ANNUAL MONITORING REPORT 2019-2020 January 2021

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ANNUAL MONITORING REPORT 2019-2020January 2021The Maine State Charter School Commission will provide thoughtful stewardship in authorizing andmonitoring public charter schools consistent with State statutes to create unique, high-qualitylearning options for Maine students.Baxter Academy Annual Monitoring Report Approved 1/12/21

January 2021On August 25, 2020, the Maine Charter School Commission Review Team completed Zoommeetings with Baxter Academy’s administration and Governing Board. The Review Team alsoreviewed data provided by the school. Information gathered from documents and interviewswere used to determine the extent to which the school has met its contracted performancetargets. This report addresses the school’s performance relative to the performanceframework.In March of 2020, due to the COVID-19 virus, the school year was abruptly interrupted by theneed for schools to close their facilities and continue the remainder of the school year via remoteinstruction. The Maine Charter School Commission realizes that these months were stressful anddifficult for students, teachers, and families, and that the learning and assessments completedduring this time were likely affected by the situation. The Maine Charter School Commission willtake circumstances into consideration when reviewing data and making high-stakes decisions.Commission Liaison to the SchoolMCSC Executive DirectorMCSC Director of Program ManagementCommission ConsultantCommission ConsultantMDOE Special ServicesSchool’s MissionSchool’s VisionJana LapointBob KautzGina PostJoe Drago, CPADr. Joe MattosCollette SullivanBaxter Academy for Technology and Scienceis a rigorous, college-preparatory high schoolpromoting student ownership of learningthrough a core curriculum focusedspecifically on science, technology,engineering and math (STEM), which ispaired with a robust humanities programthat draws connections across disciplines andfosters strong communication skills.Upon graduation, Baxter students will bepassionate, self-directed learners who have21st century skills and will be able to continuetheir education and careers prepared for anew age, serving as ethical, innovative, andcreative leaders in the emerging globaleconomy.Baxter Academy Annual Monitoring Report – Approved 1/12/212

Section 1: School InformationSchool NameAddressBaxter Academy for Technology and Science185 Lancaster Street, Portland, ME 04101Governing BoardBoard ChairBoard Vice ChairBoard TreasurerBoard SecretaryBoard MemberPatti OldmixonChristian SparlingPeter MontanoNik CharovThorn DickinsonAdministrative TeamExecutive DirectorInterim PrincipalAssistant PrincipalSpecial Education DirectorKelli PryorCicy PoMary KingLaura ParksYear OpenedYears in OperationNumber of Sending Districts*Grades ServedCurrent Enrollment*Students on Waiting List*20138Pending9 - 12PendingPending*As of October 1, 2020 certified enrollment countBaxter Academy Annual Monitoring Report – Approved 1/12/213

Section 2: Indicator Summary TableIndicatorExceededMetStudent Academic Proficiency (See Page 6)Target 1Target 2Student Academic Growth (See Page 6)Target 1Target 2Target 3Target 4Achievement Gaps (See Page 7)Target 1Target 2Student Attendance (See Page 7)Target 1Target 2Student Enrollment (See Page 7)Target 1XTarget 2XPost-Secondary Readiness (See Page 8)Waiting on DOETarget 1Waiting on DOETarget 2Target 3XTarget 4XFinancial Performance and Stability (See Page 9)pendingTarget 1financialTarget 2auditTarget 3Governance Board Performance and Stewardship (See Page 9)Target 1XTarget 2XAdequacy of Facilities Management (See Page 10)Target 1XTarget 2XSchool Social and Academic Climate (See Page 10)Target 1XTarget 2Target 3Target 4Target 5XPartiallyMetDid NotMeetOther********XX****Due to COVID-19 and school facility closures, many assessments and evaluations were not given.Baxter Academy Annual Monitoring Report – Approved 1/12/214

Section 3: Demographics 2019-2020Gender Breakdown160248Male110108FemaleGrade Breakdown1051041009190809th Grade10th Grade11th Grade12th GradeEconomically Disadvantaged65343YesNoSpecial Education66342YesNoBaxter Academy Annual Monitoring Report – Approved 1/12/215

