school description - DC Public Charter School Board

MERIDIAN PUBLIC CHARTER SCHOOL “Where

the Love of Learning Lives” Annual Report 2011-2012

Meridian Public Charter School 2120 13th Street NW Washington DC, 20009 (202) 387-9830 Ronald G. Ridker, Board Chair

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Table of Contents

SCHOOL DESCRIPTION A. Mission Statement

Page 8

B. School Program

Page 8

C. School Staff

Page 16

D. Student Characteristics

Page 17

E. Finance

Page 19

F. Facilities

Page 19

SCHOOL PERFORMANCE Evidence of Performance and Progress

Page 20

Lesson Learned and Actions Taken Based on Accountability

Page 23

Unique Accomplishments

Page 23

Attachment A:

Required Data Worksheets…………………

Attachment B:

Unaudited Year End Financials 2011-2012

Attachment C:

Approved Budget

… …… ……………

2011-2012……………………

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…………

…… . ……

BOARD MEMBER ROSTER 1. Ronald G. Ridker, Chair 3005 Cathedral Ave. NW, Washington, DC 20008 202-667-7710 (H) 202-667-9237 (W) [email protected] 2. Tavia Cummings, Secretary 13 R Ct. NW, Washington, DC 20001 202-588-9653 (H) 202-728-0200 ext. 255 [email protected] 3. David Bushnell 5 Luxberry Court Rockville, MD 20852 301-807-4865 (H) 301-984-0002 [email protected]

4. Frank Padgett Jr. 1720 28th Place SE, Washington, DC 20020 202- 581-9347 [email protected] 5. Payson Peabody 3212 44th St NW Washington, DC. 20016 (H) 202-338-5550 (W) 202-906-8600 [email protected] 6. Michael Broomfield 1611 31st Street, NW Washington, DC, 20007 (H) 202-342-6622 (C) 202-360-3786 [email protected] 7. Chris Siddall 314 Wallach Place NW, Washington Dc 20009 (C) 202-607-6442 [email protected]

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8. Charlene Chalmers 1200 North Capital St. NW #A60, Washington, DC 20002 202-682-2494 or 202-877-6781 [email protected] 9. Miriam Israel 4828 Leland St Chevy Chase, MD 20815-620 [email protected] 10. Bryan Corbett 109 Quincy St Chevy Chase, MD 20815 202-905-3791 [email protected] 11. Jesse Burwell 612 Butternut Street NW Washington DC 20012 202-772-7292 [email protected]

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STAFF ROSTER Employee Name

Position

Administration Robinette Breedlove Vincent Blount

Principal Vice Principal

School Support Anne Marie Felix Calvin Hooks Darryl Reed Jessica Williams

Prof. Development Coordinator Dean of Academics Director of Special Programs Special Education Coordinator

School Business Operations Alice Randall/ Kimberly Moore Lamont Segears Chaunti Sockwell Jessica Lewis Maple Lewis

Human Resource Manager Power School Administrator Receptionist Marketing Associate School Secretary

Finance Department Patricia Winston Arnell Bland

Finance Manager Accountant

Special Education Department Catherine Rich Joshua Allen Taeon Robinson Drew Rosenzweig Rebecca Wissler Tatiana Anderson/ Laurren Walker Support Staff Rhonda Stewart-Jones Karla Glover Ernest Cotton Tracey Pauls Kim Goode Talia Robinson Petrice Coates Rhonesha Buford

Spec. Ed. Teacher Spec. Ed. Teacher Spec. Ed. Admin. Assistant Clinical Social Worker Speech Pathologist Spec. Ed. Teacher School Counselor Librarian ELL Coordinator Resource Teacher Instructional Coach Resource Teacher Data Coordinator ELL Teacher 5

NaShandra Ellis-Hicks Hilda Marquez Makiko Maeyama

Reading Specialist Parent Center Coordinator Parent Center Liaison

Nutrition Services Anthony Johnson Norma Fuentes Betsy Escobar

Nutrition Services Coordinator Nutrition Services Attendant Nutrition Food Service Assistant

Maintenance Department Tony Larkins Brian Clark Jerome Dunston/Lonnie Alfred George Garris Marcellus Spriggs Instructional Staff Ashley Cox Claudia Akers Tiffany Jackson

Facility Supervisor Custodian Custodians Custodian Custodian PreK-3 Teacher/Assistant Assistant Assistant

Nichole Marigna/Kevin Reed/Kimberly Austin Tamara Hall/Phyllis Adams Christopher Ward/ Angelica Robinson Sandra Henry/Jelean Durrant Kimberly Lewis/ Kim King Carlette Goodson/ Robert Webb Elizabeth Ward/ Reginald Albrittian Amy Carrano/MaryAnn Reeves Stephanie Lee/Bettina Brown Alicia Erickson/Karla Cabrera Soloman Tackie/ Brenda Bryant Paul Fullmore /Dakota Saunders Kate Woodward / Alma Pabilona Sun Kim/ Stephanie Shaw Monique Edghill/Shaun Phillips

PreK-3 Teacher/Assistant

Markus Townsend/Jillian Johnson Brittany Grow/ Shavon Dixon Andrea Conway/LaShawn Sias Craig Stafford Juliet Armerding

Fifth Grade Teacher/Assistant Fifth Grade Teacher/Assistant Sixth Grade Teacher/Assistant Sixth Grade Teacher/Assistant Reading/Language Arts Teacher Middle School

PreK-4 Teacher/Assistant PreK-4 Teacher/Assistant Kindergarten Teacher/Assistant Kindergarten Teacher/Assistant Kindergarten Teacher/Assistant First Grade Teacher/Assistant First Grade Teacher/Assistant First Grade Teacher/Assistant Second Grade Teacher/Assistant Second Grade Teacher/Assistant Third Grade Teacher/Assistant Third Grade Teacher/Assistant Fourth Grade Teacher/Assistant Fourth Grade Teacher/Assistant

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Robert Leach Meghan Thomas Inez Wellington

Mathematics Teacher Middle School Science Teacher Middle School Social Studies Teacher Middle School

Special Area Teachers Robert Robinson Rhys Joseph Frankie Addison Rene Martha Ore De Galindo Lucia Hassell

Physical Education/Health Teacher Art Teacher Music Teacher Spanish Teacher Technology Teacher

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I. SCHOOL DESCRIPTION A. Mission Statement Meridian Public Charter School seeks to give each child the foundation of basic skills they need to succeed in today’s world, while at the same time stimulating each child to learn, explore and develop their own special talents. The mission of the Meridian Public Charter School is to instill within our students a passion for learning, self-confidence, and self-respect through academic achievement.

