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14th year Charter School Renewal
Application
October 15, 2011 Hoboken, NJ
Copies of this report were transmitted to: Office of Charter Schools (OCS) Office of Education Hoboken District School System Office of the Hudson County Superintendent of Schools
Draft 10/13/11
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Table of Contents
1. FIDELITY TO CHARTER 1.1 Mission and Vision ……………………………………. Pg. 3 1.2 Educational Program ………………………………….. Pg. 6 1.3 Non-Academic Goals …………………………………. Pg. 10 1.4 Community Engagement ……………………………… Pg. 11
2. DEMONSTRATION OF ACADEMIC SUCCESS 2.1 Statewide Assessments ………………………………... Pg. 15 2.2 Academic Goals ………………………………………. Pg. 25 2.3 Culture of High Student Achievement ………………... Pg. 33
3. ORGANIZATIONAL VIABILITY 3.1 Compliance ……………………………………………. Pg. 35 3.2 Governance and Administration ………………………. Pg. 36 3.3 Enrollment and Demographics ………………………... Pg. 37 3.4 Fiscal Solvency ……………………………………….. Pg. 41 3.5 Facilities ………………………………………………. Pg. 44
4. FIVE-YEAR PLANNING 4.1 Projected Enrollment ………………………………….. Pg. 45 4.2 Projected Plans ………………………………………... Pg. 46
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1. Fidelity to Charter
1.1 Describe the charter school’s mission and vision.
1.1 a) Brief description of the school School Name: Hoboken Charter School (HCS)
Startup and Current Year: Hoboken Charter School was granted in 1997 and opened for the 1999 academic year. HCS is currently in its 14th year of operation.
Address: The school occupies two buildings located at 713 Washington Street, Hoboken, New Jersey 07030 (K-8) and 4th and Garden Streets, 3rd Floor, Hoboken, NJ 07030 (9-12)
Facility: The facility at 713 Washington Street houses grades K-8 and was purchased on August 11, 2011. The high school grades (Demarest Site) is located on the fourth floor of a four story building that also houses another local charter school and is leased from the Hoboken School District.
Number of Students, Grades, Classes and Waitlist: The school’s charter authorized a maximum enrollment of 298 students in 2011-12 in grades K-12. The enrollment at the beginning of the 2011-2012 school year was 279 students. There is 1 class at each grade level. The current waitlist for students in grades K-12 is 398.
Class Size: Class size is approximately 22 students per class.
Planned Expansion: The school has no plans to expand at this time.
District(s) of Residence: The school currently enrolls its students from the following districts: Hoboken, Jersey City, Newark, North Bergen, Union City, Weehawken, Bayonne, Woodbridge, Clifton, Secaucus, Palisades Park and Cliffside Park.
Employees: The school employs two principals/co-directors (one for grades K-8 and one for grades 9- 12), and two vice principal for grades k -8 and one vice principal for grades 9-12, 28 classroom teachers, 3 aides, 1 special education coordinator, 7 special education teachers, a nurse, a social worker, 2 physical education teachers, a business administrator, one bookkeeper and 6 office staff.
Lead Person: The lead persons are Deirdra Grode, principal/co-director K-8, and Ria Grosvenor, principal/co-director 9-12. The K-8 school (713 Washington Street location) phone number is 201-963- 0222 extension 214 and fax number is 201-963-0880. The 9-12 school phone number is 201-963-0222 extension 226 and the fax number is 201-963-0695. The email address for Ms. Grode is [email protected] and for Ms. Grosvenor is [email protected].
Board Members: The school’s Board of Trustees is composed of 8 voting members and 3 ex officio members. The ex officio members include the co-directors and the business administrator.
Defining Attributes: The defining attributes of the school are its emphasis on service-learning, child centered instruction and the arts.
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Community/Organizational Affiliation (if any): The school is affiliated with the Hoboken Homeless Shelter, YMCA, In Jesus Name Food Pantry, St. Matthew’s Lutheran Parish, All Saints Episcopal School, All Saints Jubilee Center, St. Mary’s Giant Steps Program, Steven’s Institute of Technology, Hoboken Public Library, City of Hoboken Human Resource Office, Hoboken Historical Museum, Hoboken Public Schools and other private schools on certain Service Learning Projects.
Background: To understand the significance of the progress made by the Hoboken Charter School (HCS) over the term of its charter, it is important to have a brief overview of the city of Hoboken and the school. Hoboken is a small (1.3 square mile), densely populated urban city nestled on the Hudson River between the Hudson and Lincoln Tunnels. Over the past 10 years, the city has experienced tremendous gentrification and is now home to both the very poor and very wealthy.
Hoboken Charter School was developed by a group of Hoboken parents and professional educators. The school's founders believed that a diverse community composed of learners of all ages fosters a spirit of collaboration that is a necessary part of a successful educational experience. Students thrive in environments where expectations are clear and consistent at all levels, and where students are known not only by their peers, but by the entire school community. An emphasis on curriculum that places the student at the center of inquiry is the foundation for the school's four critical learning "cornerstones:" rigorous academics, arts literacy, and personal and civic growth.
The school challenges the traditional “one size fits all” philosophy towards schooling and is committed to providing a highly individualized program for every student. HCS opened in September 1998 with grades pre-kindergarten through 3 and 9 through 10. By 2002-2003 the school enrolled students in all grades kindergarten-12 (pre-kindergarten was dropped in 2000 when it became economically infeasible to maintain the high quality pre-kindergarten program). HCS has successfully brought together families from the diverse communities in Hoboken.
A key accomplishment of the Hoboken Charter School has been to bring together this extremely diverse community to support academic excellence and develop a strong sense of civic responsibility through service-learning. Many of our students come poorly prepared, disengaged and disenchanted with school, not understanding the connection between what they learn in school and the “real world,” and with limited out of school time opportunities to practice essential skills. Evidence of these problems includes: state test results, locally constructed assessments, formal and informal feedback from students, parents and teachers and observations.
In its initial charter application, the Hoboken Charter School identified four critical areas for academic growth – academic, artistic, personal, and civic. Since our last charter renewal, HCS has undergone much grown, faced numerous challenges, and experienced noteworthy successes meeting. We have established our selves as a viable, reputable, and needed educational option in Hoboken. We are no poised to enhance and enrich our educational program even further. With new administrators, committed staff, engaged parents and a wonderful student body, we are excited about the possibilities that await us. The charter renewal has allowed us to reflect on the progress made of the term of the current charter and it is overwhelmingly clear that the development of the vibrant learning community envisioned by the school's founders continues to grow. Working with one of the original founders, who are also an Educational Psychologist, Researcher and remains parent at the school, we have used this opportunity to reflect upon our history and envision our future. We are energized by the possibilities that lie ahead for us and look forward to extending the work that has been done in the spirit of our service learning and learner-centered education mission. These approaches have allowed us to connect an academically rigorous curriculum to community action and involvement.
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1.1 b) Mission of the school The Hoboken Charter School is a K-12 community of learners that seeks to develop the academic, artistic, personal and civic growth of all its members through its commitment to service learning and learner- centered education.
The mission of the Hoboken Charter School reflects our belief that a successful educational experience can only take place when attention is given to the development of the whole child -- a break with the traditional concept of schooling. We envision a community composed of learners of all ages that fosters a spirit of supportive interdependence, where individuals can grow in a nurturing, compassionate environment that reflects the history and diversity of the larger Hoboken community.
Students thrive when expectations are clear and consistent at all levels and when they are known personally, not only by their peers, but by the entire school community. In our K-12 school, the values underlying a student's education do not vary as the child progresses. This makes the transition from elementary through high school more fluid, allowing each step to build more solidly on the preceding one.
Our school brings together students of all ages and abilities in a spirit of collaborative inquiry and understanding that is driven by the unique talents and abilities of all of its members. The value to young students of seeing older students achieve and enjoy learning cannot be overstated. This relationship provides younger students with a concrete lesson on the benefits of working hard and achieving goals. Older students gain a sense of pride and accomplishment through their work as role models.
This positive reinforcement is consistent with our theme of service learning. Through community service experience, problem identification, action, and evaluation, and through ongoing personal reflection, students become contributing members of the school community, the community of Hoboken and beyond.
The Hoboken Charter School recognizes that teachers and students must be given the appropriate time and space in which to work and learn. Moreover, this work and learning must be focused on the continuing development of the learners' minds. We insist that students clearly exhibit mastery of their school work and that the teachers engage in continual re-examination of their practice. We also encourage parents and community members to use the school to further their own continuing education and personal development. To achieve these ends, we seek to provide meaningful and appropriate incentives for students, teachers, parents and community partners to succeed. Underlying these efforts is a structure and system of governance that is simple and flexible and therefore able to meet the unique needs of a diverse population and community.
The four cornerstones of the Hoboken Charter School -- academic, artistic, personal, and civic growth -- are unified by two basic educational practices: learner-centered education and service learning. A learner- centered school is a place where teachers and students are committed to one another and share collectively in the school vision. Service learning provides students with a way to apply what they have learned in school in meaningful ways within their community.
1.1 c) Explanation of how the school is achieving its mission The mission of the Hoboken Charter School reflects our belief that a successful educational experience can only take place when attention is given to the whole child, a break with the traditional concept of schooling. We envision a community composed of learners of all ages that fosters a spirit of supportive independence where individuals can grow in a nurturing, compassionate environment that reflects the history and diversity of the larger Hoboken community. HCS Charter Renewal Pg. 6
Hoboken Charter School continues to implement multiple learning experiences for all children, in order to achieve its mission. We hold service learning as our central theme and mission. Students at the Hoboken Charter identify community problems, design, implement, evaluate action plans and engage in ongoing personal reflection. The school challenges the traditional “one size fits all” philosophy towards schooling and is committed to providing differentiated highly individualized programs for all students. Hoboken Charter believes deeply in its commitment to learner-centered education, service learning academic character education and the arts.
1.1 d) Evidence that the school’s mission, vision, and theme have been consistently implemented.
A key accomplishment related to the consistent implementation of our mission, vision and theme is the bringing together the extremely diverse community to support academic excellence and develop a strong sense of civic responsibility through service learning.
In our initial and ninth year charter renewal applications, Hoboken Charter School identified four critical areas for growth. These four cornerstones are academic, artistic, personal and civic which is unified by two basic educational practices: learner centered education and service learning. A learner centered school is a place where teachers and students are committed to another and share collectively the school vision.
Since our last renewal, HCS has undergone many changes with evidence of significant growth. The middle school program has been completely revamped using an instructional model wherein all students interact with each special subject area staff member. Inherit this model is an effective inclusion program wherein differentiated instruction is a key teaching modality. These approaches have allowed us to connect an academically vigorous curriculum to community action and involvement.
