BERGEN ARTS AND SCIENCE CHARTER SCHOOL

Transcription

1 BERGEN ARTS AND SCIENCE CHARTER SCHOOL RENEWAL APPLICATION Submitted to NJ Department of Education Office of Charter Schools, Hackensack, Lodi, Garfield City Boards of Education & Bergen County Superintendent s Office October 15, 2015 Bergen Arts and Science Charter School Renewal Application

2 TABLE OF CONTENTS Section 1: Basic Information PAGE 1.1 Basic Information School Demographics 3 Section 2: Organizational Performance Areas 1.1 Education Program and Capacity - Mission & Key Design Elements Education Program and Capacity - Curriculum Education Program and Capacity - Instruction Education Program and Capacity - Assessment Education Program and Capacity - Organizational Capacity School Culture & Climate - School Culture & Climate School Culture & Climate - Family & Community Engagement Board Governance - Board Capacity Access and Equity - Access and Equity Access and Equity - Special Education Access and Equity - English Language Learners Compliance - NJSMART Compliance Compliance - EpiCenter Compliance 25 Section 3: Fiscal Viability 1.1 Financial Framework Financial Audit Budget Information 26 Section 4: Five-Year Planning 1.1 Maximum Enrollment Five-Year Planning 28 APPENDICES 32 Bergen Arts and Science Charter School Renewal Application

3 Section 1: Basic Information 1.1 Fill in the following chart with the school s basic information for the school year. BASIC INFORMATION Name of School BERGEN ARTS AND SCIENCE CHARTER SCHOOL Year School Opened Grade Level(s) in K-12 Current Enrollment 980 Maximum Enrollment 980 Current Waiting List School Address(es) Bergen ASCS Elementary School: 30 Madonna Pl, Garfield, NJ Bergen ASCS Middle School: 200 MacArthur Ave, Garfield, NJ Bergen ASCS High School: 43 Maple Ave, Hackensack, NJ Central Office: 465 Boulevard, Elmwood Park, NJ District(s) / Region of Residence Hackensack, Lodi, and Garfield Cities Website Address Name of Board President Murat Teke Board President address board@bergencharter.org Board President phone number Name of School Leader Nihat Guvercin School Leader address nguvercin@ilearnschools.org School Leader phone number Name of SBA Recep Ornek SBA address rornek@njascs.org SBA phone number Fill in the following chart with the school s student demographics for the school year. SCHOOL DEMOGRAPHICS # Total Students 970 # and % Free or Reduced Price Lunch Students 484 students (50%) # and % Special Ed Students 37 students (3.8 %) # and % LEP Students 31 students (3.2%) # and % Asian Students 86 students (9%) # and % Black Students 135 students (14%) # and % Hispanic Students 398 students (41%) # and % White Students 355 students (37%) # and % Other ethnic groups n/a Bergen Arts and Science Charter School Renewal Application

4 Section 2: Organizational Performance Areas Education Program and Capacity The following questions are aligned to the Organizational Performance Framework, Performance Area 1: Education Program and Capacity. 1.1 Mission & Key Design Elements a) State the school s mission. Describe the school s educational philosophy and key design elements including any unique and innovative features in the educational program. The mission of Bergen Arts and Science Charter School (Bergen ASCS) is to provide the ideal environment for the intellectual and social development of its students by utilizing a combined effort of students, educators, families, and the community as a whole. Bergen ASCS believes that an effective and adequate education necessary for the citizens of the future relies heavily upon a multidimensional academic curriculum, in which all core subjects are blended together through various teaching methods while promoting the development of a strong character that supports and respects society. Bergen ASCS believes that focusing on high overall academic achievement includes providing opportunities for the development of individual skills and talents. The school fosters an atmosphere that promotes enthusiasm on the part of teachers and students alike through rigorous academic programs, interesting co-curricular activities, and positive rewards for success, resulting in students who seek further challenges and have the desire to continue along their educational path. At Bergen ASCS, students exhibit the love of learning to the extent of choosing challenging, even competitive academic activities. The Bergen ASCS mission and vision is in direct alignment with the Science, Technology, Engineering, Arts, and Math (STEAM) philosophy. STEAM is a holistic educational philosophy that is strongly grounded in and supported with educational research. Through challenging, project-based learning experiences, core competencies are learned and evidenced by students. STEAM challenges our students not only to learn the content standards, but also to apply this new knowledge of 21 st century skills and discoveries in tackling evolving real-world challenges. In clear alignment with the mission and vision of ilearn Schools, and through tenacious engagement in interdisciplinary learning experiences, students integrate knowledge, skills and methods of inquiry across the disciplines. Within this holistic immersion, students develop deep understanding of complex concepts by incorporating rigorous content and application of knowledge through higher-order thinking skills and performance-based assessments. This knowledge then translates into opportunities for realworld application of skills-mastery, and provides boundless academic and co-curricular opportunities for individual skills and talents to develop. Our mission and vision considers the educational goals that the New Jersey Department of Education has established for all students. This is evidenced in the four areas identified below, which are in direct correlation with the "Building Blocks for Success in Education, as outlined by Governor Christie: Bergen Arts and Science Charter School Renewal Application

5 1. Academic Achievement - concentration is placed on providing a multidimensional curriculum, research-based best practices, innovative instructional strategies, and student/program assessments. Literacy objectives within the CCSS must be met to better prepare students for PARCC assessments, college acceptance, and workforce readiness. Summary writing, analysis of rich and varied literature and nonfiction text, critical research skills, and opinions supported by text-based evidence are the cornerstone elements of the CCSS. In mathematics, lessons are aligned to the CCSS and the content is prioritized and supported with online programs for student instruction and assessment. Self-discovery is at the forefront of our mathematical approach that promotes productive-struggle, encouraging student-centered learning. Teachers and students have access to rich, CCSS-aligned, engaging content and embedded assessments with instant data feedback. 2. Digital Learning Environment - concentration is placed on classroom organization, integration of technology, teacher development, and effective instructional programs. This allows the district to provide the most relevant, research-based educational experience for our students. The design of the program currently embraces technological literacy and integration; in the absence of these resources, curricula cannot be delivered as designed. The rigors of the Common Core State Standards and the next-generation digital assessments require us to adjust both the method and mode of instruction to prepare our students for college and careers. We fully expect student assessment data to evidence student growth as a result, in part, through the use of digital instruction. 3. Co-curricular Programs - concentration is placed on academic and non-academic programs that are designed to meet the needs of the whole child (academically, socially, and emotionally). Bergen ASCS has a vibrant arts education model, which includes multiple performances, including full-length theatrical productions, concerts, cultural dances, and festivals. Bergen ASCS high school is a proud member of the New Jersey State Interscholastic Athletic Association, competing in a variety of varsity sports with its district peers in the North Jersey Interscholastic Conference. The school is often the host location for a variety of educational presentations, educational guest speakers, science fairs and Olympiads, and math competitions. Additionally, the district hosts the ilearn Schools Summer Institute for Teaching and Learning, whereby all instructional staff come together in the form of a professional learning community in order to explore best practices in education, the arts, and athletics. 4. Community Involvement - concentration is placed on parent programs, community outreach, and fostering school, family, and community collaboration/involvement. The students of Bergen ASCS are afforded the benefits of partnerships currently established with local universities, businesses, and community leaders. Bergen ASCS recognizes the school as an anchor in the community; the school serves as the grounding mechanism that promotes connectivity and collaboration. All children deserve the opportunity to be educated in a rich, nurturing, equitable and culturally-sensitive environment that fosters inquiry-based learning and innovation. Within the framework, there are key design elements and evidence of innovative practices within the academic program: A strong emphasis is placed on curricula and pedagogical development within the context of the national Common Core State Standards (CCSS); for example: cognition, meta-cognition, and Bergen Arts and Science Charter School Renewal Application