Section 4: Student Academic ProficiencyMeasureState Assessment:Evidence BasedReading & Writing(EBRW)State Assessment:MathematicsTargetReport percentage of students at eachgrade level scoring proficient on thereading portion of the Stateassessment.Report percentage of students at eachgrade level scoring proficient on themathematics portion of the Stateassessment.ResultsDue to the COVID-19pandemic, the MaineDepartment of Educationapplied for, and received,waivers that eliminate stateassessment requirementsfor this year.NANASection 5: Student Academic GrowthMeasureStudents will show progress intheir learning through growth intheir NWEA scores in ELA readingand language from fall to springof each school year.Students will show progress intheir learning through growth intheir NWEA scores in math fromfall to spring of each school year.Growth on NWEA as measured byprojected growth on MAPassessmentGrowth on NWEA as measured byprojected growth on MAPassessment1TargetStudents will showprogress in their learningthrough growth in theirNWEA RIT scores from fallto spring of each schoolyear.Students will showprogress in their learningthrough growth in theirNWEA RIT scores from fallto spring of each schoolyear.School will meet goal of70% of eligible1 studentsmeeting their projectedgrowth on NWEA ELAreading and language bythe end of the school year2021–2022.School will meet goal of70% of eligible studentswill meet their projectedgrowth on NWEA math bythe end of the school year2021-2022.ResultsDue to the COVID-19pandemic, springassessments werecancelled. Due to thiscancellation, no growthdata are available to report.NANANANAEligible is defined as having both a fall and spring score for students in grades k-10Baxter Academy Annual Monitoring Report – Approved 1/12/216

Section 6: Achievement GapsSubgroups must have at least ten students to be reportable. Subgroups may not be combined tocreate a super-subgroup.MeasureAchievement gaps inproficiency betweenmajor subgroups onthe Maine stateassessmentTargetThe school will provide evidence ofclosing achievement gaps betweenmajor subgroups (EL, specialeducation, gender, ED, 504, ethnicand racial minorities).Achievement gaps ingrowth betweenmajor subgroups onthe NWEAThe school will provide evidence ofclosing achievement gaps betweenmajor subgroups (EL, specialeducation, gender, ED, 504, ethnicand racial minorities).ResultsDue to the COVID-19 pandemic,the Maine Department ofEducation applied for, andreceived, waivers that eliminatestate assessment requirementsfor this year.Due to the COVID-19 pandemic,the spring NWEA test windowwas cancelled. Due to thiscancellation, no growth data areavailable to report.NANASection 7: Student AttendanceMeasureChronic absenteeismAverage DailyAttendanceTargetSchools will have 10% or fewerstudents classified as chronically absenton the last day of school. (ThroughMarch 13, 2020)Schools will have an average dailyattendance rate in grades 9–12 of 91%or higher. (Through March 13, 2020)Results37.01% of studentsDid Not Meetwere chronicallyabsent as of March 13,2020.The average dailyPartially Metattendance ratethrough March 13,2020 was 89.16%.Section 8: Student EnrollmentMeasureEnrollment throughoutthe school year2Target85% or more of eligiblestudents enrolled on the lastday of school will be the samestudents who were enrolledon state student count day2Results96% of eligible studentsExceededenrolled on the last day ofschool were the samestudents who were enrolledon state student count day.State student count day of October 1 was extended to late November.Baxter Academy Annual Monitoring Report – Approved 1/12/217

Recurrent enrollmentfrom one year to the next85% or more of eligiblestudents enrolled on the lastday of school will havecompleted an Intent toreenroll form for the nextschool year.98% of eligible studentsenrolled on the last day ofschool completed an Intentto reenroll form for thenext school yearExceededSection 9: Post-Secondary ReadinessMeasure4-year high schoolgraduation rate (currentcohort)5 and 6-year average highschool graduation rate(previous 2 years’ cohortsaveraged)Of students in theirgraduating year, percentparticipation in postsecondary readinessopportunitiesSuccess rate of studentsparticipating in postsecondary readinessopportunitiesTargetSchools will meet MDOEannual goal:2020 –87.74%Schools will meet MDOEannual goal:2020 – 89.74%ResultsXX% 4-year graduation rateXX% 5 and 6-yeargraduation rate*Awaiting DOERelease of DataAt the end of their graduatingyear, 70% of each schools’eligible3 students will haveparticipated in at least onepost-secondary activity suchas (and not limited to) collegecourse, Advanced Placementcourse, certificate program, orinternship.70% of the school’s studentswho participated in at leastone post-secondary activitysuch as (and not limited to)college course, AdvancedPlacement course, certificateprogram, or internship willcomplete it successfully4.79% of students in theirgraduating yearparticipated in postsecondary readinessopportunities.Met97% of studentsparticipating in postsecondary readinessopportunities weresuccessful.Exceeded*Awaiting DOERelease of Data*Once data are released by the DOE and received by the Maine Charter School Commission, anaddendum updating Post-Secondary Readiness (Targets 1 and 2) will be issued.3Students not excluded via IEP or other individual planSuccessfully is defined as a passing grade, meeting appropriate standards, or other clearly definedmeasure of success.4Baxter Academy Annual Monitoring Report – Approved 1/12/218

