Case Study: An Inside Look at a Charter School Surviving AYP

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Case Study An Inside Look at aCharter School
Surviving AYP
New Frontiers Charter School

• School Improvement Conference
• December 2006

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What Happened?

• New Frontiers Charter School (NFCS) did not meet
  AYP
• Low ESL math scores
• Identified as a needs improvement school
• District launches end-to-end evaluation

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NFCS Transformation

• Validated mission and vision
• Hired highly-qualified personnel
• Evaluated existing deficiencies
• Implemented site-based management
• Developed new organizational structure
• Non-renewed management company

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NFCS District Org Chart
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NFCS Campus Org Chart
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Effective School Components

• Instructional leadership
• Provided by principal
• Modeled by teachers
• Supported by superintendent
• Clear and focused mission
• Buy-in by NFCS community
• Clear instructional goals, priorities, assessment
  procedures and accountability
• A shift toward high-level learning and basic
  skills
• Climate of high expectations for success
• Belief that all students can learn
• Belief that all students can attain mastery
• Low risk due to shared accountability environment

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Effective School Components

• Safe and orderly environment
• Provide an environment conducive to learning
• Provided peer mediation for better involvement
• Divided the school into separate campuses
• Frequent monitoring of student progress/assessment
  
• Planned benchmarks based on criterion testing
• Data analysis shapes instruction
• Integrate technology supports assessments

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Effective School Components

• Home-school relations / parental involvement
• Principals coffee
• TAKS awareness night
• Academic nights
• Parent internet portal (Grade Speed)
• Mandatory parent conferences
• Parent compact to produce school/parent authentic
  partnership
• Opportunity to learn and student time on task
• Thorough understanding of TEKS
• Minimal interruptions by effective classroom
  management
• Provided consistent learning strategies

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Team Concept Components

• Staff and faculty buy-in
• Shared responsibility for success
• Team mentors and coaches
• Team collaboration / cohesiveness
• Establishing committees and their roles
• Teachers, parent and students provide input
• Recommend solutions based on needs assessments
• Designate focus team using sub-committees
• Specific areas of concerns such as attendance,
  PBMAS, school improvement
• Develop internal and external support
• Use any and all support resources available

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Internal Support

• Site-based decision committees
• Attendance
• Discipline
• Policies and Procedures
• Performance-based Monitoring System
• Parental Involvement
• Campus Improvement

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External Support

• Education Service Center Region 20
• Program support Special Ed, ESL and science
• Assessments and benchmarks (ACEit)
• District back office
• Outside Consultants
• Educational instruction math, science and social
  studies
• Faculty and staff team building
• Partnerships and Alliances
• Local community center
• Educational prevention programs
• Parent support and training programs
• Neighboring school districts
• Technical Assistance Provider (TAP)
• Martha Stone

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Site-based Management

• Validate and analyze AYP data
• Conduct appropriate needs assessments
• Review programs
• LEP/ESL
• ARI
• AMI
• Reading/Math Intervention
• Dyslexia
• Special Ed / Speech
• Curriculum
• Alignment
• Schedules
• Implement program improvements as necessary

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Site-based Management

• Other related areas
• Funding
• Open enrollment
• Relations with surrounding ISDs
• Alliances with charter schools
• Technology
• Teacher buy-in
• Parent and community support
• Regional resources

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Address ESL and Other DeficienciesPrograms

• Staff development calendar
• Math and science curriculum alignment
• Test-taking strategies
• ESL methodology
• Special Ed and ESL accommodations and
  modifications
• Science strategies
• Regional service support
• Team building
• Managing from the Heart
• TEKS/TAKS informational booklet review
• Lesson cycles

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Address ESL and Other DeficienciesPrograms

• Modified student schedule
• Math and reading pull-out groups during school
  day
• Saturday TAKS camp
• Wednesday TAKS camp
• After school tutorial program
• TAKS academies for students and parents
• Implemented Sharon Wells Math Program school-wide
• Improved data integrity
• Principal, ESL and PEIMS Coordinators meet
  regularly
• Track targeted students accordingly
• Made K 2nd classrooms more conducive to learning

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Address ESL and Other DeficienciesPersonnel

• Restructured educational staff
• Reduced teaching assistant positions
• Hired intervention teachers
• Reading
• Math
• ESL Math (TARGETED GROUP)
• Reassigned teachers based on strengths and
  certification
• Established assessments positions
• Reading and Math Coaches
• Curriculum Coordinator to assist with benchmarks
• Curriculum Director to oversee special programs
• Asst. Superintendent of Education
• Required ESL certification
• K 4th teachers
• 5th 8th ELA and/or other core teachers
• Principal assigned to LPAC for better data
  accountability

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Address ESL and Other DeficienciesResources

• Allocated funds to address needs assessments
• Upgraded science lab
• Created virtual library
• Established media center
• Purchased additional computers, supplies and
  instructional materials
• Upgraded Open Court
• Implemented Success Maker and Step-up to TAKS

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Keys to Success

• Results-driven committees
• Focused needs assessments
• Executable improvement plans
• Effective implementation

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Questions?
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New Frontiers Charter School Contacts

• Alfredo Segura Jr., CEO
• asegura_at_newfrontierscharter.org
• Ernest Moreno, Asst. Superintendent
• emorno_at_newfrontierscharter.org
• Melissa Mullen, Director of Special Program
• mmullen_at_newfrontierscharter.org
• Krista Nail, Reading Coach
• knail_at_newfrontierscharter.org
• School website www.newfrontierscharter.org

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New Frontiers Charter School 4018 South Presa
San Antonio, TX 78223 210.533.3655 210.533.5077
fax www.newfrontierscharter.org