fundamental reading/language arts skills? 8. How well do teachers manage whole-class and small-group lessons and other types of student groupings? 9. To what extent does the school promote reading/literacy for/through parents and community partners? 10. Does professional development for teachers include strategies for tailoring curriculum and instruction to student needs, in ways that accelerate student progress towards state standards and assessments?

1.

READING / ENGLISH LANGUAGE ARTS


GUIDING QUESTIONS RELATING TO READING/ENGLISH LANGUAGE ARTS and MATHEMATICS


**

School Improvement Planning


0%

20%

40%

60%

80%

100%

45%

54%

63%

72%

81%

91%

100%

Adequate Yearly Progress READING – Student Proficiency Targets by Year

District Strategic Planning

02

**

0%

20%

40%

60%

80%

100%

35%

55


45%

56%

67%

78%

89%

100%

Page 55

School Improvement Planning

Adequate Yearly Progress MATH – Student Proficiency Targets by Year

District Strategic Planning

PENNSYLVANIA DEPARTMENT OF EDUCATION

“LEADING FOR LEARNING!”



20


PENNSYLVANIA’S STUDENT ACHIEVEMENT IMPROVEMENT TARGETS (ADEQUATE YEARLY PROGRESS PER NO CHILD LEFT BEHIND LAW)

PENNSYLVANIA DEPARTMENT OF EDUCATION

“LEADING FOR LEARNING!”

04

20

05

- 20

07

- 20

10

08

11 20

12 20

13 20

14 20

2 20 1


02 20

- 20

20

04

5

- 20

7 20

0

- 20 0 20 0

10 820

11 20

13 20

14 20

Quality Teaching

Artful Use of Infrastructure

Continuous Learning Ethic

Quality Leadership



4.3 Culture of collective professional accountability

4.2 Culture of continuous professional learning

4.1 Culture of evidence-based collaborative practice

In every school and school system …

3. ARTFUL USE OF INFRASTRUCTURE

3.3 Intensive supports for ‘struggling’ districts, schools and teams

3.2 Strategic alignment & utilization of staff, facilities, time, fiscal resources and technology

3.1 Authentic relationships with families, community, business and higher education


4. CONTINUOUS LEARNING ETHIC

1.3 Evidence-based instruction for all, with targeted assistance for ‘struggling’ students, subgroups and staff

1.2 Rigorous curriculum, reliable assessments and standards-aligned instructional materials

1.1 A qualified, effective teacher

In every classroom and every school …

1. QUALITY TEACHING

2.3 Culture of trust, continuous improvement and accountability for performance

2.2 Unrelenting focus on evidence-based teaching-&-learning

2.1 Strong and capable instructional leadership team


2. QUALITY LEADERSHIP

56

Page 56


What’s Important & What Works: High-leverage Practices for PreK-12


57


VISION

Consider these points relative to your school’s vision: Does our vision reflect strong results for all students? Does our vision honor quality professional practices? Is our vision clear about the standards and expectations for all?

Page 57

Your school’s vision is a clear, compelling ‘picture’ of the desired state; it is an image of what your school will be like when you are being your best. In that sense, the vision sets the “standards” for action and performance.


3. Regarding relationships among stakeholders What values will guide/ground conduct and relationships among stakeholders in our learning community – student-to-student; student-tostaff; staff-to-staff; staff-to-parents/families; school-to-community. How must our shared values change to reflect the culture we want and the results we desire for students?

2. Regarding expectations for professional practice What standards will we hold ourselves to relative to the quality of our instructional practices? What are our expectations regarding professional collaboration and continuous learning? How will we ensure internal accountability within our professional community?

As you reflect on your school’s mission, consider the following: What does your school need to be like or be about in order for you yourself to find personal meaning in its mission and personal alignment with its goals? Does our mission promote student achievement and/or excellence in educational practice?

The mission is the statement of your school’s essential purpose – its reason for being. The mission gives a shared meaning to the work of the school. A good mission is a driving force for productive change – it is a declarative statement of “what we have come together to experience and to accomplish,” consistent with the school’s shared values.

Consider the following Guiding Questions as you reflect on your current set of shared values (core beliefs) or as you develop new ones. Through discussion and involvement of all stakeholders, strive for school-wide consensus on the following key questions.

1. Regarding expectations for student learning* Can all students really learn? What exactly do we expect all students to learn? How will we respond when all of them do not learn it?

MISSION (or Purpose)


SHARED VALUES (or Core Beliefs)

GUIDING QUESTIONS FOR CLARIFYING SHARED VALUES, VISION and MISSION


PENNSYLVANIA DEPARTMENT OF EDUCATION A Framework for Continuous School Improvement Planning (Summer 2008)

APPENDIX 1

SCHOOL: Agora Cyber Charter School DISTRICT: Agora Cyber Charter School INTERMEDIATE UNIT (IU): CCIU PRINCIPAL: ADDRESS: 60 Chestnut Avenue, Devon, PA 19333 PHONE: 610-254-8218 FAX: 610-254-8969 EMAIL: [email protected] DATE: October 15, 2008 TITLE I SCHOOL? (check one): _X_ Yes __ No

To be used by Schools in School Improvement II, Corrective Action II, and Making Progress

2008 to 2009 Continuous School Improvement Plan Year 2 Revision Tool

(__) Corrective Action II

GETTING RESULTS! ™ - – Year 2 Revision Tool (Summer 2008)

NEW

(_X_) School Improvement II


Agora Cyber Charter School

Double click on School Name below. Type your school name and district. This will be added to each page of the document in case any pages get separated.

(__) Making Progress

Please indicate your school’s most recent NCLB/AYP status:

58

Page 1



GETTING RESULTS! ™ - Performance Fact, Inc.




Page 2

General questions regarding educational law or issues: Pennsylvania Department of Education School Law, Regulations, and Policy Unit th 5 Floor, 333 Market Street Harrisburg, PA 17126-0333 Voice Telephone: (717) 783-3750 Fax: (717) 783-6802 Text Telephone TTY: (717) 783-8445

Information on accommodations within the Department of Education for persons with disabilities: Pennsylvania Department of Education, Americans with Disabilities Act Coordinator Bureau of Human Resources th 11 Floor, 333 Market Street Harrisburg, PA 17126-0333 Voice Telephone: (717) 787-4417 Fax: (717) 783-9348 Text Telephone TTY: (717) 783-8445


Complaints against a Pennsylvania Department of Education employee: Pennsylvania Department of Education, Equal Employment Opportunity Representative Bureau of Human Resources 11th Floor, 333 Market Street Harrisburg, PA 17126-0333 Voice Telephone: (717) 787-4417 Fax: (717) 783-9348 Text Telephone TTY: (717) 783-8445

Complaints regarding discrimination in schools: Human Relations Representative, Intake Division, PA Human Relations Commission Harrisburg Regional Office (717) 787-9784 Pittsburgh Regional Office (412) 565-5395 Philadelphia Regional Office (215) 560-2496

The following persons have been designated to handle inquiries regarding the non-discrimination policies:

Department of Education Bureau of Teaching and Learning Support Division of School District Planning and Continuous Improvement 333 Market Street, 8th Floor Harrisburg, PA 17126-0333

If you have any questions about this publication, please contact:

The Pennsylvania Department of Education (PDE) does not discriminate in its educational programs, activities, or employment practices, based on race, color, national origin, sex, sexual orientation, disability, age, religion, ancestry, union membership, or any other legally protected category. Announcement of this policy is in accordance with State law including the Pennsylvania Human Relations Act and with Federal law, including Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, and the Americans with Disabilities Act of 1990.

Pennsylvania Department of Education 333 Market Street Harrisburg, PA 17126-0333

Division of School District Planning and Continuous Improvement Sheri Rowe, Chief

Bureau of Teaching and Learning Support Dr. Ed Vollbrecht, Director

Bureau of Assessment and Accountability Dr. Shula Nedley, Director

Office of Elementary and Secondary Education Diane Castelbuono, Deputy Secretary

Department of Education Dr. Gerald L. Zahorchak, Secretary

Commonwealth of Pennsylvania Edward G. Rendell, Governor




We welcome your comments and suggestions for improvement. Please send them to: Division of School District Planning and Continuous Improvement, Pennsylvania Department of Education at [email protected].

Phase 7 – IMPLEMENT the REVISION – The revised School Improvement Plan is an addendum to the two year plan and refines and focuses school improvement efforts.

Phase 6 – REVISE the PLAN – makes refinements and revisions after a status review of the two year plan.

Phase 5 – ANALYZE EVIDENCE of EFFECTIVENESS – guides reflection of plan implementation. How was the plan implemented? How do you know if it was effective?

Phase 4 – IMPLEMENT the PLAN – The school improvement plan must be a living, breathing document that is routinely revisited and monitored by the administration and leadership team of the school.

Phase 3 – PLAN SOLUTION – aligns analysis of data and root cause with strategic action planning.

Phase 2 – ANALYZE DATA and DISCOVER “root cause” – offers worksheets for analyzing data from multiple data sources and finding the underlying causes of the state of student achievement. This phase is based on the six components of Pennsylvania’s standards-aligned instructional system (i.e., clear standards; fair assessments; standards-aligned curriculum; instruction; instructional materials & resources; interventions), and the four “lenses” of Quality Teaching, Quality Leadership, Artful Use of Infrastructure, and Continuous Learning Ethic (Figure 2).

Phase 1– ORGANIZE and REVIEW DATA – emphasizes the need for multiple data sources, including summative, formative, and perceptual.

GETTING RESULTS! outlines the Phases vital to developing a results-focused continuous school improvement plan (Figure 1).


Year 2

Year 1

INTRODUCTION

60

Page 3


GETTING RESULTS! Status Review and Revision tool is to be used by schools in School Improvement II and Corrective Action II. This instrument provides guidance on assessing the status of implementation of your Action Sequence and making revisions for year two of your school’s two year school improvement plan.


Year 1

Phase 4 Implement the Plan

Phase 3 Plan Solution

Phase 2 Analyze Data and Discover Root Cause


Phase Phase 5 5 Analyze Analyze Evidence Evidence of Effectiveness of Effectiveness

Continuous Improvement Process



Year 2

Phase Phase 66 Revisethe the Plan Revise Plan

Phase 7 Implement the Revision

Phase 1 Organize and Review the Data

61

Page 4


Figure 1: The Phases of Continuous Improvement Planning For a Two Year Plan






Page 5

The design provides a common framework for work at all levels: school, district, Intermediate Unit (IU), and state levels. This common set of “organizers” ensures state-wide consistency and coherence in the design of programs, tools, technical assistance, and targeted supports.

3. Achieves high outcomes

2. Graduates from high school, ready for college and career

1. Is proficient in the core subjects

Every student by name regardless of background, condition or circumstance…

STRONG RESULTS FOR STUDENTS

The GOAL

The first component defines the SIX components of Pennsylvania’s standards-aligned instructional system. The second component defines FOUR “lenses” through which to view the standards-based system. Both components must be considered when developing a school improvement plan.

Pennsylvania’s design for continuous school and district improvement consists of two components. Together, the two components define the capabilities we need and must develop to ensure that every school and every district meets the Commonwealth’s Goal for all students.

Figure 2: Pennsylvania’s Design for Continuous School and District Improvement


TABLE OF CONTENTS




ASSURANCES ♦ Title I Assurances – NCLB Requirements ♦ Assurance of Quality & Accountability

PHASE 7 – IMPLEMENT THE REVISION – The goal of Phase 7 is to implement the revision of the school improvement plan. ♦ Worksheet J – Monitoring Tool

PHASE 6: REVISE THE PLAN – The goal of Phase 6 is to set student achievement goals for the second year of the plan and revise the action sequence based upon reflection in Phase 5. ♦ Worksheet F – Set Student Achievement Improvement Goals ♦ Worksheet G– (Highly Recommended) Set Locally-Relevant Student Achievement Improvement Goals ♦ Worksheet H – Revised Action Sequence – Tasks to Accomplish ♦ Worksheet I – Revised Action Sequence – Professional Development

PHASE 5: ANALYZE EVIDENCE OF EFFECTIVENESS - The goal of Phase 5 is to evaluate progress on implementation of the school’s action plan. ♦ Worksheet A – Identify School Improvement Team Members ♦ Organize Data Sets ♦ Worksheet B – Analyze AYP Results ♦ Worksheet C – Reflect on AYP Status ♦ Worksheet D – Identify Status of Plan Implementation ♦ Worksheet E – Identify Status of Professional Development

PHASES 1, 2, 3, and 4 were completed during the first year of the two-year plan.

63

Page 6


INTRODUCTION – The Revision Tool is an addendum to your school improvement plan. It refines and refocuses school improvement efforts.


64

IDENTIFY SCHOOL IMPROVEMENT TEAM MEMBERS

Phase 5 - Analyze Evidence of Effectiveness




Head of School K-8 Academic Administrator High School Academic Administrator Director of Academic Services Special Education Coordinator Professional Development Coordinator Middle School Master Teacher Elementary Teacher Guidance Counselor

Sharon Williams Anita Fiel Jane Swan Julie Schumacher Judy Deemer Allison Dracha Amy Rupp Rebecca Cooper Kadedra Haynes


Position/Role:

School Improvement Team:

Check One Original New X X X X X X X X X

Page 7

Directions: List members of the School Improvement Team and their roles. Members should include: an administrator, at least one regular education teacher, and at least one special education teacher. Other suggested members: curriculum specialists, academic coaches, parents, ESL teachers, support staff. Indicate whether the person was an ORIGINAL member of the team when the plan was written or a NEW member this year.

Worksheet A

STATUS REVIEW ~ REVISION



1. Your previous year’s AYP data page was provided with the AYP Status letter from the Pennsylvania Department of Education. 2. Submit the AYP data page with your plan.

AYP Data Previous Year


Use the above website to print AYP data. Navigate to your county, district, and then school. There are three tabs under AYP: Overview, Performance Chart, Data Table. Click on the Data Table tab which is on the right. This tab includes all the necessary data to answer the AYP questions in Getting Results!. Use your browser’s print button to print the page. Submit this printout with your plan.



6.

5.

4.

3.

1. 2.

http://www.paayp.com/

AYP Data Current Year

65

Page 8


ORGANIZE DATA SETS

ª What you need to do: ♦ Use PAAYP website to print the current year’s AYP data ♦ Use the current year and last year’s AYP data to complete Worksheet B. ♦ Attach these data sets to your completed School Improvement Plan.



66

ANALYZE AYP RESULTS



X

X

No

X

X

X

X

X X

X

X

X

X

X

Yes

Black reading gap is 15.1% math gap is 19.1% IEP reading gap is 35.8% math gap is 37.2% Econ disadvantage reading gap 8.6% math gap is 11.4% Black subgroup reading gap narrowed from 27.8% in 2007 to 15.1% in 2008. Black subgroup math gap narrowed from 30.6% in 2007 to 19.1% in 2008. Economically Disadvantaged reading gap narrowed from 13.5% in 2007 to 8.6%

The white subgroup experienced a decline (3.8%) in math performance. Although they are out performing our all student group and all other subgroups. This year we will have a Hispanic subgroup.

Agora experienced growth in the subgroups of black (12%), IEP (2%), and Economically Disadvantaged (3.4%). Our plan did identify and provide focused direct instruction on the assessment anchors for these subgroups.

There was a minimal increase (.5%) in the overall math scores.

The white subgroup experienced a decline (5%) in reading performance. Although they are out performing our all student group and all other subgroups.

Agora experienced growth in the subgroups of black (12.8%), IEP (9.8%), and Economically Disadvantaged (5%). Our plan did identify and provide focused direct instruction on the assessment anchors for these subgroups.

WHAT STRENGTHS AND CONCERNS ARE IDENTIFIED BY THE DATA? There was a very minimal increase (.1%) in the overall reading scores.



If you answer yes to #6, is the achievement gap narrowing between the all student group and each identified subgroup?

Has overall performance in MATH improved over last year? Students Overall Has subgroup performance in MATH improved over last year? White Black IEP Economically Disadvantaged Are there any newly identified subgroups in the school (n ≥ 40)? Is there a gap in performance between the all student group and each identified subgroup?


7

6

5

4

3

2

1

DATA & INQUIRY Has overall performance in READING improved over last year? Students Overall Has subgroup performance in READING improved over last year? White Black IEP Economically Disadvantaged

Page 9

Directions: Use the two year’s of AYP results to answer each question below. Identify areas of strengths and/or concerns identified by the data. Are there any newly identified problem areas? Keep these new areas in mind as you complete this year’s revision of your plan.

Worksheet B



Is the school meeting the AYP target for attendance? (K-8 grade schools only)

Is the school meeting the AYP target for graduation? (High schools only)

9

10

X

X

Yes

REFLECT ON AYP STATUS


Even with the challenges of conducting testing across the state at more than 35 locations we are meeting this target.

School Improvement II and Corrective Action II Schools

X

Yes

EVIDENCE TO SUPPORT ANSWER

Page 10

We are narrowing the performance gaps and with time we will meet the goals. The revisions to the plan as outlined later in this document should accelerate the progress toward the goals.


No



Time

Data shows some signs of progress. Additional time is needed. School will stay the course for the second year of the plan with minor revisions.

DATA & INQUIRY

Directions: Complete the table below to reflect on why the first year of the school improvement plan did not achieve the desired outcome.

REASON


WHAT STRENGTHS AND CONCERNS ARE IDENTIFIED BY THE DATA? in 2008. Economically disadvantaged math narrowed from 14.3% in 2007 to 11.4% in 2008.

Making Progress Schools

No

Directions: Proceed to Worksheet D – Identify Status of Plan Implementation.