6 learning strategies that flow from the concrete to the abstract. Curricula are designed to delve deeply into unwrapping the content and context of the standards, and to promote learning the depth of the skills. Through a balance between Hunter s (1994) Instructional Theory into Practice (ITIP) model and Bybee s (1989) 5 E s for Scientific Inquiry (Engagement, Exploration, Explanation, Elaboration, and Evaluation), our adaptive approach to instruction provides flexibility in meeting the students varied learning styles. Additionally, Bergen ASCS delivers curricula through the Understanding by Design (UbD) conceptual framework (Wiggins and McTighe, 2005). UbD is an instructional model designed to engage students in inquiry and to promote the transfer of learning by supporting all students in making sense of discrete facts and skills, facilitating the discovery of the big ideas within content, leading to the transfer of knowledge as evidenced by a performance-based assessments. This design facilitates preparedness for PARCC performance-based assessments. Promoting literacy in each classroom is paramount to the success of our students. In grades K-8, a balanced literacy approach has proven to be an effective way for students to meet their growth objectives, meeting and oftentimes exceeding their individual reading-level goals at the start of the academic year. Each teacher takes ownership in the advancement of reading, writing, speaking, and listening in their classroom, as all students require advanced literacy skills to be successful both in their personal and professional lives. Bergen-ASCS administers MAP diagnostic exams, benchmark exams, performance-based assessments, monthly writing assessments, and PARCC assessment simulation tests (PBA and EOY) each year. Data from these assessments is used to monitor the progress of students, and to guide teachers in the design of individual action plans for student improvement. The school database will allow teachers, department chairs, curriculum supervisor assistants, directors, testing coordinators, district curriculum supervisors, the CEO/Lead Person, and parents to monitor current student performance in real-time. The academic team highlights researchbased best practices for each student, and meets with teachers quarterly to determine how each child has progressed regarding content knowledge, skills and mastery of national and state standards. Standards-Based Grading (SBG)--a system of reporting student proficiency in a number of specific learning goals (or standards) is employed in mathematics in grades This system provides students a number of scores that represent their proficiency in each of the skills assessed. At the time of course completion, each student has mastered the essential content necessary to advance to the next level of instruction. In all content areas, teachers consistently utilize prior test results as a diagnostic tool and indicator for data-driven instruction. The classroom environment is critical to supporting instruction. Multiple elements are included in this category. Among the most important are the organization of the room, the relationship between students and teachers, and the learning activities in which students are engaged. Active student involvement is the expectation; prominently-displayed anchor papers, writing exemplars with detailed teacher feedback, and detailed rubrics all contribute to an environment that fosters student growth and student ownership in the learning cycle. Bergen Arts and Science Charter School Renewal Application

7 The mission, vision, goals, and objectives of Bergen ASCS are inclusive of maintaining small class sizes which are generally smaller than the students district of origin. This allows for an increased level of individualized, supportive, and differentiated instruction. Technology integration is at the forefront of all educational programs at Bergen ASCS. The dominant goal is that all students become technologically-literate so that they will be able to adapt to myriad technological changes and advances in the 21 st century. One notable addition to the program is the purchase of a complete set of Chrome books per ELA and mathematics classroom in grades 3-8; this allows for the implementation of digital curricula, including envisionmath for grades K-5, and Pearson s Digits for grades 6-8, and Common Core Math for algebra and geometry courses in grades These innovative resources supplement our curricula for all students, from emergent to advanced learners. With added content and built-in language support for English language learners, these digital programs offer increased support for all students. At the high school level, all students are assigned ipads; all instruction, coursework, and texts are driven with the latest research-based apps and tools available via this digital platform. Digital tools that are found across Bergen ASCS campuses include, but are not limited to: smart boards, projectors, reflective cameras, tablets, digital classroom response systems (clickers), chrome books, Forte keyboards, and digital pens. Most importantly, each school has established itself as a wireless community that allows access to the internet from locations dispersed throughout the building. 1.2 Curriculum a) Describe the school s curriculum and how it is aligned to the state standards. In order to ensure that Bergen Arts and Science Charter School s curriculum is aligned to state standards, the school has developed a high-quality curriculum framework that is well thought-out and embodies the rigor required by the state standards and goals for which teachers and students are held accountable. The standards-based curriculum governs the way that instructional programs are run and the way that teachers teach. The curriculum framework considers the need for proper implementation of the state standards, and therefore provides adequate time for implementation, monitoring, and evaluation. Bergen ASCS curriculum exhibits clear alignment to the CCSS, the NJCCCS, and draws guidance from select national standards. This alignment will best prepare students for college and careers. Emphasis is placed upon on the academic tasks (content, knowledge, skills) expected of the students. Cumulative Progress Indicators (CPI s) clearly evidence scaffolding, as indicated by the CCSS. Clear alignment and outcomes linked to the learning standards are evidenced in each content area. Curriculum has been aligned by unpacking the CCSS and using content to plan for effective, rigorous, and engaging learning experiences. This design approach for content mastery and student understanding promotes high student achievement in all content and technical areas. Additionally, the established curriculum encourages logic, critical thinking, and problem-solving skills across disciplines. Bergen Arts and Science Charter School Renewal Application

8 b) Describe the school s process for selecting, developing, reviewing and revising the curriculum. Be sure to include a rationale for this process. Learning objectives within the Common Core State Standards (CCSS) must be met to better prepare students for PARCC assessments, college acceptance, and workforce readiness. In order to best serve our student population in achieving academic growth and goals to meet the rigor and challenges of the CCSS, Bergen ASCS considers the curriculum a living document, which allows for ongoing critiquing and opportunities for reflection and revision, so that curriculum is updated and improved on a yearly basis, dependent upon two major factors: 1.) updates in state/national learning standards, and 2.) unique needs of the student population. For example, the CCSS for English Language Arts (ELA) and Literacy in History/Science/Technical Subjects (LH/S/T) in grades kindergarten 12 th (ELA) and 6-12 (LH/S/T) were adopted statewide in August, As required by the shift in standards, Bergen ASCS revised the ELA curriculum, along with history and science/technical subjects to include the CCSS literacy anchor standards to align to the new expectations; most recently, kindergarten through 8 th grade ELA was revised during the summer of Likewise, CCSS for Mathematics were adopted in August, 2012 and curriculum was most recently revised during the summer of Science curricula for grades kindergarten through grade 12 was revised most recently during the summer of 2015 to align to the Next Generation Science Standards. Visual and Performing Arts was revised in June, 2009, with additions to include the National Core Arts Standards (NCAS) in 2015 to meet the unique needs of our students in performing and visual arts. The new, optional national standards in media arts provide a unique medium of artistic expression that can amplify and integrate the four traditional art forms by incorporating the technological advances of the contemporary world with emerging skill sets available to students and teachers. This revision of the 1994 National Standards for Arts Education includes Media Arts as a fifth arts discipline, and is in direct alignment with the Bergen ASCS mission and vision of technology incorporation and STEAM. We have chosen to implement these national standards, in addition to the NJCCCS at the high school level, to meet the needs of our specific students who show advanced aptitude in media arts. c) Describe how the school s curriculum supports teachers in their instructional planning. In what ways does the school s curriculum meet the academic needs of all students, including but not limited to, students with disabilities and English language learners? The structural design of curricula allows teachers to break down yearly standards by unit (aligned to the weekly academic calendar) to ensure adequate and accurate pacing of the delivery of instruction. Bergen ASCS ELA curriculum provides a specific outline of skills and mini-lessons to be taught based upon the four components of the balanced literacy approach that are in alignment with each grade level s CCSS. Five units comprise the year s scope of instruction, sculpted after the New Jersey Department of Education s model curriculum released in Thematic units allow for literature circles/flexible skill grouping depending upon the reading levels of the students. Increased nonfiction and mixed-media resources are embedded in ELA curricula, and are clearly outlined for teachers to select the level of materials to meet the needs of diverse learners. Bergen Arts and Science Charter School Renewal Application

9 The curriculum includes a pacing guide for the rich and varied writing styles that students are expected to master, therefore guiding teachers towards accurate planning as they introduce multiple genres as indicated in the PARCC Performance Framework. Academic vocabulary is provided and clearly indicated in each unit, with text-based vocabulary being added to curricula as each group of students analyzes the text and identifies new vocabulary (appropriate to their instructional level) in context. Another example is evidenced in mathematics. Each unit plan includes an interactive pacing guide as shown in the image below. This model offers teachers a wealth of materials to meet the needs of all students. To meet the needs of students of special populations, ESL students whose language proficiency levels are entering or emerging are pulled out from their content area class for small-group ESL instruction. Inclusion support during content area instruction is provided for students whose language proficiency levels are developing or expanding. Depending on the student s English language proficiency, they are either placed in an inclusion or pull-out program, with the key component being that the same curriculum and standards are taught following modifications by the ESL or special education teaching staff. Additionally, each special education teacher attends a comprehensive Orton- Gillingham training to provide multi-sensory interventions to struggling readers. Note: Significant purchases in hardware and software were made to support the use of technology in both instruction and assessment to support diverse learners. 1.3 Instruction a. Describe the school s instructional expectations. We believe effective instruction centers on intensive involvement in curricular and instructional strategies that directly affect student achievement. It also involves developing a common vision of effective instruction, building relationships, and empowering staff. Bergen ASCS collaborates with multiple stakeholders to establish, and clearly communicate, instructional goals for the school s success. We continually strive to improve classroom teaching by observing, evaluating, and coaching. Supervision and support includes classroom walkthroughs, lesson/unit plan reviews, analyzing student growth information, formal/informal observations, conferencing, and teacherdeveloped individual learning plans. Bergen Arts and Science Charter School Renewal Application