B. School Program Grade/Age Levels During the 2011-2012 school year, Meridian served 531 students in Pre-K3 through grade eight. Curriculum The teachers at the Meridian Public Charter School use the District of Columbia Learning Standards to educate the students under their supervision. The Houghton Mifflin Reading program and Everyday mathematics program are used to teach the standards. The Everyday Mathematics Program is supplemented by Houghton Mifflin Mathematics. Language Arts/Reading: Elementary students have a daily literacy block of 120 minutes so that students develop the core competencies of reading and writing. Effective literacy skills are central to student learning. Our curriculum weaves the core literacy skills of reading, writing, listening and speaking, and viewing and presenting across all disciplines. Communication skills and strategies are intertwined with content strands and concepts to help students see the connections among people and disciplines. Meridian adopted standards based balanced literacy approach premised on the strategies recommended by the research of Dr. Richard Allington, Dr. Dorothy Strickland, Dr. Robert Slavin, Dr. Judith A. Langer and Dr. Sally Shayitz. The literature on research based instruction focuses on a combination of phonemic awareness, whole language, decoding and encoding, critical thinking and higher-level comprehension skills. Whole group teaching, integrated instruction, differentiated grouping and guided reading will all be used as processes to improve reading instruction. Special programs are provided for special education and English Language Learners using research-based strategies geared to special needs students. These include cooperative grouping, multiple learning styles and multiple intelligences. The delivery of these strategies is facilitated by the use of the Houghton Mifflin Nation’s Choice reading program and augmented by the Learning Station software for corrective and remedial instruction. Through the integration of research, best teaching practices and advances in technology, the curriculum is able to successfully meet the state and national benchmarks and standards and to implement developmentally appropriate practices for our students Pre-K-8. 8

The Middle school grades (6-8) uses Holt’s Elements of Literature reading program to facilitate the standards based curriculum. Holt is thematically linked to informational texts to ensure mastery of all skills and concepts, provides differentiated instruction with special accommodations for all students so that those who struggle can master the grade-level skills and those who excel can be challenged, uses assessment tools that show where the students stand in relation to skills and standard mastery and where to direct them for remediation or enrichment and provides intervention materials for English-Language Learners, Special Education students and students reading significantly below grade level. Students at all grade levels are immersed in language. Their classrooms will be text-rich environments with student work displayed, word walls, and classroom libraries centers. For grades Pre-K – 8, classroom libraries will strive to have 25 books per student including leveled books, Caldecott and Newberry award literature, multiple genres, and reference materials. Math: Developments over the past 20 years have led to a tremendous increase in the importance of mathematics in a growing number of occupations, and in daily life. As a result, the goal of achieving mathematical literacy for all citizens has become a national priority. By today's definition, mathematical literacy means that adults need to have a range of sophisticated mathematical knowledge and skills that extends far beyond basic calculation skills. Meridian’s curriculum encourages teachers and students to go beyond arithmetic--to explore more of the mathematics spectrum by investigating data gathering and analysis, probability, geometry, patterns, and algebra. Mathematics is integrated into other subject areas and becomes part of the ongoing classroom routines, outdoor play, and the spare transitional moments that occur every day. The curriculum emphasizes the application of mathematics to real world situations. Numbers, skills and mathematical concepts are not presented in isolation, but are linked to situations and contexts that are relevant to everyday lives. The curriculum also provides numerous suggestions for incorporating mathematics into daily classroom routines and other subject areas. Lessons include time for whole-group instruction as well as small group, partner, or individual activities. These activities balance teacher-directed instruction with opportunities for open-ended, hands-on explorations, long-term projects and on-going practice. Students are encouraged to explain and discuss their mathematical thinking, in their own words. Opportunities to verbalize their thoughts and strategies give children the chance to clarify their thinking and gain insights from others. Meridian PCS uses Houghton Mifflin for Pre-K – 5 and Glencoe Mathematics as a part of our restructuring plan. Both curricula are based on the NCTM standards, seek to develop student’s mastery of content and process, and develop teachers’ subject-specific expertise

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Social Studies: Meridian uses the Macmillian/McGraw Hill Social Studies program for grades K-5 and Glencoe for grades 6-8. Both programs are research and standards based. Each program ensures student success in the following ways: 1.) reading supports strengthens student understanding of social studies content; 2.) content is relevant, accurate and correlated to the National Council for the Social Studies Standards; 3.) citizenship skills are taught throughout the program using real-life examples; and 4.) assessment is ongoing to guide instruction. Each program contains specific strategies to meet the need of EL learners and students with special needs. Science: Meridian uses the McGraw Hill Science program for grades K-5 and the Harcourt Science program for grades 6-8. Both are based on National Science Education standards and are research-based programs. Meridian uses each program to provide children with opportunities to investigate the natural world, learn about interesting, relevant and exciting ideas and understand the link between science all other aspects of the elementary curriculum. Each program is based on the following principles of scientific literacy: 1.) all children can investigate and learn science concepts and can experience success in science; 2.) children must develop knowledge of and the ability to use tools and processes of scientific inquiry; 3.) children experience success in science when they develop age-appropriate knowledge and understanding of the life, earth, and physical sciences and when they learn about the history and nature of science; 4.) science content should be presented to children in an interesting, comprehensible, and clearly organized format; and 5.) children’s competence in the concepts and processes of science should be assessed through a variety of tools that are consistent, authentic and fair. The products also contain specific materials for EL learners and students with special needs. We are also planning to purchase experiment kits for each grade level Direct Instruction: Teachers will utilize the Madeline Hunter Model Seven Step Process as a shell for lesson planning and unit planning. 1. 2. 3. 4.