Worksheet C


Are all subgroups meeting the 95% participation target?

8

DATA & INQUIRY


X


Page 11

Title I students scored 32.8% proficient and advanced in the area of reading and 39.2% were proficient or advanced in math. Leadership has acquired a more comprehensive formative assessment tool for benchmark assessments. For the 2008-2009 school year we will use Scantron Performance and Achievement Series to measure growth and guide instruction.

Targeted students predicted to or as evidence from previous year’s testing received instruction and 53.9% of these students scored proficient or above in reading and 35.1% scored proficient or advanced in math.

We focused our intensive instruction through Title Services and Strategic interventions with the subgroups and lowest performing students. The PVAAS data substantiates an increase in performance growth of the students in the below basic groups.

Black subgroup reading gap narrowed from 27.8% in 2007 to 15.1% in 2008. Black subgroup math gap narrowed from 30.6% in 2007 to 19.1% in 2008. Economically Disadvantaged reading gap narrowed from 13.5% in 2007 to 8.6% in 2008. Economically disadvantaged math narrowed from 14.3% in 2007 to 11.4% in 2008. Agora experienced enrollment growth of more than 180% so we have looked more closely at students who have been with Agora for more than one year to measure growth. In the area of reading 53% students who were enrolled as first time students were proficient or advanced. 61% of students who were enrolled for 2 years were proficient or advanced. Incidentally, this annual increase is significantly higher than what the state expects.


Data shows that the plan was not fully implemented. Leadership team will provide additional professional development for staff and will more closely monitor classroom instructional practices to plan implementation.

X



Implementation

Root Cause

Data shows that root cause analysis was not aligned to the concern. School will implement new research-based or promising strategies for the second year of the plan.


69



IDENTIFY STATUS OF PLAN IMPLEMENTATION

Evidence Teachers were given extensive training by our trainers and ongoing training in the use of the tools and implementation guidelines were developed. Students received benchmark screenings in September, January, and follow up for those at risk in May. Progress monitoring tools were used extensively in the Title I and special education program. Explain

Evidence Alignments were conducted in spring of 2007 and the units in math 3, 4, and Pre-Algebra were reordered to ensure that students received the correct math standards prior to testing. Explain

▪ Accomplished or In Progress – cite evidence and data source ▪ Not started – give explanation

Evidence of Effectiveness


√

√

Accomplished



Train staff, develop implementation calendar and procedures for using AIMSweb benchmark and progress monitoring for students in grades K-6.

Conduct math alignments analysis

(Copy from Step 3 of existing SI Plan)

What needed to be done?

In Progress

Page 12

Purchase, train, and implement Scantron as additional progress monitoring tools. Students in grades 2-11 will take Performance testing and Achievement testing to monitor the attainment of standards.

Further math alignment will be conducted to provide teachers with lessons and materials to teach concepts where there is a gap in the curriculum.

Next Steps

Directions: Use Step 3 of your School Improvement Plan’s Action Sequence to complete the following worksheet. Enter the previous year’s initiatives from the “What needs to be done?” column into the worksheet below. You can add additional rows by clicking in the last box on the page and clicking the TAB key. Was the action done? (check the appropriate box). Was it effective? How do you know? (Include evidence and the source of the data.) What will you do now? (Write next steps that will be completed.)

Worksheet D



Not Started

Accomplished √

Evidence Title I served 36 students in the area of math and 11 were exited from the program for successfully attaining proficiency on the math PSSA test. Additionally 2 other students moved from below basic to basic status. . There were 40 students served in Title I reading and 8 were exited for successfully attaining proficiency in the PSSA reading test. Additionally 4 students moved from below basic status. Explain

Evidence 131 RTI meetings were held last year. Teachers received ongoing training and were given resources (PRIM) to help them develop intervention strategies. Explain

70

Page 13

The evidence of effectiveness does not warrant utilization of math remediation lessons as conducted in the 07-08 school year. To replace this step we are utilizing the results from Scantron Performance assessments to guide the small group instruction. The progress will be monitored through the use of the Scantron Achievement Series. The RTI process has been reconstructed to allow for a more succinct way of monitoring the students in tier 2 and tier 3. We will add additional Title I teachers and specialists to provide interventions to an increase number of students. Levels of Service (LOS) document will guide the frequency and intensity of the interventions. Student interactions will be monitors by intervention attendance reports and progress will be monitored by short cycle assessments and progress monitoring. Title I will be expanded to serve a greater number of students and the frequency of the interventions increased..

Next Steps


Evidence Identified math students scores 7% were proficient, 32% were basic, and 61% were below basic Explain




√

√

In Progress



Assign at risk students to Title I reading and math specialists who provide frequent lessons in the essential standards.

Continue the use of RTI process to provide instructional interventions to students who are at risk. Provide continual professional development on the process. Provide resources to support teachers with intervention strategies.

Plan and conduct remediation lessons for middle school students who are working 2 or more grade levels below their age appropriate placement in math. Lessons to address eligible content and critical concepts.




Not Started

Accomplished √

Evidence • 154 middle school students were retained. 71% did not attend mentor meetings regularly • test scores that attended mentor meetings regularly – 26% scored proficient or advanced in Math, 41% scored proficient or advanced in Reading Explain

71

Page 14

We will continue to use evidence-based collaborative inquiry and train a fuller scale of teachers this year.

Compass Learning will be expanded to support teachers by providing a standardsbased virtual instructional tool. Also more students in Tier 2 of the RTI process will have access to the supplemental program to support remediation of the standards in reading and math.

Next Steps


Evidence 136 students were enrolled in Compass Learning to receive supplemental instruction. There were 1410 log-ins and 1745 completed lesson activities. There were 112 completed quizzes of which 65 passed. The average quiz score was 70%. There were 14 completed chapter tests of which 11 passed. The average score was 84%. Explain Evidence We have not begun to use this type of professional development full scale, however, we did hold several “at risk” summits and developed a team of teachers to collaboratively review researched based best practices and provide recommendations to the administrative team. These summits were the catalyst for the increased direct instruction and the level of detail given to differentiated instruction, RTI and Levels of Service for the instructional model.) Explain –




√

√

In Progress



Plan for student mentor and ambassadors groups at the secondary level will enhance student retention and achievement. During these sessions the students will receive study skills and strategies to become successful virtual learners.

Add evidence-based collaborative inquiry activities to our PDE approved professional development plan that focus on instructional practices that meet the needs of at risk students.

Enroll Title I students in Compass Learning to supplement the reading and/or math instruction.




Not Started

Accomplished

9.5%

1

35.3%

28.1%

25.6%

below basic

basic

proficient

advanced

Explain

March 3rd – March 21st

November 19th– December 14th December 17th‐ February 1st February 4th – February 29th

Oct 22nd‐November 16th

Date of Challenge

Anchor Challenge Grade Level Challenge Keep it up Challenge

Blue Ribbon Challenge Time Challenge

Name of Challenge

213

93

69

# Participants completing challenge 252

State Test Intervention Calendars were developed. Explain Evidence

0%

20%

40%

60%

80%

100%

How did AGORA do with STI students on SPR 08 MATH measures?

72

Page 15

Instruction of assessment anchors will continue and will be expanded to include interventions in math and language arts as detailed in the Level of Service (LOS) document.

Next Steps


Evidence 402 students were identified as needing strategic interventions. These students were predicted not be proficient on the state tests. We instituted a 60 day challenge to provide reinforcement on the standards utilizing the assessment anchors




√

√

In Progress



Prepare and distribute Study Island plan to address and monitor utilization of reporting category test items.

Teachers will teach essential elements of the math standards to students. They will also model instruction and provide training to the parents.




Not Started

Accomplished √

73

Page 16

Special education direct instruction will be enhanced and monitored by the special education coordinator. Teachers will document the sessions and attainment of skills using AIMSweb progress monitoring and Scantron benchmark assessments.

Parent training will be handled be the individual departments. Attendance and value of sessions will be monitored by survey tools.

Testing committee will examine the need, confirm the sites before winter break and communicate to families to ensure compliance. Make up sessions will be secured at the same time. Administration will review meeting minutes.

Next Steps


Evidence The 1% decline in participation of PSSA reading and math assessments declined could be due to the large increase in student enrollment, however we remained with in the threshold. Continued close attention to the make up sessions will occur during the planning meetings this year. Explain Administration will monitor this more closely. Evidence There were 30 scheduled parent training sessions to support the virtual model of education. Sessions ranged from technology, time management, to reinforcing phonics instruction. Details on attendance and survey information were not gathered. Explain Evidence Data from the first year is not conclusive about the ratio of students. The Three teachers who had reduced lists had percent proficiency of 30%, 39.5%, and 36% while the over all percent for those without the reduction was 39.8%. Explain Evidence A task force was formed to address the need for increased direct instruction. Outcomes from this task force are listed below and have been implemented for the 08-09 school year. • Increased one on one or small group instruction based on areas of need (defined by Scantron, evaluations, etc.) • Monitor teacher time in provided instruction through monthly reports • Short cycle assessment data




√

√

√

In Progress



Special education plan to increase direct instruction.

Equity plan will be put in place to ensure that at risk population will not be taught at higher rates than other students by inexperienced, unqualified teachers. All teachers of at risk students will be highly qualified and classes with higher concentration of at risk students will have a reduced number of students.

Develop and implement a parent training plan

A testing plan will address the additional sites and make up plan for testing.




Not Started

√

In Progress

Accomplished


Naviance tools will be utilized by all students in high school. Monitoring and reporting of this will be handled by the counseling staff.

Next Steps

IDENTIFY STATUS OF PROFESSIONAL DEVELOPMENT

Evidence Last year we were in an investigative status exploring programs that would work best in the virtual model. We have purchased and have begun using Naviance. This program is a comprehensive career and college planner. High school students complete the Individualized Learning Plan, My Personality Inventory and My Learning Style Inventory and then later use the tools to select second semester courses, explore college and careers, and keep track of their college and career planning.

Explain

submitted monthly to show progress toward identified weak areas







Page 17

Directions: Use Step 4 of your school’s Action Sequence to complete the chart below. Step 4 of your school’s Action Sequence described the professional development, etc. needed to successfully carry out the tasks outlined in Step 3. Copy and paste the “Participants” and “Topic/Focus/Purpose” columns of your plan into the first two columns below. Was the training done? (check the appropriate box). Was it effective? How do you know? (Include evidence and the source of the data.) What will you do now? (Write next steps that will be completed.)

Worksheet E


Develop dropout prevention plan and career counseling guidelines




Not Started

Accomplished

√

√

In Progress


75

Progress Monitoring in AIMS Using AIMSweb in the RtI Process

Topic Organizing and Implementing AIMSweb Benchmarking Out AIMSweb Journey- What the Fall Benchmark Told Us

Date Oct07 Nov07 Jan08 Feb08

Evidence 58 teachers completed the Induction program at Agora. This plan relies heavily on mentor and coaching strategies for new teachers. All new teachers regardless of their certification status participate in this program to enhance their knowledge of virtual education. The program incorporates weekly meetings and reflections. Explain Evidence (Data source) Explain


Page 18

The teacher mentoring programming is ongoing and will continue with each new teacher.

Next Steps




AIMS Web implementation training

K-6 teachers


Teacher Mentoring Program –all schools must include in plan


Topic/Focus/Purpose What? /Why?

All new teachers to Agora


Participants For whom?


Not Started

Accomplished

√

In Progress √



Next Steps

Page 19

We will secure a training component to train a group of trainers to coordinate the school-wide training.

No session this month due to testing window Reflection on RtI What is Working?

No session this month due to testing window

The Regular Education Role in Tier 2 Increasing Intervention Strategies Tier 3 Not Always Special Education Winter Benchmarking Window- Evaluating Growth, Identifying New At-risk Students

Moving to Tier 2 Increasing Intervention Strategies

Agora RtI Process CARE Team Model Overview CARE Team Data Collection Tier 1 Developing Research Based Intervention Strategies Benchmarking and Progress Monitoring Who, What, When, Where, Why and How

Evidence Explain- This was not completed. We will need to find an outside facilitator before completing this. We did hold three “at risk” summits to collaborate of successful practices when working with the “at risk” student. These sessions have guided our development of the levels of service document to address service to these students.

April

Nove mber Decem ber Januar y Febru ary March

Octob er

Augus t Septe mber Septe mber Octob er

Evidence (Data source) Explain




Evidence-based collaborative inquiry training and activities focused on student learning

All staff


RTI Training



All teachers




Not Started

Differentiated instruction

Alignment training-

Effective use of Study Island

All Staff

Math alignment team

All teachers

Accomplished √

√

√

√

√

In Progress


77

Explain Evidence Training occurred for the Alignment team spring of 2007 Explain Evidence September 3, 2007 Monitoring Tools in Study Island January. 22, 2008 Effective Use of Study Island in Small group

Evidence January 15, 2008 Alignment training- Using PDE tools to teach eligible content. Link to this virtual session: https://sas.elluminate.com/site/extern al/jwsdetect/playback.jnlp?psid=2008 -0115.0646.M.1289FDC7B9E47FB354C 2F1ADA70DAC.vcr Explain Evidence Oct 24, 2007 – Special Ed and Title I May 11, 2008 – High School May 29, 2008 - Administration Explain Evidence January 8, 2008 Differentiated instruction and performance indicators Link https://sas.elluminate.com/sit e/external/jwsdetect/playback .jnlp?psid=2008-0108.0652.M.1289FDC7B9E47 FB354C2F1ADA70DAC.vcr


Page 20

As we expand the use of Compass Learning we will have further trainings.

Next Steps




Compass Learning Training

Title I/Special Education Teachers


Using PDE tools to teach eligible content



All teachers




Not Started

Accomplished



Evidence October 11, 2007 Collaboration training between special education and regular education teachers to address IEP and accommodations. Explain

Instruction Explain

78

Phase 6 – Revise the Plan

Next Steps


SET STUDENT ACHIEVEMENT IMPROVEMENT GOALS

√

In Progress

Student Group

Grade _4_ Goal-Year 2

Grade _3_ Goal-Year 2

Goal-Year 2

Grade _5_

63% 63% 63% 63% 63% 63% 63% 63% 63% 63%

Goal-Year 2

Grade _5_


63% 63% 63% 63% 63% 63% 63% 63% 63% 63%

Goal-Year 2

Goal-Year 2

63% 63% 63% 63% 63% 63% 63% 63% 63% 63%

Grade _4_

Grade _3_



63%


READING

Students Overall White Black Latino/Hispanic Asian/Pacific Islander American Indian/Native Alaskan Multi-racial/ethnic IEP-Special Education English Language Learners Economically Disadvantaged

Student Group

Goal-Year 2

Grade _6_

63% 63% 63% 63% 63% 63% 63% 63% 63% 63%

Goal-Year 2

Grade _6_

Goal-Year 2

Grade _7_

63% 63% 63% 63% 63% 63% 63% 63% 63% 63%

Goal-Year 2

Grade _7_

Page 21

Goal-Year 2

Grade _8_

63% 63% 63% 63% 63% 63% 63% 63% 63% 63%

Goal-Year 2

Grade _8_

Directions: Set student achievement improvement goals in reading and math for each grade level and all relevant subgroups. You are setting goals for the second year of the two year plan. These interim goals should be rigorous and attainable with the intent of moving ALL students to proficiency.

Worksheet F



Effective implementation of IEP’s using educational strategies and appropriate accommodations. Collaboration between regular and special education teachers to address IEP’s and accommodations.


All Teachers




Not Started

56% 56% 56% 56% 56% 56% 56% 56% 56% 56%

56% 56% 56% 56% 56% 56% 56% 56% 56% 56%

80%

Phase 6 - Revise the Plan

Goal-Year 2

4 YEAR GRADUATION RATE (HS Only) 2008-2010 NCLB/AYP Target - 80%

56% 56% 56% 56% 56% 56% 56% 56% 56% 56%

Set Locally Relevant Student Achievement Improvement Goals

Goal-Year 2

Goal-Year 2

56% 56% 56% 56% 56% 56% 56% 56% 56% 56%

Page 22

Performance testing in September 08 indicates 83% of students are on target or advanced in reading. The student achievement goal for the end of the year is to increase to 92% of the students will be on target or advanced in reading.

Performance testing in September 08 indicates 70% of students are on target or advanced in math. The student achievement goal for the end of the year is to increase to 85% of the students will be on target or advanced in math.

Student Achievement Improvement Goals for This Planning Cycle Goal Year 2 # or %




Agora did not have any local student achievement goals for year one of the plan. This year with the addition of Scantron we will set goals for the progress monitoring.

Locally Relevant Student Achievement Improvement Target Area (e.g. Writing, Science, SAT, Behavior Referrals)

Directions: If locally relevant student achievement data was analyzed in Getting Results!, Gen 4 last year, use this page to set goals for the second year of the plan.

Worksheet G Highly Recommended


School-Wide Goal

56% 56% 56% 56% 56% 56% 56% 56% 56% 56%

STUDENT ATTENDANCE (K-8 ONLY) 2008-2010 NCLB/AYP Target - 90%

56% 56% 56% 56% 56% 56% 56% 56% 56% 56%


PARTICIPATION 2008-2010 NCLB/AYP Target – 95%

Set school-wide goals for participation, attendance or graduation

56%


MATH

Students Overall White Black Latino/Hispanic Asian/Pacific Islander American Indian/Native Alaskan Multi-racial/ethnic IEP-Special Education English Language Learners Economically Disadvantaged


80

REVISED ACTION SEQUENCE Tasks to Accomplish


Student Achievement Improvement Goals for This Planning Cycle





Page 23

Directions: Copy and paste the final column of Worksheet D into the first column below. Next, complete the remaining columns. Based upon your data and evidence, what additional actions need to be added to your action plan for the upcoming school year? Add them to the end of the chart and complete all columns.