10 The overall program is comprised of the following ideology and protocol: Teaching and learning is the top priority. All students are capable of, and expected to, learn and achieve at the highest possible level. All stakeholders are well-informed regarding research-based best practices. There is strong focus on the alignment of standards, curriculum, instruction, and assessment. Multiple sources of data are used to inform and assess performance. A culture of continuous adult-learning exists. b. Complete the Description of Instructional Practices template found in Appendix A. See Appendix A 1.4 Assessment a) Describe the school s assessment system and how it is used to improve instructional effectiveness and student learning. A comprehensive, rigorous cycle of assessment is paramount to the mission and vision of Bergen ASCS. In order to measure the effectiveness of the academic program and to monitor students progress towards achieving - and exceeding grade-level standards, the establishment of a culture of data-driven instruction and assessment is critical to the school s mission and vision. The expectations for assessment are outlined during the ilearn Schools Summer Institute for Teaching and Learning. Curriculum and learning standards are unpacked, and the alignment of curriculum and assessment to the CCSS and NJCCCS is clearly outlined by the content-area specialists and curriculum supervisors during the week-long workshop sessions. By modeling rigorous benchmark exams and unit assessments that align to the learning standards during the summer professional development sessions, and by providing ongoing support and supervision during PLCs and coaching sessions, content-area specialists and department chairs/coaches ensure all formative and summative assessments, and instruction in all content areas, are developed in relation to the CCSS and the NJCCCS. The cycle of assessment includes: MAP diagnostic exams, which are used to develop Student Growth Objectives (SGOs); bi-weekly reading comprehension benchmarks, monthly writing assessments, benchmark exams, unit assessments, project-based assessments, AP practice tests, PSAT/SAT practice, and PARCC assessment simulation tests each year. The clear expectation is that data derived from the assessment program will be used to guide future instruction and assessment practices. Data from all these assessments is used to monitor the progress of students, and to guide teachers in the design of individual action plans for student improvement. The school database will allow teachers, department chairs/coaches, curriculum supervisors, directors, testing coordinators, content-area specialists, the Chief Academic Officer, the CEO/Lead Person, and parents to monitor current student performance in real-time. Once data is compiled into user-friendly reports, which provide targeted Bergen Arts and Science Charter School Renewal Application

11 analysis by grade level, class, individual students, and by standard and/or question, the following questions to guide the instructional staff include, but are not limited to, the following: How well did the class perform as a whole? What are the strengths and weaknesses evidenced within specific standards/skills? Do results differ depending on question types (multiple-choice vs. open-ended, comprehension vs. writing)? Identify students performing at PARCC PLD s; how can teachers best create flexible-skill groups for students that have distinguished, strong, moderate, or partial command of the learning standard? How can we utilize our students to best support one another? Targeted distractors: Did students all select the same incorrect answer? Compare similar standards/skills; do results in one domain influence the others? Unwrap each standard and defragment each skill; did students perform similarly on lower-order vs. higher-order questions? Sort data by performance in specific items/specific-standards; do trends in the data emerge? Examine data horizontally by student; are there any anomalies occurring with individual students? Following data analysis, each teacher (under the guidance of content-area specialists and school administrators) will design individualized, prescriptive action plans for improvement. Teachers consider standards/skills (based upon the percentage of student mastery) for whole-group re-teach, small-group remediation, and for one-to-one instruction. Next, grade-level teams complete similar grade-team action plans. In these team action plans, gradelevel teachers will design and implement cross-curricular strategies to support students. Teachers of all content areas will use common academic and content-specific vocabulary in their lessons. Ongoing review of the holistic assessment program includes evaluation and feedback provided by content-area specialists, curriculum supervisors, administrators, teachers, student evaluation, and where appropriate, peer-evaluation of student work. Benchmark examinations that align to the learning standards included within each unit allows administration, faculty, students, and parents to track where student progress is being made, and where improvement is needed. These exams are administered across all parallel grade levels/content areas within ilearn Schools. As a point of focus, the Board of Trustees uses this data to monitor student progress in reaching the targeted academic goals set by the board at the inception of the school year. By utilizing a combination of diagnostic, formative, summative, and performance-based assessments (predominantly using a computer-based assessment format, complemented by a paper-based format for select assessments), clear, holistic, and accurate data is readily available; the assessment system serves as the key component to measure the effectiveness of the academic program and to monitor students progress towards achieving and exceeding grade-level standards. Frequent monitoring of student progress and the use of assessment data to set specific learning goals to prescribe individualized action plans for learning are both research-based best practices. Bergen Arts and Science Charter School Renewal Application

12 The comprehensive assessment program allows for all stakeholders to accurately measure if Bergen ASCS is meeting its mission of academic success. This data is shared with all stakeholders and, in turn, will inform the decision-making process at the school. Just as teachers use the information to gauge their students progress and identify areas of strength and areas for improvement, the school uses this information in the aggregate to do the same. b) Describe how the school uses other data (qualitative and quantitative) to evaluate the effectiveness of the academic program. Bergen ASCS uses the results from student, staff, and parent surveys, along with parent feedback (electronically submitted via computer kiosks located at the reception areas of schools) as sources of data for non-instructional school practices. This information is used by the administration to develop and guide topics of professional development, develop extra-curricular offerings, modify programs for students and staff, improve specific program components such as safety and security, and to take actions on specific issues when/if necessary. 1.5 Organizational Capacity a) Describe the school s organizational structure and roles of responsibilities of key personnel. Be sure to include the following in your response: Process and system for decision-making. Process and system for evaluating school leaders. Process and system for evaluating and coaching teachers. Process and system for staff professional development. Bergen Arts & Science Charter School is governed by the Bergen ASCS Board of Trustees, which sets the rules and policies that the school operates under. In July 2015, the Bergen ASCS board signed a service agreement with ilearn Schools, Inc. (formerly North Jersey Arts and Science Charter Schools), a nonprofit Charter Management Organization (CMO) that provides specialized education and management services, including operational and administrative supports, for schools. The company s management team consists of the Chief Executive Officer, Chief Finance Officer, Chief Operations Officer, Chief Academic Officer, Chief Innovation Officer, and Chief Growth Officer. (Appendix D, Organizational Chart) ilearn Schools is retained by the governing body of a school district (usually the board of trustees) ilearn Schools is responsible for developing and implementing school curricula, managing human resources, handling regulatory reporting requirements, overseeing facilities and special programs, managing finance and accounting, completing renewal and expansion applications, directing communication and public relations, managing enrollment, implementing information technology (IT), coordinating grants, and carrying out policies adopted by the board. ilearn Schools was conceived as a result of the successful growth of Bergen, Passaic, and Paterson Arts and Science Charter Schools. In 2007, Bergen Arts and Science Charter School (Bergen-ASCS) was the archetype that engendered the growth of the organization, further leading to the development of Passaic, Paterson, and the anticipated Hudson Arts and Science Charter Schools (Passaic-ASCS, Paterson- ASCS, Hudson-ASCS). Current ilearn Schools, including Bergen, Passaic, Paterson, and Hudson (2016) Bergen Arts and Science Charter School Renewal Application

13 Arts and Science Charter Schools, are four separate charter school districts operating under ilearn Schools. Each school has its own entitled Board of Trustees, and all schools are individually accountable to the New Jersey Department of Education. Schools currently serviced through ilearn Schools have decided to make this change in management structure because of the added professional resources that are provided by working with a CMO. This includes the delivery of enhanced academic and technological support, augmentation of STEAM curricula, and expansion of arts programs. Additionally, ilearn Schools provides enhancement of the professional development model for teachers and school administrators. Overall, the human capital of our collective team is very strong. Our CEO is recognized as an excellent charter school leader in New Jersey. The schools operating under ilearn Schools, Inc. have clear guidance from a team of education professionals committed to fulfilling the requirements and meeting all expectations of the school s mission and vision. Clear systems are in place for proactively addressing the areas indicated below: Process and system for evaluating school leaders: Bergen Arts and Science Charter Schools use the Stronge Leader Effectiveness Performance Evaluation System (LEPES) for collecting data and to document performance of the school-based administrative team (school director and curriculum supervisor). The uniform performance standards used in this system provide a balance between structure and flexibility, and define common purposes and expectations, thereby guiding effective leadership. The primary purposes of the LEPES are to: optimize student learning and growth; contribute to successful achievement of the goal and objectives defined in the vision, mission, and goals of the Bergen Arts and Science Charter Schools; provide a basis for leadership improvement through productive administrative performance appraisal and professional growth; encourage collaboration between the school administrator and the evaluator, and promote selfgrowth, leadership effectiveness, and improvement of overall job performance. This evaluation system includes the following distinguishing characteristics: benchmark behaviors for each of the school administrator s performance standards; a focus on the relationship between school administrator performance and improved student learning and growth; the use of multiple data sources for documenting performance, including opportunities for school administration to present evidence of their own performance as well as student growth; a procedure for conducting performance reviews that stress accountability, promotes professional improvement, and increases school administration s involvement in the evaluation process; a support system for providing assistance when needed. Process and system for evaluation and coaching teachers: Based upon research and established education evaluation practices, the District Educator Evaluation Committee (DEAC) developed an in- Bergen Arts and Science Charter School Renewal Application

