application: beginning with children charter ii

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Application:BEGINNINGWITHCHILDRENCHARTERII

AnnualReports

Summary

ID:0000000018Status:AnnualReportSubmissionLastsubmitted:Nov3202010:19AM(EST)

Entry1SchoolInfoandCoverPageCompleted-Sep152020

Instructions

RequiredofALLCharterSchools

Each Annual Report begins with a completed School Information and Cover Page. The information iscollectedinasurveyformatwithinAnnualReportportal.Whenenteringinformationintheportal,someof the following itemsmaynot appear,dependingonyourauthorizerand/or your responses to relateditems.

Entry1SchoolInformationandCoverPage

(Newschoolsthatwerenotopenforinstructionforthe2019-20schoolyeararenotrequired

tocompleteorsubmitanannualreportthisyear).

Pleasebeadvisedthatyouwillneedtocompletethiscoverpage(includingsignatures)beforealloftheothertasksassignedtoyoubyyourschool'sauthorizerarevisibleonyourtaskpage.Whilecompletingthiscoverpagetask,pleaseensurethatyouselectthecorrectauthorizer(asofJune30,2020)oryoumaynotbeassignedthecorrecttasks.

BASICINFORMATION

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a.SCHOOLNAME

(Selectnamefromthedropdownmenu)

BEGINNINGWITHCHILDRENCHARTERSCHOOLII331400861021

a1.PopularSchoolName

B2

b.CHARTERAUTHORIZER(AsofJune30th,2020)

PleaseselectthecorrectauthorizerasofJune30,2020oryoumaynotbeassignedthecorrecttasks.

SUNYBOARDOFTRUSTEES

c.DISTRICT/CSDOFLOCATION

CSD#14-BROOKLYN

d.DATEOFINITIALCHARTER

1/2012

e.DATEFIRSTOPENEDFORINSTRUCTION

9/2012

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h.SCHOOLWEBADDRESS(URL)

www.bwccs2.org

i.TOTALMAXAPPROVEDENROLLMENTFORTHE2019-2020SCHOOLYEAR(excludePre-K

programenrollment)

460

j.TOTALSTUDENTENROLLMENTONJUNE30,2020(excludePre-Kprogramenrollment)

447

k.GRADESSERVEDINSCHOOLYEAR2019-2020(excludePre-Kprogramstudents)

Checkallthatapply

GradesServed K,1,2,3,4,5,6,7,8

l1.DOESTHESCHOOLCONTRACTWITHACHARTEROREDUCATIONALMANAGEMENT

ORGANIZATION?

Yes

http://www.bwccs2.org/

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l2.NAMEOFCMO/EMOANDADDRESS

NAMEOFCMO/EMO BeginningwithChildrenFoundation

PHYSICALSTREETADDRESS 217HavemeyerSt2ndFloor

CITY Brooklyn

STATE NY

ZIPCODE 11211

EMAILADDRESS

CONTACTPERSONNAME AmyKolz

FACILITIESINFORMATION

m.FACILITIES

Willtheschoolmaintainoroperatemultiplesitesin2020-2021?

Yes,2sites

SchoolSite1(Primary)

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m1.SCHOOLSITES

PleaseprovideinformationonSite1fortheupcomingschoolyear.

PhysicalAddress

PhoneNumber District/CSD GradestobeServedatSiteforcomingyear(K-5,6-9,etc.)

ReceivesRentalAssistanceforWhichGrades(Ifyes,entertheappropriategrades.Ifno,enterNo).

Site1

215HeywardStreetBrooklyn,NY11206

NYCCSD14 K-5 No

m1a.PleaseprovidethecontactinformationforSite1.

Name WorkPhone AlternatePhone EmailAddress

SchoolLeader MikeFerrara,YvetteFerrara

OperationalLeader MichaelCopeland 0

ComplianceContact BrianStemmer

ComplaintContact AmyKolz

DASACoordinator KathyRodriguez

PhoneContactforAfterHoursEmergencies

EsosaOgbahon

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m1b.Issite1inpublic(co-located)spaceorinprivatespace?

Co-locatedSpace

m1c.Pleaselistthetermsofyourcurrentco-location.

Dateschoolwillleavecurrentco-location

IsschoolworkingwithNYCDOEtoexpandintocurrentspace?

Ifso,listyearexpansionwilloccur.

IsschoolworkingwithNYCDOEtomovetoseparatespace?

Ifso,listtheproposedspaceandyearplannedformove

SchoolatFullCapacityatSite

Site1 NA No No Yes

IFLOCATEDINPRIVATESPACEINNYCORINDISTRICTSOUTSIDENYC

m1d.UploadacurrentCertificateofOccupancy(COO)andtheannualFire InspectionReport

forschoolsite1iflocatedinprivatespaceinNYCorlocatedoutsideofNYC.

Certificate of Occupancy and Fire Inspection. Provide a copy of a current and non-expired

certificateofoccupancy(ifoutsideNYCorinprivatespaceinNYC).Forschoolsthatarenotin

district space (NYC co-locations), provide a copy of a current and non-expired certificate of

occupancy,andacopyofthecurrentannualfireinspectionresults,whichshouldbedatedon

orafterJuly1,2020.