1.2 Is the school implementing its educational program as described in the original charter application?
1.2 a) Philosophical approach to educating students Service learning stands as the core of our charter and is the primary mission of the Hoboken Charter School. Moreover, the implementation of service learning is the most integral part of who we are as an educational community and what we bring to the larger community and world. As our director of service learning if often quoted, “Service learning is not a thing to teach, but a way to teach”.
Service learning at HCS links learning with real world issues while engaging students in meaningful educational activities that: 1) Promote positive self-esteem 2) Encourage individual expression and “student voice” 3) Reinforce constructive collaborative work 4) Fosters personal and social growth 5) Promotes larger civic responsibility HCS Charter Renewal Pg. 7
6) Addresses community and global need(s) 7) Fulfills a student desire to better the world via student driven initiatives and projects
Since the time of our most recent renewal, HCS has moved from being a National Service Learning leader school into the international spotlight. The Service Learning program at HCS has been shared at the National Service Learning Conference numerous times and our service learning coordination served as the global representative/spokesman for H2O for Life. Our third graders were poster children for the United Nation’s “World Water Week” campaign.
The state department arranged for visiting dignitaries to visit HCS to learn about our Service Learning Curriculum. Additionally, our K-8 principal was invited by the Singapore Ministry of Education to speak about the HCS Service Learning Curriculum.
1.2 b) Explanation of how the school design has improved educational outcomes for the student population The Hoboken Charter School has consistently implemented, enhanced and modified its educational program as described in its original charter application (1996 opening date September 8, 1998) e.g. HCS espouses the belief that all children enter the world naturally eager and equipped to learn.
The HCS Curriculum design is such that it accommodates a broad range of learning styles. Staff members are responsible to see that students have the freedom to express their learning in a variety of ways, e.g. if it is the expression of what one learns that will help make the experience memorable for the learner. The HCS staff works in a collegial, collaborative manner to focus on improving student learning and outcomes. The implementation of multi-dimensional teaching modalities using differentiated instructional strategies has proved to be very effective in improving student performance.
The HCS instructional model has consistently resulted in improved educational outcomes for the diverse student population we serve. HCS, since its inception has implemented, modified and expanded multiple outcomes. The design of these outcomes as follows:
• Knowledge ¾ Demonstrate knowledge of the core disciplines ¾ Demonstrate knowledge of technology and its role in society ¾ Demonstrate personal responsibility in their lives • Skills ¾ Demonstrate problem solving and critical thinking skills ¾ Express themselves effectively in oral, written and artistic forms ¾ Construct meaning from experiences and new information. • Values ¾ Learn from relevant life experiences ¾ Be productive, independent, interdependent, responsible citizens ¾ Demonstrate appreciation for diversity.
HCS implements all components of the revised New Jersey Core Curriculum Content Standards. Administrators and staff are active members of the Hudson County Curriculum Consortium as developed by Monica Tone, Manager Office of the Hudson County Superintendent of Schools. The HCS K-12 administrators and staff have developed and implement the K-12 Scope/Sequence 2011-2012 HCS Charter Renewal Pg. 8
1.2 c) Curriculum The Hoboken Charter School follows the Hoboken Charter School Scope and Sequence (HCSSS), a curriculum guide for each grade level and discipline that is aligned with the New Jersey Core Curriculum Content Standards (NJCCCS) as well as aligned internally. A committee of 9 teachers worked throughout the 2007-2008 academic year to update the HCSSS under the supervision of four administrators and will reconvene the 2011-2012 academic year to update it again with a particular emphasis on the Common Core Standards. The committee will consist of teachers that represent all grade levels and disciplines as well as special education. The HCSSS serves as a foundation of objectives and content that must be taught as well as mastered by students throughout the academic year. Teachers assess students’ interests and needs to find the most appropriate ways to engage and challenge everyone to achieve optimum results. See appendix J for the principles underlying the HCSSS. According to the HCS Charter, the four cornerstones of growth are: academic, artistic, civic and personal. Teachers infuse these cornerstones, character education and service-learning into the curriculum wherever possible. Curricula are constantly evolving around the needs of each class as well as to reflect current world and community needs. This year, K-8 teachers in the content areas of world language, social studies, science, health, fine arts, music and special education met in horizontal and vertical teams to examine our alignment with the NJCCCS. Teachers also investigated the effectiveness of our curriculum by looking at standardized test scores in the aforementioned areas, primarily social studies and science in grades K-2. Revisions were made to our HCSSS to be implemented for September 2011.
A range of techniques are used for instruction throughout the school including project-based learning with a multi-media approach, cooperative and hands-on instruction, student-initiated inquiries, analytical essay writing and graphic organizers, to name but a few. Teachers use real-world connections to engage students in all coursework. For example, in high school science coursework, chemistry is related to global oil production, radioactivity is applied to a study of nuclear power plants and the physics of motion is explored through a trip to an amusement park.
General education classroom teachers throughout the school continue to work closely with the special education teaching faculty so that the curriculum offered to children with special learning needs parallels that presented to the non-classified students. Teachers, this year, used their curriculum maps they developed at the end of the 2009-2010 school year in preparation for the 2010-2011 school year. Last year, we explored Heidi Hayes Jacob’s Getting Results with Curriculum Mapping which served as a guide for our K-8 staff to pace their instruction, plan more fully and align more strategically the content and skills that would be addressed the following year. This spring, teachers reviewed these maps and updated them for the upcoming academic year.
Teachers in the K-12 program focus on infusing test-taking strategies into the everyday curriculum. Preparing students for standardized tests is important and these skills are taught primarily in context across all grade levels. For example, in a social studies unit on global human rights, students write five- paragraph persuasive essays on the fairness of South Africa’s Truth and Reconciliation Commission in preparation for the NJASK7.
The lower, middle and high schools have continued to offer Schootorial, a program which provides an extra hour of reinforcement, remediation and/or guidance after school three days a week by students’ classroom teachers. Sessions are free of charge to students and have strong student participation.
Since 2004, our high school, the only school in Hudson County to do so, implements Advancement Via Individual Determination (AVID), a program that prepares students to gain acceptance to, and succeed in, four- and two-year colleges. AVID supports a teaching methodology based on four main components: writing with a focus on clarifying and communicating thoughts and understanding material; inquiry where HCS Charter Renewal Pg. 9 activities from Cornell note-taking to tutorial groups encourage students to ask questions and to clarify, analyze and synthesize material; a collaborative approach where students are responsible for their own learning and where teachers act as advocates and facilitators; critical reading and college readiness. Staff members attended the intensive AVID Summer Institutes in Chicago, Illinois, in 2010 and in Dallas, Texas, in 2011. Following each Summer Institute, attending staff train other colleagues to infuse the methodologies into their teaching. In May 2011, one of our graduating seniors was awarded an AVID Scholarship, one of only seven students in the country to do so.
The middle school expanded the academic elective program. Academic electives occur twice a week and engage students in academics of their choice in cross-grade courses that engage multiple intelligences some of which include: Project Road Map, Current Events, Architecture, Mock Trial and Poetry. This year we also added a study skills course in which students who would benefit from additional support can enroll during that period and improve their study skills and grades overall.
1.2 d) Professional development plan Professional Development Activities A core value of the Hoboken Charter School is the idea that teachers’ knowledge, skills and practices develop throughout their professional careers. The nature of teaching requires continuous growth in order to engage and challenge increasingly diverse students in a rapidly changing world. If teachers’ expertise and accomplishments are to be enriched over time, the teachers must become reflective practitioners who seek to strengthen and augment their professional skills, knowledge, and perspectives throughout their careers. To aid our staff in their growth, professional development workshops were scheduled during the course of the year and time was provided for teachers to meet across content areas and alongside specialists in other areas. Professional development is held every Thursday from 3:30 until 5:00 and one Thursday a month from 1:30 until 5:00. The 2010-2011 professional development workshops for the K-8 and 9-12 programs are located in Appendix A
In addition, many staff members in diverse areas (social work, health, teaching faculty, support staff, administration, etc.) participated in off-site workshops related to a particular skill-set or discipline in 2010- 2011. Offsite professional development included topics such as Responsive Classroom, Differentiated Instruction, Providing Emotional Support to Grieving Students, Special Education Law, Classroom Management Strategies at the Middle School Level, Teaching Shakespeare to Diverse Learners and Infusing Test-Taking Skills into the Curricula. Teachers shared successful resources, teaching methodologies and classroom management skills with their peers upon return to the school.
All middle school teachers were assigned Boynton and Boynton’s The Educator’s Guide to Preventing and Solving Discipline Problems to read over the 2010 summer which we used to lead us in a discussion to start the 2011 academic year. All K-8 staff engaged in reading and discussing articles throughout the year from Educational Leadership as well as segments of Teach Like a Champion by Doug Lemov.
The Hoboken Charter School has sought to comply with the NCLB mandate for highly qualified teachers by hiring teachers with the necessary subject area and educational coursework. Provisional teachers are provided with mentoring services throughout their 30/34 week provisional period that extends beyond state requirements, and lower, middle and high school Team Leaders/Facilitators are available to provide support to new and seasoned teachers on a daily basis. All teachers have prep-time (at least 225 minutes per week) built into their day. Upon signing a contract, each faculty member is responsible for identifying professional development goals for the upcoming year. Each teacher is expected to reflect upon and work towards achieving the goals established in his/her Professional Improvement Plan (PIP).
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1.3 Has the school made progress in meeting its established non-academic goals and objectives as identified in the charter application?
1.3 a) Non-academic goals and objectives Table 1.3.a.1: Non-academic objectives and outcomes Objective Desired Student Outcomes Outcomes Instruction will be Students will integrate themes 100% of Hoboken Charter School students engaged in one focused on large across broad areas with real- or more service learning activities; all projects curricular themes. world applications. incorporated NJCCS. Academic programs Students will demonstrate Computers average four per classroom with a laptop cart will be supported by skills in the tools of the 21st available to classrooms, so the full class can use computer century. computers simultaneously when planned in advance; high technology. school students continued progress in the maintenance of electronic portfolios and increased use of electronic computation; all grades increased the amount of web- based research. Middle school staff introduced Glogs this year, and moving forward all computers will have webcams. Ideas and concepts Students will engage in self- Twenty sophomore portfolio presentations and eighteen will be explored in directed exploration and senior presentations were accepted by a depth. research. faculty/administration panel – portfolios focus on integrating student learning over two and then four years of high school. Arts programs will Students will express All students presented their work in arts courses in make use of varied themselves through the exhibits or performances throughout the year. media. artistic languages of materials, gestures and sounds. Arts programs will Students will develop artistic Visits to concerts, plays and museums were incorporated incorporate visits to judgment, interpretation and into the arts curriculum; in our ArtsBridge program, museums, theaters an understanding of the practicing artists assessed student work in light of and studios. relations between art and professional criteria. society. Physical education Students will set and achieve Students at all levels demonstrated proficiency in team and health programs physical goals and and individual sports and in fitness meeting state physical will offer a wide demonstrate an understanding education requirements including the creation and range of sports and of human growth and maintenance of daily dietary logs. Starting in middle physical challenges. development. school, students must complete the Presidential Fitness Test at least three times per year, and students assess their personal growth throughout the year. In addition to the aforementioned an integral component to our program- Service Learning school wide service learning at Hoboken Charter School included:
Make a Difference Day - October Each class plans and executes a one-day project whose effect will make a difference in the community.