Section 10: Financial Performance and StabilityMeasureNear Term Measuresa) Current Ratiob) Unrestricted DaysCash on HandTargetSchool evaluates its Near-Term FinancialHealth using the Financial Performance andStability outline provided by theCommission.SustainabilityMeasures a) TotalMarginb) Debt to asset ratioSchool evaluates its Financial Sustainabilityusing the Financial Performance andStability outline provided by theCommission.The school has anannual financial auditconducted. Audit andmanagement letterare submitted to thecommission. Audit hasno material findingsor misstatements.Unmodified opinion on [consolidated]financial statements: no materialweaknesses, significant deficiencies orreportable instances of noncompliance andother matters identified in the otherinformation accompanying the auditor’sreport on financial statements or in theauditor’s report on internal control overfinancial reporting and on compliance andother matters.ResultsNear-TermPendingFinancial Healthfinancial auditwas reviewed bythe Commissionusing the FinancialPerformance andStability outline.The FinancialPendingSustainability wasfinancial auditreviewed by theCommission usingthe FinancialPerformance andStability outline.The Board hasPendingengaged a firm tofinancial auditconduct the FY20financial audit ofthe school. TheAudit Report andManagementLetter will bereviewed.*Once the FY20 financial audit is received and reviewed by the Maine Charter School Commission, anaddendum updating Financial Performance and Sustainability will be issued.Section 11: Governance Board Performance and StewardshipMeasurePublic Accountability:Transparent, responsive, andlegally compliant Boardoperation.Public Accountability:Transparent, responsive, andlegally compliant Boardoperation.TargetThe Governing Board will hold aminimum of 6 meetings perschool year.ResultsThe Governing BoardMetheld 10 meetingsduring the school year.Timely publication of Boardmeeting agendas and minutesupon approval.Board meetingagendas and minuteswere timely published.Baxter Academy Annual Monitoring Report – Approved 1/12/21Met9

Section 12: Adequacy of Facilities ManagementMeasureMeet Local and StaterequirementsCapital Improvement PlanTargetThe school certifies that itsfacility (or facilities) meet alllocal and state requirementsfor public school facilities.The school has a currentcapital improvement planapproved by its governingboard.ResultsThe school certified that itsfacility (or facilities) meet alllocal and state requirementsfor public school facilities.The school has a currentcapital improvement planapproved by its governingboard.MetMetSection 13: School Social and Academic ClimateMeasureReporting of behaviorincidentsPanorama Survey- FamilyParticipationPanorama Survey- StudentParticipationTargetThe school will follow theMaine DOE requiredreporting for incidents ofbehavior.40% of families willparticipate in the Panoramasurvey.65% of eligible students willparticipate in the PanoramaResultsThe school reported incidents ofbehavior as required by MaineDOE.Due to the COVID-19 pandemic,Panorama Surveys were notadministered during the 201920 school year.MetNANAsurvey.5Panorama SurveyTeacher/Staff ParticipationPanorama Survey570% of teachers/staff willparticipate in the Panoramasurvey.Annually, the school willreview its spring PanoramaEducation results anddevelop an action plan for thefollowing school year toaddress areas for continuedimprovement. Plan andoutcome will be submitted tothe Commission inSeptember.NAThe school reviewed itsPanorama Education surveyresults and developed an actionplan to address areas forcontinued improvement andsubmitted the plan to theCommission in September 2019as required.MetStudents in grades 3 and up are eligible to participate in the Panorama Education surveys .Baxter Academy Annual Monitoring Report – Approved 1/12/2110