Site1CertificateofOccupancy(COO)

Site1FireInspectionReport

SchoolSite2

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m2.SCHOOLSITES

PleaseprovideinformationonSite2fortheupcomingschoolyear.

PhysicalAddress

PhoneNumber District/CSD GradestobeServedatSiteforcomingyear(K-5,6-9,etc.)

ReceivesRentalAssistanceforWhichGrades(Ifyes,entertheappropriategrades.Ifno,enterNo).

Site211BartlettStBrooklyn,NY11206

NYCCSD14 6-8 6-8

m2a.PleaseprovidethecontactinformationforSite2.

Name WorkPhone AlternatePhone EmailAddress

SchoolLeader EdwindSantiago(MS)

OperationalLeader IsabelCusirramos

ComplianceContact BrianStemmer

ComplaintContact AmyKolz

DASACoordinator KathyRodriguez

PhoneContactforAfterHoursEmergencies

EsosaOgbahon

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m2b.Issite2inpublic(co-located)spaceorinprivatespace?

PrivateSpace

IFLOCATEDINPRIVATESPACEINNYCORINDISTRICTSOUTSIDENYC

m2d.UploadacurrentCertificateofOccupancy(COO)andtheannualFireInspectionReport

forschoolsite2iflocatedinprivatespaceinNYCorlocatedoutsideofNYC.

Certificate of Occupancy and Fire Inspection. Provide a copy of a current and non-expired

certificateofoccupancy(ifoutsideNYCorinprivatespaceinNYC).Forschoolsthatarenotin

district space (NYC co-locations), provide a copy of a current and non-expired certificate of

occupancy,andacopyofthecurrentannualfireinspectionresults,whichshouldbedatedon

orafterJuly1,2020.

Site2CertificateofOccupancy(COO)

B2MSCertificateofOccupancy11BartlettSt.pdf

Filename:B2MSCertificateofOccupancy11BartlettSt.pdfSize:425.6kB

Site2FireInspectionReport

CHARTERREVISIONSDURINGTHE2019-2020SCHOOLYEAR

n1.Werethereanyrevisionstotheschool’scharterduringthe2019-2020schoolyear?(Please

includeapprovedorpendingmaterialandnon-materialcharterrevisions).

No

PLEASENOTECHARTERSCHOOLSWILLNOLONGERSUBMITFINANCIALSTATEMENTS,ANNUAL

BUDGETS,ANDRELATEDFISCALDATAVIATHEANNUALREPORT.HOWEVER,NYSEDBOARDOF

REGENTSWOULDLIKETOKNOW IFYOURSCHOOL'SBOARDOFTRUSTEESHASAPPROVEDA

BUDGETFORTHE2020-2021FISCALYEAR.

https://nysed-cso.smapply.io/media/assets2/smapply/survey-uploads/695566/148827292-s65IeHxlLr/B2%20MS%20Certificate%20of%20Occupancy%2011%20Bartlett%20St.pdf

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o.Hasyourschool'sBoardofTrustee'sapprovedabudgetforthe2020-2021FY?

Yes

ATTESTATION

p.IndividualPrimarilyResponsibleforSubmittingtheAnnualReport.

Name JenPasek

Position Consultant

Phone/Extension

Email

p. Our signatures (Executive Director/School Leader/Head of School and Board President)

belowattestthatalloftheinformationcontainedhereinistruthfulandaccurateandthatthis

charterschool is incompliancewithallaspectsof itscharter,andwithallpertinentFederal,

State,andlocallaws,regulations,andrules.Weunderstandthatifanyinformationinanypart

ofthisreportisfoundtohavebeendeliberatelymisrepresented,thatwillconstitutegrounds

fortherevocationofourcharter.CheckYESifyouagreeandthenusethemouseonyourPCor

thestylusonyourmobiledevicetosignyourname).

ResponsesSelected:

Yes

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Signature,HeadofCharterSchool

Signature,PresidentoftheBoardofTrustees

Date

Aug32020

Thankyou.

Entry2NYSSchoolReportCardCompleted-Sep152020

Instructions

SUNY-authorizedcharterschoolsonly

ProvideadirectweblinktothemostrecentNewYorkStateSchoolReportCardforthecharterschool(Seehttps://reportcards.nysed.gov/).Thisreportcapturesschool-levelenrollmentanddemographicinformation,staffqualifications,electronicstudentrecords,andattendancerates,asprescribedbyNew

https://reportcards.nysed.gov/

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YorkStatestatute(8NYCRR119.3).

Entry2NYSSchoolReportCardLinkBEGINNINGWITHCHILDRENCHARTERSCHOOLII331400861021

NEWYORKSTATEREPORTCARD

ProvideadirectURLorweblinktothemostrecentNewYorkStateSchoolReportCardforthe

charterschool(Seehttps://reportcards.nysed.gov/).

(CharterschoolscompletingyearonewillnotyethaveaSchoolReportCardorlinktoone.