14 house teacher evaluation instrument in 2013, which was then revised in the summer of 2015 and entitled ilearn Schools Teacher Evaluation System. ilearn Schools has recognized the recommendations of the NJDOE and OCS. As a result, the ilearn School Teacher Evaluation System includes the following components : multiple measures of performance to evaluate teachers, including student achievement and teacher practice; a method for calculating an overall (summative) evaluation rating that combines the multiple measures of teacher practice and student achievement; samples of the teacher practice instrument to be used in classroom observations; clear delineation of differences in the teacher evaluation system between tenured and nontenured teachers, including the number of observations ilearn Schools will require for tenured and non-tenured teachers ilearn Schools uses a teacher evaluation system that is based on well-defined job expectations, uniform performance standards, flexibility and the encouragement of creativity, and individual teacher and administrator initiative. Improving teacher performance simultaneously ensures that ilearn Schools is taking a comprehensive approach to raise student achievement. Below are the six competencies that are measured during each teacher evaluation: 1. Lesson Planning and Design 2. Delivery of Instruction 3. Learning-Focused Environment 4. Student Progress Toward Mastery 5. Family Communication and Outreach 6. Technology Integration ilearn Schools uses Teachscape as an observation and evaluation management system to record and archive all of the data that is collected during an evaluation, as well as teacher artifacts, student learning goals, SGOs, and other school-specific measures to ensure that administrators have an accurate and holistic view of the teachers performance. Ultimately, Teachscape provides ilearn Schools administrators with easy access to actionable data that can be used to continually develop its teachers. Through our partnership with Rutgers and the Rutgers School System Improvement (SSI) Project, the ilearn Schools evaluation model uses a second, quantitative evaluation tool that complements the qualitative tool. The Rutgers SSI evaluation tool measures both teacher instruction and behaviors. Instructional measures focus on: concept summary academic praise academic response opportunities corrective academic feedback Bergen Arts and Science Charter School Renewal Application

15 Behavioral measures focused on: clear one to two-step directives behavioral praise vague directives corrective behavioral feedback Through a uniquely-designed system of support, teachers at ilearn Schools receive ongoing coaching, strategies, and resources. Teachers of core-content areas are assigned a content-specific coach to support them in analyzing student data, planning lessons, and implementing best practices in pedagogy. This coaching model emphasizes professional growth, as teachers are given opportunities to collaborate with content- area specialists in a manner that is not punitive and offers collaborative, co-constructed evaluations that include multiple opportunities to reflect, self-assess, and set personal goals for growth. Through this coaching model, teachers are able to developing trusting relationships with education professionals who have been identified as highly-effective in their practices. Content-area coaches at ilearn Schools: conduct weekly 2-hour meetings (including weekly course PLC s) with teachers for the purpose of discussion, planning, data-gathering, and reflecting facilitate weekly course PLCs and other professional development sessions as noted during work sessions which include: o teaching model lessons o team-teaching (when appropriate) o providing guidance on the inclusion of CCSS and tech-enhanced opportunities during lessons o collaboration o task selection that targets specific standards and/or skills o analyzing student work and review of data o formative/summative assessment o questioning techniques for the purpose of developing higher-order thinking skills Process and system for staff professional development: The ilearn Professional Development Program is founded on the principles of Malcom Knowles' Theory of Andragogy and recognizes the teacher as both teacher and learner. Andragogy acknowledges the following: (1) Adults need to know why they need to learn something, (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value. In taking a non-traditional approach to professional development, the notion of in-service training or dissemination has been replaced by opportunities for knowledge sharing based upon real situations. The ilearn Professional Development Program is multi-faceted and focuses on two distinct features: Professional Learning Communities (PLCs), and the Exchange Program (EP). Our approach embodies learner-centered professional development, which involves teachers as both active and reflective participants in the process. The two distinct features of the ilearn Professional Development Program Bergen Arts and Science Charter School Renewal Application

16 offer teachers opportunities to share what they know, discuss what they want to learn, and connect new concepts and strategies to their own unique context. ilearn Schools has established Professional Learning Communities (PLCs). Strategically, a time for each core content area teacher (mathematics, ELA, social studies and science) has been crafted into his/her schedule to allow for each to meet weekly with the district coach and/or district department chairperson to discuss subject matter concerns. Through PLCs, ilearn Schools offers its teachers blocks of time to work and learn collaboratively, to analyze and evaluate data, to plan lessons and methods for instruction, and for cross-role participation (teachers, content-area coaches, curriculum supervisors, school directors, and/or district chairpersons). When a teacher expresses a need for further development, or if the need for further development is noted around any of the pedagogical practices that are expected to be implemented in the classroom, the school- based administration team (along with central office content-area specialists) suggest that the teacher participates in the Exchange Program and identifies the classroom of a highly-effective teacher for him/her to visit to observe a lesson. Upon conclusion of the observation, the highly-effective teacher and the visiting teacher collaborate and share specifics about the observed instructional practices. Subsequently, the highly-effective teacher visits the classroom of the identified teacher to determine success around proper implementation of instructional practices. Through the Exchange Program, teachers are offered the opportunity to: engage in practical tasks such as observation, assessment, and reflection on new practices; participate in a manner that is driven by and grounded in inquiry and experimentation; collaborate on pedagogical best practices; directly connect to the work of highly-effective teachers and their students; receive support through modeling, coaching, and collective problem-solving be sustained through ongoing and intensive levels of support Through the ilearn Professional Development Program, new and veteran teachers are able to reflect on their current practices and adapt new knowledge to their own teaching contexts through a learnercentered environment. Process and system for communication with stakeholders/community outreach: By design, Bergen Arts and Science Charter Schools are schools of choice. Beginning with the admissions requirement of a highly-publicized and well-attended student selection lottery, communication with two important stakeholder groups (parents and the community) is ongoing. To support this statement, three examples are provided: Title I School-wide Planning Committees: These school-based committees are federal government requirements and are formulated at the beginning of the school year. Membership is open to all parents; during the initial meeting of the parent and school association, the Title I program is explained and recruitment of parents is conducted. The committees meet quarterly during the school year and are actively involved in the Comprehensive Needs Assessment (CNA) that is conducted within each of the Bergen charter schools. Through the CNA and the work of the school-wide planning committee, the Bergen Arts and Science Charter School Renewal Application

17 academic direction of the Title I program for ELA and mathematics is discussed, planned, and implemented. Students in Action (SIA): Launched in 2006 by the Jefferson Awards Foundation and Deloitte, SIA develops high school students into community leaders. Currently active in 300 high schools in communities across the U.S., the program encourages students to positively impact their schools, communities, and the world. Bergen ASCS has a very actively-involved SIA organization on the high school campus. Guided by the three pillars of leadership, engagement, and impact, SIA members have helped lend support to local food drives and charitable causes, and have traveled abroad to provide academic support and community service to students living in impoverished areas such as Kenya and Haiti. isupport Education Foundation: This education foundation was created in part through the assistance and effort of the school-based administrators at the three Bergen ASCS campuses. The foundation board is comprised of community/parent members along with school administrators. Additionally, the foundation has created a student advisory board which is comprised of students from the 11 th and 12 th grades at the high school. The foundation is actively engaged in community outreach projects; its most current project being the support of the Jersey On initiative. In an effort to bring affordable, high speed broadband internet access to all residents, this statewide initiative focuses on providing lowincome students and their families access to the internet. School Culture & Climate The following questions are aligned to the Organizational Performance Framework, Performance Area 2: School Culture & Climate. 2.1 School Culture & Climate a) Describe how the school promotes a culture of learning and scholarship and high expectations. Describe how the school s overall learning environment aligns with its mission and program. Evidence may include, but not limited to, student lead organizations, student achievements and recognition, adult learning communities, levels of disciplinary referrals, class and staff attendance, and participation in school events and activities. Bergen ASCS promotes a culture of learning, scholarship, and high expectations for all stakeholders of our community. The heart of the mission of Bergen ASCS is to provide the ideal environment for the intellectual and social development of its students by utilizing combined efforts of students, educators, families, and the community as a whole. In support of our students, we instill a strong home-school connection by conducting home visits, hosting monthly events, promoting community outreach programs, and encouraging our students to continue to be lifelong learners. These practices directly impact students meeting and exceeding proficiency levels as stated in the Performance Framework. We also foster a nurturing environment that recognizes diversity and ensures safety practices. We celebrate our large multicultural demographics through events such as the Garden State International Heritage Festival, Diwali, Cinco de Mayo, Hispanic Heritage Month, and Black History Month. We also support the diversity of our students through student- run clubs facilitated by staff members, such as Gay Lesbian Student Education Network (GLSEN), debate clubs, and student mentoring programs Bergen Arts and Science Charter School Renewal Application