Section 14: Site Visit ReportMaine Charter School CommissionMonitoring Site Visit ReportSITE VISIT DATESCHOOL NAME:ADDRESS:GRADES SERVED:ENROLLMENT:YEAR OPENED:Interim ReportAugust 25, 2020 (via Video Conference)Baxter Academy182 Lancaster Street, PortlandGrades 9 - 12400 (school reported as of 9-9-20)2013Monitoring Site Visit PurposeThe primary purpose of site visits is to inform authorizer decisions, both imminent, such assessing aschool’s readiness to open, and longitudinal, when a visit is undertaken mid-term as part of routinemonitoring.The purpose of monitoring visits is to gauge the overall progress a school is making toward the goalsoutlined in its charter. In most cases, the authorizer will already possess some quantitative data aboutthat progress – test scores, attendance rates, and other annual outcomes, so a monitoring visit can helpexplain the context behind that data and explore the school’s fidelity to its approved program.Site visits are a mechanism for collecting additional evidence regarding a school’s performance againstthe expectations memorialized in its contract and contribute to the body of data authorizers utilize toultimately make renewal recommendations. They also provide staff with the opportunity to review andanalyze documentation that may be better understood on-site, such as factors impacting attendance, orrates of academic growth across subgroups. Site visits can also provide a basis for authorizer judgmentor intervention where there is limited state assessment data yet available.Monitoring Site Visit ProcessMonitoring Site Visits are based on both the criteria set forth in the school’s performance frameworkand the school’s alignment with its mission. The categories in the performance framework are studentachievement, academic and support programs, school climate and family engagement, schoolleadership, governance, and finance.The following individuals participated in the August 2020, monitoring visit: Bob Kautz, Executive Director, Maine Charter School Commission Gina Post, Director of Program Management, Maine School Charter Commission Joe Drago, CPA, Consultant, Maine Charter School Commission Collette Sullivan, MDOE, Special Services Amy Allen, Support Coordinator, Maine Charter School CommissionBaxter Academy Annual Monitoring Report – Approved 1/12/2111

Dr. Joseph Mattos, Consultant, Maine Charter School CommissionThe monitoring site visit was conducted via a video conference. Team members used the MCSCMonitoring Site Visit Manual to plan and conduct the visit. Prior to the site visit, team membersreviewed documents and other information related to the school’s mission and performanceframework.Key documents and other information reviewed by the team prior to and at the time of visiting included:o School calendaro Current enrollment and demographicso Staff rostero Current organizational charto Board meeting minuteso Board member meeting attendanceo School’s strategic plan [AS APPLICABLE]o Current Education Service Provider contract [AS APPLICABLE]o Professional Development calendar and agendas [AS APPLICABLE]o Staff evaluation toolo Administrator evaluation tool used by governing boardo Panorama school climate survey resultso School’s self-assessmento Previous year’s monitoring report [AS APPLICABLE]o School’s performance frameworko Copies of current recruitment materialso Student enrollment applicationMeetings were held with school leadership and governance via video conferencing. A standard set ofquestions, as per MCSC manual, as well as school-specific questions were discussed during the visit.Group interviews held by the team included: Baxter Academy Leadership Teamo Kelli Pryor, Executive Directoro Cicy Po, Head of Schoolo Laura Parks, Special Education Directoro Kerry Bush, CFOo Tyler Beaulieu, Operations and Transportation Managero Anna Gervais, Director of Student Lifeo Mary King, Assistant Principal Baxter Academy Executive Directoro Kelli Pryor Baxter Academy Governing Board:o Patti Oldmixon, Board Chairpersono Ruth Dean, Board Membero Peter Montano, Board Membero Nik Charov, Board Membero Dan Amory, Pro Bono CounselBaxter Academy Annual Monitoring Report – Approved 1/12/2112