Dr. Martin Luther King JR. Celebration - January Students March to City Hall to honor the life and principals of Dr. King, following a two week curricula study of the Civil Rights movement and its pertinence to our own time. Local performing artist joing students in a “Sing Out for Justice” Concert open to the community. HCS Charter Renewal Pg. 11
Empty Bowls Fundraiser – April Students make a bowls and host a luncheon at the local homeless shelter to raise funds for the shelter and related programs for the hungry. Supported by community pledges, this year’s event raised over $10,000. Appendix (See additional Service Learning activities)
The HCS Administration and Staff has presented a comprehensive picture of the non-academic goals/objectives, we feel that all students have performed at and above our expectations. These non- academic goals and objectives promote high academic achievement and relate to two of our Four Cornerstones ¾ Personal Growth ¾ Civics – Service Learning
1.3 b) Has each objective been met? See table 1.3.a.1
1.3 c) Information how each non-academic goal and objective has been met See table 1.3.a.1
1.4 How have the plans for parental and community involvement been realized?
1.4 a) Involvement of parents, families, and community partners. Outreach Procedures The Parents’ Association (PA) supported and assisted with all efforts in conjunction with the HCS Board for acquiring a new facility for K-8 HCS students. The Friends of the Hoboken Charter School continued their fund raising efforts that will be largely used to cover the gap in cost for the new facility renovation and future operating costs. The major fund raising efforts were the Wine Tasting, Fall Auction and Annual Fund drive that exceeded their goals. Perhaps more importantly, they established a fund raising committee and culture that will be needed to meet future expenses. The PA contributed to the funding of academic learning experiences, such as the Sloop Trip on the Hudson, held school-community events such as the lower and middle school Halloween parties and Middle School Dance and volunteered for school events such as the food drive for Empty Bowls.
Parent Satisfaction Hoboken Charter School recognizes that fulfillment of our educational mission requires the support, trust and active participation of students’ families. Administrators encourage parent feedback on policies and practices school-wide, either one-on-one or through discussion at public meetings. Families participate with the children in service learning events. Teachers work directly with parents in monitoring student progress and in soliciting information that may be helpful in understanding the student’s work. Administrators conduct interviews with families who elect to leave our school; concerns reflected in these exit interviews are assessed by the administration and by the Board with a view to corrective action where needed. Parents are notified of their right to bring issues of concern directly to the Board of Trustees.
The Hoboken Board of Trustees has a parent representative who sits with the Board at each meeting. The parent representative then reports to the Hoboken Charter School Parents’ Association at their regular meetings. The Friends of the Hoboken Charter School group has become the legal funding source regarding working in conjunction with the Board of Trustees and New Jersey Community Capital to purchase 713 Washington. The Friends have donated a considerable sum toward the purchase, and their fund raising efforts will continue.
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Parent Information A presentation regarding test scores is made every year, and parents are encouraged to attend. This presentation reviews and explains K-12 testing results (NJASK, HSPA and Terra Nova). A weekly newsletter is emailed to all families and posted on our website. Also on the website are ways parents can get involved with the school, Parents’ Association and Board meeting minutes and contact information for every K-12 staff member, PA officer and Board member.
Parent Committee Involvement Many Hoboken Charter School Parent Committee groups were formed as per Hoboken Board of Trustees request to address: ¾ Move of K-8 student populations from the Demarest School site to 713 Washington ¾ Facilities planning lease of 713 Washington ¾ Renovations to 713 Washington in readiness for students on September 21, 2011 ¾ Purchase Committee formed to purchase 713 Washington – closing August 11, 2011.
The HCS Parent Community, Board of Trustees, Administrative Staff took an active role in the aforementioned.
The expertise of our parent leaders was instrumental in our securing and purchasing 713 Washington. Many, many countless hours were spent, evenings, weekends to address our needs to secure a facility for our K-8 children as well as for all future generations of students who will call Hoboken Charter School their home.
1.4 b) Family and community involvement in the school’s operation Hoboken Charter School was founded by Hoboken parents and continues to value the essential role that parents and community members play in the governance and support of our school. Communication between the school and parents is frequent via daily email communication, weekly newsletters and opportunities for parents to engage in classroom activities when appropriate throughout the school year. Report cards are narrative and every family has at least one scheduled conference with their child’s teachers in the school year. When some middle school parents voiced that they felt out of touch with their children’s grades and homework completion, we created an academic intervention system that includes parent notification of a student’s grade drops 6 or more points or falls below a 70%. We as a school value the input our students’ families have on how to best serve their children, and meetings between staff and families are frequent and productive.
In an effort to engage the parents more and increase the parent role in school governance, the Parent’s Association (PA) and Board of Trustees collaboratively created the role of PA Representative to the Board two years ago. The PA members vote for a representative to serve on the Board, bring PA concerns to the Board and report back to the PA at their monthly meetings. As some parents work in the day and others at night, the PA meetings have begun to alternate by morning and evening meetings to allow for greater participation of our families. In addition, a PA website has been created, and minutes of the PA meetings are shared with all families.
The strong relationship we have with the community beyond HCS families is an essential part to our success as a school. Students engage with academics when they see real-world application and the value of their work in the community. Through service-learning, our students engage with community groups such as the Hoboken Shelter, In Jesus’ Name Food Pantry, St. Matt’s Noontime Lunch Program, the local synagogues and the Rotary Club to better understand the needs of their immediate community and develop plans to make a positive impact on the community. In addition, HCS has expanded our service- learning program since the nine year renewal to include children from other schools and additional community groups and agencies to participate in service work to the community. HCS Charter Renewal Pg. 13
1.4 c) Provide evidence that any partnerships with educational institutions or community organizations have supported the school’s mission and program.
In 2011 HCS High School reinstituted the Project L.E.A.P. program with Hudson County Community College (HCCC). Project L.E.A.P. (Learning Enables All Possibilities) permits high school seniors to enroll in college-level courses and earn credits towards a degree. After taking a placement test at HCCC, qualifying students can earn up to six college credits by completing courses taught on the HCS High School campus by a HCCC college professor. The two courses being offered in the 2011-2012 academic year are Contemporary Moral Problems (Philosophy) and Cultures and Values (Humanities).
Participation the L.E.A.P. supports the HCS mission and program in three ways. First, students are provided with a concrete link between preparing for college-level work and actually completing it and can clearly see the relevance of their college preparatory studies. Second, academics, one of the Four Cornerstones of HCS, calls for students to receive “intensive individual attention.” This approach allows for students to continue beyond the high school curriculum to begin to study at the college level, if appropriate, and to receive the early encouragement and support to pursue these studies. Third, “central to the school's mission is the idea that children must also come to view themselves as caring young people who are part of a larger community.” Students enrolled in L.E.A.P. can more easily see themselves as part of a community of learners and on a continuum of learning which does not end upon the completion of high school.
Hoboken Charter High School has enjoyed close ties with the Hoboken Rotary Club. Rotary International, the first global service organization, has over 1.22 million members throughout the world. It was one of the founding nongovernmental organizations of the United Nations, and its members adhere to a Four-Way Test when considering how to best serve their communities and the world: 1) Is it the truth? 3) Will it build goodwill and better friendships? 2) Is it fair to all concerned? 4) Will it be beneficial to all concerned? The activities of Rotary International and the Four-Way Test support the Hoboken Charter School mission of service learning.
The partnership with the Hoboken Rotary Club has offered HCS numerous advantages. First, an academic scholarship has been given to one HCS High School graduating senior each year since 2008. In addition, the Club has sponsored one junior for participation in the week-long RYLA (Rotary Youth Leadership Award) camp. Students returning from this camp have taken on greater leadership roles in service-learning activities at school and in the community. As part of this partnership, the first Hoboken Charter High School Interact Club was formed. In its first year, the Interact Club raised $500.00 for the charity ShelterBox International. Interact Club members participated in the Hoboken Rotary Club’s canned food drive, art auction and job-shadowing day and attended the 2010 Rotary Day at the United Nations in New York City. The Interact Club invited the Hoboken Rotary Club to hold their weekly meeting at the school in April 2011 during the Interact Club’s international food sale, an event covered in the Hoboken media. HCS expects this positive relationship to further expand in the coming years.
In the middle school, HCS has established a partnership with CASE (Center for Advanced Studies in Education) at CUNY. Through this relationship HCS is piloting an enrichment elective titled the Built Environment. In this elective, students are exposed to topics in engineering and community planning with the goal of naturally integrating mathematics concepts. Students gain real-world exposure to geometry by using ratio and proportion, a traditionally tough concept, by first creating a map and then building a scale model of an ideal community. In thinking about the community they want to create, students discuss accessibility, safety, and social justice. Service learning is naturally integrated into the course as students think about how to improve the energy efficiency of their school. As part of this HCS Charter Renewal Pg. 14 course, a connection was made to the local chapter of the Society of Women Engineers. A volunteer from this organization will be speaking with students about her job as an engineer.
To further our commitment to high quality STEM (science, technology, engineering, math) education, HCS has also developed a relationship with and organization called iGen (http://igen.eetimes.com/). Through this partnership, middle school students have participated for two years in the LED Design Challenge. As an afterschool extension of the math and science curricula, students work to build a display made of LEDs and other electrical components. This program engages students in hands on design activities as they learn the fundamental physical principles that make their circuits work. Through teacher facilitated instruction, students acquire an understanding of basic operations of electronic components and then apply these knowledge and skills to create small design circuits. The required creativity and problem-solving skills used to design and build a working LED display enriches students' understandings as they develop a more robust knowledge of the process engineers use daily.
Even more, in the past year, HCS has applied for and won grants to facilitate the STEM instruction. For instance, HCS won a mini-grant from the American Institute of Aeronautics and Astronautics to develop an enrichment course where students design and build gliders. In this program students are challenged to design and build a toy glider. As part of the process students create a manuscript complete with drawings and technical plans as well as instructions for how to build and fly their prototype. Students become fully engaged in the design process that requires them to synthesize their science and math knowledge to complete the challenge with the given constraints. Another grant won recently is the Sol Hirsch Education Grant from the National Weather Service. Through this exciting new program, during the spring of 2012 HCS students will get to take a course on metrology where real instruments will be used to learn about the science of weather. HCS Charter Renewal Pg. 15
2. Demonstration of Academic Success
2.1 Statewide Assessments
2.1 a) Present and discuss the results of all statewide assessments.
