Beloved Community Charter School
BELOVED COMMUNITYCHARTER SCHOOLAnnual Report 2020-2021August 1, 2021Submitted to:Angelica Allen-McMillan, New Jersey Commissioner of EducationFranklin Walker, Superintendent of Jersey City Public Schools
TABLE OF CONTENTSSectionBasic Information / School Site InformationPage4Organizational Performance AreasMission and Key Design zational Capacity:School Leadership & Administration24Culture & ClimateCulture and Climate26Family and Community Engagement27Board ComplianceBoard Capacity32Board Compliance33Access & EquityAccess and Equity35ComplianceComplianceBelovED Community Charter SchoolAnnual Report SY20-2137Page 2
LIST OF APPENDICESStatements of AssuranceAppendix ABoard Self-Evaluation ToolAppendix BSchool Leader Evaluation ToolAppendix CBoard Policy Establishing Grievance CommitteeAppendix DAdmissions Applications (All Languages)Appendix EBoard Resolutions Approving Evaluation SystemsAppendix FSY21-22 School CalendarAppendix GSY21-22 Organizational ChartAppendix HPromotion/ Retention PolicyAppendix IGraduation Policy (If Applicable)Not ApplicableBelovED Community Charter SchoolAnnual Report SY20-21Page 3
BASIC INFORMATION ABOUT THE SCHOOLTable 1: Basic InformationContent ColumnName of schoolBelovED Community Charter SchoolGrade level(s) to be served in 2021-2022 K-112020-2021 enrollment (as of June 30,1,3162021)Projected enrollment for 2021-20221,440Current waiting list for 2021-2022783Website addresswww.belovedccs.orgName of board presidentNicole JacksonBoard president email addressnjackson@belovedccs.orgBoard president phone number(201) 970-4906Name of school leaderKen SchultzSchool leader email addresskschultz@belovedccs.orgSchool leader phone number(201) 630-4700 x2091Name of School Business AdministratorRichard RaschdorfSBA email addressrraschdorf@belovedccs.orgSBA phone number201-630-4765SCHOOL SITE INFORMATIONTABLE 2: SCHOOL SITE 1Site nameBelovED Community Charter School (Elementary School)Year site openedGrade level(s) served at thissite in 2020-2021Grade level(s) to be served atthis site in 2021-2022Site street addressSY12-13Site cityJersey City, NJSite zip07302Site phone numberSite lead or primary contact’snameSite lead’s email address201-630-4700BelovED Community Charter SchoolAnnual Report SY20-21K-8K-8508 (aka 530) Grand StreetMichele Link, Principalmlink@belovedccs.orgPage 4
TABLE 2: SCHOOL SITE 2Site NameBelovED Community Charter School (High School)Year Site OpenedSY19-20Grade Level(s) Served at thissite in 2020-219-10Grade Level(s) to be Served atthis site in 2021-229-11Site Street Address531 Grand StreetSite CityJersey City, NJSite Zip07302Site Phone Number201-630-4700Site Lead or PrimaryContact’s NameKen Schultz, Lead PersonSite Lead’s Email Addresskschultz@belovedccs.orgBelovED Community Charter SchoolAnnual Report SY20-21Page 5
ORGANIZATIONAL PERFORMANCE AREAS1.1 Mission and Key Design Elementsa) BelovED Community Charter School’s MissionThe mission of BelovED Community Charter School is to develop values, skills, knowledge, confidenceand character in its scholars that will propel them to success in school, college, and their careers and tothe fulfillment of a socially contributory life.b) Key Design ElementsDistinctive elements of our school model include: A high-expectations/no excuses academic culture combined with a caring and fun school climate Emphasis on the development of positive values, habits, character and community The schoolwide implementation of data-driven instruction and of a positive discipline behavioralsystem A longer school day with more time for critical learning A carefully sequenced curriculum, aligned with all state and common core standards “Planned Joy” moments every day in every classroom Teacher training in, and use of, Teach Like a Champion pedagogical techniques within aninnovative, highly-effective teach cycle that ends almost every lesson with a check forunderstanding The extensive use of class prefects and peer tutoring Extensive curriculum-aligned formative and through-course assessments Constant academic performance monitoring and parental communication Intensive teacher tutoring when a student exhibits difficulty mastering a standard Top quality educators who benefit by extensive instructional coaching and professionaldevelopment that is carefully aligned with our school modelc) Unique, Board of Trustees-Established Academic GoalsIn our charter application, we spoke of providing our scholars a superior education and having themachieve continual progress toward