Fulton County Charter Schools Alliance

Governance BoardNew Members Training

10.29.12

1. Chartering in Fulton County Schools

2. Governance Theory

3. Charter Law

4. Performance Assessments

5. Financial Practices

6. Personnel Obligations

Today’s Topics

1. What is our relationship with Fulton County Schools?

Five Types of Contracts: System, State Special, Conversion, Start Up, and Career Academy

HB1162 – to add Commission Charters FCS serves 10% of students thru charters Adding additional authorization alternatives To Learn More:◦Georgia Charter Schools Annual Report◦ FCS State of the Charter Sector◦ Information Sheet on HB 1162

Charter Schools in Georgia

What are the appropriate areas of interaction between charters and FCS System?

System

Charter

Public

State

FCS Responsibilities Under State Law1. Administrative Responsibilities – Pre-Existing Process charter school petitions Ensure School Safety

2. Financial Responsibilities – 2008-09 Review charter budgets; Fund Charters “no less favorably” Ensure that funds are spent according to applicable laws

3. Enforcement Responsibilities – 2009-10 Enforce clear expectations Ensure compliance with federal laws Ensure compliance with Individuals with Disabilities Education Act

(IDEA)

4. Evaluative Responsibilities – 2010-11 Evaluate performance goals Take appropriate action based on this evaluation

FCS has the obligation to “Control and Manage”

the charter schools the system has authorized.

How does FCS Identify Areas of “Control and Management”?

• Based on the law, FCS identifies departments as “In-Kind”, “Optional” or “Autonomy”

• Publishes expectations for both parties; See Compliance Checklist SY12/13

In-Kind Departments Governance: FCBOE, Superintendent

Central Office Administration: Assessment (testing), Accountability, Student Information Systems (eSchool Plus), Grant Development, Budget and Audit Services, Certification Services (partial)

Support Services: Exceptional Children (SEC), Counseling, Charter Department, SST/504/RTI, GED/Homeless, Title I, ESOL, Talented and Gifted, Early Childhood Special Programs, Communications, Mandated Professional Development

Facilities: Building Safety, Planning and Student Forecasting

Health and Safety: Student Safety, Health Services

Transportation Nutrition Intramurals Media Services Teaching Museums Virtual School/Night School Non-Mandated Professional Development

Optional Departments

Autonomy Departments - Varies by contract type

Operations - FCS Foundation, Financial Services, Payroll, Inventory Control, Accounting (except for federal grants)

Support Services - Student Discipline, Extended Learning, Summer School, Social Work, Counseling

Curriculum- All Departments, Textbooks

Human Resources - Personnel Services, Certification Services, Placement Office

Instructional Technology – provides access to Warehouse

Facilities – provides services related to safety

How Does FCS Enforce Expectations? Articulate the expectations and enforcement process

in advance by department via emails and the system portal

Document significant events and deadlines Establish regular, planned periods for feedback and

adjustment throughout the year (Compliance Reports, Audits)

Include charter staff, governance and families in feedback (SIP, State of the School Addresses)

Letter of Assurance articulates “probation” in addition to “termination”.

Break Out:What are the Roles and Responsibilities of my

Governing Board?

2. What Is Governance?

“The management and control of public schools shall be the responsibility of local boards of education, and the school leader shall be the principal. School councils shall provide advice, recommendations, and assistance and represent the community of parents and businesses.” (O.C.G.A. 20-2-85)(b)

It is NOT a Local School Advisory Council (LSAC)

The board is almost always forced to rely on others to carry out the work.

The board should have a single point of delegation and hold this position accountable for meeting all the board's expectations for organizational performance.

This is usually the principal or the executive director.

Governance is NOT Administration

"School level governance" means decision-making authority in:

personnel decisions, financial decisions, curriculum and instruction, resource allocation, establishing and monitoring the achievement of

school improvement goals, and school operations.”

Charter School Governing Board

To be definite about its goals (What is “success” for our school?)

To be strategic and selective about the actions undertaken to move toward the goals

(How do we achieve success?) To assign clearly the responsibility for those actions

(Who/what should manage the steps toward success?)

To check for adequate progress on the actions (What is the measure of success?)

To adjust goals and performance expectations (Based on the measured data,

what is working and what needs to be adjusted/added/removed?)

What are the functions of a strong governing board?

Charter School’s Value Statements

Charter Petition

Monitoring and Oversight

School Performance Measures

Academic School Improvement Plans

Governance Board Improvement Plans

What is Success?How will weachieve it?