Table 2.1.a.1: Hoboken Charter School-wide test data from 2007-2011 School-wide Years Grades 3-8, 11 2007-2008 2008-2009 2009-2010 2010-2011 Math # Students tested (NJASK or HSPA) 149 134 149 148 % Eligible students who did not take 0.67 0 0 0 test (NJASK or HSPA) Mean scaled score 213 214 226 230 % Partially proficient 37 44 31 23 % Proficient 37 30 32 41 % Advanced Proficient 27 26 37 36 LAL # Students tested (NJASK or HSPA) 149 134 149 148 % Eligible students who did not take 0 0 0 0 test (NJASK or HSPA) Mean scaled score 215 214 213 214 % Partially proficient 24 29 27 25 % Proficient 69 61 66 66 % Advanced Proficient 8 9 7 9
Graph 2.1.a.1: Hoboken Charter School-wide Mean Scaled Score Change with Time Math and LAL from 2008-2011
School-wide Test Results
235
230
225
220 Math 215 LAL
Mean scaled score 210
205
200 2008 2009 2010 2011 Year HCS Charter Renewal Pg. 16
Table 2.1.a.2: Hoboken Charter Elementary test data from 2007-2011 Grade Span Years Elementary 2007-2008 2008-2009 2009-2010 2010-2011 Math # Students tested (NJASK or HSPA) 65 57 65 65 % Eligible students who did not take 0 0 0 0 test (NJASK or HSPA) Mean scaled score 238 240 262 252 % Partially proficient 15 26 5 9 % Proficient 33 28 25 33 % Advanced Proficient 52 46 70 58 LAL # Students tested (NJASK or HSPA) 65 57 65 65 % Eligible students who did not take 0 0 0 0 test (NJASK or HSPA) Mean scaled score 220 214 216 215 % Partially proficient 13 33 25 28 % Proficient 80 56 64 65 % Advanced Proficient 7 11 11 7
Graph 2.1.a.2: Hoboken Charter Elementary Mean Scaled Score Change with Time Math and LAL from 2008-2011
Elementary Test Results
270
260
250
240 Math 230 LAL
220 Mean scaled score 210
200 2008 2009 2010 2011 Year HCS Charter Renewal Pg. 17
Table 2.1.a.3: Hoboken Charter Middle School test data from 2007-2011 Grade Span Years Middle School 2007-2008 2008-2009 2009-2010 2010-2011 Math # Students tested (NJASK or HSPA) 64 62 65 62 % Eligible students who did not take 0 0 0 0 test (NJASK or HSPA) Mean scaled score 196 198 203 219 % Partially proficient 51 53 49 30 % Proficient 41 33 36 45 % Advanced Proficient 8 14 15 25 LAL # Students tested (NJASK or HSPA) 64 62 65 62 % Eligible students who did not take 0 0 0 0 test (NJASK or HSPA) Mean scaled score 212 214 213 212 % Partially proficient 37 28 28 27 % Proficient 53 62 66 63 % Advanced Proficient 10 10 6 11
Graph 2.1.a.3: Hoboken Charter Middle School Mean Scaled Score Change with Time Math and LAL from 2008-2011
Middle School Test Results
225 220
215 210 205 Math 200 LAL 195
Mean scaled score 190 185 180 2008 2009 2010 2011 Year HCS Charter Renewal Pg. 18
Table 2.1.a.4: Hoboken Charter High School test data from 2007-2011 Grade Span Years High School 2007-2008 2008-2009 2009-2010 2010-2011 Math # Students tested (NJASK or HSPA) 20 15 19 21 % Eligible students who did not take 5 0 0 0 test (NJASK or HSPA) Mean scaled score 190 186 186 196 % Partially proficient 62 73 58 47 % Proficient 31 27 42 53 % Advanced Proficient 8 0 0 0 LAL # Students tested (NJASK or HSPA) 20 15 19 21 % Eligible students who did not take 0 0 0 0 test (NJASK or HSPA) Mean scaled score 215 213 208 214 % Partially proficient 7 20 26 11 % Proficient 93 80 74 79 % Advanced Proficient 0 0 0 11
Graph 2.1.a.4: Hoboken Charter High School Mean Scaled Score Change with Time Math and LAL from 2008-2011
High School Test Results
220 215 210 205 200 Math 195 LAL 190 185
Mean scaled score 180 175 170 2008 2009 2010 2011 Year
HCS Charter Renewal Pg. 19
Graph 2.1.a.5: Hoboken Charter School-wide Proficiency Levels Change with Time Math from 2008-2011
School-wide Math Proficiency Levels
90 80 70 60
50 Advanced Proficient 40 Proficient 30 20 10 0 2007-2008 2008-2009 2009-2010 2010-2011
Graph 2.1.a.6: Hoboken Charter School-wide Proficiency Levels Change with Time LAL from 2008-2011
School-wide LAL Proficiency Levels
90 80 70 60 50 Advanced Proficient 40 Proficient 30 20 10 0 2007-2008 2008-2009 2009-2010 2010-2011
Discussion:
Statewide assessments provide a valuable tool to assess HCS’s progress in reaching its academic goals. In reviewing the tables above, certain trends stand out:
Math Performance: Graph 2.1.a.1 shows HCS has made strong progress in increasing mathematics performance. Graphs 2.1.a.2 , -3, and -4 show that math performance remains high in the elementary school while there is an upward trend in both the middle and high school. The majority of gains in math achievement occurred in the middle school. While the high school is trending up, the mean scaled score still lies below the 200 mark.
LAL Performance: HCS Charter Renewal Pg. 20
The mean scaled score graphs (Graphs 2.1.a.1 through 2.1.a.4) show that LAL performance at HCS has stayed remarkably consistent. The mean scaled score for all grade spans has stayed within a few points of 213 throughout all years presented.
Proficiency Levels: Graphs 2.1.a.5 and -6 show yearly changes in school-wide proficiency levels for Math and LAL respectively. The math proficiency graph shows a steady decrease in the number of students scoring partially proficient while at the same time shows an increase in the number of students scoring advanced. The LAL proficiency level graph shows the same consistency that the mean scaled score graphs show.
2.1 b) Provide meaningful comparisons to district-of-residence.
The following tables and graphs compare Hoboken Charter School to the local Hoboken Public Schools. With the exception of high school math, HCS has a lower percentage of students scoring partially proficient. In addition, HCS has significantly higher mean scaled scores in the elementary and middle school for both LAL and Math. Again, with the exception of high school math, HCS has a higher percentage of students scoring advanced proficient. This data shows that HCS compares very favorably with the local public schools. However, high school math is an area of concern that must be addressed.
Table 2.1.b.1: Elementary Grade Span (NJASK 3-5) Comparison Data Hoboken Charter and Hoboken Public Schools 2011 Mean Scaled Percent Percent Percent Score Partially Proficient Advanced Proficient Proficient Hoboken Charter 220 28 65 7 LAL School Hoboken Public 194 55 43 2 Schools Hoboken Charter 238 9 33 58 Math School Hoboken Public 216 36 42 22 Schools
Graph 2.1.b.1-1: Elementary LAL Comparison Data Hoboken Charter vs. Public
Elementary LAL Comparison 2011
70 60 50 40 Charter 2011 30 Public 2011 20 10 0 Percent Partially Proficient Percent Proficient Percent Advanced Proficient
HCS Charter Renewal Pg. 21
Graph 2.1.b.1-2: Elementary Math Comparison Data Hoboken Charter vs. Public
Elementary Math Comparison 2011
70 60 50 40 Charter 2011 30 Public 2012 20 10 0 Percent Partially Proficient Percent Proficient Percent Advanced Proficient
Table 2.1.b.2: Middle School Grade Span (NJASK 6-8) Comparison Data Hoboken Charter and Hoboken Public Schools 2011 Mean Scaled Percent Percent Percent Score Partially Proficient Advanced Proficient Proficient Hoboken Charter 212 27 63 11 LAL School Hoboken Public 200 47 49 4 Schools Hoboken Charter 219 30 45 25 Math School Hoboken Public 205 42 46 12 Schools
Graph 2.1.b.2-1: Middle School LAL Comparison Data Hoboken Charter vs. Public
Middle School LAL Comparison 2011
70 60 50 40 Charter 2011 30 Public 2011 20 10 0 Percent Partially Proficient Percent Proficient Percent Advanced Proficient
HCS Charter Renewal Pg. 22
Graph 2.1.b.2-2: Middle School Math Comparison Data Hoboken Charter vs. Public
Middle School Math Comparison 2011
50 40 30 Charter 2011 20 Public 2011 10 0 Percent Partially Proficient Percent Proficient Percent Advanced Proficient
Table 2.1.b.3: High School Grade Span (HSPA) Comparison Data Hoboken Charter and Hoboken Public Schools 2011 Mean Scaled Percent Percent Percent Score Partially Proficient Advanced Proficient Proficient Hoboken Charter 214 11 79 11 LAL School Hoboken Public 216 15 85 0 Schools Hoboken Charter 196 47 53 0 Math School Hoboken Public 199 40 59 1 Schools
Graph 2.1.b.3-1: High School LAL Comparison Data Hoboken Charter vs. Public
High School LAL Comparison 2011
100 80 60 Charter 2011 40 Public 2011 20 0 Percent Partially Proficient Percent Proficient Percent Advanced Proficient
HCS Charter Renewal Pg. 23
Graph 2.1.b.3-2: High School Math Comparison Data Hoboken Charter vs. Public
High School Math Comparison 2011
70 60 50 40 Charter 2011 30 Public 2011 20 10 0 Percent Partially Proficient Percent Proficient Percent Advanced Proficient
2.1 c) Describe and discuss AYP
HCS has made AYP in all years except 09-10 for middle school math. Since not making APY in this year, math achievement has made significant gains (see table and graph 2.1.a.3). With this increase in performance, HCS is confident in continuing the trend of making AYP each year.
HCS Charter Renewal Pg. 24
Table 2.1.c.1: Hoboken Charter School Adequate Yearly Status
2.1 d) Provide evidence of continuous student progress.
HCS is making progress in multiple areas. First, after not making AYP in the 2010 school year, math instruction was changed to meet more rigorous standards. Due to this change, achievement, as evidenced by both increased mean scaled scores and decrease in percent of students partially proficient, has increased. HCS will continue to make progress in mathematics by sustained focus on the middle school program as well as increased focus on the high school program.
HCS compares favorably to the local district in LAL. While scores have remained consistent over the last four years, HCS believes that our LAL program is strong.