mastery of all academic standards. The NJDOE AcademicPerformance Framework uses state summative assessments to measure scholar learning growth andcomparative performance, but these assessments are not administered to children until Grade Three.To measure learning growth from kindergarten through grade 3, BelovED’s charter application called forthe use of nationally normed assessments that are commercially available.In past years, we used our primary grade scholars’ end-of-year Grade Mean Equivalent scores on TerraNova Reading and Math assessments for this purpose, as shown in the following two tables comparingSY19 to SY18 data.BelovED Community Charter SchoolAnnual Report SY20-21Page 6
Table 3: ReadingCharter Application Goal 1.1ReferenceGoal/ObjectiveMeasure/MetricScholars make superior progress toward mastery of academic standards.Average Terra Nova Grade Mean Equivalent (GME) of Scholar Cohorts at YEAverage Year-to-Year GME Gain of Young Scholars in Reading is ge Yearto-Year Growthof All CohortsSY18 Reading GMESY19 Reading GME1.02.53.75.21.02.74.55.0Cohort’s Year-YearGrowthNA1.72.01.31.7GOAL WAS MET FOR READING.Table 3: MathCharter Application Goal 1.1ReferenceGoal/ObjectiveMeasure/MetricScholars make superior progress toward mastery of academic standards.Average Terra Nova Grade Mean Equivalent (GME) of Scholar Cohorts at YEAverage Year-to-Year GME Gain of Young Scholars in Math is ge Yearto-Year Growthof All CohortsSY18 Math GMESY19 Math GME1.12.13.34.91.12.13.34.9Cohort’s Year-YearGrowthNA1.01.21.61.3GOAL WAS MET FOR MATH.It was our intention, in SY19-20, to begin using Star360 assessments for this purpose. But the pandemicand the move to virtual instruction in the Spring of 2020 makes year-end SY20 and SY21 assessmentdata somewhat unreliable, as it is not possible to ensure that parents or others did not provide scholarswith assistance. So we will not return to reporting year-to-year K-3 GME score gains until the end of thiscoming SY21-22, and at that time, instead of reporting June 2021 to June 2022 gains, will reportSeptember 2021 to June 2022 gains, and will do so only for scholars taking the assessment both at thebeginning and end of the school year in-person at BelovED to ensure data integrity.BelovED Community Charter SchoolAnnual Report SY20-21Page 7
1.2 CurriculumIn SY20-21, we employed curricular materials from the publishers indicated below.SY20-21 CURRICULAR rade LevelsPublisher: CurriculumKindergartenSavvas: MyViewGrades 1-5Savvas: My ViewDiverse Novels/PublishersGrade 6-8Diverse Novels/PublishersSavvas: My PerspectivesMathGrade 9-10Grades K-8Diverse Novels/PublishersSavvas: Envision MathAlgebra: Pearson On the RampModified North Star Charter School-Developed Curriculum (Licensed)ScienceGrade 9 and10 (AlgebraandGeometry,respectively)Grade K-5Grade 6-8Savvas: Elevate ScienceGrade 9Grade 10Grades K-5Grade 6Grades 7-8Biology: Savvas (supplemented with other resources)Chemistry: Savvas (a combination of various resources)Savvas My World InteractiveHoughton Mifflin Harcourt: Ancient CivilizationsHoughton Mifflin Harcourt: United States HistoryGrade 9 and10Kindergarten– Grade 8History: Shared High Performing Charter School-Developed CurriculumGrade uagesSavvas: Interactive ScienceSantillanaAs noted in the Assurances provided in Appendix A, these curricular materials are all aligned to NewJersey’s curriculum content standards.BelovED Community Charter SchoolAnnual Report SY20-21Page 8
1.3 Instructiona) High Quality Instruction at BelovEDWe define high quality instruction as instruction which leads to comprehensive scholar mastery ofrigorous academic standards (i.e., learning objectives).The best pedagogical approach for helping students master one learning objective will not necessarily bethe best pedagogical approach for helping students master a different learning objective. Moreover, allstudents are not equally well-served by a given pedagogical approach relating to a particular objective.So we train our teachers in a number of different pedagogies and use student learning data to guide thepedagogy used in regard to a given academic standard for a given group of students.That said, we always expect instruction at BelovED to be highly intentional and data-driven, wellplanned, and engagingly delivered.b) A brief description of the school’s instructional practices.Assessment, assessment analysis, and data-driven lesson planning are critical elements of data-driveninstruction. Our regular, in-school data-driven instruction protocols at BelovED