How well are we doing?

How do we improve?

Vision/Mission

Beliefs

Who does the work?

Environmental Factors Impact Charter Operations

Goals & Objectives Technology

Educational Design Culture & Values

Inputs Outputs

ClienteleInterest Groups

Governance Board

Skill Mix ofStaffParents

Factors That Influence the Governance Process

School Leadership

The GB needs to agree on a philosophy of governance in order to be effective.

The GB is not a group of individuals; it is a single unit.

Principals will come and go; the GB remains.

The GB works for two bosses: The GB spends the monies of the taxpayer to educate the children of the community.

THE GB IS HELD ACCOUNTABLE.

What Does Governance Theory Mean For My Board?

Break Out:What Does My Governance

Board Do To Ensure All Members

“Speak With One Voice”?

3. What Laws Impact My School?

1. O.C.G.A. TITLE 20 EDUCATION, Chapter 2. Elementary and Secondary Education, Article 31, Charter Schools Act of 1998

2. GADOE Rule 160-4-9-.04 Charter Schools

3. Guidance to Accompany Charter Schools Rule

4. FCS Policy and Letter of Assurances

Major Guides

A charter school is a public school that operates according to the terms of a charter, or contract, that:

has been approved by a local board of education (FCS) and the State Board of Education, and

is held accountable for meeting the performance-based objectives specified in the charter.

PURPOSE – to improve student achievement through educational and organizational innovationAvenue – specific waivers of Title 20 ONLY

What is a Charter School?

By Federal Law Accountability provisions of NCLB, IDEA, and any civil

rights lawsBy State Law Charter Schools Act of 1998 State Board of Education Charter Schools Rule Shall Not Charge Tuition Unlawful Conduct in or near a Public School Reporting Requirements Brief Period of Quiet Reflection Open and Public Meetings Inspection of Public RecordsBy FCS See the Letter of Assurances

How Are Charters Limited?

Georgia was granted a waiver from NCLB. New accountability measures are being designed

right now. Highlights:◦A more comprehensive CCRPI “report card” will be used

to assess school performance◦All schools must evaluate teachers and principals using

the state assessment tool◦All charter contracts will be amended to reflect the new

accountability tools

What Happened to NCLB?

Achievement Score = All Indicators Progress Score = State Assessments (Student Growth Percentile application) Achievement Gap Closure = State Assessments (Student Growth Percentile application) Exceeding the Bar = Additional Points Added to Overall CCRPI Score Financial Efficiency and School Climate = No Points – Star Rating Only

Started in 1975 as PL 94-142 and was expanded in 2004.

Public agencies must provide early intervention, special education, and related services to children with disabilities.

It addresses the educational needs of children with disabilities from birth to age 21 in 13 specified categories of disability.

Charters must provide Free, Appropriate Public Education (FAPE) and the same continuum of services provided in the local school.

Individuals with Disabilities Education Act (IDEA)

Privacy of Students and Parents (FERPA) Privacy of Teachers and Administrators Personnel Laws – wrongful termination Discrimination

Any Civil Rights Law

"Meeting" any gathering of a quorum of an agency’s governing body or a committee created by the governing body at which any official business, policy, or public matter of the agency is formulated, presented, discussed, or voted upon

Meeting is NOT a gathering where no official business is discussed such as

State-wide, multijurisdictional or regional meetings Meetings with legislative/executive officials Social/civic/religious events Emails between Board members

All meetings shall be open to the public.

Open Meetings – What is a meeting? 

Notice of the time, place, and dates of regular meetings shall be available to the general public. (FCS prefers use of the school’s website.)

If the meeting details are changed, the public must be notified at least 24 hours in advance.

Agendas should be made available no more than two weeks in advance of the meeting.

Open Meetings - What Notices are Required?

A summary of the meeting should be posted within two business days of adjournment.

Records and/or minutes should be immediately open to public inspection once approved at the next regular meeting.

Visual and sound recordings during open meetings are allowed.

