recruitment plan - sics.sabis.net · web viewin a brief narrative, what were report the successes...

2017 - 2018 Annual ReportJuly 31, 2018

SABIS® International Charter School Karen Reuter, Director160 Joan Street Phone: (413) 783-2600 - Fax: (413) 783-2555Springfield, MA 01129 [email protected]

www.sics-sabis.net

Table of ContentsIntroduction to the School………………………………..1Letter from the Board of Trustees…………………....2Faithfulness to the Terms of the Charter……….....2Key Design Elements……………………………………..….2Dissemination Efforts………………………………………..4Academic Program Success………………………….…...5School Report Card………………………………………..….5Organizational Viability……………………………………..5Appendix A: Accountability Plan Evidence…………8Appendix B: Recruitment and Retention Plan ….12Appendix C: School and Student Data Tables……20Appendix D: Additional Required Information....21Attachment 1: Organizational Chart………………..25Attachment 2: Financial Report……………………….26

Introduction to the School

Name of School: SABIS® International Charter School

Type of Charter(Commonwealth or Horace Mann)

Commonwealth Location Springfield

Regional or Non-Regional? Non-Regional Districts in Region (if applicable)

N/A

Year Opened 1995 Year(s) Renewed(if applicable)

2000, 2005, 2010, 2015

Maximum Enrollment 1574 Current Enrollment 1569

Chartered Grade Span Kindergarten – 12th Current Grade Span Kindergarten – 12th

# of Instructional Days per school year 180 days Students on Waitlist 1946

School HoursK -5 8:30 – 3:406 - 12 7:00 – 2:25

Age of School 23 years

Mission StatementThe SABIS® International Charter School is a college preparatory school that provides top-quality education on a non-selective basis to children of different races, religions, nationalities and backgrounds. It teaches these children to perform to the best of their ability, to achieve academic excellence in a global context, and prepares graduates to attend colleges and universities. The

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school develops and strengthens students’ ethical, moral, and civic values thus molding men and women with the knowledge, skills, and social judgment they will need to face the challenges of the times. The School believes those students with a SABIS® education, especially in a multicultural setting, will be able to provide leadership throughout the world.

Letter from the Board of Trustees

Dear SICS Community:As the Chair of the Board of Trustees it is my privilege to report to you on behalf of the Board. As we conclude our 23rd year of operation, I would like to take this opportunity to give you a brief recap of the 2017-2018 school year. We began the year with 12 trustees; two trustees left the Board and we welcomed one new trustee to the Board, bringing our total at the end of the school year to 11 members.

The 2017-2018 school year has once again been a busy year for the Board. We held 7 full board meetings and 28 subcommittee meetings. Over the course of those meetings, the Board approved the annual budget, an auditor to conduct the annual audit, formation of a safety and risk management committee and our new Five-Year Strategic Plan. Initiatives of the plan include installing a solar array, working with the Alumni Association to ensure they can operate independently and are a viable entity going forward, and a concerted emphasis on developing and strengthening relationships in the community that can provide a direct benefit to our students.

This past year we continued evaluating the academic performance of our students. We have been closely monitoring internal and external testing results and objectively evaluating the current education program in place. We need to be confident we are providing a dynamic, responsive educational program that responds to the ever-changing needs of our diverse community. As the Board, we are working to meet our obligation to ensure our students are getting the most comprehensive curriculum that meets all common core mandates presented in an environment which supports and encourages critical thinking in all of our students.

In June, we saw the graduation of the class of 2018. Once again, our seniors were accepted to some of the most well-known and prestigious colleges and universities. The board was very proud that almost half of our seniors earned the John & Abigail Adams scholarship, which allows State tuition for free. The Board was also proud to watch as two of our teachers received the prestigious Grinspoon Excellence in Education Award.

In closing, on behalf of the Board of Trustees, our thanks to SABIS® Educational Systems for their commitment to education; to our parents, thank you for entrusting us with the responsibility of educating your children; to the faculty and staff, thank you for the dedication to education you demonstrate every day when you work with our students, and to our students, thank you for making us proud to call you students of SABIS® International Charter School. Finally, sincere thanks to our Director, Mrs. Reuter under whose leadership and personal commitment we continue to see the SABIS® Community thrive and work to meet all challenges.

Sincerely, Sonja Shaw

Faithfulness to Charter Key Design ElementsSABIS® International Charter School (SICS) is intended to be a college-preparatory school having as its main objective preparing students for success in college. (page 2)

Develop and implement an Advising curriculum, a one hour per week class that addresses personal ownership in one’s future and personal responsibility for students in grades 6 - 9.

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Develop and implement a College and Career Readiness curriculum, one class period per week that provides exposure to higher education, differentiates among college majors, college expectations and financial and acceptance criteria for all students in grades 10 – 12.

Organize and host the Annual College Fair for students in grades 9 – 12.

Empower students to make a difference in their own lives and others through the Student Life Program (SLO®). Provide leadership opportunities for all students in all aspects of school life. (Page 4)

Complete application and interview process leading to selection for leadership prefect positions in one of the 8 Student Life Organization® (SLO®) departments, with each department mirroring the operations of the school. Departments include Academics, Discipline, Management, Sports & Health, Activities Department, Outreach, Lower School, and Social Responsibility.

Uphold prefect*responsibilities in one or more of the 8 Student Life Organization® departments Participate in SLO® department jobs: Journalism Prefect, Photography Prefect, Office Managing

Prefect, Data Entry Prefect, Office Assistant Prefect, Teacher Assisting Prefect, Lost and Found Prefect, School Management Prefect, Mentoring Prefect, Tutoring Prefect, Recycling Prefect, Discipline Prefect, Equipment Prefect, Bulletin Board Prefect Prefect: A person appointed to any of various positions of responsibility; they are a member of the Student Life Organization® who invests their time, service and skills to make a difference not only within their school but within their community, country, and the world.