Worksheet H



Study Island, Compass learning, Reading A-Z, Assessment Anchors

Scantron web assessments

Scantron web assessments

none

81

Monthly attendance reporting Scantron Achievement Results Observations of teachers AIMSweb progress monitoring

Page 24

Monthly attendance of instructional sessions reporting Scantron Achievement Results Observations of teachers AIMSweb progress monitoring

Test Completion Achievement and Performance results

Test Completion Achievement and Performance results

Monitoring Implementation What indicators will be monitored? How will school leadership know that they are doing what was planned? • Finished alignment • training attendance • observation of lessons


What Resources?


Julie Schumacher

Document prepared by Anita Fiel and Julie Schumacher/ Implemented by all instructional staff

All teachers will conduct/ Michelle Goodman will provide reporting

All teachers will conduct/ Michelle Goodman will provide reporting

K12, inc

By Whom?



The RTI process has been reconstructed to allow for a more succinct way of monitoring the frequency, duration, and the impact of the interventions students receive in Tier 2 and Tier 3 . We will add additional Title I teachers and specialists to provide interventions to more students. Levels of Service (LOS) document will guide the frequency and intensity of the interventions. Student interactions will be monitored by intervention attendance reports and progress will be monitored by short cycle assessments and progress monitoring. Staff will utilize assessment anchors, Study Island, Compass Learning, Reading A-Z as resources to assist with achievement. Title I will be expanded to include more students and the frequency of the interventions increased by 100%. Students identified for services in Title I will receive interventions a minimum of three times per week per subject. Ongoing

Ongoing/ Performan ce testing in Sept and May Achieveme nt testing monthly Ongoing/ Performan ce testing in Sept and May Achieveme nt testing monthly September 1 and then ongoing

Purchase, train, and implement Scantron as additional progress monitoring tools. Students in grades 2-11 will take Performance testing and Achievement testing to monitor the attainment of standards.

The evidence of effectiveness does not warrant utilization of middle school math acceleration program. To replace this we are utilizing the results from Scantron Performance assessment to guide instruction. Students will participate in weekly direct instruction. The progress will be monitored through the use of the Scantron Achievement Series and attendance to the sessions.

October 30, 2008

By When?

Further alignment will be conducted to provide teachers with lessons and materials to teach concepts where there are gaps in the curriculum.

What needs to be done? (Copy and paste the final column of Worksheet D )


Kadedra Haynes, Guidance Counselors

September 1, 2008

Study Island, Compass learning, Reading A-Z, Assessment Anchors

To be determined

Compass Learning

AIMSweb Scantron Compass Learning Reading A-Z Assessment Anchors Naviance

Survey tool (Zoomerang)

None




82

Quarterly reports


Attendance and survey results

Minutes from meetings lists of sites letters to parents


Training agenda Attendance Survey results

Page 25

Monitoring Implementation What indicators will be monitored? How will school leadership know that they are doing what was planned? Compass Learning Quarterly reports


What Resources?

Best Evidence Encyclopedia – high-quality evaluations of educational programs. www.bestevidence.org What Works Clearinghouse – source of scientific evidence for what works in education. ies.ed.gov/ncee/wwc

Judy Deemer

November 15, 2008

Special education direct instruction will be increased and monitored by the special education coordinator. Teachers will document the sessions and attainment of skills using AIMSweb progress monitoring and Scantron benchmark assessments. Naviance, a career counseling, learning styles, and drop out prevention tool, will be utilized by all students in high school. Monitoring and reporting of this will be handled by the counseling staff.

Allison Dracha Program Leads

Calendar due by December 15

Testing committee

December 15, 2008

Parent training will be handled be the individual departments. Attendance and value of sessions will be monitored by survey tools.

All academic staff

ongoing

Allison Dracha

February 2009

Essential curriculum lessons will continue and will be expanded to include interventions in math and language arts. The frequency and duration is detailed in the RTI/ Level of Service (LOS) document. Teachers will support the strategic interventions while the intensive sessions will be supported by Title I teachers, specialists and lead teachers. Testing committee will examine the need, confirm the sites before winter break, and communicate to families to ensure compliance. Make up sessions will be secured at the same time.

Julie Schumacher

November 4

Compass Learning will be expanded to support teachers by providing a standards-based virtual instructional tool. Also more students in Tier 2 of the RTI process will have access to the supplemental program to support remediation of the standards in reading and math. We will research possibilities to bring evidence-based collaborative inquiry professional development.

By Whom?

By When?

What needs to be done? (Copy and paste the final column of Worksheet D )


83

REVISED ACTION SEQUENCE Professional Development



We will secure a training component for evidence-based collaborative inquiry to train a group of trainers to coordinate the school-wide professional development As we expand the use of Compass Learning we will have further trainings on the use and monitoring of the tools. Scantron implementation, monitoring, learning goals Aug- Test Implementation September – Generating Reports/Data Driven Decision Making October – Scantron Resources/Writing Effective Goals

Topic/Focus/Purpose What? /Why? (Copy and paste the final column from Worksheet E) The teacher mentoring programming is ongoing and will continue with each new teacher hired.

Michelle Goodman, Julie Overholt, and lead teachers

Julie Schumacher

Allison Dracha

Allison Dracha

Facilitator/Provider By whom?




Best Evidence Encyclopedia – high-quality evaluations of educational programs. www.bestevidence.org What Works Clearinghouse – source of scientific evidence for what works in education. ies.ed.gov/ncee/wwc

On going

October 14, 2008

TBA

ongoing

Date/Time When?

Page 26

Phase 7 – Implement the Revision

Goal setting in Individual Learning Plans, small group virtual sessions based of assessment anchors

Use of standards-base activities in small group virtual sessions.

Effectiveness What changes in practice and student activities will be looked for in classrooms?

Directions: Copy and paste the final column of Worksheet E into the Topic/Focus/Purpose column below. Next, complete the remaining columns. Based upon your data and evidence, what additional professional development needs to be added to your action plan for the upcoming school year? Add them to the chart and complete all columns.

Worksheet I



84

MONITORING TOOL


Checkpoint 1 (November 30)

Checkpoint 1 May 1 – May 30

Math


Checkpoint 1 (May 1 – May 30)

Checkpoint 1 January 1February 1

Checkpoint 2 (January 30)

Checkpoint 2 (Date)

Checkpoint 2 (January 30)

Checkpoint 2 (Date)

Checkpoint 2 May 1 – June1


Baseline Date administered Use Performance series as baseline

Baseline Sept 4 – Sept 30 70% on target or advanced

Baseline Sept 4 – Sept 30 83% on target or advanced Baseline Date administered Use Performance series as baseline

% or #

Baseline Sept 1- Oct 1



Monitoring tool: Scantron Achievement Series

How will you measure effectiveness?

Monitoring tool: Scantron Performance Series


Monitoring tool: Scantron Achievement Series

Monitoring tool: Scantron Performance Series How will you measure effectiveness?


Monitoring tool: AIMSWeb Fluency


Reading

Checkpoint 3 (March 30)

Checkpoint 3 (Date)


Checkpoint 3 (Date)

Checkpoint 3 (Date)

Page 27

Who will monitor? Name, Role Michelle Goodman

Who will monitor? Name, Role Michelle Goodman, Master Teacher

Who will monitor? Name, Role Michelle Goodman, Master Teacher Who will monitor? Name, Role Michelle Goodman

Shannan Dieter

Who will monitor? Name, Role

Directions: Document how you will monitor the effectiveness of the plan using benchmark assessments (e.g-4Sight), formative assessments, or other student data sources. Prior to plan submission, enter your monitoring tool, baseline data, and established checkpoint dates. Throughout implementation, enter your data and look for improvement at each checkpoint.

Worksheet J



April 6, 2009

Checkpoint 2

Checkpoint 2 (February 28)



Enter % or #

Checkpoint 1 February 9, 2009

Baseline

Other


Checkpoint 1 (December 30)

December 8, 2009

Baseline Sept 2 Enrollment Report 201

Baseline September 30 34%

Attendance or Graduation/Participation



Monitoring tool: Instructional interventions for At Risk student session attendance Reporting (frequency and duration of interventions)


Monitoring tool: Withdrawal/Transfer reports


Monitoring tool: Naviance (career counseling and dropout prevention tool)



85

June 8, 2009

Checkpoint 3

Checkpoint 3 (May 30)

Checkpoint 3 (June 30)

Page 28

Anita Fiel, K-8 Academic Administrator

Name, Role

Who will monitor?

Yolanda Edwards, Sheneka Soloman

Who will monitor? Name, Role

Who will monitor? Name, Role Kadedra Haynes, Guidance Counselor


The __________________________ School District assures that the additional NCLB requirements for Title I School Improvement Plans are included as indicated in the checklist below. ______________________________________________________________ ____________ School District Superintendent / Designee Date

The No Child Left Behind Act of 2001 requires that schools identified for Title I School Improvement include the items listed below in their school improvement plan(s). This is a checklist to help Title I schools incorporate NCLB requirements into Getting Results!, the state’s framework for school improvement planning. It is recommended that these components be built into the Design and Delivery components of your school improvement plan.




* As proposed for purposes of the Getting Results! requirements by Dr. Robert Shields, Director of Curriculum & Instruction Services, Montgomery County IU23.

1. Incorporate strategies based on scientifically based research that will strengthen the core academic subjects in the school and address the specific academic issues that caused the school to be identified for school improvement; 2. Adopt policies and practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring that all groups of students specified in Section 1111(b)(2)(C)(v) and enrolled in the school will meet the State’s proficiency level of achievement; 3. Provide an assurance that the identified school will spend not less than 10% of the Title I funds made available to the school on professional development activities; 4. Directly addresses the academic achievement problem that caused the school to be identified for school improvement; 5. Establish how funds will be used to remove schools from school improvement status; 6. Establish specific, annual, measurable objectives for continuous and substantial progress by each group of students specified in Section 1111(b)(2)(C)(v) and enrolled in the school; 7. Describe how the school will provide written notice about the school improvement identification to parents of each student enrolled in the school; 8. Specify the responsibilities of the school, the local educational agency and the State educational agency serving the school under the plan; 9. Include strategies to promote effective parental involvement in the school; 10. Incorporate, as appropriate, activities before school, after school, during the summer, and during the extension of the school year; 11. Incorporate a teacher mentoring program.

The School Improvement Plan for this Title I School, includes the following:

86

Page 29


Assurance for Additional NCLB Requirements for Title I School Improvement Plan *


87

Assurance of Quality & Accountability



Superintendent of Schools Date________________


______________________ President, District Board of Education Date________________

______________________

With this Assurance of Quality & Accountability declaration, we, therefore, recommend that the Secretary of Education and PDE grant formal approval of the revised school improvement plan for ______ (school name) ___________ (school district name) for ______ school-year.

We hereby assure the Secretary of Education that the revised school improvement plan: •Addresses all the required components prescribed by PDE; •Reflects sound educational practices; •Has local leadership at all levels to ensure successful implementation; •Has a high probability of improving student performance and educational practices.

Page 30


We (the undersigned) hereby certify that the revised school improvement plan for _Agora Cyber Charter School_____(school name) in __Agora_________ (school district name) has been duly reviewed by a Quality Review Team convened by the Superintendent of Schools and formally approved by the district’s Board of Education, per guidelines required by the Pennsylvania Department of Education.


II. Chool Operations/Management

88

APPENDIX 2

Pennsylvania Department of Education

COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 MARKET STREET HARRISBURG, PA 17126-0333

Charter Annual Report Saturday, May 17, 2008

Charter School: Agora Cyber CS Address: 124 Bryn Mawr Ave Bala Cynwyd, PA 19004 Phone: Contact Name:


89

CHARTER SCHOOL ANNUAL REPORT SUMMARY DATA Charter School Annual Report Summary Data 2007 - 2008

Name of School: Agora Cyber CS

Date of Local Chartering School Board/PDE Approval: May 2, 2005 Length of Charter: 5 years Grade Level: K-12

Opening Date: September 6, 2005

Hours of Operation: 8 am -5:00 pm

Percentage of Certified Staff: 100%

Total Instructional Staff: 44

Student/ Teacher Ratio: 50:1 (average)

Student Waiting List: none

Attendance Rate/Percentage: 93% Enrollment: 1177

Per Pupil Subsidy: $7500.

Student Profile American Indian/Alaskan Native: Asian/Pacific Islander: Black (Non-Hispanic): Hispanic: White (Non-Hispanic): Multicultural:

less than 1 % with 3 students 1% 22% 3% 68% 6%

Percentage of Students from Low Income Families Eligible for a Free or Reduced Lunch: 54% Provide the Total Unduplicated Number of Students Receiving Special Services (Excluding Gifted) as of Previous December: 55 Number of:

K (AM)

K (PM) K (FTIME)

ELEM

MIDDLE

SEC.

TOTAL

Instructional Days

0

0

180

180

180

180

720

Instructional Hours

0

0

900

900

990

990

3780

SECTION I. EXECUTIVE SUMMARY Organization Description Agora Cyber Charter School serves students in grades kindergarten through twelve spanning the entire state of Pennsylvania using a home- based approach to education, utilizing the K12 curriculum and management services. In the 2006-2007 school year Agora ended the year with approximately1200 students, 48 full and part time faculty and staff and 4 administrators. The teaching staff include full and part time regular education and special education teachers and a full time Title One coordinator and 2 Title One teachers. The school will continue to add


90

additional students each year and is on target to enroll about 2600 students in the 2007-2008 school year in grades K through 12.

Core Purpose Mission The mission of the Agora Cyber Charter School is to provide an innovative, intensive academic preparation that inspires and educates students to achieve the highest levels of academic knowledge and skills. Agora embraces a collaborative partnership between teachers and parents in order to empower students to reach extraordinary heights. Extraordinary results require extraordinary efforts! With commitment, hard work, consistency and responsibility, every student will meet the challenge of mastering high expectations.

Vision Through a combination of research based, individualized, specialized curriculum and instruction in the home, online conferencing with a certified teacher, and access to a community of experts in science and technology, our students will emerge as confident leaders of the digital age.

Shared Values The common denominator among parents who choose Agora for their children is the aspiration to remove barriers that keep them from reaching their true potential—whatever those barriers are for their children. Teachers, parents and administrators are passionately motivated to resist restrictions imposed by a learning environment that is not well-suited each student's unique need. Agora can be defined by a core sense of distinguishing values including: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Mastery is possible for all students Research based learning without limits Open communication between parents, teachers, students, and administrators Personal Passion by teachers and administrators leading students to success Individualized learning plans and scheduling Expert lesson plans Active School community opportunities Focused, ethical environment Nurturing learning environment Accountability Standards

Academic Standards Agora Cyber Charter School utilizes curriculum aligned to the Pennsylvania Academic Standards. The curriculum encompasses much more than computer lessons. Students read books; do hands-on work; perform science experiments; use manipulatives and workbooks to master mathematics; draw, paint, create art projects; and participate in hands-on music lessons. Inquiry, experience, discovery and higher order thinking are at the center of our curriculum. Additionally, educational outings supplement day-to-day instruction. Student portfolio work and Socratic conversations with teachers also promote in-depth and inquiry-based teaching and learning.


91

The math program balances mastery of fundamental skills with critical thinking and problem solving. The elementary math program emphasizes an active, multi-sensory approach to ensure that children understand the concrete realities that underline mathematical concepts. Regular practice and review ensures mastery of basic skills. Online games and animations motivate children and help illustrate concepts, while challenge problems help develop critical-thinking skills. The middle school math program transitions students from elementary to high school by honing in on a complete understanding and mastery of algebraic functions and concepts. Teachers design instruction around the data provided from assessments and standardized test scores. This data informs instruction while teachers design individual learning objectives for students in their class. The science program balances hands-on experience with systematic study of scientific terms and concepts. At all levels students perform many experiments to help them understand scientific principles, and receive guided instruction in important scientific concepts. Exploration of the life, earth and physical sciences in each grade nurtures curiosity, analytical skills and an appreciation of how the world is shaped by ongoing scientific and technological advances. The history program, with integrated topics in Geography and Civics, opens students’ minds and imaginations to far off lands, distant times, and diverse people. The program emphasizes the story in history—a story that includes not only great men and women, but also everyday people. In kindergarten children go on a world tour of the seven continents and are provided an overview of American history through a series of biographies of famous Americans. The history program in grades 1-4 tells the story of civilization from the Stone Age to the Space Age. In 5th-7th grades students explore major themes and an in-depth study of American History from the arrival of the first people in America through the Civil War on toward recent times. 8th graders began a journey through World History with a focus on the development of civilization across a twelvethousand year span, from the Ice Age to the Middle Ages. Following the timelines in the history lessons, art lessons introduce students to great works of art from different cultures and eras, while engaging them in creative activity, such as painting, drawing and molding with clay, through self-directed projects. The music program is set up as a successive series of programs. The lessons help students learn about and appreciate music, from singing and dancing, to learning about rhythm and playing the recorder. AGORA embraces promising new approaches which emphasize the use of media in innovative ways. In many places, the approach is a combination of tried-and-true lessons fused to a technologically innovative delivery system, fully aligned to the state’s expectations. Students at Agora move at their own pace through the curriculum. The teachers carefully monitor the students to ensure that each student is placed at his/her instructional level. This pacing allows students to accelerate more quickly than students in a traditional classroom. Conversely, students who need a slower pace are monitored to and alternate strategies are employed to supplement instruction as needed to close the achievement gap that might otherwise continue to widen. Teachers develop individualize learning plans (ILP) for students and all students are carefully monitored to access mastery. Students may interact more frequently with their teacher in small group synchronous sessions for tutoring and acceleration. In addition, students are referred to the instructional support team for more in depth response to instructional interventions. Direct Instruction is provided through technology based curriculum and instruction. Teachers provide lessons through cyberspace that are in accordance with the requirements of the Pennsylvania Standards. Students receive support in implementing lessons by having teachers and parents work together to ensure that this model of instruction is implemented to maximize and ensure student success. Teachers implement best practices according to Pennsylvania State Standards.