HCS Charter Renewal Pg. 25
2.2 Has the school successfully met its broad academic goals and objectives?
2.2 a) Academic goals and objectives stated in the approved charter application. Table 2.2.a.1: Broad Academic Goals Student Academic and Non-Academic Goals Measurable Student Outcomes The Goal: As a result: Instruction is focused on large, Students work collaboratively and independently to interdisciplinary, curricular themes. solve problems which integrate knowledge across areas and have "real world" applications An academic program is supported by the use Students demonstrate skills in the use of tools of the of computer technologies that extend beyond 21st century (e.g., computers, telecommunications, the walls of the school. the Internet). Instead of covering vast amounts of content Students engage in self-directed exploration and superficially, we are committed to the research. exploration of concepts and ideas in depth. An integrated language arts program promotes Students perform at an advanced level of reading, excellent literacy skills in reading, writing, writing, speaking and listening; they comprehend thinking and listening which expect students and analyze a wide variety of texts. to use "real skills for real purposes." An integrated language arts program promotes Students use language to function as informed an appreciation of and a confidence with the citizens and effectively communicate a position. scope and power of language in all of its forms. The mathematics program encourages the Students demonstrate an understanding of abstract construction of valid arguments using mathematical concepts through hands-on work and mathematical concepts, procedures, and the will apply their knowledge of mathematics to application of mathematical concepts to real authentic problems in other disciplines. world situations. The mathematics program promotes Students model mathematical phenomena directly understanding through the use of and express and interpret their understanding of manipulative, simulations, and exploration. mathematical ideas through written, oral and visual communication. The science program utilizes hands-on, Students demonstrate an understanding for the basis discovery-based instruction that integrates of the scientific process by making scientific physical, earth and life sciences in an inquiries into the natural world around them. They exploration of natural phenomena so that demonstrate critical thinking and problem-solving students are able to experience and understand skills by constructing a body of scientific scientific concepts. knowledge through experiential activities. The science program focuses on problems and Students exhibit environmental awareness necessary their relation to resources in the environment. for understanding pressing global issues. HCS Charter Renewal Pg. 26
History program provides exposure to Students exhibit an understanding of the concept of multiple historical sources and multiple recorded history, temporal relationships and the link perspectives. between history and geography. The history program includes the study of Students show an appreciation for and an one’s personal and family heritage, as well as understanding of social customs and relationships, the history of the immediate and global especially those evident in their own community. community. The history program focuses on understanding Students demonstrate that they recognize the dignity the meaning of time and chronology; analysis of the individual and the importance of ethical of cause and effect, continuity and change; issues in the context of societies; understand the understanding the importance of religion, complexity of cultures, basic economic problems philosophy, and other major belief systems in and the relationship between society and law; history; and the evaluation of diverse sources recognize the status of minorities and women in our of information. society throughout history and the role of immigrants; understand the basic principles of democracy and the origins of basic constitutional concepts and the foundations of good citizenship. The arts program makes use of a wide variety Students express themselves and demonstrate of artistic media, including painting and knowledge through the artistic languages of drawing, sculpture, music, theater and materials, gestures, and sounds. movement. The arts program will make use of museums, Students report ways they make informed judgments theaters, galleries, studios and other cultural and interpretations about the arts and aesthetics. settings, as well as the expertise of artists in They demonstrate an understanding of the the community. It will share and celebrate in relationship between the arts and society and the the world communities’ cultural lives. connection to one’s own culture. The world languages program recognizes and Students exhibit the ability to use a second language makes use of the multi-lingual characteristics to communicate accurately and appropriately, of the Hoboken community and its connection whether reading, speaking, writing or listening. to the larger global community. Students are exposed to a variety of foreign languages. They are also encouraged to recognize the different languages spoken within their own community and to appreciate the fluid, changing nature of language. The physical development and health program Students set and achieve physical goals. They work makes use of a wide range of sports and with others in a group or team setting. They plan a physical challenges. The program also seeks physical fitness program. They demonstrate an to educate students about their bodies and understanding of human growth, development, and minds and how to maintain the health of both. sexuality (at the appropriate grade level), as well as nutrition, substance abuse, and the nature of illness.
2.2 b) Has the school met each objective? See Table 2.2.a.1: Broad Academic Goals - Measurable Student Outcomes
HCS Charter Renewal Pg. 27
2.2 c) Describe the school’s progress in achieving its academic goals and objectives.
Hoboken Charter School initiated a variety of programs to address student achievement in light of standardized test results and other collected data. Historically the elementary grade span has scored well on the NJASK and Terra Nova assessments test results indicated that programmatic changes were needed in the middle school and high school. To increase performance of middle school students, HCS implemented a program entitled, “Academic Intervention.” Based on test data, HCS teachers and administrators identified students who have struggled to reach proficiency. The team concluded that a significant number of our students who performed poorly lacked executive function skills. These students were enrolled in a program to target specific deficiencies that included study skills and organization as well as extra content-based instruction. In addition, HCS piloted Study Island in the middle school focusing on math, writing and science (grade 8 only) to address the college readiness of graduating seniors, this year HCS initiated a new course for grade 12 entitled “Forum.” This course is designed to replicate traditional college courses with both lectures and seminars. HCS faculty from the disciplines of Science, Art, History, Economics, English and World Languages participated, several of who are also adjunct professors at local colleges, participated.
The HCS High School mandated after school Schootorial program for students with high needs focus on assisting students at all grade levels.
2.2 d) Provide clear and concise information on any additional internal or external assessments that demonstrate high levels or significant improvement in student learning and achievement.
In addition to the NJASK and HSPA, HCS uses a variety of assessments to measure student progress. The Terra Nova, Pearson ADP Algebra 1 test, NJ End-of-course Biology test, SAT, and AP tests were all administered during the 2010-2011 school year. Below are summaries of these tests.
Table 2.2.d.1: Pearson Algebra 1 End-of-course exam
ADP Algebra 1 End-of-Course Exam – Spring 2011
Percent of Students Scoring at Performance Level
Below Basic Basic Proficient Advanced Grade Grade
8 43 29 14 14 9 82 18 0 0 National 46.4 24.8 24.1 4.8
Graph 2.2.d.1: Algebra 1 End-of-Course Performance Levels HCS Charter Renewal Pg. 28
Algebra 1 EOC Exam
90 80 70 60 HCS Grade 8 50 HCS Grade 9 40 National 30 20
Percent of students of Percent 10 0 Below Basic Basic Proficient Advanced Proficency Category
Table 2.2.d.2: NJ End-of-course Biology Grade 9 Year Number of Mean Scaled Percent Percent Percent students Score Partially Proficient Advanced tested Proficient Proficient 2011 25 172.5 91.7 8.3 0.0
HCS Charter Renewal Pg. 29
Table 2.2.d.3: Pearson Algebra 1 End-of-course exam
CTB McGraw Hill TerraNova Basic Skills Tests
Median National Percentile Scores **
Reading Language Mathematics # of # of Grade Grade 2010-11 Students Students
2008-09 2009-10 2010-11 2008-9 2009-10 2010-11 2008-9 2009-10 2010-11 K 22 96 91 91 89 90 n/a 94 92.7 84 1 22 87 85.3 83 91 79 n/a 94 87.5 88 2 22 87 76.0 85 91 67 n/a 97 82 87 9 18 59 56 4 46 50 13 49 46 4 10 14 53 51.1 13 52 52 7 44 43.5 2
Science Social Studies # of # of Grade Grade 2009-10 Students Students 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 1 22 n/a n/a 67 n/a n/a 72 2 22 n/a n/a 92 n/a n/a 82 9 21 51 47.2 6 49 43.4 6 10 21 35 43.1 3 40 41.2 6 **The above numbers are based on Mean National Percentile Scores comparing HCS students to students nationwide. For example, a 75 would imply that the median of the class scored higher than 75% of the students taking this test.
Graph 2.2.d.3-1: Terra-Nova Reading Median National Percentile Scores
Reading Median National Percentiles
120
100
80 K 1 60 2 9 40 10
20
0 2006-07 2007-08 2008-09 2009-10 2010-11
HCS Charter Renewal Pg. 30
Graph 2.2.d.3-2: Terra-Nova Language Median National Percentile Scores
Language Median National Percentiles
100 90 80
70 K 60 1 50 2 40 9 30 10 20 10 0 2006-07 2007-08 2008-09 2009-10 2010-11
Graph 2.2.d.3-3: Terra-Nova Mathematics Median National Percentile Scores
Mathematics Median National Percentiles
120
100
80 K 1 60 2 9 40 10
20
0 2006-07 2007-08 2008-09 2009-10 2010-11
HCS Charter Renewal Pg. 31
Graph 2.2.d.3-4: Terra-Nova Science Median National Percentile Scores
Science Median National Percentiles
100 90 80 70 60 1 2 50 9 40 10 30 20 10 0 2006-07 2007-08 2008-09 2009-10 2010-11
Graph 2.2.d.3-5: Terra-Nova Social Studies Median National Percentile Scores
Science Median National Percentiles
90 80 70 60 1 50 2 40 9 10 30 20 10 0 2006-07 2007-08 2008-09 2009-10 2010-11
Discussion:
Table and graph 2.2.d.1 show that HCS compares favorably to the nation in the 8th grade administration of the ADP Algebra 1 test. However, 9th grade performance was lagging.
Table 2.2.d.2 shows that HCS needs to work on its biology program as performance levels are low.
Tables and graphs 2.2.d.3-1 through 2.2.d3-5 show Terra Nova results. The results presented are a percentile scores. Grades k-2 show very high performance in all subjects with percentile scores over 80% in most tests. The high school, grades 9 and 10, results are show that students are performance lower, in the 50% range. There was a steep decline in high school scores for 2011.
HCS Charter Renewal Pg. 32
Table 2.2.d.4: HCS 2010 Scholastic Assessment Test (SAT) Results Mathematics Verbal Essay Comparison Groups HCS DFG State HCS DFG State HCS DFG State Average Score 367 391 520 386 384 496 394 384 499 Percentile 25th 330 330 440 360 330 420 370 330 420 Scores 50th 380 390 510 380 380 490 380 390 490 75th 405 440 600 395 440 570 460 440 580
Other Measures:
Graduation Rates: 100 percent of seniors from 2008-2011 graduated.
College Acceptance: 100 percent of seniors from 2008-2011 were accepted to two-year or a four-year colleges. All students stated that they planned to attend one of the colleges to which they had been accepted.
Hudson County Community College L.E.A.P. Program: In 2011, two (2) incoming seniors qualified to participate in L.E.A.P., a program which allows them to earn college credits while attending high school.
AP Scores: Students took AP examinations for the first time in 2011. Of nine (9) examinations taken, one (1) score of 4 and two (2) scores of 3 were earned.
PLAN Participation: In 2008, 2009 and 2010, all freshmen, who were present in school on the testing day, took the PLAN (preparation for the ACT). In 2011 and beyond, this practice is expected to continue. HCS subsidizes this testing.