include the following: Multiple interim and a final assessment are created/adapted and administered for everygrade level in every academic subject area. These assessments align with statestandards and the learning objective sequencing and pacing of our curriculum. Asappropriate, they also re-assess mastery of previously taught standards. Prior to the beginning of an instructional period, teachers see samples of the up-comingassessments for their subject area and grade level to provide them a clearunderstanding of the depth to which skills and knowledge items are to be mastered. Our interim and final assessments are administered in common to all of the scholarsworking at a particular grade level in a subject area. Whenever practicable, interim andfinal assessments are administered via computer so that scoring is immediate. Care is taken in the design of assessments reports so as to facilitate ease of dataanalysis: not just bottom line results, but also item-level analysis and standard-levelanalysis by individual, classroom, and across a grade level. After each interim or final assessment is administered, school leaders facilitate “test-inhand” teacher-leader data analysis meetings where teachers move beyond whatscholars got wrong and take ownership of why scholars got it wrong. School leaders work collaboratively with teachers to develop teacher-specific wholeclass, small group, and individual scholar Instructional Action Plans based on the foregoing data analysis. This includes not just revisions to teachers’ planned pacing ofinstruction, and the identification of learning objectives to re-taught, but also thestrategies and interventions that teachers plan to use.BelovED Community Charter SchoolAnnual Report SY20-21Page 9
In our education program, when delivering whole class instruction, we often employ an I Do, We Do, YouDo, Check “teach cycle” and make use of Responsive Teaching principles, Champion Teachertechniques 1, additional research-based strategies, and appropriate technology.We expect instruction at BelovED to be continuously improving. We are committed to takinginstructional practice at BelovED from Good to Great, so a very important part of our school model isour focus upon, and our systems for supporting, the continual professional development of ourinstructional staff. Noting that even the world’s very top athletes have coaches, a core responsibility ofeach school leader at BelovED is instructional coaching. Meanwhile, we expect our teachers to want tocontinually improve their practice and to be positively responsive to our school leaders’ coaching.c) How the school endeavored to engage students in in-person instruction in SY20-21; Areas ofstrength and opportunities for improvement; The percentage of students who were still inremote instructionBelovED implemented high quality virtual instruction. Even so, we firmly believe that in-personinstruction is far more beneficial to students. A bit more than 30% of our students attended last fallwhen we and another charter school became the only two public schools in Jersey City to open for inperson instruction. To provide in-person and virtual instruction concurrently, we implemented a hybridmodel of instruction that did not permit us to provide in-person instruction five days a week to thescholars attending. Even so, these scholars were generally far more engaged in their classes and theiroverall academic data was stronger than the scholars who remained remote. Even though we neededto navigate challenging Covid protocols (masks, shields, etc.), we were able to deliver strong in-personlessons, especially at the K-5 level. For Middle and High School, it was more complicated because wehad fewer scholars attending in-person, so we often had to resort to teachers delivering lessons virtuallyboth to in-person and virtual scholars.Unfortunately, due to the rising Covid transmission rates in New Jersey in November, we were forced toreturn to being fully remote through the holidays. Having seen the benefits of in-person learning, wedetermined to re-open again as soon as possible. We sent out surveys to our families and as Covidvaccinations began being administered, we saw the number of families wanting in-person learningincrease significantly. While the greatest interest came from our K-5 scholars, we saw increased interestfrom the families of middle and high school scholars, as well. Thus, when we re-opened in the spring,overall for our approved K-10 grade levels, we had approximately 40% of our scholars attending inperson. This enabled us to offer scholars 4 days a week of in-person instruction, and matching ourimpression of things, assessment data again showed our in-person scholars outperforming our virtualscholars in regard to learning growth.We are looking forward to being fully in person in the fall. We feel that our Covid protocols are strongand we are excited to use some of our "best virtual practices" in the in-person setting.1.4 AssessmentTable 1: Proficiency Rates on local assessments1Doug Lemov, Teach Like a Champion (San Francisco: Jossey-Bass, 2010).BelovED Community Charter SchoolAnnual Report SY20-21Page 10