92

Strengths and Challenges Strengths of Agora are curriculum and curriculum development, professionalism and experience of staff, and overall management of curriculum and instruction through out the course of the year. Through the support of K12 management company Agora has support for school administration (Head of School and academic administrator, and Special Education Director), finance, school development/ community, and enrollment. The educational management company helped with the overall organization and management of day to day activities with complete Board oversight. Agora's popularity in its first full year of operation, caused some challenges with supporting new students enrolling mid year with intense academic gaps. With the preliminary test scores available, Agora will strategically address the needs of the students in three subgroups: African American, Economically Disadvantaged, and Special Education.

SECTION II. STRATEGIC IMPROVEMENT PLANNING Strategic Planning Process In conjunction with Agora Cyber Charter School's Board of Trustees, administrators, teachers, parents, and community members, Agora's strategic planning process and decision making is the roadmap for Agora's mission that all students will be inspired to achieve the highest levels of academic knowledge and skills to be obtained. Agora depends on the partnerships of all of the members of the Agora community to empower all students to reach these heights. The planning process relies on data and trends paying particular attention to local and state assessment data, demographic changes and growth of student population, income of financial revenue from school districts and Federal Grants, strengthening instructional practices, and attracting, developing, and retaining effective teachers. The plan will always fully address innovative instructional technologies and practices to ultimately prepare students to emerge as leaders into the digital age. The academic team consisting of instructional leaders, teachers, and parents will analyze student data, paying attention to trends to affect future results and practices. Goals will be developed while work groups and actions and instructional practices implemented to help students achieve academic success. Pre and post assessments will evaluate the strategies and determine if additional planning or strategies must be implemented. Data is continually collected to actively alter or integrate different strategies to meet the changing needs of the student community.All school goals and plans will be integrated where necessary to synthesize the actions of the entire community. Ultimately Agora Cyber Charter School's Board of Trustees will review and monitor comprehensive plans and share the community's commitment to the Federal NCLB guidelines, PA School Code, alignment of academic standards and anchors to curriculum and instructional practices, community and student population.

Strategic Planning Committee Name

Affiliation

Membership Category

Appointed By

Allison Dracha

Agora Master Teacher

Middle School Teacher

Sharon Williams

Amy Rupp

Agora Lead Teacher


Sharon Williams

Anita Fiel

Agora Academic Administrator Administrator


Sharon

93

Williams Denise Rost

Agora Lead Teacher

Secondary School Teacher

Sharon Williams

Dr. June Brown

Agora Cyber Charter School Founder

Administrator

Dr. June Brown

Judy Deemer

Special Ed Coordinator

Special Education Representative

Sharon Williams

Julie Schumacher

Agora Title One Coordinator

Administrator

Sharon Williams

Kevin Corcoran Agora Business Manager

Business Representative

Sharon Williams

Mary CiproFlynn

Parent

Parent

Sharon Williams

Michelle Goodman

Agora Lead Teacher

Elementary School Teacher

Sharon Williams

Rebecca Cooper Agora Lead Teacher


Sharon Williams

Sharon Williams Agora Head of School

Administrator

Dr. June Brown

Goals, Strategies and Activities

Goal: FOUR-YEAR GRADUATION RATE (for districts and schools that graduate seniors) Description: Graduate rate will meet an 80% threshold and/or show growth. Strategy: Mentor Cohorts Description: These groups will provide a cohesive way to bring students together in effort to build accountability. Activities: Activity

Description

Monthly Cohort Meetings

Cohort groups lead by teachers and student ambassadors will meet to address study skills, goal setting, and long range planning.

Person Responsible

Timeline for Implementation

Resources

Sharon Williams

Start: N/A Finish: N/A

$0.00

Activity Student Ambassadors

Description The use of these student leaders will provide models for the peers in their cohorts. They will lead the group in discussions on topics involving career and college goal setting as well as various study and organization skills.

Person Responsible


Resources

Sharon Williams


$0.00


94

Goal: MATHEMATICS Description: At least 56% of all students will be proficient in Mathematics, as measured by the annual state-wide PSSA assessments. Strategy: Constructive Response Training Description: Teachers, parents and students will be trained on the constructive response items. Teachers will then actively and consistently teach the constructive response type math questions. Activities: Activity

Description

Math Constructive Response Portfolio

Teachers in grades K-6 will collect monthly portfolio samples as a measure of growth and understanding.

Person Responsible


Resources

Anita Fiel

Start: 8/1/2007 Finish: N/A

$0.00

Strategy: Math Re-sequence Description: Activities: Activity

Description

Re-sequence Communication

Send letter to inform parents that math units have been re-sequenced to prepare students for testing and to address the eligible content standards first.

Person Responsible


Resources

Anita Fiel

Start: 9/4/2007 Finish: 9/4/2007

$0.00

Goal: READING Description: At least 63% of all students will be proficient in Reading, as measured by the annual state-wide PSSA assessments. Strategy: Formative Assessment and Progress Monitoring Description: Utilize formative assessment tool (AIMS Web) to identify at-risk students and direct remediation. Activities: Activity Benchmark Testing

Description Teachers will test students in grades K-8 using benchmark assessments a minimum of twice per year. The lowest performing quartile of students will receive progress monitoring using these formative assessments.

Person Responsible


Resources

Anita Fiel


$0.00


95

Goal: STUDENT PARTICIPATION IN STATE ASSESSMENTS Description: At least 95% of eligible students will participate in required state-wide assessments. Strategy: Communication Initiative Description: The administration and teachers will communicate early and consistently the testing requirements and logistics. Activities: Activity School Calendar and Newsletter Iniatives

Description The school calendar will include the PSSA testing calendar. Also a consistent section of the school newsletter will address testing readiness and logistics.

Person Responsible


Resources

Anita Fiel


$0.00

Statement of Quality Assurance Statement of Quality Assurance

SECTION III. QUALITY OF SCHOOL DESIGN Rigorous Instructional Program The school’s academic program was built primarily around the K12.com curriculum, which was developed from the award-winning Core Knowledge Sequence. While the Core Knowledge Foundation provided curricular guidelines, K12 provided a fully developed and comprehensive curriculum, including complete lesson plans and assessments for a 180-day school year, online lessons with teaching aids, and a comprehensive array of offline materials. The program included detailed instructional guides, clear presentation of lessons, a comprehensive on-line help system, technical support, optional challenge problems, secondary lessons, and embedded teaching tips. The publishers of the curriculum provided documentation to show that the materials met state content standards and requirements. Also, time was dedicated to an alignment project to ensure that the K12 curriculum was directly aligned to the PA Standards. State Benchmarks, Anchors and Standards were cross referenced with K12 grade level lessons objectives. The K12 mastery based curriculum included: · Clearly defined learning objectives that were aligned to the PA Standards. · Step-by-step, easy-to-follow procedures for hands-on activities. · Alternative teaching approaches. · Materials to prepare and gather. · Keyword definitions and tips and strategies for pronunciation.


96

· Suggestions for optional enrichment and extension activities.

The K12 curriculum also included a large number of more traditional tools that were utilized offline such as textbooks, phonics kits and manipulatives. Although K12 lessons were delivered via the Internet, students were expected to spend less than 50 percent of their time learning online. Children in grades K-5 completed approximately 20 to 30 percent of the work online. The offline work included but was not limited to reading books, solving math problems on paper, drawing, and conducting science experiments. Instruction and activities for students in grades 6-12 involved increased independence and computer use. However, offline work was always essential. Inquiry, experience, discovery and higher order thinking were at the center of our curriculum. Additionally, educational outings supplemented day-to-day instruction. Student portfolio work and Socratic conversations with teachers also promoted in-depth and inquiry-based teaching and learning. New approaches were presented which emphasized the use of media in innovative ways. To accommodate the diverse learning styles of children, our professionals employed a variety of “Best-Practice” strategies, including direct instruction, hands-on exploration, use of manipulatives, practice exercises, and distributed review to ensure academic achievement. Students developed their technology skills through the use of technology for learning across the curriculum. Students participated in virtual classes, supported by whiteboard software, and were taught how to use a wide range of computer-based tools for working with numbers, text, and graphics. To monitor and document student academic achievement, assessments were managed through the online K12 system and involved gathering information about student progress, strengths, and weaknesses. The following assessments, evaluations, and tests were a part of the educational program: Placement assessments: In math and reading, these assessments placed students into the appropriate point in the curriculum. Lesson assessments: designed to assess mastery of lesson objectives. Unit assessments: designed to assess mastery of the lessons in a unit and determine whether a student should receive additional instruction on content covered in a unit. Semester evaluations: provided information on what had been mastered during the semester. Teacher conferences and informal reviews: On a regular basis, teachers evaluated students to monitor achievement and determine ways to boost student performance. PSSA.: The Pennsylvania System of School Assessment (PSSA) is a standardized test used to measure a student's attainment of the state's academic standards in Reading, Writing, and Mathematics, and to assist schools in identifying strengths and weaknesses of the academic programs. Every Pennsylvania student is assessed in reading and math in grades 3, 5, 8, and 11, and in writing in grades 6, 9, and 11. Additional assessments are administered as required by the State of PA and the federal NCLB Law. Students participated in diagnostic testing as well as PSSA preparation in the web-based program, Study Island. Each semester, students were issued a standards based progress report, reflecting completed work in the curriculum and progress towards mastery of the PA Standards. Students not meeting the goals set by the standards and demonstrated at-risk behaviors were taken through the Response to Intervention (RtI) process. A CARE team was an integral part of this process. The purpose of the team was to provide a knowledgeable group of professionals to consider the unique needs of any student in the school who may require special assistance. This may include tutorial, extra help, Title I services, crisis intervention, 504 accommodations, services for students with limited English proficiency, special education, and other special services of either a temporary or permanent nature. The RtI process involved movement through the following tiers of intervention based on individual student need:


97

· Tier 1 was designed to address the needs of the majority of the school's students. By using flexible grouping, benchmark and ongoing assessments, and targeting specific skills, classroom teachers were able to meet individualized instructional goals. The student specific goals were written in an Individualized Learning Plan (ILP). · Tier 2 addressed the needs of 20 percent to 30 percent of students and focused instruction when the regular education setting was not meeting individualized goals. The students in Tier 2 required supplemental instruction in addition to the standard classroom instruction. This supplemental instruction took place in a Title I Math and/or Reading program. · Tier 3 was designed for students with low content area skills and/or a sustained lack of adequate progress when provided with primary and secondary interventions. Movement to this tier initiated the Child Study Team. This team is a special education centered team. Movement to this tier did not guarantee a special education evaluation. This evaluation occurred when deemed appropriate. K12's Planning, Progress, and Attendance tools enabled teachers to monitor and evaluate student academic achievement in Tier 1 of the RtI process. The Planning tools included a Daily Plan, Weekly Plan, Lesson List and Materials List. The Progress tool gave teachers, students and parents a look at both completion of lessons and mastery of lessons that had assessments. The Attendance tool allowed one to record the amount of time the student spent in school. The number of minutes for each subject was recorded, and the Attendance tool calculated the total number of hours and minutes for each day, year to date, and the total of number of days in school. To support our most at-risk students and Tier 2 of the RtI process, Agora initiated a Title I program. The Title I program was a federally funded supplemental education program that provided financial assistance to improve educational opportunities for our educationally deprived students. The Title I program was designed to help Agora’s lowest performing students meet the state content and performance standards in reading, language arts and mathematics. Students were assigned a reading and/or math specialist that provided specially designed, supplemental instruction. This instruction was provided weekly in Elluminate, a virtual classroom. The focus of instruction was mastery of skills needed to achieve proficiency of the state standards. Web-based remedial programs were utilized to enhance the instruction provided to students enrolled in Title I. Agora embraced promising new approaches which emphasized the use of media and technology in innovative, meaningful ways. In many instances, our approach was a combination of tried-andtrue lessons fused to a technologically innovative delivery system, fully aligned to the state’s expectations.

English Language Learners All PA residents of school age had the right to enroll and attend Agora under satisfactory proof of residency and immunization, regardless of their English proficiency. All families were screened during the enrollment process using the Home Language Survey. This survey was based on the form provided by the Pennsylvania Department of Education. The survey was filed in the student’s permanent record folder and will remain through graduation. Based on this screening process no PHLOTE (Primary Language Other than English) students were identified as needing a core ESL program. Professional development was provided on the following topics: Requirements for ELL Programs, Administering and Scoring the WIDA ACCESS Assessment, and Supplemental Programs (Title III). An administrator attended ESL workshops provided by the Department of Education. Student data was entered in the LEP system pertaining to identified ELL student count. Data was recorded showing no identified students.


98

In anticipation of identified ELL students in the 07-08 school year, a highly qualified, PA certified teacher has been hired. Assessment procedures will be secured for program entrance, measuring progress in gaining English proficiency, and program exiting. Such assessment shall address the areas of listening, speaking, reading, and written skills as well as the academic progress as they relate to the attainment of Commonwealth and School-established academic standards. Pennsylvania’s Annual Achievement Outcomes will be utilized. These outcomes include: participation in PSSA assessments with appropriate coding, participation in the WIDA ACCESS for ELLs and annual LEA data review to determine student progress, inform instructional practice and/or curriculum changes. Performance targets include: making progress toward English language proficiency as measured by the WIDA ACCESS for ELLs, attaining English language proficiency as measure by the WIDA ACCESS for ELLs and meeting AYP as measured by the state content assessment (PSSA/PASA) Exit criteria will be established based on the following: Score of Basic on the annual Pennsylvania System of School Assessment (PSSA), score of Proficient (Bridging as per the Pennsylvania Language Proficiency Standards for English Language Learners) in the areas of Listening, Speaking, Reading and Writing on the annual state English language proficiency assessment, and final grades of C or better in core subject areas (Mathematics, Language Arts, Science and Social Studies). School communication with parents about assessment, academic achievement and other related education issues will be provided in the language understood by the parent whenever possible.

Graduation Requirements Agora Cyber Charter School Board of Trustees recognizes a "Graduate" when the following requirements have been successfully completed according to 22 Pa. Code Section 4.24: 1. Students must earn 22 credits in the following content areas that are aligned to the PA academic standards: 4 credits of Math 4 credits of English 3 credits of Science 3 credits of History/Social Studies 2 credits of Arts or Humanities or Both 2 credits of Health and Physical Education 2 credits of Electives 2. Complete culminating Graduation Project presented to peers and school sponsor 3. Pass the 11th grade PSSA in Math, Language Arts, and Writing

Special Education Agora Cyber Charter School serves and includes students with disabilities or "Thought to Be" students with possible identified disabilities. All students have strengths and weaknesses that are recognized and accommodated in order to reach their full potential as a contributing student of Agora and a member of society. Teachers are actively involved in student achievement, developing individual learning plans and adapting and modifying the curriculum when necessary. Unidentified students


99

who appear to be at risk for any reason, are referred to the Response to Intervention (RtI) Team. A referral to the Child Study Team may occur for students who do not respond to strategies and it maybe determined to have a multi-disciplinary team evaluation. Each August, regular education and special education teachers receive intensive training and professional development that includes Child Find responsibilities, RtI and Special Education Procedures. Agora Cyber Charter School uses K12 curriculum for Kindergarten through 8th grade students in a mastery-based program. Students in high school use courses from K12 and other outside providers. Placement testing taken upon enrolling in the school and existing IEPs determine the instructional levels. The instruction is self-paced. The curriculum has daily lessons and frequent assessments. Mastery is the goal. Students with special needs may have the curriculum modified or adapted as necessary, but students work in an inclusion model and students in special education receive services from both a regular education teacher and a special education teacher. The curriculum is aligned and meets or exceeds Pennsylvania State standards. Agora follows the appropriate team procedures as specified in the Individuals with Disabilities Education Act (IDEiA). The regular education teacher will be present at the team meetings in order to contribute information or to make clear specifications with regard to treatment and accommodations required for the student. All teachers will have access to each assigned student’s IEP. Those teachers responsible for that student’s education, will understand their role with regard to that IEP’s specifications. Evaluations pursuant to applicable Pennsylvania State and Federal laws and regulations occur for students with suspected disabilities. The IEP team will help to identify any other students thought to have special needs. IEP transition planning and goals for students reaching the age of sixteen years old or older are developed. The following specially designed instruction list represents some but not limited to possible strategies incorporated into IEPs: Assistive Technology devices (visual, auditory, kinesthectic, lanugage etc.) as deemed appropriate Behavior modification plan Books on tape Chunking information Communication board Extended time Frequent breaks Graphic organizers Kinesthetic techniques Multi-sensory approach Oral responses Positive feedback Read aloud to student Reduction in assignment requirements


100

Reinforcers Repetition Sensory Sign Social Supplemental Tape Test Use Use Use Use Use Use Use Use Use of Visual aids Written Oral Review and repetition

and

tangible of Integration language

of of of

a an a of of of of

of

mnemonic keyboard/computer or Visual

for AT

rewards instructions Techniques communication stories resources recorder modifications timer outline calculator dictation spellchecker highlighter manipulatives strategies writing devices instructions instructions