objectives standards anticipatory set teaching o input o modeling o check for understanding 5. guided practice/monitoring 6. closure 7. independent practice The Meridian academic program is an English language-based immersion program. The school uses a full inclusion model for students with special needs. During the 2010-2011 school year, special education teachers provided a continuum of services from in class support to pull out services. The teachers received ongoing professional develop to aid in the implementation of inclusion, including modifications to student work and instructional practices. 10

Description of key mission-related programs Meridian has an array of unique programs to ensure the success of each of our students. Brief descriptions of the programs are listed below. Core Academic Program Meridian Public Charter School utilizes the District of Columbia Academic Standards to determine the academic levels to which students are taught and assessed. At the start of the 2005-2006 school year, the District of Columbia introduced revised, more challenging learning standards throughout the educational system. The academic standards are descriptions of what students should comprehend in order to be deemed proficient in a particular area of study. These standards are uniform in order to set high expectations for each student and teacher throughout the educational system. In addition to having strong academic standards, Meridian Public Charter School utilizes textbooks which have been aligned to the District of Columbia Standards. Curriculum frameworks and curriculum mapping have also been established to translate the knowledge and skills described in the standards into clear, specific guidance for the teachers. Teachers also use the District of Columbia common core standards and performance level descriptors to drive instruction. Meridian Public Charter School students, along with all District of Columbia Public Schools, will be administered the District of Columbia Comprehensive Assessment System. This standardized assessment is the major tool used to measure students’ progress towards achieving proficient performance relative to the District of Columbia’s academic content standards. Students at Meridian will also take the Stanford Achievement Test as an additional standardized assessment and academic achievement tool. Curriculum/Academic Texts Meridian Public Charter School uses the Houghton Mifflin Reading program in the Early Childhood Unit–grade five and the Holt Elements of Literature program in grades six-eight, to guide instruction in Reading/Language Arts. These standards based programs focus on language development, informational text and literary text skills. Meridian uses the Everyday Mathematics program in conjunction with the Houghton Mifflin Mathematics program in E.C.U-grade five and the Connected Mathematics program in conjunction with the Glencoe Mathematics program in grades six-eight to guide Mathematics instruction. These standards based programs focus on number sense, operations, patterns, relations, algebra, geometry, measurement, data analysis, statistics and probability. Meridian uses the Write Source writing program in grades one-eight, the Harcourt Science and Harcourt Brace Social Studies programs in Kindergarten-grade five, the Glencoe Science 11

program in grades six-eight, the Glencoe Social Studies program in grade 6 and the Prentice Hall Social Studies program in grades seven-eight. All of these programs have been specifically selected to meet the academic needs of Meridian students. In addition to the core subjects emphasized at Meridian Public Charter School, the students study several special subject areas including Art, Media/Technology, Music, Physical Education/Health and Spanish. These special area courses are aligned to standards which are based on the District of Columbia Standards and the National Standards in each respective area of study and instruction. Although all special subject areas are implemented into cross curricular activities, technology specifically is woven into the daily activities and academic coursework of each class. Each classroom is equipped with internet accessible computers in addition to a fully functioning computer center located in the library. The technology performance standards include basic operations, keyboarding, applications, information literacy, problem solving, ethical/legal issues, vocabulary, word processing, spreadsheets, career awareness, internet usage, multimedia processes, graphic programs, telecommunications and creating a database. The technology performance standards support the core subject academic needs of the students. Camp Love 2 Read Camp Love 2 Read is a program designed for all students who attended Meridian during the year. The program focuses on Reading, Language Arts, and Math computation and problem solving. The program is held for six weeks in the summer. On the Rise 3, 4 & 5 On the Rise focuses on identified students in grades 3, 4 and 5 who scored at the basic level on the spring DC CAS test. The tutorial provides intensive remedial and grade level instruction in the areas of reading and mathematics. This primary support in conjunction with the daily instruction is held weekly, Tuesday through Thursday from 3:30pm – 5:30pm. Day 6 Academy Day 6 Academy focuses on students in grades 6, 7 and 8 who scored at the basic level on the spring DCCAS test. The tutorial provides intensive remedial and grade level instruction in the areas of reading and mathematics. This primary support in conjunction with their daily curriculum is held on Saturdays from 9:00am – 1:00pm. The teachers selected to instruct in Day 6 Academy are highly qualified and motivated. Each teacher has a maximum of ten children. Special Education Program 12

The SPED program has two teachers, two assistants, and a coordinator. The SPED program works very closely with the counseling program and meet quarterly to discuss progress of students and how to better meet their goals. Weekly progress reports go home with students each Friday. The team meets weekly as a department for program review Scheduled contracted hours meeting IEP regulations Weekly academic/ behavioral progress reports sent to the homes of the children Quarterly review/amendments of IEP goals/objectives.

Parent Involvement Efforts MPCS believes that the relationship between home and school is key to student success. MPCS has a full time Parent Center that serves as a hub of the school’s parental involvement. The Parent Center strives to increase parental involvement at MPCS and to improve the quality of parental involvement. The Parent Center is an open resource for MPCS parents and it offers numerous programs, free of charge. For the 2011-2012 academic year, ESL (Tuesday & Thursday from 1:30-3:30pm) and Spanish Literacy (Tuesday & Thursday from 8:30-10:30am) classes were offered at the Parent Center. Furthermore, five different workshops were offered by the Parent Center. Each workshop covered important topics to help parents support the academic and social needs of their students. Resume Building Workshop Participants learned the purpose and objective of a resume and cover letter. Furthermore, participants received a sample of diverse types of resume. Participants had the opportunity to create their own resume and cover letter with the assistance of the Parent Center staff. Interviewing strategies were also discussed during the workshop. Healthy Eating Habits Workshop This workshop was based on the Let’s Move! Curriculum on Healthy Eating Habits. Participants learned facts on obesity in America, the possible emotional/physical/social/cognitive risks associated with obesity. Participants also received steps, suggestions, and strategies of how to increase healthy eating habits and physical activity. Behavior Management Workshop This workshop was conducted by the school Mental Clinician and addressed various concerns participants had in terms of classroom/home behavior, discipline management, etc. Sexual Assault Awareness Month Workshop 13