Participate in and/or lead SLO® Clubs: Model Congress, Nursing Club, GSA Club, Anime Club, Art Club, Bible Club, Movie Club, Community Service Club, Green Peace Club, Hockey Club, Basketball Club, Ultimate Frisbee Club, Outdoor Games Club

Continuous evaluation of student learning as an integral part of the instructional process. (3) Students are tested weekly in Math and English using SABIS Educational System’s Academic

Monitoring System (AMS). AMS report results generated within 24 hours provide instant feedback to Academic Quality

Controllers (AQCs), Head of Departments (HODs) and teachers and are used as feedback to teachers to inform adjustments in instructional practice.

All students’ reading levels are assessed one time per term using the STAR Reading software. This program generates reports to help teachers develop appropriate strategies for improving literacy.

Implementation of the Governance/Leadership StructureSICS has benefitted from stable leadership and membership on the Board since it was founded in 1995. Over the past thirteen school years, from 2005-2006 to 2017-2018, SABIS® International’s Board has averaged ten members. Consistency and stability in board membership has greatly benefitted SABIS® International’s continued commitment and capacity toward achieving the shared vision and mission.

Access and Equity SABIS® International Charter School continues to focus on discipline (Student Management) each school year. Our school’s profile page indicates that there was a decrease in student discipline in regards to most student subgroups. Those groups that were: students with disabilities, high needs, female, male, African American/Black, Hispanic/Latino and white. The student subgroups we saw a slight increase in student discipline were: ELL, economically disadvantaged and Asian.

In order to reduce the use of In-School Suspensions and Out-of-School Suspensions; 1) SICS increased the Student Management Team, adding another Deputy Student Management Coordinator. By reducing the ratio, more positive reinforcements/incentives were established and a focus on appropriate behavior could happen, 2) contracted with a part-time BCBA (Board Certified Behavior Analyst) to help teachers support students with

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behavioral/social emotional concerns in the classroom, and 3) continued Professional Develop on student management, social/emotional behavior and behavior intervention plans.

Dissemination Efforts

Best Practice Shared

Vehicle for Dissemination (describe the

method, format, or

venue used to share best practices)

Who at the school was

involved with the dissemination efforts? (Title)

Criteria that best aligns to the shared best

practice (choose from the drop down menu)

With whom did the school

disseminate its best practices? (Partners and

Locations)

Result of dissemination (List any resulting artifacts, materials, agendas, or results from partners. Also indicate if the school received grant funding to disseminate and if a grant report was

written.)

SABIS® academic Model and students success1. Introduction to the SABIS® model and systems through classroom observations.2. Sharing of our SABIS® student management data systems (SSMS) and academic monitoring system (AMS)3. SLO student Leadership

On site: School visit. Teaching methodology observed through classroom observations and Student Prefect panel and presentation

Director, Academic Quality Controllers, Student Life Coordinator and Student Life Prefects

Faithfulness to Charter and Academic Program Success

Representative Alice Peisch, Chair Committee on Education

Dissemination folder with agenda, SICS Annual Report, Sample AMS assessment data and SSMS reports, SLO overview

High Academic Achievement for all/School Culture and Academic Accountability:Observing and sharing best practices in instructional methodology, academic accountability using our Academic Monitoring System (AMS) and presentation by our student prefects on impact student leadership has on school culture.

Teaching methodology, classroom observations and Student Prefect panel and presentation

Director, Academic Quality Controllers, Student Life Coordinator and Student Life Prefects.

Academic Program Success

Mark Valli, Community Charter School of Paterson, NJ

Dissemination folder with agenda, SICS Annual Report, AMS data and reports, SLO overview and department organizational structure

Provide an overview of SICS academic offerings, major fields of study and other college readiness information.

On site: Presentation prior to college fair for 90 Universities and Colleges

Director, College Counselors, Student Life Prefects


National College Representatives

Dissemination folder with agenda, SICS Annual Report, Sample AMS assessment data and SSMS reports, SLO overview, AP offerings and results, sample of College and Career Readiness lessons

Information session introducing SICS program to prospective families and local educators about the key design elements of our program including teaching methodology and the Student Life Organization (SLO).

On site: Presentation

Director, Assistant Director, Administrators, Teachers and Student Life Prefects


Parents and Public

Student Life Organization®: Preparing Students to Lead

On site:Training for local school administrators

Director, Academic Quality Controller, Student Life Coordinator, Student Life Prefects

Faithfulness to the Charter Academic Program Success

Springfield Public Schools and Local Charter Leaders

Power Point/take away materials

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Academic Program Success2017 School Report Card:http://profiles.doe.mass.edu/reportcard/rc.aspx?linkid=37&orgcode=04410505&fycode=2017&orgtypecode=6

Program DeliveryThere were no new changes to the curriculum, instructional model and assessment methods.

Teacher EvaluationsSABIS® continues to use a modified version of the Massachusetts teacher evaluation model. All teachers and paraprofessionals must complete and submit to their supervisors a portfolio that includes student learning and professional practice performance goals. Teachers and paraprofessionals must then supply evidence to the degree that each of the goals were met.

Organizational Viability

Please see Attachment 1: School Organizational Chart

Policy decisionsThe Board of Trustees continues to fulfill its statutory responsibilities to achieve the terms of the charter, safeguard public funds and to effectively and efficiently oversee SABIS® International management team’s performance. The Board has accomplished this not by micromanagement over the school’s administrative team, but by establishing a sound committee system to receive, review and follow-up on information received through various reporting mechanisms. This current system has proven to be effective and efficient for handling the Board’s oversight responsibilities, while channeling policies and issues that emerge through a process.