2.2 e) Describe how data regarding the achievement of the school’s academic goals are used to drive professional development. HCS uses student data, staff observations, and staff surveys to inform our professional development. At the beginning of each school year, staff members are surveyed to determine what their interests and needs are in terms of professional learning. Student test scores are further utilized to identify weaknesses in the instructional program. Finally, formal observations and informal pop-in style observations are done by the co-directors and vice-principals. These three data sources are combined to create a professional development calendar that address both state mandated trainings as well as targeted workshops where teachers learn and collaborate together to increase their professional knowledge.
For instance, in the 2010-2011 school year, one key area of professional development was to address the needs of struggling middle school students. Ms. Grode, principal k-8, implemented a targeted academic intervention program. Through research-based professional development, teachers came together to discuss the needs of all students and in so doing, created a professional learning community. A plan of action was created to help students develop good study and organizational skills. The academic intervention program is an excellent example of how teachers and administrators work together for the benefit of all students. Students’ deficiencies were identified via testing data. Through staff observation and surveys, it was determined that a key factor in contributing to low performance was a lack of organizational skills. Administration researched the problem and found excellent articles on executive function skills. Teachers then came together as professional learning community, read and digested these articles. As a result of this professional development, teachers are now more capable of both identifying and helping students who suffer from a lack of executive function skills. HCS Charter Renewal Pg. 33
2.2 f) Documents in Appendix B
2.3 Does the school’s framework for teaching and learning foster a culture of high student achievement?
2.3 a) Instructional practices Supervision of instruction is essential at the Hoboken Charter School. All teachers turn in lesson plans for the week every Monday morning. Lessons follow school curriculum guidelines and NJCCCS standards. teachers are asked to think about the ultimate objective(s) when planning every lesson. Backwards design is a model used by staff who have been trained in Wiggins and McTighe’s Understanding by Design. The following questions are considered by teachers when planning lessons:
What big ideas are you asking your students to think about? What will the students be able to do at the end of the unit? What will the students do in order to achieve the stated outcomes of the unit? How will student outcomes be measured? In what ways will this unit be supported and reinforced by service- learning? What NJ Core Curriculum Content Standards are being addressed by the unit?
Administrators monitor curriculum through formal and informal classroom visitations and observations as well as through review of weekly lesson plans. Various assessments, such as student growth demonstrated in their portfolio of writing, in-class presentations, routine tests and exams used as formative evaluation and participation in class discussions are effective methods of monitoring curriculum.
2.3 b) Effectiveness of teacher instruction The Hoboken Charter School is involved in continual self-evaluation to assure the school is true and accountable to its mission. We view this as a learning process and a way of keeping the school community informed about and accountable for its growth and development. The self-evaluation, as we conceive it, is a multi-faceted activity which involves parents, teachers, students, the Board and the community. Only by considering each facet can a full picture of how the school is functioning within its stated goals be developed. We view the process of self-evaluation and accountability in the same way we view our educational mission. We must continually explore, evaluate, reflect, learn and improve if the Hoboken Charter School is to remain the dynamic and current learning environment we propose. How the school proceeds with its own evaluation will model the thinking and evaluation processes we expect of all students in the school. Note: The Board of Trustees utilized the services of Dr. Deborah Hecht (CUNY) to assist in this area. The Hoboken Charter School has continued to develop and refine its Self-Evaluation and Accountability Plan. Inquiries of focus and corresponding forms of assessment include the following:
• Is the school adhering to its mission of high academic achievement while infusing service learning, character education, the arts and inquiry-based learning? This will be assessed by reviews of lesson plans, observations and teacher and parent surveys. • Are academic and non-academic goals being achieved? This will be assessed by surveys of students, teachers and parents of current as well as recently graduated students. State test scores, attendance and suspension records will also be used as an evaluative tool. • Is curricula aligned with the NJCCS and adequately preparing students for state tests? The Curriculum Advisory Council will make sure that the HCSSS is aligned with the NJCCS and HCS Charter Renewal Pg. 34
teachers will study the test scores of their students from the previous year in order to modify curricula. HCS Curriculum Advisory Council will focus on the newly revised Core Curriculum Content Standards. • Are supplemental programs such as After School Academic Enrichment, test prep study sessions during the school day and after school test prep the best use of time for our students? To assess this, teachers will study the scores of students who participated in such programs and compare the scores with their scores from the previous year(s). • Is professional development meaningful and applicable? To assess this, teachers will complete surveys at the end of professional development cycles and will meet to brainstorm needed focuses of future professional development sessions. • Are parents actively involved and satisfied with the school? As an evaluative measure, parents will complete parent surveys. • Are staff members satisfied with the school? How can we retain teachers? As an evaluative measure, teachers will complete annual or biannual surveys and will form a committee to voice concerns. Teacher turnover will be reviewed by the Board and exit surveys will be administered. • The HCS Parents’ Association is actively engaged and encouraged to be involved in matters relating to their child’s educational program • Are students satisfied with the school? As an evaluative measure, students and parents will complete surveys. Student mobility will be reviewed by the Board and exit surveys will be administered. • What are the primary reasons behind student mobility? This will be assessed through parent and student surveys while students are at the school as well as upon their departure from the school if they transfer to another school. • How can we reduce classroom management challenges in the middle and high school grades? This will be assessed through student and teacher surveys, observations and discussion groups. • Are all staff members utilized well? Is work equitable? This will be assessed through teacher surveys. • Do administrator job descriptions match the work that is being performed? Are students, teachers and parents satisfied with administrator performance? To evaluate, job descriptions will be formalized and the Board will conduct interviews. Teacher, student and parent surveys will be conducted. • Are staff evaluations used to provide mentoring and support? This will be assessed through teacher surveys. Is the “Leadership Mentoring Program” designed to make potential leaders in the school prepared for greater responsibility? To evaluate, a survey will be given to the selected school leaders. HCS utilizes a Shared Leadership Model designed to engage/foster potential leaders.
2.3 c) School culture An integral component of the ideals of HCS is that students learn best when instruction is real-world and meaningful. As stated in the mission statement, HS is committed to service learning and a learner- centered education. These two philosophies have direct impacts on our school culture. In a sense, HCS is like a big family. With only one class of 22 or 25 students at each grad level and a high teacher-to- student ratio, staff members really get to know the students they teach. Because of this connection, instruction is tailored to both student needs and interest. This philosophy creates an environment where of high expectations are the norm.
Students are taught to respect each other, the school environment, and the learning process. One key school policy that fosters a positive school culture is HCS’s HIB (harassment, intimidation, bullying) policy. The process begins in all classes first thing in the school year. Students complete lessons where they learn about the detrimental effects that bullying has on fellow classmates. They learn about effective HCS Charter Renewal Pg. 35 strategies for dealing with bullies and they learn how to seek adult help when necessary. This instruction combined with school services offered by the social worker, nurse, and administration give students many outlets and resources to seek when they need help. Further, teachers complete professional development where they learn to identify students who need help so that even if a student does not reach out, the school can be confident that their needs are addressed.
In addition to formal policies, HCS’s high teacher-to-student ratio naturally fosters a community where teachers become interested in students lives. This is evidenced by our after school programs. It is very common for teachers to have their room full of students who voluntarily stay after school for extra help on academics or to participate in our numerous clubs and activities. All of this interaction instills within students a connection to HCS that would not exist in larger schools. Because of this connection, students want to do well and take the necessary steps to do so.
3. Organizational Viability
3.1 Is the school in compliance with federal and state statues and regulations?
3.1 a) Compliance with federal and state statues and regulations
(i) Relevant data: enrollment and services provided to students with educational disabilities and students who are English Language Learners ELL Students – 0% (K-12) Special education students – 13% (K-12)
Special education academic programs are determined for each student with disabilities in accordance with N.J.A.C 6A:14-3.7. Hoboken Charter School offers various educational programs to meet the needs of our diverse special education student population. Each program offered is flexible and often changing to accommodate the various needs of our classified students. At present, classroom configurations include: supplementary aids and services, supplementary instruction, in-class resource programs, and pull-out resource programs. In addition to offering various educational programs, HCS also offers related services as per student needs. HCS has a speech and language therapist and social worker on staff and uses consultants to provide occupational therapy, physical therapy, learning disabilities teacher/consultant services, and school psychologist services.
(ii) Implementation of special education requirements
The administration and teachers at Hoboken Charter School (HCS) work in close conjunction with families to ensure that our students with disabilities receive the highest level of academic and social support services as per their individual needs. All students with disabilities as defined by N.J.A.C 6A:14, have available to them an appropriate educational program and access to related services as per their individual needs.
Hoboken Charter School follows N.J.A.C. 6A:15, Bilingual Education, when making provisions for English Language Learners (ELL). Although we do not have the minimum ELL population that requires a formal English as a Second Language (ESL) program, we are well prepared to serve those students if the need emerges. HCS has a licensed and trained ESL teacher who remains abreast of ESL Coordinator responsibilities.
HCS Charter Renewal Pg. 36
(iii) Dates and participation in statewide assessment program HCS administers all state mandated tests (NJASK grades 3 through 8, HSPA, ADP Algebra 1 EOC Exam and Biology EOC Exam) to monitor progress toward meeting academic goals. During the 2010 – 2011 school year, students participated in state mandated tests as noted below.
Test /subject matter Grade Number of students tested NJ ASK 3 LAL/Math 3 22 students tested NJ ASK 4 LAL/Math/Science 4 22 students tested NJ ASK 5 LAL/Math 5 21 students tested NJ ASK 6 LAL/Math 6 21 students tested NJ ASK 7 LAL/Math 7 19 students tested NJ ASK8 LAL/Math/Science 8 22 Students tested NJ HSPA LAL/Math 11 16 Students tested NJ EOC Biology 9 22 Students tested NJ EOC Algebra I 8&9 43 Students tested
The results of these tests are used to guide overall class instruction and indicate specific areas of need for individual students, as well as entire classes. All special education students received test accommodations in accordance with their IEP’s. These accommodations included extra time, examiners reading questions aloud when needed and a large print test in one case and small class settings. During the academic year, in- class support was available for these students in accordance with their individual IEP’s.
(iv) Internal policies and procedures for student discipline – Appendix F
(v) School suspension and expulsion numbers 28 Suspensions in grades K-12 during the 2011-2012 school year
(vi) Health and safety Health/Safety programs are an integral component of the HCS curriculum. Implementation of same follows the NJCCCS revised Core Curriculum Content Standards. All state mandated programs are implemented as part of our Professional Development Program. HCS is in compliance with all federal and state statutes and regulations.