This workshop was conducted by the DC Attorney General’s Office in conjunction with the DC Sexual Assault Nurse Examiner (SANE) Program to raise Sexual Assault Awareness. DCCAS Preparation and Test Taking Strategy Workshop This workshop was conducted in preparation of the DCCAS testing. Participants received important facts about the DCCAS test as well as strategies that can be used at home and during the test that could help student achievement. Meridian teachers were present to provide assistance and encouragement to the participants. Other Parent Center events and activities: Parent Center Book Fair The Parent Center Book Fair was organized by the Parent Center to encourage parents to actively read to their students. Used and new books donated by the Meridian community members were displayed in the Parent Center for a week for parents to take home. DC Council Budget Hearing The Parent Center was actively involved in various DC Council Budget hearings at the Wilson Building to address the unequal facility funding between DCPS and DCPCS. Recipient of Parental Engagement Grant The Parent Center received the Parental Engagement Grant Program from the D.C. Parent Information Resource Center (DC PIRC) at the Multicultural Community Service (MCS) Parental Engagement Grant Program. The funds received from this grant were utilized to encourage parents to participate in classroom fieldtrips by covering and exempting parents from the transportation and/or entrance fees. This grant helped increase the number of parents completing their volunteer requirements. Twelve percent more parents completed their volunteer hours compared to the 20102011 academic year. “TOGETHER FOR SUCCESS” Meridian Public Charter School’s TOGETHER FOR SUCCESS program is a program designed to help ease communication between Meridian parents and the school as well as heighten the sense of Meridian community. Each classroom will have two parents/guardians serving as the Classroom Representatives. Each Classroom Representative will have the following responsibilities: 1- Act as a bridge between the classroom parents and the Parent Center.

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2- Keep an open communication with the classroom parents regarding upcoming events and holidays, field trips, parent-teacher conferences, important dates, workshops, etc. 3- Attend monthly Parent Involvement Committee Meetings and/or Hispanic Alliance Meetings. 4- Report to the Parent Center with any questions or concerns. 5- ONLY contact parents to communicate school related information. The successful implementation of Meridian’s TOGETHER FOR SUCCESS program will serve as a solid base for the future implementation of a strong Meridian Parent Teacher Organization.

School year and hours of operation: The instructional day for students was 8:00 AM to 3:00 PM daily for 180 days of school. The school year began August 22, 2011 and concluded June 14, 2012.

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C. School Staff Characteristics Dr. Robinette Breedlove is the school’s principal

In addition to the principal, the following positions existed during 2011-2012: Vice-Principal Academic Dean Professional Development Coordinator Director of Special Programs Finance Manager Human Resources Manager Special Education Coordinator

Vincent Blount Calvin R. Hooks Anne Marie Felix Darryl Reed Patricia Winston Alice Randall/Kimberly Moore Jessica Williams

Qualifications and Assignments for all School Staff All instructional staff at Meridian Public Charter School is deemed Highly Qualified in the area in which he/she teaches

The Staff Roster on page 5 details the assignments of all school staff

Number of Teachers

36

Number of Teacher’s aides

21

Average class size

22

Staff attrition Staff

10%

Salary Range for Teachers

$38,016-$69,046

Salary Range for School Administrators

$65,000-$130,531

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D. Student Characteristics The table below details the number of students enrolled by grade level during the 2011-2012 school year Grade PreK-3 PreK-4 Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade Total students

Student Enrollment 53 51 75 70 50 45 53 45 28 34 27 531

Race and Ethnicity

African-American (non-Hispanic) Hispanic Asian/Pacific Islander Caucasian (non-Hispanic) American Indian/Alaskan Native Other

62% 36% 1% 1% 0 0

Historical Race and Ethnicity

Total Student Enrollment AfricanAmerican Asian Hispanic Caucasian Other

SY 1999 2000

SY 2000 2001

84

243

63

SY 2001 2002

SY 2002 2003

SY 2003 2004

402

446

534

187

339

352

0

3

1

21

50

0 0

SY 2004 2005

SY 2005 2006

SY 2006 2007

SY 2007 2008

SY 2008 2009

SY 2009 2010

SY 20102011

SY 20112012

583

550

547

502

507

515

522

531

422

454

412

410

376

362

358

339

329

0

0

0

0

0

0

1

1

2

5

61

94

112

128

138

137

126

143

155

176

192

3

1

0

0

0

0

0

0

1

1

2

5

0

0

0

0

0

0

0

0

0

0

3

0

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Student Attrition: Re-enrollment Rate

82%

Demographics

Low Income SPED LEP/NEP Male Female

87% 17% 33% 49% 51%

Attendance

In seat Attendance Average Daily Attendance

93% 94%

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E. Finance 1. Unaudited Year End Financials for Fiscal Year 2011-2012 See Attachment B: 2. Approved Budget for 2011-2012 School Year See Attachment C: 3. Donors and Grantors Eric and Marianne Billings Building Hope Locust Street Group Linsay Management Company Joan Rudel Inderjit and Eloise Singh The Carlyle Group Blue Earth Foundation Julani Foundation

$5,000.00 $5,000.00 $5,000.00 $1,000.00 $500.00 $500.00 $200,000.00 $45,000.00 $500.00

F. Facilities See Attachment A

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II. SCHOOL PERFORMANCE A.

Evidence of Performance and Progress

Performance Management Framework 1.

Student Progress 2012 DCCAS data indicates an increase in the percentage of students scoring at the proficient or advanced level in Reading, from 52.5% in 2011 to 57.3% in 2012 and an increase in Mathematics proficiency percentages, from 50.2% in 2011 to 61.8% in 2012. This represents a 4.8% growth in Reading, an 11.6% growth in Mathematics and an 8.2% growth overall. Meridian's proficiency rates are 12.1% higher than the State composite proficiency rate and 7.1% higher than the state composite growth rate. Since the inception of the DCCAS in 2006, Meridian’s proficiency percentages have grown by nearly 30% in Reading and over 40% in Mathematics.