Monitoring Site Visit FindingsA. Mission Alignment School Leaders and Board members are in full alignment in respect to Baxter Academy’sMission and Vision. All agree Baxter Academy’s Mission/Vision is to provide studentswith a project-based STEM curriculum, coupled with student directed learning activities,which allow students the opportunity to apply their knowledge and skills in solving realworld problems. Baxter Academy’s Mission/Vision statement was slightly revised several years ago tohighlight the importance of humanities, which “connects ideas across disciplines andcultivates strong communication skills.” Part of Baxter Academy’s ‘20-‘21 Teacher Orientation centered on understanding andinteracting with BA’s mission language.B. Student Assessment and Achievement Since MEA and NWEA testing were suspended in the spring of 2020 due to Covid-19, BAwas unable to provide any information on student achievement and performance. In discussion with school leaders, they stated that they “have not done as well of a jobusing NWEA tools.” BA hopes to conduct full faculty NWEA training in respect to how itrelates directly to classroom instruction. BA believes that standardized assessments have value in understanding levels ofstudent achievement but the “real value” in understanding the quality of students’learning is in “looking at students’ work.” BA is looking into ways of measuring students’performance on student projects in respect to such indicators as applications ofproblem solving and creating thinking, as well as personal qualities such as perseveranceand accountability. Student self-evaluation will be included in project assessments.C. Student Support Programs IN ‘20-‘21 BA will change from conducting student evaluations (academic andpsychological) remotely, to administering them internally. A psychologist has been hiredto conduct these assessments, as well as to consult with teachers to address students’needs. BA is currently exploring ways to provide support to students beyond extra time forhelp. A “counseling” program is being put into place to support students’ social andemotional learning (SEL) needs, which are tightly connected to student success. BA seesSEL support as essential, especially in the current mode of remote learning.D. School Climate and Family Engagement The Panorama Survey was not administered in the ’19-‘20 school year due to COVID-19pandemic. However, BA plans to solicit feedback from students and teachers regardingeducational programming and past learning experiences.i. A Student Survey is being created to assess and identify a baseline for studentsand remote learning e.g. what’s working well, what needs to be improved, etc.ii. Several Teacher Surveys have been sent to BA teachers soliciting from themtheir personal views on “What they love to teach”, “What are willing to teach”,etc.iii. The Head of School has conducted several “meet and greet” meetings with 10or so BA staff at a time, with follow-up sign-ups for hour long individualBaxter Academy Annual Monitoring Report – Approved 1/12/2113

meetings. The Head of School stated that her strongest impressions aboutteacher perspectives at BA have been through individual “conversations where Ihave heard the hopes and the dreams and concerns of the faculty.”BA regularly solicits feedback from BA graduates regarding how BA gave them theexperience to be successful in college. BA alumni recently attended the BA TeacherOrientation, during which they articulated how BA provided them with problem solvingskills and the ability to deal with open ended problems, as well with comments aboutthe importance of good communication skills.BA is looking to create a BA alumni associationE. School Leadership At the beginning of the discussion with school leaders, the Executive Directormentioned that since the leadership team is comprised of mostly new hires, the day’sdiscussion will focus primarily on BA’s future work to improve teaching and learning,with some comments of personal reflection intertwined based on the prior year’sexperiences. BA believes its newly “restructured” leadership team is comprised of individuals whohave the background and experiences to promote and help BA achieve its mission e.g.,the Head of School who was a former science teacher at an art school, an AssistantPrincipal who has strong community connections and an understanding of communityneeds, and an Operations Manager who has a STEM educational background andunderstands what resources may be needed to promote student-driven STEM projects.The Executive Director believes the new Head of School will be able to the address BA’s“social and emotional aspects”, while also maintaining a “commitment of rigor, acommitment to the STEM mission, and a commitment to realizing the full potential ofBA.” The Executive Director explained that BA has never been able to implement a teachersupervision and evaluation model with fidelity. A priority for ‘20-‘21 is for the Head ofSchool and Assistant Principal to conduct classroom visits to better understand teachersand their pedagogy, and for the leadership team to adjust its teacher supervision modelto make it more meaningful and manageable. BA school leaders believe that frequentinformal classroom observations can provide teachers with quality feedback about theirteaching practices, as well as a means in building trusting teacher/administratorrelationships. BA also plans to increase the capacity for instructional feedback toteachers. The BA Leadership Team has created a three-pronged approach for supporting BAfaculty. These prongs include focusing on safety for climate and culture, clearcommunications, and celebrations. School leaders believe the process of comingtogether as a school will take time and that “Progress happens at the pace of trust. Oneperson at a time.” School leaders are currently involved in professional discussionsregarding the value of “trust” using the text, The Five Dysfunctions of a Team. The Head of School stated that professional development will be ongoing throughoutthe year at various levels. At the “institutional level” all will come together duringAdvisory meetings and Flex Fridays to share conversations about teaching and learning.At the department level, the focus will be to support them with the needed resources tomake connections with other STEM programs and to create their “vision” for their workat BA. At the teacher level, funds will be made available to individual teachers forBaxter Academy Annual Monitoring Report – Approved 1/12/2114