18 through our Students in Action (SIA) team. School safety practices are implemented by school safety teams, student ambassadors, collaboration with security personnel, the promotion of Week of Respect and School Violence Awareness Week, and the acknowledgment of the pillars of good character. We promote a culture of lifelong learning with students and staff through college visits for our high school students, partnerships with local universities, tuition-reimbursement programs for staff members, and targeted monthly professional development. The aforementioned student-led organizations, student achievement opportunities, and community outreach programs directly promote a culture of learning, scholarship, and high expectations. These high expectations are aligned directly with the Bergen ASCS mission statement. b) How does the school support the social and emotional health of its students? Bergen ASCS supports the social and emotional health of our students through school-based psychologists, social workers, and counselors, with both mandated and voluntary student support groups. These groups target the developmental needs of our population by guiding them through programs aimed at prevention and education. Social skills groups and lunch bunches help students learn how to accept each other s differences, and celebrate their individualities. Included in the curriculum are character education classes that guide students toward proper behavior, awareness of others, and becoming responsible individuals. A wide range of clubs provides students multiple avenues through which they can express their individuality within a larger society while being supervised. Anti-bullying specialists within each school provide safeguards and clear levels of accountability for behaviors of both students and teachers. 2.2 Family & Community Engagement a) Explain how the school promotes family and community involvement. Provide specific examples and evidence of how these plans have been realized and identify proposed changes to the plan that your school will implement to improve the school s partnerships with its families and surrounding communities. (Respond to this question only if your response differs from what was provided in the Annual Report Section 5.a) As specified, these questions have been addressed in our Annual Report. b) Describe the various partnerships the schools has with educational institutions and/or community organizations and how these relationships promote and help achieve the school s mission and align with the school s education program. (Respond to this question only if your response differs from what was provided in the Annual Report Section 5.b) As specified, these questions have been addressed in our Annual Report. Bergen Arts and Science Charter School Renewal Application

19 Board Governance The following questions are aligned to the Organizational Performance Framework, Performance Area 3: Board Governance. 3.1 Board Capacity a) Describe the size and composition of the current board of trustees. Include a brief job description for each officer of the board of trustees and describe any committees, advisory groups, and/or task forces and their role in supporting school programming. The Board of Trustees consists of eight voting members. Six members of the board are from the general community, and two are parents of students enrolled in Bergen ASCS. There are three non-voting members: the Board Secretary, Treasurer, and Executive Administrator. The Board of Trustees of Bergen ASCS have diverse professional backgrounds in finance, science, and education fields that guide the school in creating a vision to be shared by all stakeholders. The parent members of the board reflect the voice and experience of our families and connect the governance of the school with home. There are two board members that have served the school for over five years. They all have wide experience in school governance and oversight. All board members are up-to-date with the mandated training requirements and receive ongoing consultation and professional development by the board attorney as needed. The Board of Trustees receive various academic and financial reports from the Lead Person and other school staff on a regular basis. PARCC, NJASK, AP, and local assessment updates / results are communicated and discussed in the board meetings. The board establishes goals and objectives based on reports provided by the administration. Resources are allocated to support the goals and the vision of the school, and policies are reviewed/revised to support student learning and academic achievement. b) Provide evidence that the board of trustees governs the school effectively. Include the following in your response: Evidence that the board has the appropriate skills (legal, fiscal, educational, community, etc.) and experience to govern the school effectively. Information on board priorities for recruitment of additional members and how the board recruits and selects new board members. Evidence that the school sets goals aligned to the mission. Evidence that the board regularly monitors progress relative to its priorities. Evidence that the board has adequate filled seats and regularly meets quorum, according to its bylaws. Example(s) of school policies that have been updated to ensure compliance and to facilitate efficient, effective operations. Evidence that the board evaluates the school leader(s) and/or management organization on an annual basis and holds these individuals accountable for meeting specified goals. Bergen Arts and Science Charter School Renewal Application

20 Board meetings are held monthly, twelve times per year. Board meeting minutes indicate that all meetings were held at regular times as publicly posted pursuant to the Open Public Meetings Act. Currently, eight of the nine positions are filled on the board: the board is seeking individuals who share the common vision and goals of Bergen ASCS to fill the one open position. The board is well-aware that policy-making is central to the board s governance and oversight responsibilities. Therefore, the school is contracted with the New Jersey School Boards Association to maintain the policies and procedures that are mandated by statute or regulations. Additionally, from time to time, the administration of the school may recommend that certain policies be implemented by the board. In these cases, the board will consult with the board attorney and implement new policies accordingly. At the end of each school year, the board conducts a comprehensive evaluation of the school leaders based upon the academic and non-academic goals that were submitted to the NJDOE in the annual report. Results from summative evaluations, faculty feedback, parent surveys, student input, and current best practices are used to evaluate the school leader to determine continued employment, compensation, and to develop the administrators professional growth plans for the upcoming school year. Access and Equity The following questions are aligned to the Organizational Performance Framework, Performance Area 4: Access and Equity. 4.1 Access and Equity a) Describe how the school monitors and minimizes attrition rates to ensure stable and equitable enrollment. Bergen ASCS closely monitors attrition rates by tracking classroom enrollment numbers to ensure maximum capacity (20 students per section). This collaborative responsibility lies on the school director, curriculum supervisor, project coordinator, school secretary, and ilearn Schools Central Office personnel. When a student transfers from the school, the spot is backfilled by the next student on the waitlist. In the event that the next student declines the spot, the secretary contacts the next name on the waitlist until an interested family accepts the spot. Attrition rates are minimized through rigorous academic programs, myriad technology resources available, high graduation rates, and high college enrollment numbers. Bergen ASCS meets (and exceeds) the standard, as per the Performance Framework, in that at least 85% of high school students graduated in the school year; the Bergen ASCS Class of 2015 had a 100% high school graduation rate. b) Describe the school s suspension and expulsion policies and how they align with N.J.A.C. 6A:16. As stated in the Bergen ASCS student handbook, notice of suspension and the reasons for the suspension will be given to the student by the administrator following the mandated discipline Bergen Arts and Science Charter School Renewal Application

21 committee meeting. Parents/guardians and the student may appeal a suspension within two (2) school days of the suspension being issued. This appeal must be in writing and be made to the Lead Person. Consequences will not be deferred pending the outcome of an appeal. Any student suspended during the school year may be denied registration to Bergen ASCS the following year. The decision to expel any student will be made in writing and will include the reasons for the expulsion by the administrator after a review of the events involved in a situation. Additionally, suspensions may be used for students who have committed a removal or expulsion offense and for whom a conference or hearing is pending. Parents/guardians and the student may appeal an expulsion within two (2) school days of the expulsion being issued. This appeal will be made to the Lead Person in writing. Consequences will not be deferred pending the outcome of an appeal. All disciplinary hearings on expulsions will be held within four (4) school days of the appeal being made. The decision of the Lead Person is final. Bergen ASCS follows due process in the event of a suspension or expulsion. Our expulsion and suspension policies are shared with, and reported directly to the state of NJ. They align with N.J.A.C. 6A:16 in that, in the event of an expulsion, discontinuance of payment are processed. In the event of a suspension, students are removed for one (1), but no more than ten (10) consecutive school days, but there is no cessation of the student s educational services. All suspension and expulsion policies are clearly detailed in the Bergen ASCS student handbook, which is distributed at the start of the school year. Both student and parent/guardian s signatures are required to confirm receipt and are kept on file with the school project coordinator. 4.2 Special Education a) Describe the steps the school takes to identify students in need of Special Education services. Bergen ASCS protects the rights of students with disabilities and promotes academic and social excellence for all students. Bergen ASCS is committed to providing a free and appropriate public education to each student with a disability. The Special Services department has enforced specific policies and procedures to ensure that all children with disabilities in need of special education and/or related services are identified and evaluated. Bergen ASCS continues to implement a comprehensive Intervention and Referral Services (I&RS) committee which utilizes Response to Intervention (RTI) to actively identify students with disabilities or developmental delays to ensure proper identification and evaluation. The I&RS Committee is an interdisciplinary committee of professional staff members. Generally, students who exhibit academic and/or behavioral, medical, or social difficulties are first brought to the attention of the Intervention and Referral Service (I&RS) team. The goal of this committee is to collaborate between administrators, teachers, and parents to intervene and provide strategies for helping at-risk students succeed. At-risk students are considered those identified as making minimal academic and/or emotional progress in the traditional education setting. The I&RS team regularly monitors the progress of students and recommends change in strategies as necessary during their weekly meetings. Response to Intervention (RTI) is then utilized, which includes all proper differentiated instruction to implement into the classroom regarding all learning and behavioral issues with all students. Bergen Arts and Science Charter School Renewal Application