Minutes shall include: ◦ The names of the members present ◦ A description of each motion made and who made it ◦ Identification of person who seconds motions◦ A record of all votes ◦ Identification of persons voting for/against proposals (except

when unanimous)

Open Meetings - Documentation

Executive Session permitted to:◦Authorize settlement◦Authorize negotiations, enter into contract, or enter into

option to purchase / dispose of / lease property◦Authorize ordering of an appraisal relating to real estate◦Discuss personnel decisions ◦ Interview applicants for the position of executive head

(principal) Conduct attorney-client discussion (Minutes must identify

the subject of the discussion.) Executive Session minutes are not open to the public Must have final vote in open meeting

Open Meetings – Executive Session

The following should be handled in Executive Session and maintained as confidential: Anything required by the federal government to be kept

confidential Medical records Records compiled for law enforcement or prosecution

purposes  Records that consist of confidential evaluations, hiring or

firing of an employee Records relative to the acquisition of real property Any individual's private information such as social security

number, birth date, etc.   

Open Meetings - What must be held “confidential”?

$1,000 for first violation $2,500 for subsequent violations within 12 month

period Civil penalties allowed for negligent non-

compliance with the law

Enforcement of Open Meetings

Shall Not Charge Tuition (different than cost reimbursement fees)

Unlawful Conduct in or near a Public School Reporting Requirements (eSchools) Brief Period of Quiet Reflection (Prayer is allowed as

long as it isn’t led by the school and doesn’t interrupt core classes.)

Inspection of Public Records

Other Legal Limitations

Roberts Rules of Order http://www.robertsrules.com/

Special Education Primer for Petitioners, Authorizers, and Districts http://gadoe.org/pea_charter.aspx

Know The Following:

Have access to a lawyer. Post your Meetings and Minutes on line. Establish a “policy book” that contains the

agendas, minutes and an organized set of your board’s policies.

Follow ALL of FCS directions, especially as we learn more about CCRPI

TRANSPARENCY

What Does The Charter Law Mean for My Board?

Break Out:What challenges does your GB face in light of all these rules and how

can you address them?

4. How Is My School’s Performance Assessed?

How does FCS “Evaluate Performance” on Charter Goals?

Collect data using tools in use for typical schools, adapted for charters

Include charters in evaluation and assessment practices and information streams

Establish regular, planned periods for adjustment throughout the year (Interim and Final Reports)

Implement collaborative School Improvement Plans (combined with Title I plans, if needed)

Require “State of the School” addresses for public information

What Tools Are Used To Gather Data?

Federal – Ongoing Compliance Department Checklists as previously discussed

Financial - Annual Audit, Monthly Financial Statements, Annual Report

Academic and Operational Performance – School Performance Report (aligned to CCRPI)

General - Any other communications to FCS (parent calls, police reports, etc.)

How are charters evaluated financially?

Liquidity Ratio indicates the charter’s ability to meet short term obligations.

Sustainability Ratio compares the amount of resources that aren’t already assigned such as to a loan payment (unrestricted assets) to the average monthly expenses.

Occupancy Expenses indicate the percentage of the charter schools’ total revenue that goes toward facility costs.

Debt to Assets Ratio* indicates the extent the charter is reliant on debt.

*This measure was not included in the May 2009 NASCA “National Consensus Panel on Charter School Operational Quality”.

How is student performance measured? Progress + Achievement

Achievement◦Performance at a single

point in time◦Correlates to the

organizational environment

◦Compares performance to a standard

Progress◦Measurement of a

progress between two points in time

◦Not related to the organizational environment

◦Compares current performance to the past performance

Charters are compared to benchmark schools to establish “achievement” and to their own past performance to establish a rate of “progress”

Student’s Score Converted to Z-Scores

-2.0-2.4

-3

-2

-1

0

1

2

3

2007 2008

FCSStudent A

Gain = 0.4

Allows us to determine a consistent measure of the student’s gain over time across non-aligned tools.

Student Performance

Fifth Grade 2008-09

50%

60%

70%

80%

90%

100%

- 20.0 40.0 60.0 80.0 100.0Free Reduced %

CR

CT

ELA

M

eets

/Exc

eeds

%Amana, Dunwoody Springs Charter, KIPP SFA, Spalding Drive Charter, and Woodland Elementary Charter

School Performance

Data from financial, academic, department and episodic reports

Comparisons against other charters Comparison against national expectations

(NACSA) Comparison against FCS acceptable

standards of behavior and performance Transparency – Accurate local

communications to parents and stakeholders

State of the Charter Report and School Performance and/or Compliance Reports

How Does FCS Assess the Entire Organization?