The Board focuses on long-term planning and oversight, while the administrative team is responsible for day-to-day operations and reporting results. By staying within clearly defined and established parameters, the Board and the administration have been able to effectively and cooperatively carry out their respective duties and responsibilities. The Board understands that its main responsibility is to ensure that the school remains in full compliance with all laws and regulations governing public schools. This means ensuring that the school is accountable financially and academically to the Massachusetts Board of Elementary and Secondary Education. It also means making practical facility-related decisions, analyzing financial reports, setting and overseeing the school’s uniform and discipline code, and evaluating the school’s Director.

Board members are knowledgeable of the school’s academic goals, as well as the status and challenge toward meeting these goals. Communication between the administration and the Board has always been open, allowing for a free flow of information, thus strengthening the relationship between the Board and school management. Status reports on the school’s programs and progress toward goals are presented at every Board meeting. Answers to questions are quickly provided.

ComplaintsNo official written complaints were received by the board of trustees during the 2017-2018 school year.

OversightThe Board of Trustees performs its oversight of the school’s management through its various committees (such as Education, Governance, Finance, Long Range Planning, Community Relations and others). These committees meet regularly and receive and review reports provided by school administrators or outside consultants. Minutes of all committee meetings are written and shared with the full Board, staff and the public.

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http://profiles.doe.mass.edu/reportcard/rc.aspx?linkid=37&orgcode=04410505&fycode=2017&orgtypecode=6

As part of its oversight role, the Board reviews and approves the school’s accountability plan which contains a wide range of academic and non-academic performance goals. This accountability plan is then submitted to the Department of Elementary and Secondary Education (DESE) for approval. Annually, the school’s administrators prepare an annual report detailing the school’s performance toward meeting each goal outlined in the accountability plan. The School Director submits a regular report to the Board prior to all Board meetings detailing progress toward meeting the school’s goals.

Financial Oversight Relative to the school’s compliance with requirements applicable to the internal controls on accordance with OMB Circular A-133, the auditors stated the following in each fiscal year audited financial statements: “In our opinion, the SABIS® International Charter School complied, in all material respects, with the [federal] requirements referred to above that are applicable to its major federal program for the year ended.”

The auditors discovered “no instances of noncompliance that are required to be reported under the Government Auditing Standards.” In addition, the auditors noted in each of the last eleven fiscal year audits that there are “no matters involving the internal controls over financial reporting and its operation that we consider to be material weaknesses.” The auditors stated: “We did not identify any deficiencies in internal control over financial reporting that we consider to be material weaknesses.”

In the last twelve fiscal years, the auditors stated that “SABIS® International Charter School was determined to be a low-risk auditee.” In addition, auditors made no findings for all twelve fiscal years related to the Financial Statements Audit and the Major Federal Award Programs Audit.

All twelve fiscal year audits contain not a single finding of noncompliance or deficiencies relative to SABIS® International’s management of its finances.

Fiscal oversightThe Board of Trustees takes seriously its fiduciary responsibility to provide fiscal oversight of the school’s operations. As the governing body, the Board receives and reviews regular financial reports from the school’s administrative team. The Board also adopts policies, as necessary to improve on the system of internal controls already established at the school. The Board’s Finance Committee meets periodically (in most cases monthly) with the school’s business manager to review a variety of financial reports, profit and loss detail and statements, year to date budgeted versus actual variance, review of detailed balance sheet, assets and liabilities, transaction itemization report, contracts with vendors, major capital outlays, and much more. The reports are carefully reviewed by the committee before being submitted to the full board

Internal ControlsSICS is a professionally managed charter school that adheres to all state and federal reporting requirements. The school has implemented the Massachusetts Department of Elementary and Secondary Education recommended Fiscal Policies and Procedures Guide as well as SABIS® Educational System’s policies and procedures management of business operations. Over the years, a comprehensive set of procedures for handling and safeguarding public funds has been developed by SICS.

Sound policies have been established to deal with internal banking procedures, account transfers, and bank reconciliation process. Both school and SABIS® corporate staff carefully monitor restricted and unrestricted grant awards, grant expenses, and monthly draws. To further ensure compliance with sound and effective financial management policies and procedures, the school’s business manager prepares a detailed monthly financial report that is provided to the SABIS® corporate office for review and approval, and then provided to the School Director and to the Board of Trustees. This monthly budget analysis shows budgeted versus actual comparisons in the same format as the budget, thus allowing for quick and efficient review.

Prior to June of each year, SABIS® Educational Systems prepares and presents to the Trustees a detailed, recommended operating budget for the next school year. The proposed budget shows each discreet area of expenditure as a separate line item, including funds allocated for use by the Trustees as well as fees paid to

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SABIS®. The Trustees and SABIS® together review the proposed budget. The Trustees then provide SABIS® with its position on each line item.

All revenue funds received in connection with the school are deposited initially in a Board of Trustees account. SABIS® Educational Systems is paid fees on a quarterly basis per the operating budget. Also on a monthly basis, funds allocated in the budget for the operation of the school are deposited in a school operating account. Expenditures from the school operating account are incurred only in accordance with the approved budget (as it may be modified by agreement of the Trustees from time to time) The school budget for FY19 was approved by the Board of Trustees on 5/2/18.

Capital PlanThe Capital Plan currently consists of multiple elements; the need for ongoing repairs, the cost of replacement for items that have completed their useful life as represented in the chart below and the potential for expansion in the future to fulfil the original building design to include an auditorium and media center/library.

Most recently, the Board of Trustees (BOT) revised the Strategic Plan (2017-2022) to further expand on the ongoing need for investment in technology and the need to improve the school’s physical plant to support school programs and mission by renovation and expansion.