Agora Cyber Charter School provides its special education students with many unique ways to progress that are simply not available in a typical brick and mortar setting. In a sense, every Agora Cyber Charter School child’s education is an individualized education plan and technology replaces outdated methods for delivering individualized instruction while freeing up the teachers to provide personalized support for students who need one on one attention or additional time and support. Each student receives the individualized support of the responsible adult aka Learning Coach. Inherent in the Agora Cyber Charter School program are a multitude of adaptations and modifications. A student who needs support in reading can receive extra support and time without missing any of his other classes. Multi-modal instruction becomes the norm in an Agora Cyber Charter School classroom. When students research subjects, they are not limited to the school library, but can use field trip experiences, museum visits, Internet sites, and a multitude of other resources. It is possible with advance planning for students to get credit for a variety of real-world enrichment and educational experiences that were not necessarily designed in the curriculum. Agora Cyber Charter School’s special education teachers work closely with families to monitor the behaviors and progress of students. Our Special Education teachers are state certified and experienced. They provide support with behavioral issues, academic issues, related service needs, compliance issues and curricular issues. They confer with each other and suggest curriculum laddering techniques and accommodations for special


101

needs. They create specially designed instruction and participate in the IEP team decision to recommend and order assistive technology and stimulating educational software to supplement the curriculum. Special Education teachers prepare Quarterly Progress Reports indicating progress toward annual goals and objectives. Related Service porviders submit their quarterly progress reports to be incorporated. When progress is unsatisfactory, an IEP meeting occurs to discuss the student’s needs. Agora provides related services on an as-needed basis through contractors based all over the state (see chart of providers). The school has Related Services Coordinator for contracts and overseeing the base of providers and making referrals. Physical Therapy, Occupational Therapy, and Speech and Language Therapy are some of the services provided regularly. At the current time, Agora has a growing number of providers based on student needs. The school is initiating relationships with Intermediate Units, agencies and individual providers across Pennsylvania. Agora will implement each student’s IEP and provide the necessary related services. These include, but may not be limited to the following: • • • • • • • • • • •

Mobility training Adaptive therapy Notifications Evaluations Psychological and counseling services Assistive technology devices Speech and language services Resource room and special classes Occupational therapy Transportation when required Interpreters for deaf or hard of hearing

Agora Cyber Charter School’s program works for students with medical disabilities that require frequent hospital stays or rehabilitation at home. With a laptop computer (not standard, but available to those with need), these children can take their school to the hospital or during times of bedrest It may mean the student completes the school work in the evening rather than during the traditional school daytime hours. Although Agora Cyber Charter School’s program is self-paced, students must meet the required total of 990 hours for secondary students and 900 for elementary students. If a student missed a week of school due to illness, he or she could easily make it up on weekends or an hour at a time by adding on to the length of the school day. Some students require, instead, a reduction in expectations due to physical or psychological factors that interfere with the amount of time they can function academically. With an IEP, it is a simple matter to adjust the workload to modify or accommodate in these situations. Students with ADHD benefit in a number of ways from Agora Cyber Charter School’s unique design. First, these students leave environments that are frequently over-


102

stimulating and over-scheduled for many students with ADHD. This reduces the number of times students experience behavioral challenges and consequences for behaviors that are often beyond their control. Record keeping is compliant with IDEiA and FERPA. In addition to all of the above, the school administration provides professional development frequently to update special education teachers on changes in the law and to review policies and procedures. A designated Special Education teacher functions as a leader to assist with the training of regular teachers to work with students with special needs. The school administration places an emphasis and intends to train all newly hired teachers in Progress Monitoring. The goal of the administration is to maintain a team of highly professional, experienced special educators of the highest caliber.

Attachments include Special Education Board Approved Policies and Penn Data Report from December 1, 2006. The policies were reviewd and signed off by PDE through a Compliance Monitor Audit by Mr. Walter Howard. At this time, the End of Year June 2006-07 Penn Report was not approved by PDE and could not be forwarded to Agora by the Montgomary County IU. Therefore, the End of Year June Penn Data report for 2006-07 cannot be included for submission. Special Education Program Profile - Chart I Teacher

FTE

Type of class or support

Location

# of Students

Other Information

Cukauskas, Michelle

1.00

Learning Support Agora Cyber

25

Itinerant

Deemer, Judy

1.00


25

Itinerant

Dieter, Shannon 1.00


28

Itinerant

Holler, Michelle

1.00


30

Itinerant

Pallone, Lorren

1.00


25

Itinerant

Sbur, Diane

1.00


28

Itinerant

Special Education Program Profile - Chart II Organization Not Applicable

FTE 0


Not applicable

Location Not Applicable

# of Students 0

Special Education Program Profile - Chart III Title

Director of Special Education

Location

Agora Cyber CS

NA

FTE 1.0

Coordinator of Special Education Agora CS

1.0

Coordinator of Related Services Agora CS

0.5

Psychologist

0.0

Contracted


Other Information

103

Speech Therapist

Contracted

0.0

Occupational Therapist

Contracted

0.0

Physical Therapist

Contracted

0.0

Paraprofessionals

None

0.0

Special Education Program Profile - Chart IV IU, Public Agency, Organization, or Individual

Title/Service

Amount of Time Per Week

Therapy Source Agency

S/L Therapy

505 minutes per wk

Sandy Tommerello, S/L Therapist

S/L Therapy

90 minutes per wk

Capital Area IU

S/L Therapy

45 minutes per wk

Easter Seals of Western PA

S/L Therapy

180 minutes per wk

HealthSouth

S/L Therapy

60 minutes per wk

Easter Seals of Eastern PA

S/L Therapy

90 minutes per wk

Pediatric Therapy of York PA

S/L Therapy

120 minutes per wk

SpeechCare

S/L Therapy

60 minutes per wk

Strawberry Fields

S/L Therapy

60 minutes per wk

Pediatric Therapy-Lehigh

S/L Therapy

240 minutes per wk


OT Therapy

180 minutes per wk

Therapy Source

OT Therapy

60 minutes per wk

Allied Services

S/L Therapy

60 minutes per wk

Allied Services

OT Therapy

60 minutes per wk

Therapy Source

Psycho-Educational Evaluation

6 hrs per

Dr. Penni Blaskey


8 hrs per


OT and S/L Evaluations

2 hrs per


OT, PT, S/L Evaluation or Reevaluation

2-3 hrs per


OT, PT, S/L Evaluation, Reevaluation

2-3 hrs per


S/L Evaluation

2-3 hrs per

SECTION IV. ACCOUNTABILITY


104

Student Assessment - Primary Test/Classification K

1

2

3

4

5

PSSA

No

No

No

Yes Yes Yes

PASA

No

No

No

Yes Yes Yes

Student Assessment - Secondary Test/Classification

6

7

8

9

10

11

12

PSSA

Yes

Yes

Yes

No

No

Yes

No

PASA

Yes

Yes

Yes

No

No

No

No

Student Assessment Agora only had two students participate in the PSSA testing for the 2005-2006 school year so the data we have received for the 2006-2007 school year will be used as our baseline data. We are however on the school improvement list having not met all the performance thresholds for the subgroups of black and economically disadvantaged in the areas of math and reading. Due to this status we will begin to work on our School Improvement Plan (SIP). One area where work has begun work in is the use of more formative assessments. We sent two staff for training on the AIMS Web tool and they will train the remaining staff in the effective use of these measures to target instruction in reading and math. We have also recently developed an alignment analysis and resequenced our math curriculum in grades 3-8 to ensure that the critical material is covered prior to testing. With these recent adjustments and other initiatives we are striving to remediate all students. We have trained and will conduct refresher training in the assessment anchors. Teachers will work with their teams to adopt an anchor and work to ensure that all students are taught the critical content. Students who are at-risk of failure will be identified, targeted for assistance using our Response to Intervention process (RTI) and referred to Title I for additional services. At the middle school level we are working to develop teams and mentor groups to provide additional training in the areas of study skills, organization and time management for our students. These small groups will allow a teacher to follow a group of students through their year and target any needs for the underachieving student. We will continue to provide a test prep program, Study Island, for students to use outside of school for additional remediation. Teachers will monitor the use of the tool and guide student use of the program.Additionally, we will add the use of Terra Nova for our second graders to have some baseline data. This summative test will be given in the spring and will provide additional data to help identify students who may be at-risk of failure going into the third grade.

Teacher Evaluation An integral part of the school’s self-assessment and accountability plan is the staff evaluation plan. Teachers and administrators at Agora will be evaluated through a combination of selfassessment, peer review, and performance reviews. Performance reviews will be conducted annually based upon personal portfolios and a published set of performance standards designed by professionals in the PA Department of Education. The Board selects the Head of School/CEO, the academic administrator and special education director, to serve as the teacher evaluator. Teachers are provided with a detailed set of clearly defined rubrics. The rubrics are distributed to all teachers upon their hiring and reflect the


105

school’s emphasis on teacher professionalism, college preparation, and a rigorous curriculum. Agora's teacher evaluation plan measures the affectiveness of teachers in four major areas: Achievement, Retention, Professionalism/Teamwork/Attitude, and Professional Development and Growth. Agora administrators participate in on going professional development around the areas of teacher evaluation, coaching, and teacher growth and development through various avenues including internal and external workshops through PDE, PATTAN, and private entities. Agora administrators are committed to securing and developing the most experienced staff to support Agora's mission that all students will attain their highest potential of academic knowledge and skills. The teachers are central to this success. Their continuous professional development is essential.

SECTION V. GOVERNANCE REQUIREMENTS Leadership Changes In order to become a full service program for the 2006-2007 school year, Agora Board of Trustees secured management services from K12 Inc to run day to day administrative (Head of School/CEO, Director of Finance), academic administrators (Including Special Education Director and Principal), school development, and enrollment services for the school community.

Board of Trustees

Name of Trustee Office (if any) Courtney Knight President Lisa Cabungcal

Vice President

Myra Corbin

Secretary

Arnita Medley

Treasurer

James Marshall

Member

Damien Poitevien Member Bilal Uqdah

Member

Professional Development (Governance) The Board of Trustees for Agora Cyber Charter School receives periodic instruction on legal issues and governance issues from the law firm of Schneider, Harrison, Segal and Lewis. This firm has agreed to work for the Charter School on a pro bono basis.

Coordination of the Governance and Management of the School The Board of Trustees for the Agora Cyber Charter School will have the ultimate responsibility to ensure that the Agora Cyber Charter School is operating in compliance with its charter and all applicable state and federal laws and regulations. It must be aware, to the fullest extent possible, of all matters that pertain to the philosophy, mission and goals of the school and it must assure that the decisions of the Board conform to the principles of creating a school focused on achieving the highest levels of social and academic skills. The Board of Trustees will be responsible for duties that include, but are not limited to, the following:

·

Filling vacancies on the Board.

·

Matters relating to the By-Laws, including adopting, repealing or amending.


106

·

Hiring, firing and setting salaries for the CEO and all Charter staff.

·

All matters related to budgets and school finances.

·

Reviewing the annual budget.

·

Reviewing and approving financial disbursements.

·

Authorizing the selling or leasing of property.

·

Setting policies for the school.

The Board will communicate with the school community through the CEO. Generally, matters involving the staff, students, parents, and community that require Board action will be brought to its attention by the CEO. Any of these groups may make a written request to appear before the Board. Arrangements will be made for them to speak at the next scheduled Board meeting.

The school’s Board of Trustees recognizes and respects the time consuming nature of the School Directors’ position and that of the Charter School Office’s staff. Therefore, it encourages Charter School personnel to comply in a timely manner with School District deadlines and requests for reports to preclude placing an undue burden on members of the SRC or their staff. Further, appropriate personnel from the Charter School attend School District training sessions several times a year.

Community and Parent Engagement One of the main tenets on which Agora is founded is the partnership with parents, teachers, and students. Monthly parent workshop meetings through web-based tools, face to face opportunities or phone chats, give teachers and parents an opportunity to collaborate on improving and supporting the students’ education and successful execution of strategic instructional and learning plans. Parents are further involved in the life of the school through grade level or content specific meetings at which they receive further instruction on how best to support their children’s learning goals. Materials are frequently distributed to parents to guide their efforts to enhance their children’s education and overall ability to meet the mission and vision set forth and supported by the Board of Trustees.

In turn the Board of Trustees promotes service learning to support community initiatives and

SECTION VI. FINANCIAL RESPONSIBILITIES Major fund-raising activities


107

The school did not conduct any major fund-raising activities during SY2006-07. Prospective fund-raising activities for SY2007-08 are still To Be Determined.

Fiscal Solvency Policies The Agora board adopts an annual budget in June prior to the upcoming school/fiscal year. All purchasing and expense allocation throughout the fiscal year must align with the budget. The school's business manager monitors all financial transactions on a daily basis, and the school's board provides monthly oversight and approvals. Monthly reviews include cash management, accounts receivable and accounts payable, as well as projections for each coming 90 day period.

Accounting System Agora Cyber Charter School uses Quick Books Accounting Software to capture, classify and report revenues and expenditures. The school maintains its books on a fund accounting basis in accordance with GAAP. Our chart of accounts is based on the Pennsylvania State Chart of Accounts for PA Public Schools, and all PDE reports are filed in this format. .

Preliminary Statements of Revenues, Expenditures & Fund Balances Attachment • Preliminary Statements of Revenues, Expenditures & Fund Balances

Audit Firm, Date of Last Audit, Auditor's Opinion, and Any Findings Resulting From the Audit As SY2005-06 served as a pilot year for Agora with only 25 students, no external audit was performed. For SY2006-07, the school's first full year and with external management organization K12 now providing oversight of day-to-day operations, the school has selected Siegal and Drossner, a respected audit firm with PA school districts and charter schools as existing clients, to perform the audit for SY2006-07. The audit is slated to begin in August and should be complete by September 15th of this year.

Citations and follow-up actions for any State Audit Report None. Not applicable at this time.

SECTION VII. FACILITY RESPONSIBILITIES Acquisition of Facilities, Furniture, Fixtures, and Equipment During the Last Fiscal Year With SY2006-07 serving as Agora's first full year of operation, the school did purchase several computers and peripherals, pieces of furniture and office equipment, at a total cost of $15,360. The following items are included in this total: - 7 laptop computers, including accompanying software licenses, and configuration charges: $11,900 ($1700 each) - 4 Panasonic KX-T7630 office network phones: $1,076 ($269 each)


108

- 9 swivel office chairs: $1,305 ($145 each) - HP 1320 laser printer:

$397

- Brother 2920 Intelli Fax: $249 - HP ScanJet 7800 Scanner: $439

Future Facility Plans and Other Capital Needs As a cyber charter school, most student instruction between teachers and students takes place decentrally (e.g. by phone, web collaboration tools, or in-person instruction at local sites around the state). However, due to enrollment growth over the past year, the school is searching for viable and cost-effective options for permanent office space for its administrative operations. The search is ongoing, with a plan to occupy new spaces in either Philadelphia or Montgomery by mid-fall 2007. No additional capital needs are identified at this time.

SECTION VIII. HEALTH AND SAFETY RESPONSIBILITIES Compliance With Health and Safety Requirements and Maintenance of Health and Immunizations Records for Students Agora places safety of its students, families and staff as paramount to our success as an institution. Though most teacher-student interactions occur in a distance learning environment, we emphasize safety at all times, and particularly during in-person instruction periods, standardized testing and other school events. Each in-person event includes a safety briefing and overview at the start of the event, including location of fire exits and accountability procedures. At our administrative office, where Agora employees work on a daily basis, we ensure safety through the following measures: • Inspection by a local building inspector. • Inspection by a local fire department. • Approval from the municipal licensing authority for use of any explosives and flammable compounds or liquids in connection with courses taught at the school. • Compliance with all other federal, state, and local health and safety laws and regulations. • Application for certificates, licenses, etc. are part of the process. Teachers participate in professional development on being mandated reporters of suspected child abuse and/or neglect. Teachers are trained on indicators regarding signs that the child may


109

be a victim of abuse. As teachers, they will know when the child is safe and when their needs are being met. There will be a protocol for teachers to follow if they are reporting suspected child abuse or neglect. Health: For SY2006-07, Agora health initatives focused primarily on three areas: 1) Documentation of required immunizations, 2) incorporation of healthy lifestyles and decision-making skills into curriculum, and 3) in-person mini "Health Fairs" conducted by our community outreach team during February. In coming year, nursing services will be provided and contracted to be available when students are on school sites. The school health services will comply with Article XIV of the Public School Code. Dispensing of medications will be conducted by nursing staff only while students are at the school site. Also in SY2007-08, we plan to expand our program to include monthly health and nutrition seminars for parents as well as students to learn about dietary and nutritional health. These will be conducted on a monthly basis to have continuity in health education with parents and students. Agora Cyber Charter School is committed to ensuring that the safety and health of its students is a priority andshall be an integral part of helping the student achieve overall academic success. See attached file "Agora Wellness Policy" for additional description.