22 Parents are notified via letter once the I&RS process begins. The areas of concern are identified, and parents are provided with a list of interventions that are put into place. The letter will also state when a follow up meeting will be conducted and asks for any relevant feedback they can provide. Parents can also participate in these meetings if they so choose. If the I&RS process exhausts all of the available school-based recommended education interventions with minimal success, the student can then be referred to the Child Study Team (CST) for a comprehensive evaluation process in order to gather additional information as well as to determine if the student is eligible for special education and/or related services. The recommendation for a CST evaluation may come directly from the I&RS team or from the parent at any time during the process. Prior to conducting any assessment, and as part of the initial evaluation, Bergen ASCS obtains consent to evaluate. If a child is found eligible for special education services, the development and implementation of the Individualized Education Plan (IEP) for the student is completed within 90 calendar days. The IEP is developed by the CST. The plan is reviewed with the parent(s), student, and the classroom teacher(s), and will include specific goals and objectives for each student that correlates with the CCSS/NJCCCS for his/her grade level. The student is then reevaluated every three years. b) Describe the instructional programs, practices, and strategies the school employs to provide a continuum of services, including access to a multidisciplinary intervention team, relevant professional development, and differentiated instruction to ensure students access to the general education curriculum and academic success. The progress, growth, and success of all students are monitored by identifying and documenting the present levels of academic achievement and functional performance of the students. Bergen ASCS integrates technology with assessment by having all students in K-12th grade participate in Measures of Academic Progress (MAP) testing in September. These computer-adaptive tests establish the individual skill levels of each student. These assessments cover reading and mathematics in grades 2-12, and utilize Map for Primary Grades (MPG) in grades K-1. These assessments also include language use and science in grades MAP and MPG track student progress and achievement throughout the academic year. In addition to MAP testing, student progress is monitored by Student Growth Objectives (SGO s), quarterly benchmarks, and PARCC-like practice tests which are conducted twice per year. Student achievement in reading is tracked monthly by grades K-3 teachers via running records. Tutoring is provided by all core-content area teachers three days per week from 3:15-4:15 to reinforce skills and close student achievement gaps. Additionally, all special education teachers are required to attend a comprehensive Orton-Gillingham training to provide multi-sensory interventions to struggling readers. Bergen ASCS uses an internet-based special education program tool called EASY IEP for administrators and teachers to assist with the reporting requirements in accordance to the Individuals with Disabilities Act of This program is used to prepare Individualized Education Programs (IEPs) required under state and federal laws and regulations related to IDEA. Data is electronically uploaded and updated to the database as changes in the special education population occur. A standard set of spreadsheets hold Bergen Arts and Science Charter School Renewal Application

23 the data elements required by EASY IEP, such as accommodations, annual goals, objectives/benchmarks, special education services, and related services. The documents include fully-compliant IEPs that meet both federal and state requirements, eligibility conference reports, and all state-recommended letters. 4.3 English Language Learners a) Describe the steps the school takes to identify students in need of English Language Learners (ELL) services. Bergen Arts and Science Charter School (Bergen ASCS) encompasses a diverse population; therefore, the ESL program has been designed to increase English language proficiency for students whose native language is not English. Bergen ASCS strives to create a learning environment that encourages adaptation into the second language and culture while maintaining respect for and pride in their cultural and linguistic heritage. To date, 32 students have been identified as English Language Learners in the academic year, and four students have been exited from the ESL program based on the state code. Bergen ASCS has established a uniform procedure for the identification of English Language Learners (ELLs). The procedure begins with the completion of the Home Language Survey (HLS) and/ or with the submission of a referral. At the time of registration, all parents/guardians are asked to fill out the Home Language Survey (HLS) regardless of the student s language, race, or ethnicity. The HLS consists of questions regarding the language spoken at home and in social settings. The ESL teacher reviews the educational records of all potential ELLs identified through the Home Language Survey. Based on the responses on the HLS, the ESL teacher reviews the records of students with possible ESL needs and compiles a list of all such students. Subsequently, the ESL teacher monitors students with possible ESL needs in a classroom setting, and works in collaboration with the classroom teacher in grades K-3, and with general education teachers in grades If deemed necessary, the student is assessed with the WIDA ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) model test to define the student s English language proficiency level. Based on the student s scores in four domains -writing, reading, listening, and speaking- the student s eligibility is determined. Additionally, any student experiencing academic difficulty may be referred for ESL services by the classroom teacher, the parent, or student self-referral. In this case, the ESL teacher reevaluates the HLS and assesses the student with the WIDA ACCESS test. Parents or guardians are notified during the identification and placement process. As state and federal law requires, parents/guardians are informed regarding their right to decline ESL services for their child. However, they are also informed that the student will be tested with the WIDA ACCESS test regardless of their decision to either accept/reject ESL services for their child based upon the assessment outcome. Bergen Arts and Science Charter School Renewal Application

24 b) Describe the programs and services that are in place to ensure the academic success of ELL students, including the deployment of appropriately certified staff, the provision of appropriate accommodations on assessments and the methods used to exit students from ELL services. The ESL program delivers comprehensive instruction so that these students can attain the goals and outcomes as set forth by the WIDA English Language Development Standards (ELD) and Common Core State Standards (CCSS). Programs for ELLs are designed to provide the students with opportunities to reach high expectations and equal access to quality education, as well as recognizing their diverse ethnic and cultural backgrounds and experiences. In compliance with state guidelines, Bergen ASCS has implemented an ESL-only program which is a daily, second language developmental program of up to two periods of instruction based on the student s language proficiency. The ESL-only program teaches aural comprehension, speaking, reading, and writing in English, using second language acquisition techniques. One full class period is the time allocated within the school schedule for instruction in core subjects. Depending on the student s proficiency level, the student is either placed in a pull-out separate environment, or receives push-in, in-class support. Bergen ASCS has assigned one ESL-certified teacher to each campus to ensure quality education for ELLs. The ESL teacher utilizes WIDA English Language Development Standards aligned with CCSS. In terms of modification and appropriate accommodations, Bergen Arts and Science Charter School has been employing WIDA Consortium s CAN DO descriptors in five grade-level clusters (pre-k-k, 1-2, 3-5, 6-8, and 9-12). These descriptors outline the anticipated capabilities of ELLs for each of the four language domains listening, speaking, reading, and writing and five levels of English language proficiency Entering, Beginning, Developing, Expanding, and Bridging. The classroom teacher and/or general education teacher works collaboratively with the ESL teacher to tailor instruction based upon CAN DO descriptors. During standardized assessments, the student is permitted to use a bilingual dictionary and is granted extended time. Bergen ASCS recognizes that ELLs experience greater success when classwork and homework is modified to suit their achievement levels; likewise, modification does not mean expecting less from these students. Bergen ASCS has an exit protocol in place as defined by the Bilingual Administrative Code. There are multiple criteria to consider regarding the exit process. These criteria include the WIDA ACCESS score, the student s GPA and/or report card grades, standardized test scores (when applicable), current reading level, and the teacher s anecdotal notes and feedback. If the WIDA ACCESS score supports the student as proficient in English, and at least two other criteria are met, the student is exited from the ESL program. As federal and state law requires, exited students are monitored for two years. In the case that the exited student struggles academically without ESL service, the student may be re-evaluated to determine re-entry into the program. Bergen Arts and Science Charter School Renewal Application