In 2017 the Facilities Sub-committee of the Board of Trustees, with full Board approval has once again begun to initiate the Solar Installation project that had previously been on hold due to less than favorable contractual requirements.

Annually the school invests in the continuing need to upgrade and expand student access to technology (particularly in light of computer based MCAS testing) and the continuing need to review, assess and potentially upgrade security systems.

10 Year Capital Plan

Financing Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 10 YEAR

Capital Project Source 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023 2023-2024 2024-2025 2025-2026 2026-2027 2027-2028 TOTAL

Furniture, Fixtures & Equipment Internal $257,108 $47,523 $81,569 $50,418 $51,930 $140,527 $112,123 $154,436 $118,951 $134,984 $1,149,569

Building & Land Improvements:

- General Site Replacement Internal $63,200 $18,448 $0 $182,215 $40,605 $96,016 $78,562 $60,800 $55,061 $73,071 $667,979

- Floor & Carpet Replacement Internal $13,000 $15,275 $15,733 $105,842 $57,017 $58,728 $17,708 $18,239 $18,786 $41,925 $362,253

- HVAC Unit Replacement Internal $0 $0 $0 $0 $0 $0 $91,257 $265,306 $0 $0 $356,563

- Fencing Replacement Internal $0 $0 $0 $0 $0 $0 $0 $0 $0 $18,000 $18,000

- Parking Lot Replacement Internal $0 $0 $0 $0 $0 $405,424 $0 $0 $212,535 $0 $617,960 - Telephone System Replacement Internal $0 $0 $0 $0 $0 $0 $0 $60,000 $0 $0 $60,000 - Fire Alarm System Replacement Internal $0 $0 $0 $0 $0 $0 $0 $0 $0 $54,529 $54,529

FISCAL YEAR TOTAL $333,308 $81,247 $97,302 $338,474 $149,553 $700,695 $299,650 $558,781 $405,334 $322,509 $3,286,853

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Appendix A: Accountability Plan Evidence 2017-2018

Faithfulness to Charter

2017-2018 Performance

(Met/Partially Met/Not Met)

Evidence (include detailed evidence with supporting data or examples)

Objective: To prepare students for success in College

Measure: Annually, 100% of SICS students will qualify for admission to a minimum of one institution of higher learning by June 1st of the year of graduation.

Not Met

98 % of the senior class qualified for admission to a minimum of one institute of higher learning as evidenced by the student report survey. As of the submission of this report two students are attending summer school and are expected to qualify for admission to a minimum of one institute of higher learning by August 3rd.

Measure: Annually, 90% of members of SICS senior class will enroll in an institution of higher learning by the fall after their graduation.

Met98% of the senior class enrolled in an institution of higher learning.

Measure: 100% of SICS graduates will successfully complete the SICS graduation requirements and will exceed Mass Core requirements in order to receive a SICS diploma. Not Met

98% of the 2018 SICS senior class successfully completed the SICS graduation requirements which exceeds the Mass Core requirements as evidenced by their transcripts. As of the submission of this report, two students are attending summer school and are expected to receive their diploma by August 3rd, 2018

The recommended program of studies for Mass Core is:1. English – 4 years2. Math – 4 years3. Science (lab based) – 3 years4. History/Social Science – 3 years5. Same foreign language – 2 years6. The Arts – 1 year7. 5 additional “core” courses – business education, career and

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technical education, health and/or technology or any other above subject.

8. Additional opportunities including – AP classes, dual enrollment, a senior project, online courses for high school or college credit or service or work-based learning.

Measure: There will be a 10% growth increase in enrollment in AP courses over the term of the charter. Met

This measure was met in the first year of the term of the charter (2015 -2016) as the school experienced an 18% growth increase and has continued to show a growth in the enrollment in AP courses each subsequent year.

Measure: Annually, 100% of grade 6 -12th SICS students will participate in peer tutoring, mentoring program, prefect roles and/or SLO® Met

There was 100% participation in either SLO clubs, SLO prefect roles, tutoring and/or mentoring as is evidenced by enrollment and attendance through SLO AMPS (Activities Management Prefect-Driven System)

Measure: Annually, the average score earned by all students in grades 1-12 on the SABIS code of conduct will be 95% or higher as determined by the teachers and reflected in the end of the year report card over the term of the charter.The SABIS code of conduct is based on the following ten criteria:

1. Honesty2. Cooperation/Helpfulness3. Compliance with rules4. Self Control5. Effort6. Good manners7. Responsibility toward academic work8. Punctuality9. Wise use of time10. Respect for faculty, student and property

Not Met

This year, the average score earned by all students in grades 1-12 on the SABIS® code of conduct was 90%. This information was collected from the end of year report cards. SABIS® will continue to stress and reinforce the “SABIS Basic Beliefs” as a model for conduct for all students.

These basic beliefs, which emphasize personal responsibility, are posted in every classroom.

1. Always try2. Do your best3. Cooperate and actively

help others4. Treat others with respect5. Manage yourself6. Respect the property and

rights of others

Measure: Annually, 100% of SICS 9th grade students will earn Met 100% of the 9th grade students received a passing grade in their Advising class as

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a passing grade in their Advising course. evidenced in their end of term report card.

Objective: The school will disseminate best practices to other school districts including the sending district.

Measure: SICS will share, at minimum once a year, one of the following; teaching methodologies, student leadership programs, peer tutoring program and student academic support programs to enhance school culture over the term of the charter.

Met

Evidence of meeting this measure is articulated in detail in the Dissemination Efforts section of this report.


2017-2018 Performance

(Met/Partially Met/Not Met)

Evidence (include detailed evidence with supporting data or examples)

Objective: To challenge the school to improve student performance on internal assessment and measurement toward academic excellence.

Measure: There will be a 5% increase over the term of the charter in the school wide average of the Academic Monitoring System® (AMS®) for grades 3-8 in math.