professional development and training experiences to improve knowledge and skills as ateacher at BA.F. Governance Based on past feedback from parents and the public, BA’s Board has worked diligently toprovide meaningful ways to improve access to Board information in a transparent manner.Initiatives to do this have included “live” Board meetings, with options to attend via Zoom ora Google Hangout. Also, the Board has done a better job “explaining” in detail why thingsare done, how they will be done, etc. Different mechanisms and models were put in placefor individuals to ask questions and to say what they wanted to say. The Baxter ParentAssociation has also played an important role in improving communications e.g., connectingteachers and students with the Board. The BA Board is currently comprised of seven members and has had only one turnover inthe past year. BA Board members have diverse backgrounds and professional experiences inseveral areas: business, engineering, fundraising, finance (CPA), grant writing,communications, and legal expertise. The level of engagement, commitment and talent ofBA Board members can best be described as extraordinary. Board members explained that although BA does not have a formal strategic planningprocess or plan, they have tried to embed into all Board discussions a “strategic mindset”when considering ways of doing things differently at BA, for example, how can we betterpartner with local businesses?, how do we best organize BA for students to excel in college? The BA Board conducts Board and Executive Director’s performance evaluations every year.The Board’s evaluation will be completed in the next few months. The Board Chair statedthat the Board has “built into their DNA” time at the end of each Board meeting to reflectand evaluate their work e.g. What went well?, What didn’t go well?, What can we dodifferently?. Similarly, the Board provides the Executive Director with formative, “real-timefeedback,” which the Board views as an invaluable component in evaluating theperformance of the Executive Director over time.G. Finance BA has hired a CFO who is replacing two part time finance positions. Internal controlswere revised to ensure fiscal accountability. BA reported that its audits have had “clean opinions on their reports and also on theirmanagement letters.” MDOE granted BA Coronavirus Relief Funds (CRF) that was used to enhance BA’stechnology services e.g., upgrading 200 student and teacher computers. Recommend developing a formal Finance Committee agenda and template for report tothe board. The Review team discussed topics related to finances that are generally recommendedfor further attention by BA. These included:. Long term planning and debt retirement;o Potential cuts in school subsidy which may require re-budgeting; given theprospects of potential deficit spending next year, we encourage planning beconducted to address limits and alternatives.i. Looking for new revenue sources e.g., using building at night for other purposes.o Analysis of the impacts of enrollment decreases on future budgeting.Baxter Academy Annual Monitoring Report – Approved 1/12/2115

Section 15: Mission and Vision Implementation Evidence and Results(See Page 2 for School’s Mission and Vision)Baxter students are expected to lead their learning as they study complex, real-world problemsboth in classroom work and through the school’s unique Flex Friday program, which devotes 20percent of the school week to student-designed and implemented projects that are diverse,meaningful and impactful. While working at home in 2020, both independently and in teams,they demonstrated their proficiency in the 21st century skills that are best built throughproject-based learning. They showed flexibility, creativity, critical thinking, collaboration andstrong communication skills. They demonstrated literacy in information/data, media, andtechnology. They took initiative, showed leadership, and were productive.Baxter’s seniors are choosing colleges such as Worcester Polytechnic Institute, RochesterInstitute of Technology, Connecticut College, University of Vermont, Wentworth Institute ofTechnology, University of Maine Orono, Colby College, and Smith College, among many others.Section 16: Commendations and ConsiderationsCommendations In the Plimpton Graduate Study report, two-thirds of Baxter Academy graduatescompleted high school “career-and college-ready,” as compared to 8% in the nationalsample. Only 2% of Baxter Academy graduates were neither college nor career ready, ascompared to 47% in the national sample. Baxter Academy has a high recurrent enrollment rate (98%) from one year to the next. There was a high rate of seniors (79%) participating in a post-secondary activity and 97%of them were successful. There is full alignment and agreement between school leaders and governing boardmembers in respect to the school’s mission and vision. The school leadership recognize that it can utilize NWEA tools better in relation toclassroom instruction and are planning more professional development for all staff toachieve that. In the Plimpton Graduate Study, Baxter Academy was noted for being a school whosegraduates achieved mastery in a standards-based program; students need to meet thestandards to earn the credits.Considerations The school should identify the reasons contributing to the chronically absence rate of37.01% and take steps that would reduce the rate and improve attendance. The Panorama survey of staff, students and families should be strongly promoted andencouraged in the 2021 spring

Baxter Academy for Technology and Science. Baxter Academy Annual Monitoring Report – Approved 1/12/21 2 . January 2021 . On August 25, 2020, the Maine Charter School Commission Review Team completed Zoom . Target 1 * Target 2 * Target 3 * Target 4 * Achievement Gaps (See Page 7) Target 1 * . 9th Grade

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