(vii) Fiscal accountability – Appendix C
(viii) Master schedule for all grade levels – Appendix E
3.2 Is the school’s governance and administration stable and effective?
3.2 a) Governance and management
Board of Trustees The charter of the Hoboken Charter School calls for a Board of Trustees that reflects Hoboken’s diversity. The Board is comprised of parents and other community members as well as the administrative team. The Charter allows the Board to have a low of three and a high of eleven voting members. We currently have eight Board of Trustee members. The Board is in the process of developing a board recruitment program to bring us to full strength. All Board members have participated in the required NJSB training. Members of the HCS Board maintain contact with the Hudson County Superintendent’s office to keep abreast of important policies and information we continue to work with the center for Effective School Practices. HCS Charter Renewal Pg. 37
School Administrators
The current structure of the Hoboken Charter School is comprised of Co-Director/Principal K-8 - Deirdra Grode, Co-Director/Principal 9-12 - Ria Grosvenor, Vice Principal 9-12 - Andrea Saturno-Sanjana, Vice Principal k-8 - Sugandh Jain, Business Administrator - Morton Marks and Special Education Coordinator K-12 – Nathalie Tuhari-Katz.
3.2 b) Organizational challenges The Hoboken Board of Trustees continued to work with the administration of Hoboken Public School’s and their Board of Trustees New President, Dan Weisz, received the Charter School Advocate of the Year Award from the New Jersey Charter School’s Association. The organizational changes challenges included recruitment of new Board members, revision to HCS Bylaws, updating of Governance Policies e.g., Bullying Intimidation, Harassment. A major challenge to the Board of Trustees occurred in October 2009, the K-8 population was asked to vacate the Demarest sire due to the anticipated relocation of the Connor’s School, a Hoboken Board of Education facility. This was due to a state approved construction grant – which as it turns out – was denied. The Hoboken Board of Trustees and many committees were quickly formed and responded in a responsible manner to address locating a new facility for the K-8 student population. The Hoboken board of Trustees Facility Committee, led by trustee Dan Weisz, consisting of board members, school community members spent countless hours over several months; was able to secure/lease the former Sacred Heard Academy at 713 Washington Street. In response to these challenges major construction was necessary, and on July 13, 2012, construction commenced and on September 21, 2010, the K-8 students entered our new facility – nothing short of a miracle. In turn the Board of Trustees Purchase Committee worked diligently to purchase 713 Washington and with the help of New Jersey community Capital – on August 11, 2011 we became the proud owners of 713 – another Miracle!!!!
3.2 c) Summary of grievances and their resolutions The HCS Board of Trustees have consistently responded to grievances/complaints. The Board enlisted the services of Dr. Debbie Hecht CUNY to develop a survey regarding governance, grievances (which have been minimal. As a result of the finding of the survey the Board added a representative of the Parent Association to serve as a non-voting liaison member of the Board, faculty representatives were added as non-voting members. The structure of the Board meeting now includes segments where in grievance/complaints are discussed and resolved. Various new Board Committees were formed these included: • Facility/Purchase • Governance review • Communication • Special Needs
3.3 Is enrollment stable and at maximum?
3.3 a) Enrollment trends The Hoboken Charter School has established the following policy regarding student admissions:
On a predetermined day in January (before January 15th), a public lottery will be held to determine admission to the school for siblings of enrolled students, Hoboken residents and out-of-district residents. HCS Charter Renewal Pg. 38
Admission to kindergarten is based on the student reaching the age of five by the resident district deadline. Hoboken residents applying for kindergarten must meet the cut off date of September 30th. Residents of districts outside of Hoboken, must consult with their residential district board of education for cut off dates. Placement in all other grades is contingent on the successful completion of the prior academic year. During a given academic year (September - June) or during the summer months (July and August) prior to the start of that academic year, when a space becomes available the waitlists established at the lottery will be used to determine admission to the school. If a family, for whatever reason, chooses not to accept the space, they will be withdrawn from the waitlist. All applications received prior to the established cut-off date will be eligible for participation in the admission lottery. At the lottery, only new spaces will be lotteried. Applications received after the lottery will be held in a reserve pool. A reserve pool will be established for each of the four waitlists. The following list outlines the priority order for admission with regard to waitlists and the reserve pool:
1. The Hoboken Resident Sibling Waitlist 2. The Out-of-District Sibling Waitlist 3. The Hoboken Resident Waitlist 4. The Out-of-District Waitlist
The Hoboken Charter School is a public school open to all students. There are no admissions tests. Enrollment is determined by a random lottery held in public in January each year for the following school year. If there are more applications than spots available in a given grade, a waiting list is created. Admissions policies and procedures are monitored by the State Department of Education and the Hoboken Charter School Board of Trustees. Families admitted the night of the lottery will have a two week period to respond. Families admitted after the lottery date will be given a reasonable time frame. Families ready to accept the spot, you must sign what’s called a "Letter of Intent." This letter reserves the spot for a two-week time period to allow for admissions paperwork to be completed and submitted.
Table 3.3.a.1: Lottery Application Data 2012-2013 Grade Hoboken Siblings Out of district Hoboken Out of District Total # siblings Residents Residents applications Kindergarten: 14 2 146 17 179 Grade 1: 46 8 54 Grade 2: 18 3 21 Grade 3: 5 6 11 Grade 4: 8 5 13 Grade 5: 7 9 16 Grade 6: 1 2 3 6 Grade 7: 1 3 4 Grade 8: 3 3 Grade 9: 2 3 41 46 Grade 10: 1 4 5 Grade 11: 0 Grade12: 0 Total # 14 5 237 102 Grand Total 358 applications
HCS Charter Renewal Pg. 39
Table 3.3.a.2 Enrollments/Transfers after October 15 Grade New Enrollment / Transfer / Reason 3 3 New Enrollment 5 1 New Enrollment 9 2 New Enrollments 10 4 New Enrollments Grade Transfers 5 1 Returned to district of residence 6 1 Returned to public school within district 7 1 Moved out of district 8 1 Moved to another public school within district 10 1 Moved out of district 1 Returned to district of residence 11 1 Moved out of district 2 Returned to district of residence
3.3 b) Attendance by grade data Table 3.3.b.1: Attendance by grade Grade Average Attendance K 96% 1 95% 2 96% 3 94% 4 96% 5 95% 6 96% 7 94% 8 94% 9 89% 10 93% 11 94% 12 94%
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3.3 c) Demographic data Table 3.3.c.1: Demographic Data District of Residence Ethnic breakdown of 54% from Hoboken Hoboken Charter School students 46% from Out-of-District 42% White 33% Hispanic Wait List 2006-2007 18% African-American 251 Hoboken Residents 7% Asian 107 Out of District Residents 358 Total Waitlist Lunch status of Hoboken Charter School students 28% Free/Reduced Prior school of attendance for new students 72% Full price 79% Public Schools 14% Private Schools Special Education 7% Parochial Schools ¾ 48 students are currently being served under 0% No prior school experience Individualized Educational Plans
Reasons for Mobility Rate: In most cases, an exit interview was conducted upon each student withdrawal. The following provides information on student mobility:
Student Mobility Rate The student mobility rate for the Hoboken Charter School for the period 10/16/10 through 06/30/11 was 8%. The following provides more detailed information regarding the 19 enrollments and transfers that took place after the October 15 enrollment counts. See table below.
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3.4 Is the school fiscally solvent?
3.4 a) Provide clear and concise evidence that the school has competently and effectively managed its finances throughout its history. Include evidence of adequate funding to maintain operations and the academic program, consistent operation of the school within budget, and evidence of net assets, if applicable.
Fund Balance-GF
600,000 400,000 Fund Balance-GF 200,000 - 2002 2003 2004 2005 2006 2007 2008 2009 2010
Cash-GF
2,000,000 1,500,000 1,000,000 Cash-GF 500,000 - 2002 2003 2004 2005 2006 2007 2008 2009 2010
6/30/02 6/30/03 6/30/04 6/30/05 6/30/06 6/30/07 6/30/08 6/30/09 6/30/10 Fund Balance-GF 26,649 26,849 345,760 413,305 459,969 419,325 413,740 429,361 469,584 Cash-GF 256,435 392,106 658,548 918,902 1,258,569 1,017,747 1,315,321 1,478,423 924,188
As noted in the above charts, HCS has maintained the highest level of fiscal responsibility for its history. There has been consistent and stable Fund/Cash Balances. The Fund Balances have averaged over $400,000 each year for the past six years while the Cash Balances have averaged around $1,000,000 for the past five years.
There has been adequate funding to maintain operations and the academic programs, as evidenced by a history of stable budget and surplus findings. Budgetary control and program spending go hand in hand. While surpluses exist, the complete stock of computers has been replaced and professional development activities have flourished.
3.4 b) Provide a summary of findings from independent audits and, where applicable, how the school developed and implemented a corrective action plan in response to audit findings. (If necessary, evidence may be attached as clearly labeled documents in Appendix C.)
Auditor findings have been limited primarily to the collection of valid registration forms and documentation of student enrollments. Although the school is 99% compliant, there have been instances where a student has moved to another district without notification to the Charter School. Procedures have been put into place to reduce such events through a more rigorous verification process.
All audit findings have been noted and resolved through a corrective action plan.
See Appendix C HCS Charter Renewal Pg. 42
3.4 c) Describe how the board and administration have developed an effective system to enable responsible fiscal oversight. The Board and Administration have worked together historically to manage the financial issues facing the organization. Key elements in this analysis have been identifying cost processes that have the most effect on the HCS’ condition which are payroll and related benefits. These two items usually constitute the vast majority of expenses and in addition facility issues. HCS has had a controlled lease situation and payroll costs. The salary scale allows for increases in a responsible manner. Medical insurance costs have also been controlled by a variety of innovative plans that have kept the rates constant for over five years, an unheard of accomplishment. The Board and the administration identified this condition and the administration worked out solutions to meet everyone’s expectations. Meetings are often including monitoring and discussions by the Finance committee whether in person, by phone, or by email. The Board votes on this progress every month in the following motions: Board approving the Board Secretary Report Board approving the Treasurer’s Report Board approving the Budget Transfers Board approving the no budgetary line item account has encumbrances and expenditures which in total exceed the line item appropriation in violation of 6A:23-2.11(a) Board approving the no budgeted line item, major account or fund has been over extended in violation of N.J.A.C 6A:23-2.11(a) and (b) and that sufficient funds are available to meet the school's financial obligations for the remainder of the year. Board approving the Bill List
3.4 d) Provide evidence that the school is fiscally solvent and that all debts are repaid within the current fiscal year.
As evidenced by the school’s fund balance and cash history in section 3.4 (a), the school has paid its debts. There are no long term or even short tern debts. There is not any petty cash. All items received are encumbered within the ledger and accounted. See Appendix C for the Auditors Management Report and CAFRA of the HCS’ last completed audit.
3.4 e) Provide evidence that any long-term debt is backed by the value of an asset.
The school does not have any long term debt. The Friends of Hoboken Charter School have recently purchased a building and their organization can use the building as their asset for any backing needed.
3.4 f) Provide evidence that the school is increasing ownership of its assets.