Compliance With Health and Safety Requirements and Maintenance of Health and Immunizations Records for Students - Attachments • Compliance with Health and Safety Requirements • Compliance with Health and Safety Requirements

Current School Insurance Coverage Policies and Programs The school currently holds the following policies: Property, General Liability, and Auto — Markel Insurance Co: 1,000,000 — each occurance 1,000,000 — personal/advertising injury limit 2,000,000 — general aggregate 2,000,000 — products-complete operations 300,000 - fire 10,000 - medical payments 1,000,000 — Hired Auto Sexual Molestation — Lexington: 1,000,000 each victim limit


110

EMPLOYEE BENEFITS: Agora employees are established as co-employees of Administaff Inc, which offers the following health options: United Health Care, Choice Plus CIGNANetwork Plan Dental offered through United Healthcare and Delta Dental Also offered to employees are: Basic Life & Personal Accident Insurance (CIGNA) Voluntary Group Life Insurance (CIGNA) Basic Disability (CIGNA) Educational Assistance and Tuition Reimbursement

SECTION IX. ADMINISTRATIVE NEEDS Quality of Teaching and Other Staff Agora Cyber Charter School employed a staff of 44 during the 2006-2007 school year. All staff members were new to the school this year. The previous year the number of students was small and there was one fulltime teacher. Two staff left during the school year for personal reasons. Nineteen of the staff members were employed for the entire year. The need for the additional staff to increase to the total of 44 staff was due to the significant growth the school experienced.

Student Enrollment Agora Cyber Charter School enrolls all students according to Act 22 in the PA School Code. Students who would like to enroll are welcome as long as they meet the state regulated age requirements and the age requirement of the student's local school district. Typically Agora K and 1st grade students must meet the age of 5 and 6 respectively by Sept. 1 of the current school year. Parents must complete an enrollment form providing proof of residence, copies of the student birth certificate, immunization records, health and dental records and annual physicals and evaluations. Parents provide a copy of the charter notification form required by districts. This form is sent within 10 days of the student's enrollment along with a signed release of records to the local district. Parents also complete notification of offense statements required by school code. No student is enrolled in Agora if they under suspension or has been expelled from their local district without written consent from the local school district. All students take placement tests to determine the appropriate instructional level assigned in English and Math. Placement counselors discuss with parents the childs strengths and challenges in order to determine the student's academic levels and skills in order to develop student individual learning plans. Enrollment is not biased by any test scores. Placement counselors do inform parents of the instructional model and help the family determine whether this model is appropriate for the child. On September 5, Agora's first day of school, enrollment was 501. On October 1st; enrollment hit 756. In February enrollment peaked at 1300 students. Students transfer in and out of cyber charter schools due to changes in family situations, health and safety, curriculum gaps, inappropriate model for the students learning style, and student non compliance with student


111

code of conduct and compulsory attendance code. Students typically return to their local district, desired private school or home schooling. Agora ended the school year with 1163students: 850 are returning in September. With the trend in enrollment, Agora expects to enroll approximately 2500 students in grades K-12. No Agora students were expelled.

Transportation Due to the nature of the virtual school model, on most occasions transportation is not necessary. If transportation may be needed for attendance to testing or special education services transportation will be provided or arranged.

Food Service Program Since Agora Cyber Charter School is a home-based program, we do not participate in the Free and Reduced Lunch Program.

Student Conduct AGORA expects students to reach their full potential and does not tolerate misconduct, unsafe or disorderly behavior that would interfere with the delivery of instruction or places another students or member of the school staff in jeopardy. The code of conduct is a part of the school’s handbook and all students and parents are expected to sign a statement agreeing to the terms of the code of conduct

Student Conduct - Attachments • • • • • • • • • • • • • • • • •

Quality of School Design Quality of School Design Quality of School Design Quality of School Design Quality of School Design Quality of School Design Quality of School Design Financial Responsibilities Health and Safety Health and Safety Administrative Needs Accountability Accountability Accountability Accountability Administrative NEeds Administrative Needs


112

ASSURANCE FOR THE OPERATION OF CHARTER SCHOOL SERVICES AND PROGRAMS School Year: 2007 The Agora Cyber CS within Philadelphia IU 26 assures that the charter school will comply with the requirements of 22 PA Code Chapter 711 and with the policies and procedures of Pennsylvania Department of Education (PDE). PDE will specify, in writing, policies and procedures to be followed. Requests for any deviations from these regulations, policies, and procedures must be made in writing to PDE. The charter school assures: 1.

There are a full range of services, programs and alternative placements available for placement and implementation of the special education programs in the charter school.

2.

The charter school has adopted a "child find" system to locate, identify and evaluate children who are thought to be a child with a disability eligible for special education residing within the charter school's jurisdiction. "Child find" data is collected, maintained, and used in decision-making. Child find process and procedures are evaluated for effectiveness. The charter school implements mechanisms to disseminate child find information to the public, organizations, agencies, and individuals on at least an annual basis.

3.

The charter school has adopted policies and procedures that assure that students with disabilities are included in general education programs and extracurricular and nonacademic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program.

4.

The charter school will comply with the PA Department of Education annual report requirements including special education information.

5.

The charter school follows the state and federal guidelines for participation of students with disabilities in state and charter school-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate.

6.

The charter school assures the Pennsylvania Department of Education that funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency.

This assurance must be signed by the Board President and the Chief Executive Officer for the charter school to operate services and programs.

_______________________________________________________ Board President

___________________ Date

_______________________________________________________

___________________


113

Chief Executive Officer 2007 - 2008 Annual Report for Pennsylvania Charter Schools Verify that all DATA reports to PDE are complete

YES _____


Date

NO _____

114

SIGNATURE PAGE Identify the charter school's Chief Executive Officer. Name June Brown Title Dr. Phone 610-617-9121 Fax 610-660-8416 E-mail [email protected]

_______________________________________________________ Signature of the Chief Executive Officer and Date

___________________

Identify the charter school's President of the Board of Trustees. Name James Marshall Title Mr. Phone 610-617-9121 Fax 610-660-8416 E-mail [email protected]

_______________________________________________________ Signature of the President of the Board of Trustees and Date

___________________

Identify the charter school's Special Education Contact Person. Name June Brown Title Dr. Phone 610-617-9121 Fax 610-660-8416 E-mail [email protected]

_______________________________________________________ Signature of the Special Education Contact Person and Date

___________________

Signature Page


115

APPENDIX 2

Pennsylvania Department of Education

COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 MARKET STREET HARRISBURG, PA 17126-0333

Charter Annual Report

Wednesday, July 30, 2008

Charter School: Agora Cyber CS Address: 124 Bryn Mawr Ave Bala Cynwyd, PA 19004 Phone: Contact Name:


116

CHARTER SCHOOL ANNUAL REPORT SUMMARY DATA Charter School Annual Report Summary Data 2008 - 2009

Name of School: Agora Cyber CS

Date of Local Chartering School Board/PDE Approval: May 2, 2005 Length of Charter: 5 years Grade Level: K-12

Opening Date: September 6, 2005

Hours of Operation: 8 am -5:00 pm

Percentage of Certified Staff: 100%

Total Instructional Staff: 124

Student/ Teacher Ratio: 50:1 (average)

Student Waiting List: none

Attendance Rate/Percentage: 95% Enrollment: 4299 (Unique enrollments throughout the year) (Average: Varies by School District) Student Profile American Indian/Alaskan Native: Asian/Pacific Islander: Black (Non-Hispanic): Hispanic: White (Non-Hispanic): Multicultural:

Per Pupil Subsidy: $7950

0.90% 0.86% 21.52% 5.63% 69.09% 2.00%

Percentage of Students from Low Income Families Eligible for a Free or Reduced Lunch: 55.2% Provide the Total Unduplicated Number of Students Receiving Special Services (Excluding Gifted) as of Previous December: 264 Number of:

K (AM)

K (PM) K (FTIME)

ELEM

MIDDLE

SEC.

TOTAL

Instructional Days

0

0

181

181

181

181

724

Instructional Hours

0

0

1086

1086

1086

1086

4344

SECTION I. EXECUTIVE SUMMARY Organization Description Agora Cyber Charter School serves students in grades kindergarten through twelve spanning the entire state of Pennsylvania using an online instructional model, utilizing the K12 curriculum and management services. All students interact with one or more state-certified teachers (depending on the grade level) and communicate regularly with their teachers through e-mail, telephone, and online meetings. Each Agora family receives a loaner computer and subsidized


117

Internet access, as well as boxes of materials, including a wide array of textbooks, CDs, videos, and other hands-on tools and resources. These materials complement the interactive online elements of our program, ensuring that students receive instruction using the best method for each subject matter. The online planning and assessment tools, resources, and hands-on materials range from textbooks to microscopes; cell samples to beautifully illustrated classic children's stories; and much more. Agora also provides an extensive support system to both parents and students. In grades K-8, working closely with the teacher, the parent (or other responsible adult) serves as a “learning coach” to the child, helping to facilitate his or her progress and working to modify the pace and schedule as needed. At the high school level the adult is less involved, as students work at more of a collective pace with a class of students in conjunction with the teacher. Each teacher is state certified and trained in his or her specific subject area. In addition, monthly networking opportunities are provided through various events and outings, enabling the entire school community to keep in close contact. In addition to providing individualized learning, as an online public school, Agora provides the structure, administrative support, oversight, accountability, and state testing required of all public schools. In the 2007-2008 school year Agora ended the year with approximately 3200 students, 124 full and part time faculty and staff and 4 administrators. The teaching staff include full and part time regular education and special education teachers and a full time Title One coordinator and 4 Title One teachers. The school will continue to add students next year and is on target to have an enrollment of about 5000 students in the 2008-2009 school year in grades K through 12.

Core Purpose Mission The mission of the Agora Cyber Charter School is to provide an innovative, intensive academic preparation that inspires and educates students to achieve the highest levels of academic knowledge and skills. Agora embraces a collaborative partnership between teachers and parents in order to empower students to reach extraordinary heights. Extraordinary results require extraordinary efforts! With commitment, hard work, consistency and responsibility, every student will meet the challenge of mastering high expectations.

Vision Through a combination of research based, individualized, specialized curriculum and instruction in the home, online conferencing with a certified teacher, and access to a community of experts in science and technology, our students will emerge as confident leaders of the digital age.

Shared Values The common denominator among parents who choose Agora for their children is the aspiration to remove barriers that keep them from reaching their true potential—whatever those barriers are for their children. Teachers, parents and administrators are passionately motivated to resist restrictions imposed by a learning environment that is not well-suited each student's unique need. Agora can be defined by a core sense of distinguishing values including: 1. 2. 3. 4. 5. 6.

Mastery is possible for all students Research based learning without limits Open communication between parents, teachers, students, and administrators Personal Passion by teachers and administrators leading students to success Individualized learning plans and scheduling Expert lesson plans


118

7. 8. 9. 10.

Active School community opportunities Focused, ethical environment Nurturing learning environment Accountability Standards

Academic Standards Agora Cyber Charter School utilizes curriculum aligned to the Pennsylvania Academic Standards. The curriculum encompasses much more than computer lessons. Students read books; do hands-on work; perform science experiments; use manipulatives and workbooks to master mathematics; draw, paint, create art projects; and participate in hands-on music lessons. Inquiry, experience, discovery and higher order thinking are at the center of our curriculum. Additionally, educational outings supplement day-to-day instruction. Student portfolio work and Socratic conversations with teachers also promote in-depth and inquiry-based teaching and learning. The math program balances mastery of fundamental skills with critical thinking and problem solving. The elementary math program emphasizes an active, multi-sensory approach to ensure that children understand the concrete realities that underline mathematical concepts. Regular practice and review ensures mastery of basic skills. Online games and animations motivate children and help illustrate concepts, while challenge problems help develop critical-thinking skills. The middle school math program transitions students from elementary to high school by honing in on a complete understanding and mastery of algebraic functions and concepts. Teachers design instruction around the data provided from assessments and standardized test scores. This data informs instruction while teachers design individual learning objectives for students in their class. The science program balances hands-on experience with systematic study of scientific terms and concepts. At all levels students perform many experiments to help them understand scientific principles, and receive guided instruction in important scientific concepts. Exploration of the life, earth and physical sciences in each grade nurtures curiosity, analytical skills and an appreciation of how the world is shaped by ongoing scientific and technological advances. The history program, with integrated topics in Geography and Civics, opens students’ minds and imaginations to far off lands, distant times, and diverse people. The program emphasizes the story in history—a story that includes not only great men and women, but also everyday people. In kindergarten children go on a world tour of the seven continents and are provided an overview of American history through a series of biographies of famous Americans. The history program in grades 1-4 tells the story of civilization from the Stone Age to the Space Age. In 5th-7th grades students explore major themes and an in-depth study of American History from the arrival of the first people in America through the Civil War on toward recent times. 8th graders began a journey through World History with a focus on the development of civilization across a twelvethousand year span, from the Ice Age to the Middle Ages. Following the timelines in the history lessons, art lessons introduce students to great works of art from different cultures and eras, while engaging them in creative activity, such as painting, drawing and molding with clay, through self-directed projects. The music program is set up as a successive series of programs. The lessons help students learn about and appreciate music, from singing and dancing, to learning about rhythm and playing the recorder. AGORA embraces promising new approaches which emphasize the use of media in innovative ways. In many places, the approach is a combination of tried-and-true lessons fused to a technologically innovative delivery system, fully aligned to the state’s expectations.


119

Students at Agora move at their own pace through the curriculum. The teachers carefully monitor the students to ensure that each student is placed at his/her instructional level. This pacing allows students to accelerate more quickly than students in a traditional classroom. Conversely, students who need a slower pace are monitored to and alternate strategies are employed to supplement instruction as needed to close the achievement gap that might otherwise continue to widen. Teachers develop individualize learning plans (ILP) for students and all students are carefully monitored to access mastery. Students may interact more frequently with their teacher in small group synchronous sessions for tutoring and acceleration. In addition, students are referred to the instructional support team for more in depth response to instructional interventions. Direct Instruction is provided through technology based curriculum and instruction. Teachers provide lessons through cyberspace that are in accordance with the requirements of the Pennsylvania Standards. Students receive support in implementing lessons by having teachers and parents work together to ensure that this model of instruction is implemented to maximize and ensure student success. Teachers implement best practices according to Pennsylvania State Standards.

Strengths and Challenges Strengths of Agora are curriculum and curriculum development, professionalism, school culture, experience of staff, and overall management of curriculum and instruction through out the course of the year. Through the support of K12 management company Agora has support for school administration (Head of School, academic administrator, and Special Education Director), finance, school development/ community, enrollment. and office staff. The K12 management company helped with the overall organization and management of day to day activities with complete Board oversight. Agora's popularity continued in its third year of operation, which caused some challenges with supporting new students enrolling throughout the year with intense academic gaps. With the test scores available for returning students, Agora will strategically address the needs of at risk students through intense remediation through synchronous and asynchronous instruction our Response to Intervention and Title 1 programs. Agora will focus on the area of mathematics and add math specialists to the middle level and secondary teaching staff. Agora's Board of Trustees approved a 190 day calendar in order to provide more instructional days to give students the gift of time to master content and close academic gaps.

SECTION II. STRATEGIC IMPROVEMENT PLANNING Strategic Planning Process In conjunction with Agora Cyber Charter School's Board of Trustees, administrators, teachers, parents, and community members, Agora's strategic planning process and decision making is the roadmap for Agora's mission that all students will be inspired to achieve the highest levels of academic knowledge and skills to be obtained. Agora depends on the partnerships of all of the members of the Agora community to empower all students to reach these heights. The planning process relies on data and trends paying particular attention to local and state assessment data, demographic changes and growth of student population, income of financial revenue from school districts and Federal Grants, strengthening instructional practices, and attracting, developing, and retaining effective teachers. The plan will always fully address innovative


120

instructional technologies and practices to ultimately prepare students to emerge as leaders into the digital age. The academic team consisting of instructional leaders, teachers, and parents will analyze student data, paying attention to trends to affect future results and practices. Goals will be developed while work groups and actions and instructional practices implemented to help students achieve academic success. Pre and post assessments will evaluate the strategies and determine if additional planning or strategies must be implemented. Data is continually collected to actively alter or integrate different strategies to meet the changing needs of the student community. All school goals and plans will be integrated where necessary to synthesize the actions of the entire community. Ultimately Agora Cyber Charter School's Board of Trustees will review and monitor comprehensive plans and share the community's commitment to the Federal NCLB guidelines, PA School Code, alignment of academic standards and anchors to curriculum and instructional practices, community and student population.

Strategic Planning Committee Name

Affiliation

Membership Category

Appointed By

Allison Dracha

Agora Master Teacher


Sharon Williams

Amy Rupp

Agora Lead Teacher


Sharon Williams

Anita Fiel

Agora Academic Administrator Administrator

Sharon Williams

Dr. June Brown

Agora Cyber Charter School Founder

Administrator

Dr. June Brown

Judy Deemer

Special Ed Coordinator

Special Education Representative

Sharon Williams

Julie Schumacher

Agora Title One Coordinator

Administrator

Sharon Williams

Kevin Corcoran Agora Business Manager

Business Representative

Sharon Williams

Mary CiproFlynn

Parent

Parent

Sharon Williams

Michelle Goodman

Agora Lead Teacher


Sharon Williams

Rebecca Cooper Agora Lead Teacher


Sharon Williams

Sharon Williams Agora Head of School

Administrator

Dr. June Brown

Administrator

Sharon Williams

Tom Dorrin

Agora Director of Special Education

Goals, Strategies and Activities

Goal: FOUR-YEAR GRADUATION RATE (for districts and schools that graduate seniors) Description: Graduate rate will meet an 80% threshold and/or show growth. Strategy: Mentor Cohorts Description: These groups will provide a cohesive way to bring students together in effort to build accountability. Activities:


121

Activity

Description

Monthly Cohort Meetings

Cohort groups lead by teachers and student ambassadors will meet to address study skills, goal setting, and long range planning.

Person Responsible


Resources

Sharon Williams

Ongoing

$0.00

Activity Student Ambassadors

Description The use of these student leaders will provide models for the peers in their cohorts. They will lead the group in discussions on topics involving career and college goal setting as well as various study and organization skills.