Student Achievement 2012 DCCAS data indicates 48.88% (109/223) and 3.59% (8/223) of students scored at the proficient and advanced levels in Reading, respectively. 50.91% (112/220) and 10.91% (24/220) of students scored at the proficient and advanced levels in Mathematics, respectively. Gateway 2012 DCCAS data indicates that 34.09% of 3rd grade students performed at the proficient level in Reading. Of the 44 3rd grade students tested, 18 students received “Special Education” Services and 14 received services as “English Language Learners”. 2012 DCCAS data indicates that 88.46% of 8th grade students performed at the proficient or advanced level in mathematics. Of the 26 8th grade students tested, 4 students received “Special Education” Services and 4 received services as “English Language Learners”. Leading Indicators Meridian’s average daily attendance rate during the 2011-2012 school year was 93%, achieving adequate yearly progress goals. The re-enrollment rate was 82%. See Attachment Accountability Plan in Attachment A

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Activities, Strategies and Interventions Teacher Quality, Instructional Best Practices and Professional Development Meridian Public Charter School manages teacher quality through instructional coaching, professional development and evaluation. Lead by the Dean of Academics, Instructional Coaches complete classroom observations to determine teacher strengths, weaknesses, areas of improvement and areas where a staff member may be stagnant. Teachers are given a written observation in addition to planning sessions or meetings. Instructional Coaches also design and implement professional development plans for staff members, geared towards improving standards based and data driven instruction, effective lesson planning and the organization of the classroom environment. This may include model teaching, co-teaching, peer observations or external professional development activities. Meridian maintains a comprehensive professional development schedule for all instructional staff. Typically, one week of intensive professional development occurs prior to the start of the school year and continues throughout the academic year. Professional development is offered during horizontal and vertical planning sessions, in addition to weekly staff meetings and Teacher Excellence Academy sessions. In accordance with needs based professional development plans, staff members are required to attend specific research based external professional development workshops. During the school year, Meridian offers over 180 hours of in-house training and professional development opportunities. It is Meridian’s goal to have staff exposed to additional external professional development and training programs. Each staff member is required to document 14 professional development hours obtained externally. Acceptable documentation includes a certificate of completion, an agenda or a session description from the training. 7 hours must be obtained by the end of the 1st Advisory Period and the remaining hours must be obtained by the end of the 2nd Advisory Period. Credit hours, for advanced coursework, may be included. Each “seat hour” counts for one hour of external professional development. Meridian offers 50% tuition reimbursement for all instruction based coursework, with an annual cap for each staff member. All hours must be approved by appropriate personnel, prior to registration. A professional development log for external hours should be maintained in each staff member’s portfolio. The Instructional staff is evaluated by the Dean of Academics and the Principal, utilizing an adapted version of the Praxis III Classroom Performance Assessment. The evaluation rubric is points based encompassing the organization of instructional content, the classroom environment, instructional best practices, professionalism, and student achievement. Evaluation results determine additional training to be identified on each teacher’s professional development plan. Outcomes from professional development plan implementation are regularly monitored, updated and reviewed.

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Data Driven Instruction Student growth and achievement is primarily monitored utilizing DC CAS data, Stanford Achievement Test data and the Brigance Inventory of Early Development. Several text based and teacher generated assessments are also monitored regularly in addition to the Scantron Achievement Series benchmark assessment. The DCCAS measures student achievement and student progress is measured year to year. 3rd-8th grade students are administered the Reading and Mathematics components of the DC CAS in the spring. 4th and 7th grade students are also administered a Science assessment and 5th and 8th grade students are administered an additional Writing assessment. DC CAS data is desegregated by subject, grade level, teacher, gender, ethnicity, economic status, Special Education status, English Language Learners status, and student achievement levels. Students and subgroups scoring at the advanced and proficient levels are identified and the data is reviewed to determine best practiced utilized which resulted in student success. Varying factors are weighed to develop future instructional plans and best practices to maintain the achievement of those students and increase the proficiency levels of the remaining students. Students and subgroups scoring at the basic and below basic levels are identified and the data is utilized to complete a route cause analysis. Any negative variables must be rectified or eliminated and positive influences or effective best practices must be increased. Additionally, the Academic Team, Program Development Team and other pertinent personnel will introduce any best practices not currently in use at Meridian and comprise a plan for successful implementation. As a result, classroom instruction is differentiated and modifications are made as needed. Students not performing at the advanced or proficient level on the DC CAS are required to attend individualized or small group instruction during the school day, with the designated Resource Teacher, Special Education Teacher or ELL Teacher. Those students are also required to attend after school or Saturday school sessions, based on grade level. The Stanford Achievement Test is administered to Kindergarten-8th grade students, in the fall and spring, to measure student growth and achievement. Stanford Achievement Test data is desegregated by subject, subtests, grade level, teacher, score type, norms, number tested, mean number correct, national rankings and grade equivalent scores. In addition to the methods used by Meridian, with the DC CAS, to track student data and drive and customize instructional plans, Stanford Achievement Test data measures student growth for the academic school year, determining specific areas of strength and weakness. This data is also utilized to assess the grade level progress of each student and the instructional impact of the teachers. The Brigance Inventory of Early Development measures academic and cognitive skills growth and achievement in Meridian’s pre-kindergarten programs. The basic skills assessment for three year olds evaluates students’ personal data response, color recognition, picture vocabulary, use of objects, visual motor skills, number concepts, motor skills, identification of body parts, repetition skills and the use of prepositions and irregular plural nouns. The basic skills assessment for four year olds evaluates students’ personal data response, color recognition, picture vocabulary, visual discrimination of forms and uppercase letters, visual motor skills, gross-motor skills, rote counting, identification of body parts, following verbal directions, number concepts and syntax and fluency

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skills. Additional teacher observations are recorded. Methods similar to that on the DC CAS and the Stanford Achievement Test will be utilized to track student growth, achievement, drive and customize instructional plans. Tutoring “3, 4 and 5 On the Rise” is a tutorial program which seeks to greatly enhance students’ skill levels in the areas of reading and mathematics. The program is geared towards students in the 3rd, 4th and 5th grades who have been identified by assessment data as displaying deficiencies in the subject areas outlined above. The students follow an intensive mathematics and literacy track, Tuesday through Thursday from 3:30pm-5:30pm, at Meridian Public Charter School. Instruction is standards based and data driven. The “Day 6 Academy” is a tutorial program which seeks to greatly enhance students’ skill levels in the areas of reading and mathematics. The program is geared towards students in the 6th, 7th and 8th grades who have been identified by assessment data as displaying deficiencies in the subject areas outlined above. The students follow an intensive mathematics and literacy track, Saturdays, from 8:30am-12:30pm, at Meridian Public Charter School. Instruction is standards based and data driven.