Met

The school recorded an increase in its’ grade 3 – 8 AMS scores in each of the first two years of the current term of the Charter.

Measure: There will be a 5% increase over the term of the charter in the school wide average of the Academic Monitoring System® (AMS®) for grades 3-8 in English.

Met The school recorded an increase over the baseline in the grade 3 – 8 AMS English scores for all three years of current Charter. For the most current school year, we demonstrated a 1.3% increase over the 76% baseline score.

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Measure: 30% of students in grades 1-6 will achieve the Honor Roll status over the term of the charter. Met

The school once again met this measure in that 36% of students in grades 1-6 achieved the Honor Roll status on their end of year report cards. This is evidenced in the SSMS (SABIS® School Management System) data collection system.

Measure: There will be a 10% increase of students in grades 7-12 inducted into the National Junior Honor Society (NJHS) and National Honor Society (NHS) over the term of the charter.

Not Met

There were 34 students inducted into NHS this past school year, 25 into NHS and 9 into NJHS. The school did not see an increase from the baseline of 41 students.

RECRUITMENT PLAN 2018-2019

SABIS® International Charter School

2016-2017 Implementation Summary:1. In a brief narrative, what were report the successes and challenges of implementing the school’s recruitment strategies from the 2017-2018 Recruitment Plan?

In 2017-2018, SICS held 2 successful Kindergarten Information Session in November. Our Kindergarten registration was opened up to 8 days in January at various times and days of the week to accommodate varying family schedules; translators were available to help with the process, answer questions and fill out paperwork. All outreach material was printed in English, Spanish and Vietnamese. SICS held a High School parent/student informational session to go over offerings and college prep strategies/help. The only challenge we found was that the Springfield Charter School Showcase was not held this year; for the past 3 years we have taken part in this great community opportunity.

2. Is there additional information that gives context for subgroup enrollment figures (e.g., high number of siblings enrolled in entry class, re-classification of student subgroup status, etc.)?

During the 2017-2018 school year, SICS enrolled 213 new students. All new students followed the school’s enrollment policy. Ninety (or 42%) of the new students enrolled were siblings to students attending our school. The remaining 123 new students were made up of new Kindergarten students experiencing their first lottery and students in Grades 1-10 who were accepted through a lottery to determine their placement order. Of the new students enrolled in 2017-2018, the breakdown is as follows:Special Education: 7%ELL: 18%African American: 32%Hispanic: 50%

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Asian: 5%White: 14%

3. Please provide a brief explanation if you think that your incoming class of students (as captured in the October 1, 2018 SIMS report) will meet the comparison index or the school’s gap narrowing targets. Please explicitly state if you would like further discussion with the Department regarding the school’s Recruitment Plan once your school has submitted October 1 st SIMS demographic information.

Our goal here at SICS is to meet/increase the comparison index every year. Therefore, we believe our October SIMS Report will meet our demographic information and comparison index. No further discussion or delay review is needed.

Describe the school’s general recruitment activities, i.e. those intended to reach all students.

General Recruitment Activities for 2018-2019:

Community Outreach: For the past 3 years SICS has participated in the Springfield Charter School Showcase held downtown, in the Mass Mutual Center. Ads are purchased and placed in local newspapers with registration, event, and lottery information. Such ads are printed in English, Spanish and Vietnamese. Additionally, all promotional materials will explicitly state that the school serves all students, including those with IEPs and 504s and are also printed in English, Spanish and Vietnamese.

Mailings and Flyers: Annually, SICS sends out mailings in English, Spanish, Vietnamese and other prevalent languages in the district to local child care centers, libraries, youth agencies and community centers. These mailings will be clear and easy to understand. They will explicitly indicate that the school is welcoming of all students, including those who have learning disabilities, language barriers and they will be printed in English, Spanish and Vietnamese.

Information Sessions: Annually, in November, we hold 2 Information Sessions prior to the Kindergarten registration deadline to ensure that families have an opportunity to hear all about what we have to offer, tour the school and ask questions of school administrators and teachers. These information sessions will be advertised on the school’s website, in the school monitors, school calendar, in mailings (above) and in the local newspaper.

Parent Connection: The Parent Connection is made up of ALL parents and is run by the same. They conduct outreach through a variety of avenues such as: events (craft fairs, vendor fairs, fundraisers, trunk or treat, and homecoming), and “word of mouth” to family and friends.

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Recruitment Plan –Strategies

List strategies for recruitment activities for each demographic group.

Special education students/students with disabilities

(a) CHART data

School percentage:13.3%

GNT percentage: 15.3%

CI percentage: 16.8%

The school is above CI & GNT percentages

(b) Continued 2017-2018 Strategies

Met/exceeded GNT/CI: no enhanced/additional strategies needed

At all informational sessions/outreach, the Special Education Director, Special Education Staff and PAC representatives will be available to families for individual consultations and to describe what SICS has to offer students with Special Needs.

All recruitment materials state “children with special needs are welcome at our school” in languages spoken by all families. Maintain a comprehensive Special Education section on our school website. Include Special Education students/alumni to speak on his/her experiences here at SICS. Place informational posters representing our school in local mental health agencies, at local parent advocacy agencies, the Department of

Social Services and of Youth Services.(c) 2018-2019 Additional Strategies

No enhanced/additional strategies needed

Limited English-proficient students/English learners

(a) CHART data

School percentage: 5.9%




Inform all families at all enrollment/recruitment sessions that students who speak a second language at home will be assessed/tested in using the Language Assessment Scales-Reading & Writing. If the student is found to be LEP, that student will be provided with a program to meet his/her individual needs.

Distribute literature, applications, and enrollment forms in Spanish, Chinese, Vietnamese, Somali and Japanese. Any family needing materials in a language other than those listed, will have them provided.