AssessmentPercentageof students:ELA KELA 1ELA 2ELA 3ELA 4ELA 5ELA 6ELA 7ELA 8ELA 9ELA 10MAT KMAT 1MAT 2MAT 3MAT 4MAT 5MAT 6MAT 7MAT 8Algebra IGeometryAlgebra IIInterim 22193614247566565436495647632989End of Year 5401923698057605461575662322215% Mid-Year% %83%64%66%70%63%67%57%52%100%b) Type of assessments used for interim assessment data:To generate interim assessment data, we both administered STAR 360 assessments andassessments created in-house.c) Type of assessments used for end of year assessment results:To generate end-of-year assessment data, we both administered Star 360 assessments andassessments created in-house.BelovED Community Charter SchoolAnnual Report SY20-21Page 11
d) Initiatives/Plans to Promote Proficiency Rates Gains by Grade Levels and Sub-Groups ((i.e.,students eligible for free and reduced-price lunch, English language learners, students withdisabilities, and racial/ethnic groups)While our teachers, scholars and scholar families all tell us that BelovED very quickly and effectivelyimplemented distance learning in the Spring of 2020 when schools closed to in-person instruction, theyalso tell us -- on the very same surveys -- that online schooling was not as effective as in-personschooling. Assessment results bear this out.To offset learning loss, we have made arrangements for an expanded and extended in-person SummerSchool. This is consistent with the research findings that scholar instructional time/time on task is amajor determinant of scholar learning. In addition, we are hiring additional Teacher Assistants tosupport more small group work in Math and ELA classes, and hiring additional Response-To-InterventionTeachers to support our struggling scholars with high-dosage tutoring during the school day, BeforeSchool, After-School and on Saturdays.To accelerate learning in the years ahead, we will revise our curriculum to increase knowledge-building;incorporate writing activities in all subject areas; use a number of new curricular resources in ELA, SocialStudies, Science and Math, and will provide extensive professional development to our faculty tosupport their expert execution of instruction that is tailored to the particular learning objective and theneeds of different learners.Research finds that scholars with diverse needs should, as a rule, remain in general educationclassrooms for core subject instruction and then have their specific learning challenges addressed insmall-group settings by teachers with mastery not only in supporting scholars with diverse needs, butalso of the curriculum content that the students need to learn. Accordingly, we will provide thesestudents intensive small group summer school, and during the academic year, will provide school-day,before-school, after-school and Saturday tutoring or one-on-one support using teachers who possessnot only Special Education and ESL certification, but also certification to teach even middle school andhigh school level scholars in different academic subject areas.Finally, it is also our plan to hire more counselors and social workers so we can more comprehensivelyimplement best practices, including effective, school-based programs, for addressing the mental healthneeds of school community members. These professionals will first perform an informal triage toidentify the different levels of support needed by individual community members; then establishgeneralized supports that benefit all scholars and implement targeted interventions including theschool-based programs referenced above for scholars in need. Importantly, they will also attend to themental health needs of faculty and staff by helping individuals develop self-care practices, working withintentionality to build staff community and mutual support, and sharing information with staff aboutcommunity resources.e) List of diagnostic, formative and summative assessments administered in SY20-21.Diagnostic Assessments That Are Not Subject-Specific:GradeLevelKDiagnosticAssessments Where use is appropriate and approved, ACCESS for assessing English Language Proficiency Schoolwide Physical Assessments: Vision; Hearing; Height; Weight and Body Mass when necessary Special Diagnostic Assessments administered by Child Study Team members or others in specialBelovED Community Charter SchoolAnnual Report SY20-21Page 12