25 Compliance The following questions are aligned to the Organizational Performance Framework, Performance Area 5: Compliance. 5.1 NJSMART Compliance a) Provide the name and title of the individual in your school responsible for NJ SMART submissions. Ms. Gulten Bergal, HR Coordinator 5.2 EpiCenter Compliance b) Provide the name and title of the individual in your school responsible for EpiCenter submissions. Mr. Nihat Guvercin, CEO Section 3: Fiscal Viability The following question is aligned to the Performance Framework, Section II. Financial Performance. 1.1 Financial Framework a) Based on the Performance Framework Financial Ratios reported in the FY Comprehensive Annual Financial Report (CAFR) provide an explanation for any Near Term or Sustainability Ratios that did not meet standard. Further, provide a plan with timeline for improving any ratios that do not meet standard. Bergen ASCS has been sharing the costs of services with Passaic ASCS for the last four years, and with Paterson ASCS for the last two years. These services include central office personnel salaries, benefits and other related expenses, the premises, i.e., rent, janitorial, and utility services, furnishings and equipment, supplies and materials, telephone/internet services, mail and postage, messenger services, professional service providers, insurance coverage and other benefits, such as employee group insurance, general liability and workers compensation, professional development programs, and tuition reimbursement. As the lead agency, Bergen ASCS has been furnishing the upfront expenditures of the aforementioned services, and Passaic ASCS and Paterson ASCS have been paying against the Bergen ASCS s voucher based on the predetermined exact rates of 32% and 28% respectively. This issue was causing a temporary cash flow problem for Bergen ASCS which is clearly reflected in the audit reports, as well. However, starting July 1, 2015, said services are being provided to the schools by ilearn Schools, Inc., currently established as a Charter Management Organization (CMO). Beginning in fiscal year 2016, all schools will be liable to ilearn Schools, Inc., and Bergen ASCS will no longer be impacted by future financial strain. (See Appendix E, Audit Financial Ratios) Bergen Arts and Science Charter School Renewal Application

26 1.2 Financial Audit a) If applicable, over the last charter term, provide an explanation for the occurrence of repeat findings from the Auditor s Management Report (AMR) and provide a plan with timeline on resolution of these findings. NA 1.3 Budget Information a) Using the spreadsheet titled, Renewal App Budget Sum-Years 1-5, prepare a budget summary covering projected sources of revenue and planned expenditures for Years 1-5. If requesting an expansion to the school s maximum enrollment, please provide two five-year budgets: o Budget Summary 1 - without expansion for Years 1-5 o Budget Summary 2 - with expansion for Years 1-5 Appendix F b) Provide a Budget Narrative for fiscal year If the school is planning to expand, provide an additional budget narrative reflecting the expansion. For years , provide a detailed itemized budget narrative and rationale for budget line items that have significant changes from year to year such as planned facilities expansion, capital investments, or any change not due to cost-ofliving increases. Appendix F c) Using the spreadsheet titled, Renewal App Budget Sum-Years 1-5, prepare a Cash Flow Schedule for the school year only. Appendix F Notes: Freeze revenues for five years except for increase in enrollment. The purpose of the five-year budget projection is to forecast significant changes in expenses. Please note that these budgets are solely for forecasting and projected revenues will be provided by Department of Education in March in time for actual budget preparation. Do not include any reliance on outside fundraising unless the school can document that funding has been secured. Charter Schools are now required to maintain a separate escrow account of $75,000 for the express purpose of having funds available in the event of a corporate dissolution due to charter surrender or revocation. A total of $75,000 must be reserved in the escrow account, due five years from the date of signature of the Charter Agreement. This reserve must be maintained outside of the General Fund and cannot be used for operational purposes. Bergen Arts and Science Charter School Renewal Application

27 The escrow account is not included on the Budget Summary. It does, however, affect the cash flow. On the Cash Flow Schedule, the amount expected to be contributed for the Escrow Account during the first fiscal year can be any amount up to $75,000. The reserve should be manually populated in the Budget column titled Escrow Account Reserve and distributed to the appropriate month(s). Section 4: Five-Year Planning 1.1 Maximum Enrollment a) Based on the school s currently approved maximum enrollment, provide a five-year maximum enrollment chart by grade level, in the prescribed format below. If your charter is renewed without expansion, this chart will serve as the maximum enrollment chart of the school over the next five years. Note: Schools may not account for year-to-year attrition in their maximum enrollment charts and must allow for the natural progression of students from year-to-year. Grade Level (current maximum) Maximum Enrollment Chart Pre-K K Total b) If the school requests an increase to its maximum enrollment over the next charter term, provide a second enrollment chart reflecting this request, in the prescribed format above. If your charter is renewed with expansion, this chart will serve as the maximum enrollment chart of the school over the next five years. Any increase in enrollment is an amendment to the school s charter and must Bergen Arts and Science Charter School Renewal Application

28 be requested in the form of a board resolution. Include the board resolution and amendment request in the renewal application. Note: Requests for expansion of enrollment will be considered by the Commissioner during the renewal process and a decision will be made at the same time of the final renewal determination. Grade Level Expansion Maximum Enrollment Chart K Total Five-Year Planning a) Describe what changes and improvements the school will undertake in the next five years based on the school's examination of results and student performance outcomes. Bergen Arts and Science Charter School has been ranked as a Tier 1 school since the inception of the NJ State Charter School Office s new charter school accountability framework. Bergen ASCS highly technology-integrated, successful educational model is an attraction to many parents. The school currently has hundreds of students on the waiting list. In Appendix B, attached to this application, the waiting list numbers by grade levels can be found. In the academic year, Bergen ASCS plans to open a satellite K-5 campus in the city Hackensack, adding an additional two sections of twenty students (forty students in total per grade level) in grades K-5 (please see proposed enrollment numbers by years in the table above). This will allow for a higher acceptance rate for the growing list of applicants, specifically from the city of Hackensack. An elementary school in the city of Hackensack will also ease the school s operations regarding student transportation. With this addition, Bergen ASCS will Bergen Arts and Science Charter School Renewal Application

29 be able to locally serve our students who reside in Hackensack. The Bergen Arts and Science Charter School Board of Trustees voted to approve this request at its September board meeting, held on 9/17/2015 (Appendix C, Board Resolution). Bergen ASCS believes that integrating technology into teaching will be a new and important paradigm shift in K-12 education. Computer-based technology is now widely available in our K-12 schools, but has yet to be fully infused into all curricula. With the tremendous change in access to technology and nationally-normed, computer-based assessments, Bergen ASCS expects a parallel increase in our teachers use of technology in their instructional practices. We believe our students current access to technology such as Kindles, ipads, tablets, smart boards, Forte keyboards, and chrome books presents a real opportunity for widespread integration of technology into the curriculum in every content area. Dependent upon the rapid rate of technological advancements (which we expect will be reflected in state-mandated learning standards), we anticipate another paradigm shift which will require the restructuring of schools. Schools will be redesigned from top to bottom, and traditional classrooms will be reshaped to meet the requirements of these advances in technology-supported pedagogy. Bergen ASCS is one of the top technology-integrated, academically successful, and financially stable charter schools in the state of New Jersey. Bergen ASCS will continue to serve its community by staying faithful to the terms of its charter and its mission. b) Provide detailed information on the school's plan for a facility for the five years of the next charter. The plan should include an adequate and detailed financial arrangement and timeline for the facility. Currently, Bergen ASCS has three buildings: one elementary school (K-3), one middle school (4-8) and one high school (9-12). The lease contracts are secured for the next charter term, depending on the approval of this renewal application. In order to accommodate the proposed increase in enrollment, Bergen ASCS plans to open a second elementary school (Bergen ASCS Hackensack) within the borders of the city of Hackensack. Bergen ASCS does not foresee any financial hardship due to the addition of a fourth building to our schools. The school s budget shows the facility expenditures to be 12% of its total revenue, which has been steady over the past years. Bergen ASCS will lease a school building in the city of Hackensack that has similar rental fees to the current buildings in operation. Upon the approval of the Commissioner, these changes to our charter will be effective starting in the school year. Bergen ASCS will operate in four different buildings, K-3 (Garfield Elementary School charter campus), K-5 (Hackensack Elementary School charter campus), 4-6 (Garfield Middle School charter campus), and 9-12 (Hackensack High School charter campus). The transition will work as follows: Building #1: Bergen-ASCS Elementary School (Current Elementary School Building) Address: 30 Madonna Place, Garfield, NJ Grades: Kindergarten 3 Max. Enrollment: 320 Bergen Arts and Science Charter School Renewal Application

