Mastery Charter School - Harrity Elementary. School Advisory Council (SAC) Second Quarter Report

Transcription

1 Mastery Charter School - Harrity Elementary School Advisory Council (SAC) Second Quarter Report To promote Harrity School Advisory Council development, growth and a relationship with the turnaround team during the second quarter, the Harrity School Advisory Council (HSAC) implemented and adhered to by-laws and rules that we approved during the first quarter. These by-laws assisted leadership and members to effectively conduct meetings and conduct the business of the SAC, as each member understood their roles and responsibilities. The by-laws assisted in providing a framework for effective governance of the SAC as a whole. HSAC and Mastery has continued its ongoing efforts to build on a strong relationship developed in the first quarter and during the summer months. Both parties encourage open communications. This has helped to foster an environment of understanding while we encourage each other to confront and effectively handle the challenges that each party faces. The HSAC has taken a hands on approach in building on this relationship by assisting Mastery in developing relationships with entities in the surrounding community. For example some Mastery s staff attended a breakfast hosted by Lawrence Martin (HSAC member) at the Christie Recreation Center. This assisted in building relationships with in the community that Mastery could build on for future use. In addition the HSAC invited the newly appointed Philadelphia Police Captain of the 18 th Police District, Captain Bellamy, to our meeting on November 17, He was introduced to the principal of Mastery Charter School - Harrity Elementary at this meeting. This assisted in improving the communications between the two parties and led to resolving some pressing concerns regarding student safety such as Crossing Guard schedules and the adjusting of the time the signage for reduced speed around the school comes on. The HSAC has also interceded to improve communications between Mastery and the School District of Philadelphia in relation to improving the cleanliness level of the physical plant (Mastery Charter School - Harrity Elementary). We are continually creating a trusting and supportive relationship while adhering to each other s overall responsibilities.

2 Currently our biggest challenge is to recruit additional parents and community members to serve as part of the council. During the third quarter our plan is to focus our efforts on engaging new members with a commitment that s based on HSAC responsibilities. To this end our Co-Chairman, Edgar Scott, has lead us in developing a strategic plan for the School Advisory Council Mastery Harrity. This plan will assist us in connecting with groups of people with the primary purpose of student and community development, by encouraging more people to get involved and sharing open-minded communication and the sharing of ideas geared towards building schools that are proper and create education that is meaningful to our students. Mastery has implemented the six key elements of their model as described in the charter: 1. High Expectations School Culture -- a positive, safe, achievement-focused school culture has been created and is fully taking root. Common classroom management systems have been implemented and school wide rituals such as community meetings have been established. 2. Aligned Curriculum & Assessments new curriculum and materials have been distributed and fully implemented in all classrooms. The curriculum is designed to meet students at their current skill level, while quickly remediating their skills to reach grade level. 3. Outstanding Teachers Mastery has hired a high quality staff that is smart, capable, and committed to student achievement. Teachers have been trained in Mastery s instructional model. Instructional coaches provided by the Mastery Network Support Team have supported teachers. All staff has been observed and received feedback from school leadership. 4. Data-Driven Management & Instruction The school has implemented its interim assessment system and delivered two rounds of assessments (based on 6 week cycles). The information was delivered to staff that had two professional development days following each assessment to review the data and plan for the upcoming report period. Students in need were identified and are receiving additional support. 5. Literacy Focus At the k-2 level, Mastery dedicates three 50 minute periods daily to reading instruction in addition to a dedicated read aloud block and writing class. An additional reading teacher supports instruction during these periods so classrooms can be subdivided into small reading groups of 7-10 students. In grades 3-6, students have literature study, language and word study, and a writing class.

3 6. Comprehensive Student Support Mastery has delivered a wide range of student supports including: o After-school tutoring o Reading support based on instructional level: Struggling students are provided additional reading support in a small group setting. o Corrective Reading: Students with significant reading deficits are placed into an additional support to develop decoding skills. o SAP: Students of persistent concern may be referred to the Student Assistance Program (SAP) to formally examine the root causes of low performance and implement plans to address areas of concern. Whole School Approach Mastery has moved quickly to address the needs of all students including ELL, special education, and mentally gifted students. Within the regular classroom program the school has implemented a number of practices to address these students needs including 1) a strong phonics component in the reading program, 2) differentiated groupings to provide students with instruction at their individual level, and 3) uniform and explicit behavioral and discipline expectations to support students with emotional and behavioral disabilities. Mastery has also implemented a systematic screening and referral process to identify and refer for evaluation students who are thought to be eligible for special education services. Students with disabilities have received interventions and supports including itinerant services provided by a special education teacher either in or out of the regular classroom as well as services provided in a resource classroom Mastery subcontracts with a community-based mental health agency for mental health services for students identified in need of counseling. Students typically receive counseling individually. A Mastery social worker organizes the delivery of these services and monitors students progress.