12345678910circumstances Where use is appropriate and approved, ACCESS for assessing English Language Proficiency Schoolwide Physical Assessments: Vision; Hearing; Height; Weight and Body Mass when necessary Special Diagnostic Assessments administered by Child Study Team members or others in specialcircumstances Where use is appropriate and approved, ACCESS for assessing English Language Proficiency Schoolwide Physical Assessments: Vision; Hearing; Height; Weight and Body Mass when necessary Special Diagnostic Assessments administered by Child Study Team members or others in specialcircumstances Where use is appropriate and approved, ACCESS for assessing English Language Proficiency Schoolwide Physical Assessments: Vision; Hearing; Height; Weight and Body Mass when necessary Special Diagnostic Assessments administered by Child Study Team members or others in specialcircumstances Where use is appropriate and approved, ACCESS for assessing English Language Proficiency Schoolwide Physical Assessments: Vision; Hearing; Height; Weight and Body Mass when necessary Special Diagnostic Assessments administered by Child Study Team members or others in specialcircumstances Where use is appropriate and approved, ACCESS for assessing English Language Proficiency Schoolwide Physical Assessments: Vision; Hearing; Height; Weight and Body Mass when necessary Special Diagnostic Assessments administered by Child Study Team members or others in specialcircumstances Where use is appropriate and approved, ACCESS for assessing English Language Proficiency Schoolwide Physical Assessments: Vision; Hearing; Height; Weight and Body Mass when necessary Special Diagnostic Assessments administered by Child Study Team members or others in specialcircumstances Where use is appropriate and approved, ACCESS for assessing English Language Proficiency Schoolwide Physical Assessments: Vision; Hearing; Height; Weight and Body Mass when necessary Special Diagnostic Assessments administered by Child Study Team members or others in specialcircumstances Where use is appropriate and approved, ACCESS for assessing English Language Proficiency Schoolwide Physical Assessments: Vision; Hearing; Height; Weight and Body Mass when necessary Special Diagnostic Assessments administered by Child Study Team members or others in specialcircumstances Where use is appropriate and approved, ACCESS for assessing English Language Proficiency Schoolwide Physical Assessments: Vision; Hearing; Height; Weight and Body Mass when necessary Special Diagnostic Assessments administered by Child Study Team members or others in specialcircumstances Where use is appropriate and approved, ACCESS for assessing English Language Proficiency Schoolwide Physical Assessments: Vision; Hearing; Height; Weight and Body Mass when necessary Special Diagnostic Assessments administered by Child Study Team members or others in specialcircumstancesSubject-Specific Assessments:Language ArtsGradeLevelKDiagnostic s Savvas Baselineassessments of allstudentmasteries/learning gaps Scholastic Guided Reading with Fountas andPinnell Levels Checks for understanding used by teachersduring the provision of instruction-i.e. exit ticket, Curriculum Headcreated End ofTerm and End ofYear AssessmentsBelovED Community Charter SchoolAnnual Report SY20-21Page 13
Renaissance Star360Nationally NormedAssessment1 Savvas Baselineassessments of allstudentmasteries/learning gaps Renaissance Star360Nationally NormedAssessment questions, do nows, pair/share, observations,drawings, sentence writingSmall GroupProjects, Book ReportsSavvas Created MyView weekly Progress CheckUpSavvas Unit TestsScholastic Guided Reading with Fountas andPinnell LevelsChecks for understanding used by teachersduring the provision of instruction-i.e. exit ticket,questions, do nows, pair/share, observationsSmall GroupProjects, Book ReportsSavvas-Created MyView weekly Progress CheckUpSavvas MyView Unit TestsSavvas MyView Writing Tests RenaissanceStar360 NationallyNormedAssessment SavvasPerformanceBasedAssessments forWriting Curriculum Headcreated End ofTerm and End ofYear Assessments