30 Building #2: Bergen-ASCS Middle School (Current Middle School Building) Address: 200 MacArthur Ave, Garfield, NJ Grades: 4-8 Max. Enrollment: 400 Building #3: Bergen-ASCS High School (Current High School Building) Address: 43 Maple Ave, Hackensack, NJ Grades: 9-12 Max. Enrollment: 360 Building #4: Bergen-ASCS Elementary School #2 (New Satellite Campus) Address: TBD Grades: (K-5), (K-6), (K-7), (K-8), (K-9) Max. Enrollment: 360 c) Describe any significant changes the school expects to make in the following areas over the next charter term: Amendments to your school s charter Governance and/or Education Service Provider (ESP) structure Bergen ASCS is contracted with ilearn Schools Charter Management Organization. ilearn Schools (formerly known as North Jersey Arts and Science Charter Schools) is a non-profit Charter Management Organization (CMO) that provides specialized educational and management services, including operational and administrative supports, for schools. Schools currently serviced through ilearn Schools have decided to make this change in management structure because of the added professional resources that will be provided by working with a CMO. This includes enhanced academic and technological support, augmentation of STEAM curricula, and the expansion of arts programs. Additionally, ilearn Schools provides enhancement of the professional development model for teachers and school administrators. Bergen ASCS does not anticipate any changes to this structure, nor changes to the school s charter that differ from the explanation provided above in questions a and b, respectively. Questions 1.2 d and 1.2 e should only be answered by schools requesting expansion into another grade span. For example, a school requesting expansion from K-5 to K-8 over the next charter term is required to answer the questions below. A K-3 school requesting expansion to K-5, but not into grades 6-8, is not required to respond to these two questions. d) Provide a synopsis of the proposed educational program including key components of the education model and any unique or innovative features of the proposed expansion. Briefly explain the evidence base and performance record that demonstrate the expansion model will be successful in improving academic achievement for the student population. Highlight the following in your response: Curricular choices Bergen Arts and Science Charter School Renewal Application

31 Educational approaches Instructional strategies NA e) Describe the team s individual and collective qualifications for implementing the new school design successfully, including capacity in areas such as: NA School leadership, administration, and governance; Staffing and recruiting; Goal setting and performance management; and Curriculum, instruction, and assessment. Bergen Arts and Science Charter School Renewal Application

32 APPENDICES Bergen Arts and Science Charter School Renewal Application

33 APPENDIX A Bergen Arts and Science Charter School Renewal Application

34 Appendix A Description of Instructional Practices Template Please provide a short description of how the school defines high quality instruction and a description of what instructional practices, behavioral expectations, and types of accommodations a site visit team should expect to see. Please note that this description will be one of the primary mechanisms by which the site visit team will evaluate instruction at the school. Instructional Practices Guiding questions: What should the team see in classrooms that will let them know what the students are expected to learn? What should the team see in classrooms that will let them know that students are learning? What will teachers be doing that will demonstrate that they are implementing the school s instructional model? How does the school define high-quality teaching and what should high-quality teaching look like in the classroom? School s Description: Although education principles provide guidance and structure, teacher actions determine impact. Bergen ASCS supports all teachers in their efforts to implement the following expectations of instructional practice: plan and implement effective instruction develop socially, emotionally, and academically safe environments for teaching and learning in which students feel secure and confident in engaging with one another and with teachers; pose purposeful questions to assess and advance students reasoning support productive struggle in learning. Effective teaching consistently provides students, individually and collectively, with opportunities and supports to engage in productive struggle as they grapple with ideas and concepts. elicit and use evidence of student thinking: to assess progress toward understanding and to adjust instruction continually in ways that support and extend learning. evaluate curricular materials and resources to determine the extent to which these materials align with the standards, ensure coherent development of topics within and across grades. incorporate tools and technology as an everyday part of the classroom, provide students with descriptive, accurate, and timely feedback on assessments, including strengths, weaknesses, and next steps for progress toward the learning Bergen Arts and Science Charter School Renewal Application

35 targets; work collaboratively with colleagues to plan instruction, solve common challenges, and provide mutual support as they take collective responsibility for student learning. Additionally, classroom environment is critical to the teaching/ learning process. Multiple elements are included in this category. Among the most important are the organization of the room, the relationship between students and teachers, and the learning activities in which students are engaged. Visits to classrooms at each grade level will reveal aspects of the learning environment where higher levels of learning are observed. Active student involvement is the expectation with formative evaluation and constant feedback provided by the classroom teacher, and, where appropriate, peer-evaluation of student work. The following should be prominently displayed, appropriate to content-level, in each classroom: Big ideas, essential questions, daily lesson objectives Word walls, anchor charts Accelerated Reader management system (ELA) Student reading levels (ELA) Data walls Current student work The 6+1 traits of writing, writing process Reader s and Writer s Workshop expectations (ELA) Guided reading and writing conference binders/anecdotal notes Books, materials, manipulatives The above criteria must also include detailed teacher-feedback and detailed rubrics, which together contribute to an environment that fosters student growth and student ownership in the learning cycle. Behavioral Expectations Guiding questions: What is expected of students in terms of behavior? What interventions should the team expect to see if behavioral expectations are not met? What might observers see teachers doing to encourage students to meet the behavioral expectations? School s Description: We believe that a safe and supportive environment will develop and equip students with the skills necessary to meet or exceed educational goals. Through a caring and safe learning environment and an individualized approach to behavior issues, Bergen ASCS promotes positive behavior. Students are expected to exhibit Bergen ASCS core values Honesty and Integrity, Respect, Community, Compassion, and Excellence in their decisions and actions. The school also works proactively to establish a culture that appreciates and respects the cultural and ethnic diversities reflected in the school community, through the integration of learning materials that promote understanding of different cultures as well as by activities, field Bergen Arts and Science Charter School Renewal Application

36 learning experiences and community celebrations. The ultimate goal of these initiatives is to create a school culture in which students feel safe and are able to build a sense of unity with their peers and teachers. An orderly educational environment requires that everyone in the school community play a role in contributing to an effective environment. Routines and Procedures: Explicit routines and procedures have been implemented on each campus. Transitions during the school day are key components to maintaining an orderly environment for students. Teachers will be expected to be at their classroom doors waiting for their students and keeping orderliness in the hallways. Throughout the school, students will be taught to use signals to avoid disrupting instructions; for example, students might silently hold up four fingers in order to indicate the need to use the bathroom and the teacher might need to only point to give permission. These routines and procedures will be practiced by the students since the beginning of the school year. Behavior Management and Discipline: Part of the student discipline policy touches on rewards for students exhibiting role model behavior. Students are recognized by their teachers and staff by our discipline point system. Students are able to receive merit points after being recognized for the embodiment of the school core values and other character traits. Teachers are encouraged to praise students in the classroom for their academic and behavioral success. Students are recognized academically and through personal accomplishments, individual and class attainment. Positive incentives encourage students to live to the school s high expectations and l concentrate on celebrating excellence in students. Students who elect to make poor choices are given consequences clearly defined in the student discipline policy. The implementation of the discipline policy clearly defines individual responsibilities and provides for appropriate disciplinary options and responses. Discipline is a shared responsibility between school, home and community. Teachers and staff members are trained in dealing with behavior management through professional development. The responses of the teachers and staff to undisciplined students can make the difference between success and failure in maintaining long-term student discipline. Un-educated reactionary responses can aggravate discipline problems while educated, balanced and directed response can direct energies to positive involvement. The teachers and staff members are well educated about student motives, behavioral patterns and effective leadership skills to deal with these patterns. Bergen Arts and Science Charter School Renewal Application

37 Accommodations Guiding questions: What might the team see in classrooms to show that the school is supporting students with diverse learning needs? How might the team know that teachers are implementing IEP accommodations? How are teachers expected to deliver ESL instruction in the relevant classrooms? The use of Understanding by Design (UbD) components, such as big ideas and essential questions provide the link between the content and skill being taught and student relevance. Bergen ASCS believes that students need to see themselves in the curriculum and be able to answer the essential questions associated with the performance task(s) which requires students to be able to demonstrate through a problem based experience, their understanding of the content taught. Essential questions and performance tasks offer options whereby students can choose the tasks that connect them to their own culture and environment. Listed below are some of the methods, systems, and materials that teachers use to provide differentiated instruction to meet the needs of IEP accommodations/esl modifications and to best serve ALL students: Flexible reading format/self-evaluation Games and authentic assessment Real world learning/authentic tasks KWL Tiered activities/multi-leveled Bloom s questions Simulations/self-assessment/peer teaching Learning stations/centers and portfolios Problem-based learning/peer assessment/grouping Chunking instruction Multiple-intelligence grouping Open-ended questions Self-select study Guided reading Modifications in hardware: re: headphones Varied manipulatives Bilingual dictionaries Bergen Arts and Science Charter School Renewal Application

38 APPENDIX B Bergen Arts and Science Charter School Renewal Application

39 Bergen Arts and Science Charter School Renewal Application

40 APPENDIX C Bergen Arts and Science Charter School Renewal Application

41 Bergen Arts and Science Charter School Renewal Application