B. Lesson Learned and Actions Taken Meridian has identified a continued need to maintain a focus on student Literacy, with a major emphasis in Special Education and ELL services. Several program changes to monitor and provide additional resources to those students were developed. After review, Meridian has decided to move forward with the implementation of a specific set of research based materials, for students needing additional support. Those materials are currently in use. Meridian found that the use of internal assessments to monitor student growth has proven beneficial. Although the DCCAS, Stanford Achievement Test and the Scantron Achievement Series Assessments all provide valuable data, there are variances between the proficiency levels achieved on each, due to the general make-up of each assessment.

C. Unique Accomplishments Meridian celebrated twelve years of educational service to the community Meridian began a full renovation of the Harrison Building awarded to us in the previous year. 23

Awarded private donation to enhance teaching quality. Established successful relationship with Future Leaders based in the United Kingdom. Meridian’s soccer team was invited and attended a Let’s Move Celebration at the White House hosted by First lady, Michelle Obama

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Attachment A: Required Data Worksheets

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APPENDIX A: DATA COLLECTION TEMPLATE LEA ANNUAL REPORT 2011-2012 SCHOOL YEAR Data Collection Template

Section 1 Name and Contact Information LEA name: Meridian Public Charter School Campus name: Meridian Public Charter School Address 1 1328 Florida Ave NW Address 2 Phone: (202)387-9830 Fax: (202)387-7605 Website: www.meridian-dc.org

Section 2 Verified Data Elements Meridian Public Charter School School Program Data Grade levels served Ages served Enrollment by grade level

Pre-Kindergarten-8th grade 3-14 ☒PK-3; ☒PK-4; ☒PK; ☒KG; ☒01; ☒02; ☒03; ☒04; ☒05; ☒06; ☒07; ☒08; ☐09; ☐10; ☐11; ☐12; ☐Ungraded; ☐AO/PG

School instruction dates

Beginning Date: End Date: Total # of instructional days: #

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8/22/2011 6/14/2012 182

Student Demographic Data Demographics (%)

Race/ethnicity: African American Hispanic/Latino Caucasian Asian/Pacific Islander Other race Gender: Female Male

Limited or Non-English Proficient Free or Reduced-Price Lunch Special Education # of students with 504 plan

# of students pregnant and/or parents (mothers only)

# of students homeless defined by McKinneyVento Act

# of students incarcerated

☐ 0 students ☒ Less than 10 students ☐ More than 10 students; (specify # students) ☒ 0 students ☐ Less than 10 students ☐ More than 10 students; (specify # students) ☐ 0 students ☒ Less than 10 students ☐ More than 10 students; (specify # students) ☒ 0 students ☐ Less than 10 students ☐ More than 10 students; (specify # students)

27

62% 36% 1% 1%

51% 49% 33% 87% 17%

Elementary/Middle School PMF Metrics Percent proficient and advanced, whole school population Percent advanced, whole school population Percent proficient and advanced, for grade 3 and grade 8 Median Growth Percentile, whole school population

Math: Reading: Math: Reading: Grade 3 Reading: ___% % Math: Reading:

61.82% 57.27% 10.91% 5.91% Grade 8 Math: 11.6% 4.8%

Attendance Data Average Daily Attendance, whole school

94%

In-seat Attendance Rate, whole school

93%

Chronically Absent Rate, whole school

15.8%

28

Meridian Public Charter School Accountability Plan 2011 – 2012 School Year

Academic Performance Student Progress Performance Indicator & Assessment Tool

2011-2012 Target

Results and

Target Met?

Supporting Evidence

Percent of Kindergarten2nd grade students will demonstrate a school year of academic growth or demonstrate proficiency, as determined by the Grade Equivalent Score on the Stanford Achievement Test in Reading

70% of Kindergarten-2nd grade students will demonstrate a school year of academic growth or demonstrate proficiency, as determined by the Grade Equivalent Score on the Stanford Achievement Test in Reading

90.2% of K-2nd grade students demonstrated a year of academic growth or demonstrated proficiency

Yes

Percent of Kindergarten2nd grade students will demonstrate a school year of academic growth or demonstrate proficiency, as determined by the Grade Equivalent Score on the Stanford Achievement Test in Mathematics

70% of Kindergarten-2nd grade students will demonstrate a school year of academic growth or demonstrate proficiency, as determined by the Grade Equivalent Score on the Stanford Achievement Test in Mathematics


Yes

Percent of prekindergarten (3 and 4) students will demonstrate growth on the Brigance Inventory of Early Development (Academic/Cognitive)Basic Skills Assessment or improve their score from fall to spring by a determined 10%.

70% of pre-kindergarten (3 and 4) students will achieve at or above 70% on the Brigance Inventory of Early Development (Academic/Cognitive)Basic Skills Assessment or improve their score from fall to spring by 10 %.

99% of pre-kindergarten Yes (3 and 4) students achieved at or above 70% on the Brigance Inventory of Early Development (Academic/Cognitive)Basic Skills Assessment or improved their score from fall to spring by 10 %.

29

Student Achievement Performance Indicator & Assessment Tool

2011-2012 Target

Percent of Kindergarten2nd grade students will demonstrate proficiency, as determined by the Grade Equivalent Score on the Stanford Achievement Test in Reading

70% of Kindergarten-2nd grade students will demonstrate proficiency, as determined by the Grade Equivalent Score on the Stanford Achievement Test in Reading


Yes

Percent of Kindergarten2nd grade students will demonstrate proficiency, as determined by the Grade Equivalent Score on the Stanford Achievement Test in Mathematics

70% of Kindergarten-2nd grade students will demonstrate proficiency, as determined by the Grade Equivalent Score on the Stanford Achievement Test in Mathematics


Yes

Results and

Target Met?