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The school is above GNT & CI percentages

Distribute all recruitment information to the Vietnamese Civic Association, Italian Cultural Center, Puerto Rican Cultural Center, and the Greek Cultural Center.

Provide translators at every recruitment event and meeting. Develop ongoing partnerships at community events. ELL staff will be available at all school informational sessions, Parent Nights and Open Houses. Place informational posters of our school in local Latino businesses. Place ads in many languages on our website. Build relationships with community leaders.

(c) 2018-2019 Additional Strategies


Students eligible for free or reduced lunch (Low Income/Economically Disadvantaged)

(a) CHART data

School percentage:38.3%



The school is above GNT & CI percentages



Partnering with SPS, SICS will continue to offer “FREE” breakfast and lunch to ALL K-12 students on a daily basis. This information is included in all registration, outreach and community materials. Disseminating this information to all food pantries, local churches, local boys & girls clubs, regional Head Start sites and within

media ads. Provide refreshments at one or more of the informational sessions.

(c) 2018-2019 Additional Strategies


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Students who are sub-proficient

(d) 2018-2019 Strategies

Emphasize the extensive amount of extra help, tutoring and extended day academic help that is available from staff & peers. Distribute our materials regarding our non-selective and non-discriminatory enrollment/recruitment information to non-

traditional learning centers throughout the city. (Springfield) Continue including in our recruitment materials that students are not selected/enrolled based on their academic abilities, thus

allowing students who are sub-proficient the opportunity to apply for enrollment. Include our unique characteristics of SICS and the benefits for students who may be in danger of failing.

Students at risk of dropping out of

school

(e) 2018-2019 Strategies

Include and continue to include in our recruitment publications/media that SICS programs are designed to challenge students while helping them to obtain success in their academic careers thus preventing them from dropping out of school.

Our Guidance Department, along with the Leadership Team, will work with all student to prevent them from being students who are at risk of dropping out of school.

Build and maintain an active relationship with local agencies such as police, probation and court.

Students who have dropped out of

school

(f) 2018-2019 Strategies

Continue to make parents/students in our sending district aware that SICS does provide services for students who have dropped out of school.

Include in recruitment material that students are not selected/enrolled based on their academic abilities. Continue to follow our waitlist policy by taking students off the waitlist as an opening occurs, following DESE guidelines.

OPTIONAL

Other subgroups of students who should

be targeted to eliminate the

achievement gap

(g) 2018-2019 Strategies

Create an application process and application materials that are easily understood and disseminated in a variety of languages spoken throughout our sending district.

Include in all materials that SICS programs are designed to challenge students of all backgrounds. Include in all materials that students are not selected/enrolled based on their racial/ethnic background.

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Retention Plan 2018-2019

2017-2018 Implementation Summary:

Successes:

*The school was able to maintain a high percentage of students in the 2017-2018 school year.

*We were able to maintain this high retention rate even among potentially at-risk subgroups.

*We had a high rate of retention even for new students entering the school.

*We were able to maintain a high retention rate even though there is an increasing rate of competition in the form of new charter and magnet schools as well as online and early college programs.

Challenges:

*We have had an increasing transient population and have experienced several students moving out of district, so in spite of strong program efforts, these students are not retained.

*There are increasing alternative options in the form of new magnet and charter schools locally.

*Some students leave to peruse athletic opportunities outside of the range of our school’s scope (ie..football or hockey programs) and thus choose to transfer.

* Surrounding suburban schools continue to increase the amount of seats for Springfield students through “School Choice” programs.

Overall Student Retention Goal

Annual goal for student retention (percentage): 99%

Retention Plan –Strategies

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Special education students/students with disabilities

(a) CHART data

School percentage: 13%

Third Quartile: 22.1%

The school is below third quartile percentages.

(b) 2016-2017 Strategies

Below third quartile: no enhanced/additional strategies needed

Special Education students in grades K-12 receive specific instruction in Math and ELA according to their IEP. (Example: small group pull-out services, small-group environments, exam modifications)

Paraprofessionals assist at all grade levels to help support student success.

Limited English-proficient students/English learners

Limited English-proficient students

(a) CHART data

School percentage: 5.3%

Third Quartile: #19.8%

The school is below third quartile percentages.


Below third quartile: no enhanced/additional strategies needed

All ELL students receive instruction from our ESL teachers. They are pulled out for small group intervention and at times the teacher pushes into the class to work with the students in a large group setting. In 2013, we started requiring our teachers to take the SEI Endorsement Course so that all teachers on staff were fully endorsed by the Spring of 2016.

(c) 2017-2018 Additional Strategy(ies), if needed

We added an additional ELL teacher to help provide for the increased need for students in grades 6-12.

Students eligible for free or reduced lunch (low income/economically disadvantaged)

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(a) CHART data

School percentage: 36%

Third Quartile: #20.2%


*We provide free tutoring during school hours, after school and on Saturdays for MCAS subjects to all of our students here at SICS.

*Transportation services are free for all students.

*Our Guidance Department elicits application waivers and free SAT exams for all students.

*Our Student Life Organization provides extracurricular activities during the school day since transportation is a challenge for many students.

*All athletic and extracurricular actives are free of charge to all students.

*Access to technology for all required assignments is provided on campus.

*No student is denied the opportunity to attend school field trips or activities due to inability to pay.

Students who are sub-proficient

(d) 2016-2017 Strategies

Mandatory tutoring is assigned to all struggling learners; this is done during recess time (K-5) and during our Student Life® period (6-12).

We also offer interventions during the day, instructed by Intensive teachers and all content teachers.

Students at risk of dropping out of school

(e) 2016-2017 Strategies

We have continued to improve our RTI program…currently we have titled it: MTSS. This program is available for all K-12 students in the building, including Special Education students.