RenaissanceStar360 NationallyNormedAssessment SavvasPerformanceBasedAssessments forWriting Curriculum Headcreated End ofTerm and End ofYear Assessments RenaissanceStar360 NationallyNormedAssessment SavvasPerformanceBasedAssessments forWriting Curriculum Headcreated End of2 Savvas Baselineassessments of allstudentmasteries/learning gaps Renaissance Star360Nationally NormedAssessment Scholastic Guided Reading with Fontas andPinnell Levels Checks for understanding used by teachersduring the provision of instruction-i.e. exit ticket,questions, do nows, pair/share, observations Small Group Projects, Book Reports Savvas-Created MyView weekly Progress CheckUp Savvas MyView Unit Tests3 Savvas Baselineassessments of allstudentmasteries/learning gaps Renaissance Star360Nationally NormedAssessment Scholastic Guided Reading with Fontas andPinnell Levels Checks for understanding used by teachersduring the provision of instruction-i.e. exit ticket,questions, do nows, pair/share, observations Small Group Projects, Book Reports Savvas-Created MyView weekly Progress CheckUp Savvas MyView Unit Tests4 Savvas Baselineassessments of allstudentmasteries/learning gaps Renaissance Star360Nationally NormedAssessment Scholastic Guided Reading with Fontas andPinnell Levels Checks for understanding used by teachersduring the provision of instruction-i.e. exit ticket,questions, do nows, pair/share, observations Small GroupBelovED Community Charter SchoolAnnual Report SY20-21 SavvasPerformanceBasedAssessments forWriting Curriculum Headcreated End ofTerm and End ofYear Assessments RenaissanceStar360 NationallyNormedAssessmentPage 14
Projects, Book Reports Savvas-Created MyView weekly Progress CheckUp Savvas MyView Unit Tests56 Savvas Baselineassessments of allstudentmasteries/learning gaps Renaissance Star360Nationally NormedAssessment Commonlit Baselineassessments of allstudentmasteries/learning gaps Renaissance Star360Nationally NormedAssessment7 Commonlit Baselineassessments of allstudentmasteries/learning gaps Renaissance Star360Nationally NormedAssessment8 Commonlit Baselineassessments of allstudentmasteries/learning gaps Renaissance Star360Nationally NormedAssessmentBelovED Community Charter SchoolAnnual Report SY20-21 Term and End ofYear AssessmentsRenaissanceStar360 sessments forWritingCurriculum Headcreated End ofTerm and End ofYear AssessmentsRenaissanceStar360 nts forWritingCurriculum Headcreated End ofTerm and End ofYear AssessmentsRenaissanceStar360 NationallyNormedAssessment Scholastic Guided Reading with Fontas andPinnell Levels Checks for understanding used by teachersduring the provision of instruction-i.e. exit ticket,questions, do nows, pair/share, observations Small Group Projects, Book Reports Savvas-Created MyView weekly Progress CheckUp Savvas MyView Unit Tests Checks for understanding used by teachersduring the provision of instruction-i.e. exit ticket,questions, do nows, pair/share, observations Student Prefect checks of peer group’s practicework following whole group instruction &independent practice Small Group & Centers Projects, Book Reports Skills based weekly quizzes Novel Quizzes/Tests Vocbaulary.com quizzes CommonLit texts questions Checks for understanding used by teachersduring the provision of instruction-i.e. exit ticket,questions, do nows, pair/share, observations Student Prefect checks of peer group’s practicework following whole group instruction &independent practice Small Group & Centers Projects, Book Reports Skills based weekly quizzes Novel Quizzes/Tests Vocbaulary.com quizzes CommonLit texts questions Checks for understanding used by teachersduring the provision of instruction-i.e. exit ticket,questions, do nows, pair/share, observations Student Prefect checks of peer group’s practicework following whole group instruction &independent practice Small Group & Centers Projects, Book Reports Skills based weekly quizzes PerformanceBasedAssessments forWriting Curriculum Headcreated End ofTerm and End ofYear Assessments * RenaissanceStar360 NationallyNormedAssessment PerformanceBasedAssessments forWriting Curriculum Headcreated End ofTerm and End ofYear Assessments RenaissancePage 15