Supporting Evidence

Leading Indicators Performance Indicator &

Meridian Public Charter School

2011-2012 Target

Results and

Target Met?

Meridian Annual Report 2011-2012

Assessment Tool Kindergarten-2nd grade students will obtain or surpass a specified daily attendance rate average in OLAMS

Supporting Evidence Kindergarten-2nd grade students will obtain or surpass a 90% daily attendance rate average in OLAMS

95.1%

Yes

Pre-Kindergarten Pre-Kindergarten 3 and 4 students will 3 and 4 students obtain or surpass a 88% daily attendance will obtain or rate average in OLAMS surpass a specified daily attendance rate average in OLAMS

92.9%

Yes

Discipline Data Number of Unique Students with Discipline Records, whole school population

73

Incident : Student Ratio, whole school population

1:1

Percent of Instructional Days Lost, whole school population


0.21%


Section 3

Unverified Data Elements School Characteristics Average # students per class, by grade level and whole school

PK-3 PK-4 KG 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded AO/PG Whole school


25 24 22 22 24 22 22 22 15 16 13

22


Student : Teacher Ratio, average by grade level and whole school

Grade PK-3 PK-4 KG 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded AO/PG

Ratio 18:1 17:1 17:1 17:1 16:1 15:1 18 :1 15:1 10:1 7:1 5:1

Whole school

13:1

Staff Characteristics

Teacher Years of service, number and percentage for Teachers and Teacher Aides.

Teacher Attrition, number and percentage for Teachers and Teacher Aides


Number

Percentage

0 to 3 years

38

40

4 to 7 years

30

32

8 or more years

26

28

By years of service: Number 0 to 3 years 38 4 to 7 years 34 8 or more years 22

Percentage 40 36 24


Salary Average Range

Teachers $53,531 Min: $ 38,016

Average Range

Teacher aides $29,665 Min: $ 26,000 Max: $33,331

Average Range

Staff $74,718 Min: $18,935

Average Range

School Administration $ 97,750 Min: $ 65,000 Max: $ 130,531

Average Range

Central Office $52,500 Min: $40,000 Max: $65,000

Max: $ 69,046

Max: $130,531

HQT Count Number of teachers

Facilities



38

Square footage

Room inventory

Entire for building

42,323

Entire for total classroom space

40,323

Number of rooms by subject: Math 1 Science 1 Social Studies 1 English/Language Arts 1 Art/Music/PE/Other 1 Library 1 Number of rooms by grade level: 2 PK-3: 3 PK-4: 3 KG: 3 1 3 2 2 3 2 4 2 5 2 6 2 7 2 8 9 10 11 12 Ungraded: AO/PG:

Room to students and teacher ratio, average for whole school


Student to Classroom ratio Teacher to Classroom ratio

22:1 1: 1


Attachment B: 2011-2012 Unaudited Year End Financials











Attachment C: Approved Budget



Approved Budget 2011-2012 FY 12 BUDGET Meridian Public Charter School As of 10/05/2011

ENROLLMENT

522

Revenue

4010-110-00 Per pupil charter payments

5,201,875

4010-920-00 Per pupil facility allowance

1,566,000

4010-120-00 Per pupil allocate-SPED/LEP

1,250,600

4010-130-00 Summer school revenue

246,346

Per Pupil Charter Revenue Total

8,264,821

4110-110-01 Federal Entitlements-Title I

417,394

4110-110-01.1 Federal Entitlements - Title I ARRA

23,488

4110-110-02 Federal Entitlements-Title II a

93,777

4110-110-04 Title III Revenue

10,835

4110-110-05 Title IV 4110-110-03 Federal Entitlement Title II.d. 4110-120-07 IDEA Revenue- Special Ed - Part B

109,491

4110-120-07 IDEA Revenue-Special Ed - Preschool

2,205

4110-120-07.1 IDEA Revenue- Special Ed - ARRA 4110-120-07.1 IDEA Revenue-Special Ed - ARRA - Preschool Federal Entitlements Total

657,190

4210-210-00 Food Service Revenues-USDA

300,000

4230-810-00 Grants & Contributions

-

4210-110-09 Federal Grants - School Improvement

-

4210-110-10 Federal Grants - eRate

-

4210-110-01 Federal Grants - Facilities

-

4210-110-11 Federal Grants - Educational Investment Funds

-

4210-110-12 Federal Grants - Facilities Improvement Grant

-

4210-110-14 Federal Grants - Flexible Funds Grant 4210-110-19 Federal Grants - Race to the Top

70,993

4210-110-20 Federal Grants - EduJobs Grant 4210-110-21 Federal Grants - FY 2011 Facilities Supplement 4210-110-22 Federal Grants - City Build

999,981

4210-110-23 Federal Grants - Teacher Compensation Grant

156,600.00

4210-110-24 Federal Grants- Quality School Incentive Grant

50,000.00

4240-110-00 In Kind Donations Total



4250-910-00 Event Revenue - Tickets 4260-910-00 Event Revenue - Contributions

-

Grants/Donations Total

1,577,574

4810-910-00 Interest income

10,000

Investment Income Total

10,000

4910-220-00 Before/ After School

80,000

4990-810-00 Misc Income- Fundraising

10,000

4990-910-00 Miscellaneous Income

85,000

4950-910-00 Gain on Fixed Asset Disposal

-

Other Income Total

175,000

TOTAL REVENUES

10,684,585

EXPENSES Salaries & Benefits 5010-910-00 Principal & Vice Principal Total

224,342

5015-910-00 Administrative Salaries Total 5020-110-00 Instructional Salaries

523,306 2,263,531

5020-110-01 Instructional Salaries - Title 1 5020-110-02 Instructional Salaries - Title II-A (Retention/Sign On Bonuses

133,460 10,000

5020-120-00 Instructional Salaries- Spec Ed

158,210

5020-120-07 Instructional Salaries -Spec Ed

91,806

5020-120-07.1 Instructional Salaries - SpecEd - ARRA 5020-130-00 Instructional Salaries - Summer Sch