Person Responsible


Resources

Sharon Williams

Ongoing

$0.00

Goal: MATHEMATICS Description: At least 56% of all students will be proficient in Mathematics, as measured by the annual state-wide PSSA assessments. Strategy: Constructive Response Training Description: Teachers, parents and students will be trained on the constructive response items. Teachers will then actively and consistently teach the constructive response type math questions. Activities: Activity

Description

Math Constructive Response Portfolio

Teachers in grades K-6 will collect monthly portfolio samples as a measure of growth and understanding.

Person Responsible


Resources

Anita Fiel

Start:8/18/2008 Finish: 3/2/2009

$0.00

Strategy: Math Re-sequence Description: Activities: Activity Re-sequence Communication

Description Send letter to inform parents that math units have been re-sequenced to prepare students for testing and to address the eligible content standards first.

Person Responsible


Resources

Anita Fiel

Start:8/18/2008 Finish: 8/18/2008

$0.00


122

Goal: READING Description: At least 63% of all students will be proficient in Reading, as measured by the annual state-wide PSSA assessments. Strategy: Formative Assessment and Progress Monitoring Description: Utilize formative assessment tool (Scantron and AIMS web) to identify at-risk students and direct remediation. Activities: Activity Benchmark Testing

Description Teachers will test students in grades 3-8 using benchmark assessments a minimum of twice per year. The lowest performing quartile of students will receive progress monitoring using formative assessments.

Person Responsible


Resources

Anita Fiel

Ongoing

$0.00

Goal: STUDENT PARTICIPATION IN STATE ASSESSMENTS Description: At least 95% of eligible students will participate in required state-wide assessments. Strategy: Communication Initiative Description: The administration and teachers will communicate early and consistently the testing requirements and logistics. Activities: Activity School Calendar and Newsletter Iniatives

Description The school calendar will include the PSSA testing calendar. Also a consistent section of the school newsletter will address testing readiness and logistics.

Person Responsible


Resources

Anita Fiel

Ongoing

$0.00

Statement of Quality Assurance Charter school has not met AYP. Charter school has created a School Improvement Plan. Charter school has not submitted and reviewed its School Improvement Plan with the Intermediate Unit designee.

SECTION III. QUALITY OF SCHOOL DESIGN Rigorous Instructional Program The school’s academic program was built primarily around the K12.com curriculum, which was developed from the award-winning Core Knowledge Sequence. While the Core Knowledge Foundation provided curricular guidelines, K12 provided a fully developed and comprehensive curriculum, including complete lesson plans and assessments for a 180-day school year, online


123

lessons with teaching aids, and a comprehensive array of offline materials. The program included detailed instructional guides, clear presentation of lessons, a comprehensive on-line help system, technical support, optional challenge problems, secondary lessons, and embedded teaching tips. The publishers of the curriculum provided documentation to show that the materials met state content standards and requirements. Also, time was dedicated to an alignment project to ensure that the K12 curriculum was directly aligned to the PA Standards. State Benchmarks, Anchors and Standards were cross referenced with K12 grade level lessons objectives. The K12 mastery based curriculum included: Clearly defined learning objectives that were aligned to the PA Standards. Step-by-step, easy-to-follow procedures for hands-on activities. Alternative teaching approaches. Materials to prepare and gather. Keyword definitions and tips and strategies for pronunciation. Suggestions for optional enrichment and extension activities.

The K12 curriculum also included a large number of more traditional tools that were utilized offline such as textbooks, phonics kits and manipulatives. Although K12 lessons were delivered via the Internet, students were expected to spend less than 50 percent of their time learning online. Children in grades K-5 completed approximately 20 to 30 percent of the work online. The offline work included but was not limited to reading books, solving math problems on paper, drawing, and conducting science experiments. Instruction and activities for students in grades 6-12 involved increased independence and computer use. However, offline work was always essential. Inquiry, experience, discovery and higher order thinking were at the center of our curriculum. Additionally, educational outings supplemented day-to-day instruction. Student portfolio work and Socratic conversations with teachers also promoted in-depth and inquiry-based teaching and learning. New approaches were presented which emphasized the use of media in innovative ways. To accommodate the diverse learning styles of children, our professionals employed a variety of “Best-Practice” strategies, including direct instruction, hands-on exploration, use of manipulatives, practice exercises, and distributed review to ensure academic achievement. Students developed their technology skills through the use of technology for learning across the curriculum. Students participated in virtual classes, supported by whiteboard software, and were taught how to use a wide range of computer-based tools for working with numbers, text, and graphics. To monitor and document student academic achievement, assessments were managed through the online K12 system and involved gathering information about student progress, strengths, and weaknesses. The following assessments, evaluations, and tests were a part of the educational program: Placement assessments: In math and reading, these assessments placed students into the appropriate point in the curriculum. Lesson assessments: designed to assess mastery of lesson objectives. Unit assessments: designed to assess mastery of the lessons in a unit and determine whether a student should receive additional instruction on content covered in a unit.


124

Semester evaluations: provided information on what had been mastered during the semester. Teacher conferences and informal reviews: On a regular basis, teachers evaluated students to monitor achievement and determine ways to boost student performance. PSSA.: The Pennsylvania System of School Assessment (PSSA) is a standardized test used to measure a student's attainment of the state's academic standards in Reading, Writing, and Mathematics, and to assist schools in identifying strengths and weaknesses of the academic programs. Every Pennsylvania student is assessed in reading and math in grades 3, 5, 8, and 11, and in writing in grades 6, 9, and 11. Additional assessments are administered as required by the State of PA and the federal NCLB Law. Students participated in diagnostic testing as well as PSSA preparation in the web-based program, Study Island. Each semester, students were issued a standards based progress report, reflecting completed work in the curriculum and progress towards mastery of the PA Standards. Students not meeting the goals set by the standards and demonstrated at-risk behaviors were taken through the Response to Intervention (RtI) process. A CARE team was an integral part of this process. The purpose of the team was to provide a knowledgeable group of professionals to consider the unique needs of any student in the school who may require special assistance. This may include tutorial, extra help, Title I services, crisis intervention, 504 accommodations, services for students with limited English proficiency, special education, and other special services of either a temporary or permanent nature. The RtI process involved movement through the following tiers of intervention based on individual student need: K12's Planning, Progress, and Attendance tools enabled teachers to monitor and evaluate student academic achievement in Tier 1 of the RtI process. The Planning tools included a Daily Plan, Weekly Plan, Lesson List and Materials List. The Progress tool gave teachers, students and parents a look at both completion of lessons and mastery of lessons that had assessments. The Attendance tool allowed one to record the amount of time the student spent in school. The number of minutes for each subject was recorded, and the Attendance tool calculated the total number of hours and minutes for each day, year to date, and the total of number of days in school. Response to Intervention (RtI) Tier 1 instruction encompasses: 1. 2. 3. 4.

A high-quality curriculum and program of instruction Use of quality research-based instructional strategies Ongoing assessment of students to determine instructional strengths and needs Ongoing professional development to provide teachers with necessary tools to ensure every student receives quality instruction

Tier 1 instruction is designed to address the needs of the majority of a school's students. By using flexible grouping, ongoing assessment, and targeting specific skills, classroom teachers are able to meet instructional goals. Students will meet with the regular education teacher no less than 2 times per month. ·

Key Purpose:

o

Identify students who haven't developed the essential skills required for success

o

Collect Data for the whole class to establish benchmarks and local norms for the school

o Upgrade general instruction in a manner that effectively addresses the needs of deficient students in a whole group setting


125

Steps for successful implementation of a Tier 1 process include the following: • • • • • •

Identify students using benchmark data Measurable goals are established for the class and for deficient students within the classroom Measurable goals are set for the next data-collection period Teachers utilize problem-solving methods to address the needs of the deficient students and formulate these in relation to the instruction provided for the entire class Teachers determine the level of supports and programming needs that are necessary to accomplish the whole class goals Teachers implement the strategies and interventions in the regular education setting

Instruction in Tier 2 Students who required more intense remediation due to large academic gaps received Tier 2 intervention and instructional strategies. These students received supplemental instruction in addition to the standard classroom program. The supplemental instruction in Tier 2 of Response to Intervention is designed to meet the needs of these students by providing additional individual instruction, small group instruction, and/or technology-assisted instruction to support and reinforce skills being taught by the classroom teacher. Steps for successful implementation of a Tier 2 process include the following: • • • • • • • •

The interventionist may be the classroom teacher, a specialized teacher, specifically trained for Tier 2 supplemental instruction Provides additional instruction to students who score below benchmark criteria in one or more critical areas of instruction Tutoring sessions reflect the important learning targets of content area subjects based on the grade level of the students Plan the amount of assistance and the method used according to progress monitoring data The additional instruction and frequent progress monitoring occurs at least every two weeks, preferably 3 times per month Exit students who progress to grade level from the Tier 2 intervention process Monitor progress to assure on-level performance Provide the third tier of intervention for those who do not exit

Five to ten percent of students who have received Tier 2 supplemental instruction continue to have marked difficulty in acquiring necessary skills. These students require instruction that is more explicit, more intensive, and specifically designed to meet their individual needs. Tier 3 of Response to Intervention: Designed for students with low content area skills and/or a sustained lack of adequate progress when provided with primary and secondary interventions. Movement to this tier initiates the Child Study Team. This team is a special education centered team. Movement to this tier does not guarantee a special education evaluation. This evaluation occurs when deemed appropriate. •

Tutoring at this level is more intense and includes explicit instruction that meets the individual needs of struggling students. Instruction is tailored to specific individual student learning targets or goals, and the duration of daily instruction is longer. The interventions at this level are intensive and targeted to specific deficiency areas for the individual student's needs.


126

• •

The main differences between Tier 2 and Tier 3 are not the interventions, but the frequency, duration and progress monitoring requirements of Tier 3. The frequency and duration become at least weekly. Progress monitoring occurs weekly.

To support our most at-risk students and Tier 2 of the RtI process, Agora initiated a Title I program. The Title I program was a federally funded supplemental education program that provided financial assistance to improve educational opportunities for our educationally deprived students. The Title I program was designed to help Agora’s lowest performing students meet the state content and performance standards in reading, language arts and mathematics. Students were assigned a reading and/or math specialist that provided specially designed, supplemental instruction. This instruction was provided weekly in Elluminate, a virtual classroom. The focus of instruction was mastery of skills needed to achieve proficiency of the state standards. Web-based remedial programs were utilized to enhance the instruction provided to students enrolled in Title I. Agora embraced promising new approaches which emphasized the use of media and technology in innovative, meaningful ways. In many instances, our approach was a combination of tried-andtrue lessons fused to a technologically innovative delivery system, fully aligned to the state’s expectations.

Rigorous Instructional Program - Attachment • Teachert Induction Report

English Language Learners All PA residents of school age had the right to enroll and attend Agora under satisfactory proof of residency and immunization, regardless of their English proficiency. All families were screened during the enrollment process using the Home Language Survey. This survey was based on the form provided by the Pennsylvania Department of Education. The survey was filed in the student’s permanent record folder and will remain through graduation. Based on this screening process no PHLOTE (Primary Language Other than English) students were identified as needing a core ESL program. Professional development was provided on the following topics: Requirements for ELL Programs, Administering and Scoring the WIDA ACCESS Assessment, and Supplemental Programs (Title III). An administrator attended ESL workshops provided by the Department of Education. Student data was entered in the LEP system pertaining to identified ELL student count. Data was recorded showing no identified students. In anticipation of identified ELL students in the 08-09 school year, a highly qualified, PA certified teacher will be hired. Assessment procedures will be secured for program entrance, measuring progress in gaining English proficiency, and program exiting. Such assessment shall address the areas of listening, speaking, reading, and written skills as well as the academic progress as they relate to the attainment of Commonwealth and School-established academic standards. Pennsylvania’s Annual Achievement Outcomes will be utilized. These outcomes include: participation in PSSA assessments with appropriate coding, participation in the WIDA ACCESS for ELLs and annual LEA data review to determine student progress, inform instructional practice and/or curriculum changes. Performance targets include: making progress toward English language proficiency as measured by the WIDA ACCESS for ELLs, attaining English language proficiency as measure by the WIDA ACCESS for ELLs and meeting AYP as measured by the state content assessment (PSSA/PASA) Exit criteria will be established based on the following: Score of Basic on the annual Pennsylvania System of School Assessment (PSSA), score of Proficient (Bridging as per the Pennsylvania Language Proficiency Standards for English Language Learners) in the areas of Listening, Speaking, Reading and Writing on the annual state English language proficiency assessment,


127

and final grades of C or better in core subject areas (Mathematics, Language Arts, Science and Social Studies). School communication with parents about assessment, academic achievement and other related education issues will be provided in the language understood by the parent whenever possible.

Graduation Requirements Agora Cyber Charter School Board of Trustees recognizes a "Graduate" when the following requirements have been successfully completed according to 22 Pa. Code Section 4.24: 1. Students must earn 22 credits in the following content areas that are aligned to the PA academic standards. Mathematics 3 credits required Algebra I, Algebra II, Geometry, Trig, Calculus, etc English 4 credits required Literacy Analysis and Composition, America Lit., British and World Lit., etc History and Social Sciences 3 credits required World History, Geography and World Cultures, US History, U.S. and Global Economics, etc. Science 3 credits required Physical Science, Earth Science, Biology, Chemistry, Physics, etc Humanities/World Languages 4 credits required Fine Art, Music Appreciation, Spanish, French, German, Latin, Chinese, etc. Electives * 4 credits required 2.5 credits required Computer Literacy, Web Design, Game Design, Journalism, Anthropology, etc. Physical Education Physical Education Health Skills for Health

1.5 credits required

0.5 credits required

Career Planning 0.5 credits required Career Planning, Business Communication and Career Exploration **Honors and AP courses are offered in all content areas 2. Students must complete a culminating Graduation Project presented to peers and school sponsor.


128

3. Students must score Proficient on the 11th grade PSSA in Math, Language Arts, and Writing. For students who either do not score proficient or advanced on the PSSA or who we do not have scores for, must complete a power point quiz which meet the state standards for the PSSA. There is a power point for Reading and Math and for the Writing portion they have to write a letter to Agora’s administration stating why receiving their diploma is important to them. If they do not receive a passing grade, they must attend a remediation session with the English and/or the Math teacher to ensure they learn the required information.

Special Education Agora Cyber Charter School serves and includes students with disabilities or "Thought to Be" students with possible identified disabilities. All students have strengths and weaknesses that are recognized and accommodated in order to reach their full potential as a contributing student of Agora and a member of society. Teachers are actively involved in student achievement, developing individual learning plans and adapting and modifying the curriculum when necessary. Unidentified students who appear to be at risk for any reason, are referred to the Response to Intervention (RtI) Team. A referral to the Child Study Team may occur for students who do not respond to strategies and it maybe determined to have a multi-disciplinary team evaluation. Regular education and special education teachers receive intensive training and professional development each school year that includes Child Find responsibilities, RTI and Special Education Regulations and Procedures. Agora Cyber Charter School uses K12 curriculum for Kindergarten through 8th grade students in a mastery-based program. Students in high school use courses from K12 and other outside providers. Placement testing taken upon enrolling in the school and existing IEPs determine the instructional levels. The instruction is self-paced. The curriculum has daily lessons and frequent assessments. Mastery is the goal. Students with special


129

needs may have the curriculum modified or adapted as necessary, but students work in an inclusion model and students in special education receive services from both a regular education teacher and a special education teacher. The curriculum is aligned and meets or exceeds Pennsylvania State standards. Agora follows the appropriate team procedures as specified in the Individuals with Disabilities Education Act (IDEiA). The regular education teacher will be present at the team meetings in order to contribute information or to make clear specifications with regard to treatment and accommodations required for the student. All teachers will have access to each assigned student’s IEP. Those teachers responsible for that student’s education, will understand their role with regard to that IEP’s specifications. Evaluations pursuant to applicable Pennsylvania State and Federal laws and regulations occur for students with suspected disabilities. The IEP team will help to identify any other students thought to have special needs. IEP transition planning and goals for students reaching the age of sixteen years old or older are developed. The following specially designed instruction list represents some but not limited to possible strategies incorporated into IEPs: Assistive Technology devices (visual, auditory, kinesthectic, lanugage etc.) as deemed appropriate: • • • • • • • • • • • • • • • • • • • • • • • •

Behavior modification plan Books on tape Chunking information Communication board Extended time Frequent breaks Graphic organizers Kinesthetic techniques Multi-sensory approach Oral responses Positive feedback Read aloud to student Reduction in assignment requirements Reinforcers and tangible rewards Repetition of instructions Sensory Integration Techniques Sign language communication Social stories Supplemental resources Tape recorder Test modifications Use of a timer Use of an outline Use of a calculator


130

• • • • • • • • • •

Use of dictation Use of spellchecker Use of highlighter Use of manipulatives Use of mnemonic strategies Use of keyboard/computer for writing Visual aids or Visual AT devices Written instructions Oral instructions Review and repetition