You don’t have to crunch your own numbers. You have free access to school, county, state, and

national comparators. Start ups can compare financial assessments to

other Alliance Members. You should have access to the information you

need to make a wise policy decision. TRANSPARENCY

What Do Performance Assessments Mean for My Board?

Break Out:Review last year’s standardized test

scores.What does it tell you and what

further information would help you make decisions about changes that need to be made at your school?

5. How Do We Get Funded?

Quality Basic Education (QBE) funds (~30%)Local Tax Revenues (~66%)Other Sources (~2%)Federal Grants (~2%)

Title I (poverty), Title II (PD), Title III (ESOL), IDEA (Special Needs), etc.

Implementation Grants

How Are Public Schools Funded?

Source: State Taxes Based on the number and characteristics of

students requiring full time equivalent teachers (FTE)

FTE levels are set in October and March Systems are funded one year behind current

numbers State funding formula does not reflect state

mandates Systems are not fully funded by QBE

Quality Basic Education (QBE)

Source: Property Taxes Enhanced QBE categories reflect local priorities Schools are allocated positions to implement the OBE

and local priorities Allocation levels will vary based on the characteristics of

the students at each individual school. A school’s budget will vary based on staff’s position in

the salary schedule Allocations and anticipated system income levels are

balanced after Ten Day Count.

Local Dollars

Run independently of the FCS Budget thru the “consolidated federal application”

Based on the characteristics of students and/or community◦Title I - % of students in community that qualify for

Free/Reduced Lunch (FRL)◦Title II – Pay for Professional Development◦Title III – % of ESOL students◦Title IIb – Services for Exceptional Children (SEC)

a.k.a. Special Education (SPED) Implementation Grants NO FLEXIBILITY

Federal Grants

All other sources of income must be indicated in your school accounting system and your audit

Corporate grants, community grants, in-kind services, fund raisers, etc.

Be careful from whom you take cash and services

Other Sources

March – projections are made as to the student numbers and funding levels and personnel allocations are tentatively made

April/May – contracts offered July – preliminary budgets are issued 10 Day Count – projections are confirmed 11 Day Count – allocations are adjusted October – funding levels adjusted June – funding cycle ends

Process (June to July FY)

Conversions follow the same funding formula as typical schools

Start Ups – ◦Plus - Allocated the county average for teacher

experience levels (12 years experience) although most charter teachers are less experienced (2 years)

◦Plus - Given a cash allowance per federal indirect cost rate formula for Central Office departments

◦Plus – Given a cash option for Transportation services (conversions have never asked)

◦Plus – Given “seed monies” to compensate for smaller schools sizes during the first term

◦Minus - 3% of their funding is withheld to pay for Charter programming

Charters

Must run admissions before March July is minimally funded August and September are funded based on the

projections Governing boards need to adjust budgets in

October Audits following FCS guidelines due on October 1

Impact on Charters

Almost complete freedom No teacher contracts, state salary schedules, or

deep pockets Complete responsibility on the GB to include loan

repayments, SPED costs, and bankruptcy Building costs are the start up’s responsibility (7 to

18% off the top) Educational Management Corporations are

sometimes another cost (15 to 20%)

Start Ups Budget Flexibility

Our suggestions: Budget needs to be a line item at every meeting

and included in the public minutes. The proposed budget, the actual and the year to

date are good top liners. Run Capital on separate books. TRANSPARENCY

What Does The Funding Process Mean For My Board?

Break Out:Review your budget. What is

your largest expenditure? Why?

6. Am I Responsible For Employees?

Start up charter employees are NOT FCS employees.

The system will not interfere in personnel matters unless there is a federal or safety issue.

The governing board must hire qualified, competent individuals and is responsible for their actions.

People Skills

Must pass a background and fingerprint check. Must be “highly qualified” under NCLB Must be registered with the Professional

Standards Commission (certified or cleared) Must meet federal/state standards in specialty

programs (ESOL) Must understand mandatory reporting

requirements

Minimum Standards

Safe working environment Civil rights protection (fair dismissal) Teachers Retirement System (TRS) Teacher Keys Evaluation and Leader Keys

Evaluation To hire the best qualified individuals and to

remediate or fire those who do not best serve our children

A clear, transparent human resources policy

Charter Responsibilities

October, March and July CPI database checks (PSC)

Alignment in eSchool Plus between teacher qualifications and teacher schedules (NCLB)

Learning Walks Teacher complaints Department Reports

System Monitoring

Break Out:If you were an employee, what would be the most

important thing the charter school could give you?