Students who have dropped out of school

(f) 2016-2017 Strategies

SICS allows a few weeks for students who have dropped out to re- enroll in our district. Our College and Career Team work with students considering a drop out to remain in our district.

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OPTIONAL

Other subgroups of students who should be targeted to

eliminate the achievement gap

(g) 2016-2017 Strategies

Students who fail one or two courses are able to make up their credits during our Summer School Program. This program is free to students in grades K-8 and $50.00 for each course in grades 9-12. (SICS pays for students who are unable to fund this program.)

Conditions for Renewal

1. By June 30, 2015, SICS shall submit to the Department a comprehensive evaluation of the school’s mathematics, English language arts and science programs including, but not limited to, whether and how such programs effectively meet the needs of special education students and English language learners. Such comprehensive evaluation must be conducted by an external consultant(s) acceptable to and approved by the Department. Status: Met

2. By December 31, 2016 SICS must demonstrate that it is as academic success by providing evidence that the school has met or is making substantial progress toward meeting benchmarks in its Accountability Plan and in particular, has demonstrated significant and sustained academic improvement in mathematics, English language arts and science.Status: In ProgressExamples of the progress is evidenced in the measures met in the accountability plan. Specific examples include Grade 10 maintaining a 99.1 CPI in 2017 in ELA and experiencing an increase in the math CPI from 92.8 in 2016 to 94.9 in 2017.

Appendix C: School and Student Data Tables

Student demographic information can be found on the Department’s website using the following link to our school’s profile on the Department’s website. http://profiles.doe.mass.edu/reportcard/rc.aspx?linkid=37&orgcode=04410505&fycode=2017&orgtypecode=6

STUDENT DEMOGRAPHIC AND SUBGROUP INFORMATION

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http://profiles.doe.mass.edu/reportcard/rc.aspx?linkid=37&orgcode=04410505&fycode=2017&orgtypecode=6

Race/Ethnicity # of students1568

% of entire student body

African-American 473 30

Asian 61 4

Hispanic 620 40

Native American 0 -

White 330 21

Native Hawaiian, Pacific Islander 0 -

Multi-race, non-Hispanic 84 5

Special education 215 14

Limited English proficient 80 5

Economically Disadvantaged 736 46.9

Appendix D - Additional Required Information

ADMINISTRATIVE ROSTER FOR THE 2017-18 SCHOOL YEAR

Name, Title Brief Job Description Start date End date (if no longer employed at the school)

Karen Reuter, Director School Leader 8/16/05 n/aKim Hollenbeck, Asst. Director Title 1 Coordinator, Supervises Operations and

Academics8/26/99 n/a

Sean Parent, Student Life Coordinator Supervises Student Life Component 8/17/16 n/aBrendan Dwyer, Academic Quality Controller Academic Leader Grades 9 -12 8/18/08 n/aTrina Roberts, Academic Quality controller Academic Leader Grades 6 – 8 3/19/18 n/a

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Rosara Pellicier, Academic Quality Controller Academic Leader Grades 3 - 5 3/23/15 n/aShirley Vazquez, Academic Quality Controller Academic Leader Kindergarten - 2 9/11/08 n/aCynthia Miller, Director of Special Education Oversees Special Education Department Grades K-12 12/18/17 n/aAnn Campagna, ELL Coordinator/Testing Coordinator

MCAS/External Reporting Coordinator, Oversees ELL Program K - 12

5/24/00 n/a

Keith Laflamme, IT Manager Technology Supervisor 12/18/95 n/aSteve Bissonnette, Business Manager Financial Supervisor 4/21/06 n/aAndrea Salvas, Academic Quality Controller Academic Leader Grades 6 – 8 8/16/05 8/15/17

Gina Martin-Ryan, Student Life Coordinator

Supervised Student Life Component 2/24/14 8/18/17

Khalid Shehemi, Academic Quality Controller Academic Leader Grades 6 – 8 2/24/14 1/30/18

Jill Yvon. Special Education Academic Coordinator Oversees Special Education Department Grades 6 - 12 8/21/95 8/15/17

Melissa Mumby, Special Education Academic Coordinator

Oversees Special Education Department Grades K - 5 10/1/2008 1/2/18

William Foley, Head Supervisor School Discipline/ Building Operations 12/11/98 8/1/17

TEACHERS AND STAFF ATTRITION FOR THE 2017-2018 SCHOOL YEAR

Number as of the last day of the 2017-

2018 school year

Departures during the 2017-2018

school year

Departures at the end of the school

year

Reason(s) for Departure

Teachers 98 16 10 Went to another district, terminated, at home, deceased, retired, family need, changed professions, moved

Other Staff 73 8 0 Retired, terminated, went to another district, resigned

BOARD MEMBER INFORMATION

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Number of commissioner approved board members as of August 1, 2018

11

Minimum number of board members in approved by-laws 3

Maximum number of board members in approved by-laws 15

BOARD MEMBERS FOR THE 2017-2018 SCHOOL YEAR

Name Position on the Board

Committee affiliation(s)

Number of

terms served

Length of each term (including date of election

and expiration)

Luis Aponte Member Governance, Facilities & Technology

1st (3 years = 1 term) 9/2015 – 11/2018

Joyce Williams-Gondek

Member Community Relations, Education, Governance, Long Range/Strategic Planning, ad hoc Retreat

3rd 11/2016 – 11/2019

Olivia Kynard Member Finance, Governance, Long Range/Strategic Planning

1st 6/2015 – 11/2018

Wilfredo Lopez, Jr. Treasurer Executive, Facilities & Technologies, Finance, ad hoc Retreat

1st 5/2016 – 11/2019

Daryl Lovell Vice Chair Executive, ad hoc Retreat

1st 3/2017 – 11/2020

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BOARD MEMBERS FOR THE 2017-2018 SCHOOL YEAR