The school in cooperation with The Friends of Hoboken Charter School has recently purchased 713 Washington Street, Sacred Heart Academy. This will ensure the future of the school. HCS leases this property from the FOHCS. The school is located on the main street in Hoboken with great visibility and HCS Charter Renewal Pg. 43 access, The latter will help increase the value of this property not withstanding the increased property values rising in Hoboken, NJ.
3.4 g) Provide evidence of a fully operational GAAP accounting system.
As per the Audit Reports (See Appendix C) and approval of the quarterly reports to the DOE, the GAAP Accounting System and internal Controls are in place. The Hoboken Charter School has met its obligation to maintain the fiscal integrity of its financial operations.
Back in 2004, the school had adopted the CDK school fund accounting system. This has become the major accounting systems for NJ Charter Schools and many auditors. This system is well established among schools and keeps up to date with any regulation changes by the DOE. This program is not only AAP constructed and compliant CDK provides the school with complete encumbrance accounting , board secretary reports, and uses the uniform minimum chart of accounts. It has reports that immediate spot if any account is over budget and needs review. This system also provides proper fund accounting which has helped our auditors in reviewing and reporting the school’s finances.
3.4 h) Possible sources of evidence include annual board-adopted budgets, monthly financial statements, monthly board minutes and reviews of the Comparative Spending Guide and Charter School Enrollment System. (If necessary, evidence may be attached as clearly labeled documents in Appendix C.)
See Appendix C
3.4 i) Provide a narrative describing the school's fiscal plan for the next five years.
Hoboken Charter School’s five year fiscal plan is based primarily upon two key factors:
(1) The development of increased earnings for the school. (2) Continuation of expense analysis of payroll costs, vendor services, and programs.
(1) The development of increased earnings for the school. Hoboken Charter School now has a facility they can call their own. The mortgage is due to a combined partnership between the Friends of Hoboken Charter School and HCS. Because of the quality of the school and its fiscal reporting and capability, a mortgage was obtained under FOHCS.
The partnership has blossomed and fundraising is going to new heights. This past year they have donated over $200,000. 00. The plans are for increased fundraising of at least $100,000 every year.
The school is also looking onto rental of space for educational programs on nights and weekends. There already is an offer to hold language classes at present. This program is being developed now.
(2) Continuation of expense analysis of payroll costs, vendor services, and programs. The evaluation of major expenses has begun with an analysis of the school revenue by grade and district. By showing what areas are more expensive, further action plans can be developed. Payroll is the number expense of an organization. The school is looking at this area to control. Medical insurance is also on the HCS Charter Renewal Pg. 44 table in turns of reducing costs. Employee contributions nay increase more than the past. The Finance Committee is meeting more and making recommendations to make the school more economical.
j) Provide a budget summary, narrative, and cash flow for one operational year, fiscal year 2012- 2013.
See Appendix C
3.5 Does the school have a viable facility plan?
3.5 a) Provide a clear and detailed plan for maintaining or, if indicated, acquiring an adequate educational facility. Provide evidence that the school's plan is reasonable and based on projected enrollment with respect to size and needs.
The facility has already been acquired. The mortgage was acquired by FOHCS and all approvals have already been acquired. They in turn are renting the space to HCS. The situation is a rent situation similar to what the school was doing before but with an increased rent.
The renovations to the school was done in July-Sept of 2011 in order to acquire a c/o. Those renovations were paid for entirely already. Additional renovations that are needed will come out of the school’s budget.
To protect the investment, two reserve accounts have been set up. One is for $25,000 and already funded. The other is a “$50,000” reserve account for renovations. This account has been funded will be added to each year by $50,000. In five years there will $300,000 in reserve for renovation costs.
The enrollment of the school fits the facility size. HCS is not expecting any significant increases in students. The school can be further developed to increase additional classrooms.
3.5 b) Provide a clear, detailed, and feasible timeline for financing the facility, including acquiring and obtaining all necessary approvals.
The facility has already been acquired. The mortgage was acquired by FOHCS and all approvals have already been acquired. They in turn are renting the space to HCS. The situation is a rent situation similar to what the school was doing before but with an increased rent.
3.5 c) Provide evidence that the plan includes detailed provisions for undertaking and financing renovations.
The renovations to the school was done in July-Sept of 2011 in order to acquire a c/o. Those renovations were paid for entirely already. Additional renovations that are needed will come out of the school’s budget.
To protect the investment, two reserve accounts have been set up. One is for $25,000 and already funded. The other is a “$50,000” reserve account for renovations. This account has been funded will be added to HCS Charter Renewal Pg. 45 each year by $50,000. In five years there will $300,000 in reserve for renovation costs.
3.5 Does the School Have a Viable Facility Plan? a) HCS acquired a new educational facility at 713 Street for the K-8 students/staff population (see reference 3.2). As stated major construction was necessary to upgrade the first, second, third floors. Future plans will include use of the lower level and fourth floor. We feel that this facility as per our school’s plan K-8 projected enrollment according to the ninth year charter renewal for 2012 – 198 students is reasonable. b) We have purchased the building as of August 11, 2011. The following timeline was implemented to arrive at the purchase: • July 13, 2010 – start of construction date. (note: We have all records, permits, architects rendering, construction timeline (Fields Construction), Hoboken building inspector’s inspections, compliance with uniform construction code, zoning approvals and final certificate of occupancy. • September 21, 2010 – First day of school for students. • August 11, 2011 – purchase/closing. • September 6, 2011 – First day of school for students. c) Financing provided by Community Capital, for purchase future renovations via – Marchetto Architects, Filed Construction.
4. Five-Year Planning
4.1 Projected Enrollment
4.1 a) Projected enrollment Table 4.1.a.1: Projected Enrollment Chart Grade Level 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 Pre-K N.A. N.A. N.A. N.A. N.A. K 22 22 22 22 22 1 22 22 22 22 22 2 22 22 22 22 22 3 22 22 22 22 22 4 22 22 22 22 22 5 22 22 22 22 22 6 22 22 22 22 22 7 22 22 22 22 22 8 22 22 22 22 22 9 25 25 25 25 25 10 25 25 25 25 25 11 25 25 25 25 25 12 25 25 25 25 25 Total 298 298 298 298 298
HCS Charter Renewal Pg. 46
4.1 b) Rationale for the grade distribution and year-by-year progression HCS has made a clear commitment to maintaining a low school wide student-teacher ratio and has capped the lower and middle school classes at 22 students and high school classes at 25 students, a number that both teachers and parents find most beneficial to student learning. Each K-8 class has a lead teacher and certified teacher apprentice. Special needs classes are inclusionary with two Special Education teachers K-3, 4-8. At the high school level each major subject matter area class has two teachers and one in-class support staff members, this the teacher pupil ratio is usually 1-8, 1-12.
HCS is committed to a diverse student body that represents the diversity of the city. The school’s admission policy is designed to be inclusive and open to all students. We have expressed enrollment concerns related to middle school and high school in the past. The administrative team K-12 has worked diligently to refine/improve this area. We have observed major improvement in students moving from eighth to ninth grade to middle school, especially in the last two years.
4.2 What are the school’s plans for the five years of the next charter?
4.2 a) Changes and improvements the school will undertake in the next five years based on examination results.
Dr. Debby Hecht, CUNY at Board request continues to implement surveys related to the enhancement of operations, parent satisfaction the Board of Trustees seeks parents to serve on numerous committees: I.e., communications committee, income generation committee. In addition to this, parents assist with our Service Learning Community Outreach, Summer Gathering involving students, staff and parents where performances by students in grades K-12 were “showcased”.
Staff outreach to parents is strong, family conferences are conducted on a regular basis, a school wide parent email system is in place and used on a consistent basis. Recently parents were involved in the selection process for a new school breakfast, lunch provider. After school programs are conducted on a daily basis including an after care enrichment program which concludes at 6:00 p.m.
The K-8 program is now located in a building that HCS owns. We are able to modify the building to meet our specific school needs which is exciting yet daunting. We have the goal of developing a state of the art science laboratory, building a gymnasium and increasing the space we have for students who receive various special services. We also want to improve the safety of the building via an improved PA system and a sprinkler system and add an elevator to the school building. These changes to the structure of the school will improve the functionality of the school, make the space safer and improve our program. These modifications will however be expensive and require prudent decision-making and deep analyses by the Finance Committee of the Board of Trustees in collaboration with school administration.
4.2 b) Accountability Plan/Self-Evaluation Plan Appendix D
4.2 c) Facility Plan The improvements for the next five years will include utilization/renovation to the lower level and fourth floor of 713 Washington for the K-8 students. These plans will include an all purpose room at the lower level that can also serve as a gym, auditorium, meeting area, etc. Note: We currently lease the Hoboken boys and Gils Club Gym for our K-8 youngsters.
HCS Charter Renewal Pg. 47
The HCS High School is currently housed on the 4th floor of the Demarest site and is leased. It is our goal to find a permanent space for our 9-12 students/staff. An examination of changes in the charter based on the school’s examination of student performance outcomes (results enclosed) reveals that there is an improvement in test scores. We attribute this to the fact that program changes have been made teaching strategies changes, after school programs offered, increased professional development provided, staff working in a collegial manner to assist students in their performance.
We have indicated that the recently purchased K-8 facility at 713 Washington will serve the needs of our students now and for all future generation. The current lease for the HCS High school at the Demarest site is adequate, however; the board of Trustees will pursue, much in the same manner as with 713 Washington purchase, that is: • Financial Committee/Purchase Committee working again with Community Capital E.g., Once a new site for 9-12 is identified, possibly re-negotiate the current loan and/or obtain a second Mortgage in the amount of what we lease the Demarest site for. • Hoboken Charter School Board of Trustees working with School Architect/School Construction Corp and County Superintendent’s Office have consistently adhered to the uniform construction code regarding 713 Washington. Note: The HCS Board of Trustees conducted 12 monthly meetings on the second Wednesday of each month. Relevant policies related to the NJ Title 18A statutes were reviewed and update and included in the HCS Policy Manual. In addition to this, new committees were formed. They included Special Needs Committee, Recruitment Committee Education Governance and Compliance Committee, and Development Committee.
4.3 d) Parental and community involvement at the school.
The school will continue to encourage parent participation in classroom activities, in the PA and in Board of Trustees membership and meeting attendance. We will increase the number of surveys given throughout the year to assess parent needs, questions and concerns. In the past, we have conducted exit surveys of students leaving our program, but seldom have we conducted surveys of parents whose children intend to stay in the school.
Hoboken Charter School since its inception has actively engaged parents. The founders consisted of parents and community members. The HCS Parent Association maintains an active role in the school. The Friends of Hoboken (FHOC) group continues to provide financial support. I.e., this group has provided $100,000 toward the purchase of 713 Washington as well as a commitment to contribute $100,000 each year through fundraisers, community contributions, corporate contributions, etc.