Agora Cyber Charter School provides its special education students with many unique ways to progress that are simply not available in a typical brick and mortar setting. In a sense, every Agora Cyber Charter School child’s education is an individualized education plan and technology replaces outdated methods for delivering individualized instruction while freeing up the teachers to provide personalized support for students who need one on one attention or additional time and support. Each student receives the individualized support of the responsible adult aka Learning Coach. Inherent in the Agora Cyber Charter School program are a multitude of adaptations and modifications. A student who needs support in reading can receive extra support and time without missing any of his other classes. Multi-modal instruction becomes the norm in an Agora Cyber Charter School classroom. When students research subjects, they are not limited to the school library, but can use field trip experiences, museum visits, Internet sites, and a multitude of other resources. It is possible with advance planning for students to get credit for a variety of real-world enrichment and educational experiences that were not necessarily designed in the curriculum. Agora Cyber Charter School’s special education teachers work closely with families to monitor the behaviors and progress of students. Our Special Education teachers are state certified and experienced. They provide support with behavioral issues, academic issues, related service needs, compliance issues and curricular issues. They confer with each other and suggest curriculum laddering techniques and accommodations for special needs. They create specially designed instruction and participate in the IEP team decision to recommend and order assistive technology and stimulating educational software to supplement the curriculum. Special Education teachers prepare Quarterly Progress Reports indicating progress toward annual goals and objectives. Related Service providers submit their quarterly progress reports to be incorporated. When progress is unsatisfactory, an IEP meeting occurs to discuss the student’s needs. Agora provides related services on an as-needed basis through contractors based all over the state (see chart of providers). The school has a Related Services Coordinator for contracts and overseeing the base of providers and making referrals. Physical Therapy, Occupational Therapy, and Speech and Language Therapy are some of the services


131

provided regularly. At the current time, Agora has a growing number of providers based on student needs. The school is initiating relationships with Intermediate Units, agencies and individual providers across Pennsylvania. Agora will implement each student’s IEP and provide the necessary related services. These include, but may not be limited to the following: • • • • • • • • • • •

Mobility training Adaptive therapy Notifications Evaluations Psychological and counseling services Assistive technology devices Speech and language services Resource room and special classes Occupational therapy Transportation when required Interpreters for deaf or hard of hearing

Agora Cyber Charter School’s program works for students with medical disabilities that require frequent hospital stays or rehabilitation at home. With a laptop computer (not standard, but available to those with need), these children can take their school to the hospital or during times of bedrest It may mean the student completes the school work in the evening rather than during the traditional school daytime hours. Although Agora Cyber Charter School’s program is self-paced, students must meet the required total of 990 hours for secondary students and 900 for elementary students. If a student missed a week of school due to illness, he or she could easily make it up on weekends or an hour at a time by adding on to the length of the school day. Some students require, instead, a reduction in expectations due to physical or psychological factors that interfere with the amount of time they can function academically. With an IEP, it is a simple matter to adjust the workload to modify or accommodate in these situations. Students with ADHD benefit in a number of ways from Agora Cyber Charter School’s unique design. First, these students leave environments that are frequently overstimulating and over-scheduled for many students with ADHD. This reduces the number of times students experience behavioral challenges and consequences for behaviors that are often beyond their control. Record keeping is compliant with IDEiA and FERPA. In addition to all of the above, the school administration provides professional development frequently to update special education teachers on changes in the law and to review policies and procedures. A designated Special Education teacher functions as a leader to assist with the training of regular teachers to work with students with special needs. The school administration places an emphasis and intends to train all newly hired


132

teachers in Progress Monitoring. The goal of the administration is to maintain a team of highly professional, experienced special educators of the highest caliber.

Special Education - Attachment

• Special Education Policies and Procedures

Special Education Program Profile - Chart I Teacher

FTE


Location

# of Students

Other Information

Cukauskas, Michelle

1.00


25

Itinerant

Dieter, Shannon

1.00


25

Itinerant

Holler, Michelle

1.00


25

Itinerant

Sbur, Diane

1.00


25

Itinerant

Dieter, Shannan

1.00


25

Itinerant

DiEudenio, Brenda

1.00


25

Itinerant

Franzone, Rosita 1.00


25

Itinerant

Timms, Lisa

1.00


25

Itinerant

Litz, Renday

1.00


25

Itinerant

Scott, Jessica

1.00


25

Itinerant

Costolo, Tammy 1.0


25

Itinerant

Johnson, Maryann

1.0


25

Itinerant

Gardner, Heidi

1.0


25

Itinerant

Holler, Melissa

1.0


25

Itinerant

Berghoff, Michelle

1.0


25

Itinerant

Cukauskas, Michelle

1.0


25

Itinerant

McClaslin-Clark, 1.0 Heather


25

Itinerant

Miller, Becky

1.0


25

Itinerant

Rogers, Jess

1.0


25

Itinerant

Reek, Andrea

1.0


25

Itinerant

Silberman, Heather

1.0


25

Itinerant

Fisher, Becky

1.0


25

Itinerant

Buckwalter, JoDeen

1.0


25

Itinerant

Hampson, Lynn

1.0


25

Itinerant

Fritz, Jennifer

1.0


25

Itinerant

Fary, Lisa

1.0


25

Itinerant


133

Clabaugh, Nicole 1.0


25

Itinerant

Spratt, Leslie

1.0


25

Itinerant

Carnevale, Sherri 1.0


25

Itinerant

Special Education Program Profile - Chart II Organization

FTE


Location

# of Students

Special Education Program Profile - Chart III Title

Director of Special Education

Location

Agora Cyber CS

FTE 1.0

Coordinator of Special Education Agora CS

2.0

Coordinator of Related Services Agora CS

1.0

Psychologist

Contracted

0.0

Speech Therapist

Contracted

0.0

Occupational Therapist

Contracted

0.0

Physical Therapist

Contracted

0.0

Paraprofessionals

None

0.0

Special Education Program Profile - Chart IV IU, Public Agency, Organization, or Individual

Other Information

Title/Service

Amount of Time Per Week

Therapy Source Agency

S/L Therapy

505 minutes per wk


S/L Therapy

90 minutes per wk

Capital Area IU

S/L Therapy

45 minutes per wk


S/L Therapy

180 minutes per wk

HealthSouth

S/L Therapy

60 minutes per wk


S/L Therapy

90 minutes per wk


S/L Therapy

120 minutes per wk

SpeechCare

S/L Therapy

60 minutes per wk

Strawberry Fields

S/L Therapy

60 minutes per wk


S/L Therapy

240 minutes per wk


OT Therapy

180 minutes per wk

Therapy Source

OT Therapy

60 minutes per wk


134

Allied Services

S/L Therapy

60 minutes per wk

Allied Services

OT Therapy

60 minutes per wk

Therapy Source


6 hrs per

Dr. Penni Blaskey


8 hrs per


OT and S/L Evaluations

2 hrs per


OT, PT, S/L Evaluation or Reevaluation

2-3 hrs per


OT, PT, S/L Evaluation, Reevaluation

2-3 hrs per


S/L Evaluation

2-3 hrs per

Total Learning Center

S/L Therapy

1 hr.

Next Step

S/L OT Therapy

4 hrs. per

Rehab Specialists

S/L Therapy

2 hrs. per

Communication Associates

S/L Therapy

1 hr. per

Children's Therapy Center

OT/PT Therapy

2 hrs per

Schrieber

S/L Therapy

2 hrs per

Tuscarora IU

S/L Therapy OT

2 hrs per

SECTION IV. ACCOUNTABILITY Student Assessment - Primary Test/Classification K

1

2

3

4

5

PSSA

No

No

No

Yes Yes Yes

PASA

No

No

No

Yes Yes Yes

AIMsWeb

Yes Yes Yes Yes Yes Yes

Student Assessment - Secondary Test/Classification

6

7

8

9

10

11

12

PSSA

Yes

Yes

Yes

No

No

Yes

No

PASA

Yes

Yes

Yes

No

No

No

No

Student Assessment Agora’s enrollment increased by 350%. The full year increase of students in grades three through eight plus grade eleven was 180%. This increase impacted the test scores since 72% (691) of the student population used to determine the Adequate Yearly Progress were newly enrolled students for the 2007-2008 school year. Agora remains in school improvement. We did not meet Adequate Yearly Progress for all subgroups. Significant gains, 12% in both reading and math, were made by the black subgroup and 54% of students who received targeted instruction made gains in at least one proficiency level. Of these students 35% moved from basic to proficient in as least one area. These gains were orchestrated using specific and strategic goals. First, we continued the use of formative assessments. Students in grades K-6 were screened using AIMS web. Students were then monitored and students received lessons specific to the


135

noted areas of weakness. Also, following an alignment analysis, the math curriculum was realigned in grades 3-8 to ensure that the critical material was covered prior to testing. The most dramatic and strategic of interventions was the introduction of the State Testing Intervention Plan (STI). Students with risk factors indicating a high probability for failure to meet the academic standards were taught targeted lessons several times a week utilizing the assessment anchors. These lessons were conducted 60 days prior to testing. The sessions were conducted with no more than 10 students per group and a high level of engagement was expected. As stated above more than 54% of the students identified gained a proficiency level. During the 2007-08 school year we also utilized the Response to Intervention process (RTI) and referred students to Title I for additional services. Students who were at-risk of failure were identified, targeted for assistance using our Response to Intervention process (RTI) and some were referred to Title I for additional services. Other interventions that came as recommendations from RTI included the use of supplemental programs, detailed student academic plans, and individual tutoring. The strategies and implementation of Title I also impacted the proficiency levels of students with more than 30% in both reading and math programs improving a proficiency level. At the middle school level, students were placed in mentor groups to provide additional training in the areas of study skills, organization and time management. These small groups allowed a teacher to follow a group of students throughout the year and target any needs for the underachieving student. More analysis of this program is needed to determine the effect on test scores, but the failure rate of students in grades seven and eight decreased by more than 14% since the introduction of these groups. Additionally, we continued to provide a test prep program, Study Island, for students to use outside of school for additional remediation. Teachers monitored the use of Study Island and guided students through the use of the program. Additional analysis of the effectiveness of Study Island continues and if the data verifies the effectiveness of the program it will be used again next year. Anecdotally, students and learning coaches indicate that the program helped prepare the students by providing sample problems of state standards and anchors.

Student Assessment - Attachment • AIMSweb Reading and Math Scores

Teacher Evaluation An integral part of the school’s self-assessment and accountability plan is the staff evaluation plan. Teachers and administrators at Agora are evaluated through a combination of selfassessment, peer review, and performance reviews. Performance reviews are conducted annually based upon personal portfolios and a published set of performance standards designed by professionals in the PA Department of Education. Teachers engage in self reflection and evaluation, peer coaching/observation, and final administrator evaluation that rounds out a comprehensive evaluation process. The Head of School, academic administrators and special education director serve as the teacher evaluators. Teachers are provided with a detailed set of clearly defined rubrics. The rubrics are distributed to all teachers upon their hiring and reflect the school’s emphasis on teacher professionalism, college preparation, and a rigorous curriculum. Agora's teacher evaluation plan measures the affectiveness of teachers in four major areas: Achievement, Retention, Professionalism/Teamwork/Attitude, and Professional Development and Growth. Agora administrators participate in on going professional development around the areas of teacher evaluation, coaching, and teacher growth and development through various avenues


136

including internal and external workshops through PDE, PATTAN, and private entities. Agora administrators are committed to securing and developing the most experienced staff to support Agora's mission that all students will attain their highest potential of academic knowledge and skills. The teachers are central to this success. Their continuous professional development is essential. The Agora teacher evaluation is designed to help all highly qualified teachers become highly effective virtual educators. The following beliefs should guide the teacher’s development in this process. • • • • • • •

Effective teachers believe that all students can learn. Effective teachers are caring, fair, and respectful. Effective teachers hold high expectations for themselves and their students. Effective teachers dedicate time for preparation and reflection. Effective teachers are continuous learners. Effective teachers provide critical feedback for their peers. Effective teachers receive critical feedback from their peers, students, and learning coaches.

Teacher Evaluation - Attachment • Teacher Evaluation

SECTION V. GOVERNANCE REQUIREMENTS Leadership Changes

Agora Cyber Charter School entered into a charter with the Pennsylvania Department of Education in 2005. Board of Trustees: Earlier this year, the Board elected Howard Lebofsky as its new president. The previous president was James Marshall. CEO: Soon after PDE granted Agora's charter, Dr. June Brown, Agora's founder and CEO stepped down from the founding committee and the Board elected Kathleen Suloff to the CEO position in a non-pay capacity. Administration: Due to the death of the Special Eucation Director Karol Canfield, Tom Dorrin was hired as the new Special Education Director in June 2008. On or about May 30, 2006 Agora's Board of Trustees entered into a mangement agreement with, the Cynwyd Group, LLC ("Cynwyd") to manage and operate Agora's Administration and educational facilites. the Charter School Board of Trustees engaged The Cynwyd Group, LLC to manage and operate the administration and educational facilities. In anticipation of the execution of the Agora-Cynwyd management agreement, on or about May 11, 2006, Cynwyd entered into a services agreement with K12 Pennsylvania, LLC ("K12") whereby Cynwyd subcontracted to K12 certain services that Cynwyd provides to Agora. Under the K12-Cynwyd Services Agreement, K12 provides the following services to Agora:


137

• • • •

•

•

•

•

•

Core and Supplementary Curriculum Computers and software Human resources services including recruitment, interviewing, and recommending candidates to Cynwyd and Board of Trustees. Provide payroll and administration medical benefits Financial services: including establish Charter School's chart of accounts according to state guidelines, prepare budget assessments, prepare monthly financial reports, prepare annual budget for Board of Trustees, perform accounting services, prepare and file no profit filings, administration of Federal Title 1 and I.D.E.A. funds, administer School payroll, establish and maintain proper internal controls, and assist in third party audit of Agora School Administration: including hiring Head of School, Academic administrators (Principals and Assistant Principals), Director of Technology, Director of Special Education, Business Manager, School development and enrollment staff, and other academic office administrators: This team manages the day to day operations with families, students, teachers, Cynwyd, vendors, contractors, school districts, related service providers, etc. This team oversees the compliance with the Charter School's policies and procedures, subject to Cynwyd oversight. K12 manages budgets, personnel, and human resources issues, prepares the Charter school to meet reporting and audit requirements, represent the charter school at conferences and open houses. K12 is responsible for the operations and logistics of arranging, negotiating, leasing, contracting and distributing and overseeing return of materials, computers, and printers for families, administrators, and teachers. Design, Look and feel of the content of the School website including school logo, school application and enrollment forms, school calendar, online school community including discussion thread, message boards, and other community building aspects of the Charter school. Family Services: field and respond to incoming calls, letters, faxes and emails about the Charter School, its curriculum, enrollment process, instructional materials, questions, comments and concerns. Focus groups and surveys are conducted to obtain feedback on how to improve the program and school environment. Outings and community events are planned and implemented regionally across the state on a monthly basis. Teacher Training and Professional Development: advise and assist with the creation of teacher training materials for new and returning teachers; create and mail new student packages to newly enrolled families, design and implement on-going parent orientation sessions; provide teacher performance evaluation models and execute effective ways to measure teacher performance in a virtual setting, and collect, analyze and disseminate research on teacher quality in a virtual environment. Work with Cynwyd to address the continuing professional development needs of the administration and staff. Technology Services: Student Account Management System, coordinate security, creative, and content issues pertaining to the school website and student management system. Support teachers, administrators, students, and parents in answering technology related questions.

The Board of Trustees retains ultimate responsibility for adopting and overseeing the implementation of policies and procedures.

Board of Trustees Name of Trustee

Office (if any)

Howard Lefofsky

Board President


138

Courtney Knight

Member

Myra Corbin

Vice President

James Marshall

Treasurer

Courrine Knight

Secretary

Edward Caruso

Member

Juaria Jenkins-Shelton Member Wilson Elliot

Member

Professional Development (Governance) The Board of Trustees for Agora Cyber Charter School receives periodic instruction on legal issues and governance issues from the law firm of Schnader, Harrison, Segal & Lewis. This firm has agreed to work for the Charter School on a pro bono basis.

Coordination of the Governance and Management of the School The Board of Trustees for the Agora Cyber Charter School will have the ultimate responsibility to ensure that the Agora Cyber Charter School is operating in compliance with its charter and all applicable state and federal laws and regulations. It must be aware, to the fullest extent possible, of all matters that pertain to the philosophy, mission and goals of the school and it must assure that the decisions of the Board conform to the principles of creating a school focused on achieving the highest levels of social and academic skills. The Board of Trustees will be responsible for duties that include, but are not limited to, the following:

·

Filling vacancies on the Board.

·

Matters relating to the By-Laws, including adopting, repealing or amending.

·

Hiring, firing and setting salaries for the CEO and all Charter staff.

·

All matters related to budgets and school finances.

·

Reviewing the annual budget.

·

Reviewing and approving financial disbursements.

·

Authorizing the selling or leasing of property.

·

Setting policies for the school.

The Board will communicate with the school community through the CEO. Generally, matters involving the staff, students, parents, and community that require Board action will be brought to its attention by the CEO. Any of these groups may make a written request to appear before the Board. Arrangements will be made for them to speak at the next scheduled Board meeting.


139

The school’s Board of Trustees recognizes and respects the time consuming nature of the Head of School position and that of the Charter School Office’s staff. Therefore, it encourages Charter School personnel to comply in a timely manner with School District deadlines and requests for reports to preclude placing an undue burden on members of the SRC or their staff. Further, appropriate personnel from the Charter School attend School District training sessions several times a year.

Community and Parent Engagement One of the main tenets on which Agora is founded is the partnership with parents, teachers, and students. Monthly parent workshop meetings through web-based tools, face to face opportunities or phone chats, give teachers and parents an opportunity to collaborate on improving and supporting the students’ education and successful execution of strategic instructional and learning plans. Parents are further involved in the life of the school through grade level or content specific meetings at which they receive further instruction on how best to support their children’s learning goals. Materials are frequently distributed to parents to guide their efforts to enhance their children’s education and overall ability to meet the mission and vision set forth and supported by the Board of Trustees.

SECTION VI. FINANCIAL RESPONSIBILITIES Major fund-raising activities The school raised a small amount of funds (