142,000

Instructional Salaries Totals

2,799,007

5025-110-00 Instructional Support Salaries

459,126

5025-110-02 Instructional Support Sal - Title II (Retention Bonuses)

10,000

5025-110-01 Instructional Support Sal - Title I

5,000

5025-110-09 Instructional Support Sal - SIF 5025-110-14 Instructional Support Sal - Flexible Spending 5025-210-00 Instructional Support Sal - Food Serv

81,418

5025-220-00 Instructional Support Sal - ASP

80,000

5025-220-01 Instructional Support Sal - ASP/Title I 5025-220-08 Instructional Support Sal - ASP/CSRD 5025-220-11 Instructional Support Sal - EIF 5025-240-00 Instructional Support Sal - Athletic

37,800

Instructional Support Totals

673,344

5030-920-00 Facility Salaries

167,125



5030-920-05 Facility Salaries - Title IV Facilities Salaries Totals

167,125

Total Salaries

4,387,124

5110-910-00 Payroll Taxes

390,000

5210-910-00 Medical & Dental Insurance

360,000

5220-910-00 Life & Disability Insurance

45,000

5230-910-00 Employer Retirement Match

110,000

5240-110-00 Tuition Reimbursement

30,000

5250-910-00 Other Employee Benefits--Metrocheck

35,000

TOTAL SALARIES & BENEFITS

5,357,124

Other Personnel Expenses 5310-110-00 Staff Development (Including Retreat)

10,000

5310-110-01 Staff Development Title I (Parent Involvement)

20,000

5310-110-01 Staff Development Title IIA

35,000

5310-110-02 Staff Development Title IIA

18,400

5310-910-00 Staff Development - Admin

40,000

TOTAL OTHER PERSONNEL EXPENSES

123,400

Direct Student Expenses 6110-110-00 Educational Supplies

26,700

6110-110-01 Educational Supplies - Title I

100,000

6110-110-04 Educational Supplies - Title III

1,800

6110-110-05 Educational Supplies - Title IV 6110-110-09 Educational Supplies - School Improvement

-

6110-110-07 Educational Supplies - IDEA

-

6110-110-14 Educational Supp--Flex Funds 6110-110-16 Educational Supplies - RFEI-Spec. G. 6110-110-17 Educational Sup-Spc.Fac. Grant 6110-130-00 Educational Supplies - Summer Sch

1,500

6110-220-00 Educational Supplies - ASP

500

6110-240-00 Educational Supplies - Athletics

4,000

Educational Supplies Totals

134,500

6120-110-00 Educational Consultants

30,000

6120-110-01 Educational Consultants - Supplemental Services (Title I)

60,655

6120-110-02 Educational Consultants - Title II-A 6120-110-16 Educational Consultants 6120-120-00 Educational Consultants - Spec Ed *


305,000


6120-120-01 Educational Consultants - Title I Educational Consultants Totals

395,655

6130-110-00 Student Assessment

30,000

Student Assessment Totals

30,000

6140-110-00 Student Travel/Field Trips

25,000

6140-130-00 Field Trip Summer

5,000

6140-240-00 Student Travel-Athletic

5,500

Student Travel/Field Trips Total

35,500

6150-210-00 School Food Services

300,000

TOTAL DIRECT STUDENT EXPENSES

895,655

Occupancy Expenses 6210-920-00 Rent 1,149,178

6220-920-00 Security Services

6,500

6230-920-00 Utilities

156,000

6240-910-00 Repairs & Maintenance - Admin (Internet/Network)

500

6240-910-12 Repairs & Maintenance - Fac. Grant

-

6240-920-00 Repairs & Maintenance

110,500

Repairs & Maintenance

111,000

6250-910-00 Equipment Expense Admin

34,000

6250-240-00 Equipment Expense Athletics Equipment Expense

34,000

6260-920-00 Depreciation & Amortization

130,000

TOTAL OCCUPANCY EXPENSES

1,586,678

Office Expenses 6310-110-00 Supplies - Regular Ed

1,500

6310-110-02 Supplies - Title II-A 6310-210-00 Supplies - Food Services

1,000

6310-230-00 Supplies - Other IS 6310-910-00 Supplies - Administrative

85,000

6310-920-00 Supplies - Facility

85,000

Total Supplies

172,500

6315-910-00 Food and Entertainment

15,000

6318-910-00 Event Expenses (10 Year Gala) 6320-910-00 Advertising & Recruitment


50,000


6330-910-00 Postage & Shipping

7,500

6340-910-00 Printing & Copying

53,000

6350-910-00 Telecommunications - Admin

125,000

Telecommunications

125,000

TOTAL OFFICE EXPENSES

423,000

Professional Fees 6410-910-00 Accounting, Audit & Mgmt. Fees

90,000

6420-910-00 Payroll Processing Fees

17,000

6430-910-00 Bank Fees

2,500

6440-910-00 Legal Fees

25,000

6450-910-00 Charter Board Admin Fees

45,000

6460-910-00 Other Professional Fees/Dues

19,800

6460-230-00 Other Fees/Dues - Instructional

5,000

6460-240-00 Other Fees/Dues - Athletics

10,000

6460-240-00 Other Fees/Dues - Special Grants

-

TOTAL PROFESSIONAL FEES

214,300

General Expenses 6510-910-00 Travel

1,000

Total Travel

1,000

6520-910-00 Insurance - Administrative

69,000

Total Insurance

69,000

6530-910-00 Interest Expense - Capital Lease (Copiers)

15,000

6530-920-00 Interest Expense- Facilities Related

-

6590-110-00 Other Expense-Regular

-

6590-240-00 Other Expenses - Athletics 6590-810-00 Other Expenses - Fundraising

5,000

6590-910-00 Other Expenses - Admin

7,500

6590-910-01 Other Expenses - Admin - Title I

-

6590-910-09 Other Expenses - Admin - School Improvement

-

Other Expenses

12,500

TOTAL GENERAL EXPENSES


97,500


TOTAL EXPENSES

8,697,657

NET SURPLUS/(DEFICIT)

1,986,928

ADDITIONAL ITEMS: Equity Contribution to Harrison Project Harrison Sinking Fund Payments (net of capitalized interest)


$3,000,000 $0