Ellen McDonald Member Education, Facilities & Technologies, Finance

4th 11/2017 – 11/2020

Anne-Marie Nicolai

Member Education 1st 1/2018 – 11/2021

Sonja Shaw Chair Executive, Long Range/Strategic Planning

1st 6/2015 – 11/2018

Patrick White Member Education 1st 7/2016 – 11/2019

Dr. Atu White Member Education 1st 5/2017 – 11/2020

Tracye Whitfield Secretary Community Relations, Education, Executive

2nd 11/2016 – 11/2019

Key Leadership Changes

Position NameBoard of Trustees Chairperson Sonja Shaw

Charter School Leader n/aAssistant Charter School Leader n/aSpecial Education Director – K - 12 Cynthia MillerMCAS Test Coordinator n/aSIMS Coordinator n/aEnglish Language Learner Director n/aStudent Life Coordinator Sean Parent

Facilities

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Location Dates of OccupancyN/A

Enrollment

Action Date(s)Student Application Deadline January 2, 2019 through February 1, 2019

Lottery February 21, 2019

Amendments to the Charter

Date Amendment Requested Approved?None during the 2017-2018 school year

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SABIS International Charter School2017-2018 Financial Statements

(Unaudited)Statement of Revenues and ExpensesFor the year ended June 30, 2018

OPERATING REVENUESStudent Tuition $ 18,122,129Federal & State Grants 1,020,286Educational Fees 84,263On-Behalf Pension 2,550,470In-Kind Meals 673,576In-Kind Transportation 2,378,813Other Income 1,627

TOTAL OPERATING REVENUES $ 24,831,164

OPERATING EXPENSESSalaries and Benefits $ 8,623,141Payroll Taxes 275,208Fringe Benefits 1,293,433Classroom and Other Supplies 1,095,911Office Supplies, Postage and Expense 135,021Advertising 14,234Board of Trustees Expense 28,364Professional Services 166,565Travel 1,213Depreciation and Amortization 1,026,396Telephone 11,658Repairs, Maintenance and Supplies 498,558Occupancy Costs 359,591Insurance 75,420Grant Programs 1,023,417Extra-Curricular Activities 155,516After School Program 1,830Computer Expense 178,310Instructional Management Fee 1,993,000Staff Development 15,760Student Testing 13,635Payroll Service Charges 61,993Bank Fees 294On-Behalf Pension 2,550,470In-Kind Expense 3,052,389

TOTAL OPERATING EXPENSES $ 22,651,327

OPERATING INCOME $ 2,179,837

NON-OPERATING REVENUE (EXPENSE)Interest Income 28,897Interest Expense (1,886,658)

TOTAL NON-OPERATING EXPENSES $ (1,857,761)

CHANGE IN NET POSITION $ 322,076

Statement of Net Position

For the year ended June 30, 2018

ASSETSCurrent Assets

Cash and Cash Equivalents $ 10,064,822Grants Receivable 86,968

Total Current Assets $ 10,151,790

Noncurrent AssetsCapital Assets, Net $ 25,675,422

Total Noncurrent Assets $ 25,675,422

Deferred Outflows of ResourcesDeferred Loss on Bond Refunding $ 6,794,942

Total Deferred Outflows of Resources $ 6,794,942

TOTAL ASSETS $ 42,622,154

LIABILITIES AND NET POSITIONCurrent Liabilities

Accounts Payable $ 225,625Accrued Expenses 535,446Accrued Compensation 1,083,455Bonds Payable, Current Portion 950,864

Total Current Liabilities $ 2,795,390

Long-Term LiabilitiesBonds Payable, Net of Current Portion $ 33,672,444

Total Long-Term Liabilities $ 33,672,444

TOTAL LIABILITIES $ 36,467,834

NET POSITIONNet Position, Beginning of Year $ 5,832,244Change in Net Position 322,076

Total Net Position $ 6,154,320

TOTAL LIABILITIES AND NET POSITION $ 42,622,154

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SABIS International Charter School2018-2019 Financial BudgetsCapital Budget

CAPITAL OUTLAY Furniture and Equipment $ 144,998 Computer Equipment and Software 112,110 Building Improvements 76,200TOTAL CAPITAL OUTLAY $ 333,308

Operating Budget

OPERATING REVENUESStudent Tuition $ 18,584,218Federal & State Grants 1,049,301Educational Fees 88,500On-Behalf Pension 2,550,470In-Kind Meals 673,576In-Kind Transportation 2,378,813Other Income 0

TOTAL OPERATING REVENUES $ 25,324,878

OPERATING EXPENSESSalaries and Benefits $ 9,122,845Payroll Taxes 305,771Fringe Benefits 1,541,908Classroom and Other Supplies 1,035,824Office Supplies, Postage and Expense 145,961Advertising 12,500Board of Trustees Expense 30,000Professional Services 61,500Travel 1,500

Depreciation and Amortization 1,035,422Telephone 12,640Repairs, Maintenance and Supplies 488,261Occupancy Costs 358,200Insurance 81,191Grant Programs 1,049,301Extra-Curricular Activities 147,963After School Program 2,500Computer Expense 153,308Instructional Management Fee 2,197,000Staff Development 27,100Student Testing 13,632Payroll Service Charges 63,600Bank Fees 600On-Behalf Pension 2,550,470In-Kind Expense 3,052,389

TOTAL OPERATING EXPENSES $ 23,491,386

OPERATING INCOME $ 1,833,492

NON-OPERATING REVENUE (EXPENSE)Interest Income 26,040Interest Expense (1,853,458)

TOTAL NON-OPERATING EXPENSES $ (1,827,418)

CHANGE IN NET POSITION $ 6,074

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