9 Commonlit Baselineassessments of allstudentmasteries/learning gaps Renaissance Star360Nationally NormedAssessment10 Commonlit Baselineassessments of allstudentmasteries/learning gaps Renaissance Star360Nationally NormedAssessment Novel Quizzes/TestsVocbaulary.com quizzesCommonLit texts questionsChecks for understanding used by teachersduring the provision of instruction-i.e. exit ticket,questions, do nows, pair/share, observationsStudent Prefect checks of peer group’s practicework following whole group instruction &independent practiceSmall Group & CentersProjects, Book ReportsSkills based weekly quizzesNovel Quizzes/TestsVocbaulary.com quizzesCommonLit texts questionsChecks for understanding used by teachersduring the provision of instruction-i.e. exit ticket,questions, do nows, pair/share, observationsStudent Prefect checks of peer group’s practicework following whole group instruction &independent practiceSmall Group & CentersProjects, Book ReportsSkills based weekly quizzesNovel Quizzes/TestsVocbaulary.com quizzesCommonLit texts questionsStar360 NationallyNormedAssessment PerformanceBasedAssessments forWriting Curriculum Headcreated End ofTerm and End ofYear Assessments RenaissanceStar360 NationallyNormedAssessment PerformanceBasedAssessments forWriting Curriculum Headcreated End ofTerm and End ofYear Assessments RenaissanceStar360 sK Savvas Baselineassessments of allstudent masteries/learning gaps Renaissance Star360Nationally NormedAssessment Checks for understanding used by teachers duringthe provision of instruction-i.e. exit ticket,questions, do nows, pair/share, observations Small Group Group work SavvasRealize online Assignments Curriculum Head Created Computation Tests Savvas EnVision Math Topic Assessments teacher Created Facts Timed Tests Savvas Benchmark Assessments Curriculum HeadCreated End ofTerm and End ofYear Assessmentsusing Savvas TestBanks RenaissanceStar360 NationallyNormedAssessment1 Savvas Baselineasse
Site name BelovED Community Charter School (Elementary School) Year site opened SY12-13 Grade level(s) served at this site in 2020-2021 K-8 Grade level(s) to be served at this site in 2021-2022 K-8 Site street address 508 (aka 530) Grand Street Site city Jersey City, NJ Site zip 07302 Site phone number 201-630-4700
KIPP NYC Washington Heights Academy Charter School KIPP STAR College Preparatory Charter School La Cima Charter School Launch Expeditionary Learning Charter School Lois and Richard Nicotra Early College Charter School Math, Engineering, and Science Academy Charter High School Mott Hall Charter School Neighborhood Charter School of Harlem (The)
OPSB Charter Lake Forest Elementary Charter School 478 A OPSB Charter Lusher Charter School 1709 A OPSB Charter New Orleans Charter Science and Mathematics HS 370 B OPSB Charter Robert Russa Moton Charter School 268 B-OPSB Charter Warren Easton Senior High School 881 A OPSB Charter (ACSA) Alice Harte E
NEW HEIGHTS ACADEMY CHARTER SCHOOL 18% EQUITY PROJECT CHARTER S CHOOL (THE) 0% INWOOD ACADEMY FOR LEADERSHIP CHARTER SCHOOL 1% GLOBAL COMMUNITY CHARTER SCHOOL 0% KIPP NYC WASHINGTON HEIGHTS ACADEMY CHARTER SCHOOL 0% Charter Average 4% District 6 Average 1% District 7 Suspensions, Charter vs. District CHARTER
ASPIRA Bilingual Cyber Charter School (07/01/2010) Education Plus Academy Cyber Charter School (07/01/2012) Esperanza Cyber Charter School (07/01/2012) Solomon Charter School Inc. (07/01/2012) Charter School Enrollment for 2011-12 72,761 o Special Education population 6,951 (state 268,466) Cyber Charter Enrollment for 2011-12 32,275 o .
community partnerships into a charter application can check out the six guiding principles for community-centered charter school authorizing from the National Association of Charter School Authorizers. 1. etro Nashville Public Schools Office of Charter Schools. (2020). M Charter school authorization handbook. https://static1.squarespace.
4. How does Denver react to Beloved’s arrival? Denver feels a familiarity with Beloved. Unlike Paul D, Beloved was someone that Denver knew, even though she herself is not quite sure about the connection between the baby ghost and the new girl in the house. 5. Why does Beloved like sugar so much? She is still like a baby. 6.
Beloved, I’m coming close to you Beloved, I’ve lost my heart to you Beloved, I’m coming close, I have come close Beloved, I’ve lost my heart to you Sue Rinaldi / Caroline Bonnett 2013 soundtravels (Adm. Song Solutions www.songsolutions.org) CCLI# 7038966 COVER ME I lay down by the quiet waters where I rest my troubled soul
This report focuses on the operational control of the 11 charter schools and one cyber charter school managed under the banner of the two education service provider organizations. Under their respective organizational umbrellas, ASPIRA operates four charter schools and one cyber charter school, and Universal manages seven charter schools.