4 Student Achievement Mastery has implemented a number of performance assessments including: Benchmark Assessments used to measure student learning of the skills and knowledge covered in the preceding 6 weeks. 4Sight a PSSA predictive test used to measure students skill level relative to the PSSA. Fountas & Pinnell a nationally normed test that measures students reading skills in terms of grade level equivalents. Early results are very encouraging: 4Sight Predictive Test: % of Students Proficient ELEMENTARY READING 3rd Grade 4th Grade 5th Grade Harrity 21% 42% 21% 20% 35% 16% 14% 25% 11% MATH Harrity 8% 17% 9% 2% 5% 3% 0% 5% 5% READING MIDDLE SCHOOL 6th Grade 7th Grade 8th Grade Harrity 28% 35% 7% 25% 56% 31% 30% 60% 30% MATH 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade Harrity 2% 21% 19% 3% 24% 21% 33% 29% -4% Fontas & Pinnel Reading Assessment (Grade Level Equivalent) Kindergarten 1st Grade 2nd Grade F & P Harrity The school has been transformed in terms of culture and climate. Classrooms, hallways and commons spaces are safe and orderly. Mastery has implemented its

5 High Expectations School Culture as it promised. The message of success through hard work is delivered consistently through the school day. College banners and college messages are throughout the building. The Assistant Principal of School Culture leads and Deans of Students serves as disciplinarians, student coach/guides, teacher supporters, community/parent liaisons, and services coordinators. The team is proactive -- building positive relationships with students, anticipating problems before they occur, mediating issues, and celebrating student achievements. School rituals have been implemented including: Uniforms: All students are in school uniform at all times. Community Meetings: Grade-level community meetings are held weekly to highlight student accomplishments, address community problems, and make announcements. Classroom Circles: Classroom circles are held for students and staff to discuss important issues facing the community. Awards: Individual and group achievements are recognized at community meetings. Codes of Conduct or Values awards are announced weekly. Finally, Consistent school-wide classroom behavior systems have been implemented. At the younger grades, teachers employ a color-coded choice chart used to provide consistent and uniform feedback to students. At the upper grades teachers use a point system to provide behavior feedback. It s working. Since the school opened in September there have been only a few minor incidents. Finally, a recent concern is the high level of out-of-school suspensions in November. The school leadership is concerned about the level of suspensions and is committed to significantly reducing the rate. In December out-of-school suspensions were reduced to 27. The majority of the suspensions were consequences for aggressive behavior, insubordination, and verbal disrespect towards staff. Since Mastery opened in September they have enrolled every student from the catchment s area, increasing enrollment nearly 33% compared to the last school year. Because of the additional enrollment, they have had no space to hold an inschool suspension or alternate disciplinary options. As a result, the school culture team has leaned too heavily on out of school suspension.

6 Mastery expects to decrease suspension by at least 30% each marking period by implementing a range of disciplinary and school culture initiatives including Saturday programming, expanded counseling, after school tutoring, parent days, and incentive trips. In addition they will strengthen our existing processes including peace agreements, parent meetings, restorative measures, and community service. Other items of significance to note is the Harrity School Advisory Council is currently investigating options in developing a mentoring program to assist the most challenged students attending Mastery Charter School - Harrity Elementary. In addition we are supporting the Saturday Men s Breakfast held once a month with the community, Mastery and Philadelphia Police department to discuss and share ideas as they relate to student concerns and their development. In closing, the transformation of Harrity has been remarkable. The teachers work incredibly hard and really care. Our kids are happy and actually excited to go to school. Mastery has worked hard to serve all of our kids including the children with learning and emotional problems. They have been responsive to the concerns and needs of the HSAC. Respectfully Submitted By, George Tilghman Harrity School Advisory Council Chairman Lawrence Martin Harrity School Advisory Quarterly Report Committee The Harrity School Advisory Council ratified the second quarterly report at a meeting on January 5, George Tilghman (Parent) Yalandra Smith (Parent) Lisa Picou (Parent) Iyabosola Bambe (Parent) Kevin Scott (Parent) Edgar Scott (Community) Lawrence Martin (Community)

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