Pleasetype"URLisnotavailable"inthespaceprovided.)

https://data.nysed.gov/essa.php?year=2019&instid=800000071156

Entry3AccountabilityPlanProgressReportsCompleted-Sep152020

InstructionsSUNY-AuthorizedCharterSchoolsONLYSUNY-authorized charter schools must downloadan Accountability Plan Progress Report template. Aftercompleting,schoolsmustuploadthedocumentintothebySeptember15,2020.B22019-20-APPRfinal

Filename:B2_2019-20-APPR_final.docxSize:202.0kB

Entry7DisclosureofFinancialInterestFormCompleted-Sep152020

Instructions-MultipleUploadsPermittedRequiredofALLCharterSchoolsbyAugust3

Each member of the charter school’s Board of Trustees who served on a charter school educationcorporationgoverningoneormorecharterschoolsforanyperiodduringthe2019-2020schoolyearmustcompleteasigned:

https://data.nysed.gov/essa.php?year=2019&instid=800000071156

http://www.newyorkcharters.org/accountability/

https://m1.fluidreview.com/media/assets2/smapply/reviewroom/15060/file_attachments/B2_2019-20-APPR_final.docx

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Regents,NYCDOE,andBuffaloBOEAuthorizedSchools:DisclosureofFinancialInterestFormSUNY-AuthorizedCharterSchools:TrusteeFinancialDisclosureForm

All completed formsmust be collected and uploaded in .PDF format for each individualmember. If atrustee is not able or available to complete the form by the deadline, the education corporation isresponsiblefordoingsoonbehalfofthetrustee.(Formscompletedfrompastyearswillnotbeaccepted).

Trustees serving on an education corporation that governsmore than one school are not required tocompleteaseparatedisclosureforeachschoolgovernedbytheeducationcorporation.IntheDisclosureofFinancialInterestForm,trusteesmustdiscloseinformationrelevanttoanyoftheschoolsservedbythegoverningeducationcorporation.

CPCSECAllBOTForms201920

Filename:CPCSEC_All_BOT_Forms_201920.pdfSize:925.6kB

Entry8BOTMembershipTableCompleted-Sep152020

InstructionsRequiredofAllcharterschoolsALLcharter schools or education corporationsgoverningmultiple schools must complete the Board of TrusteesMembershipTablewithintheonlineportal.Pleasebesureto include and identify parents who aremembers of theBoardofTrusteesandindicatewhetherparentsarevotingornon-votingmembers.Entry8BOTTable

1. SUNY-AUTHORIZEDcharterschoolsarerequiredtoprovideinformationforVOTINGTrusteesonly.2. REGENTS,NYCDOE,andBUFFALOBOE-AUTHORIZEDcharterschoolsarerequiredtoprovide

informationforall--VOTINGandNON-VOTING--trustees.


1.2019-2020BoardMemberInformation(EnterinfoforeachBOTmember)

Trustee Position Committ Voting Number Start EndDate Board

http://www.p12.nysed.gov/psc/annualreport/2019-20/AnnualReport1920.html

https://www.newyorkcharters.org/reporting-requirements/board-trustee-financial-disclosure/

https://m1.fluidreview.com/media/assets2/smapply/reviewroom/15060/file_attachments/CPCSEC_All_BOT_Forms_201920.pdf

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NameandEmailAddress

ontheBoard

eeAffiliations

MemberPerBy-Laws(Y/N)

ofTermsServed

DateofCurrentTerm(MM/DD/YYYY)

ofCurrentTerm(MM/DD/YYYY)

MeetingsAttendedDuring2019-2020

1

JoanWalrond,

Chair

Executive,Nominating,Legal,Academic

Yes 3 7/10/2019 7/8/2021 11

2

TravisBaird,

ViceChair

Executive,Nominating,Academic,StrategicPlanning

Yes 2 7/11/2018

7/15/2020 9

3

RebeccaBaneman,

SecretaryExecutive,Legal,Finance

Yes 3 7/10/2019 7/8/2021 8

4

GunnarMillier,

Treasurer

Executive,Nominating,Finance

Yes 1 7/15/2020

7/13/2022

9

5

SoniaGulardo-Ortiz, Trustee/M

emberLegal,Academic Yes 4 7/10/201

9 7/8/2021 11

6AmyKolz,

OtherExecutive,Finance, Yes 4 7/10/201

9 7/8/2021 12

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Academic

7

SharonMadison, Trustee/M

ember

Nominating,Finance

Yes 2 7/10/2019 7/8/2021 7

8

RebeccaSpotts, Trustee/M

ember

Academic,Finance,StrategicPlanning

1 12/13/2017

7/15/2020 8

9

MitchProtass, Trustee/M

ember

Finance,StrategicPlanning

Yes 1 11/6/2018

7/15/2020 8

1a.Aretheremorethan9membersoftheBoardofTrustees?

Yes

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1b.CurrentBoardMemberInformation

TrusteeNameandEmailAddress

PositionontheBoard

CommitteeAffiliations

VotingMemberPerBy-Laws(Y/N)

NumberofTermsServed

StartDateofCurrentTerm(MM/DD/YYYY)

EndDateofCurrentTerm(MM/DD/YYYY)

BoardMeetingsAttendedDuring2019-2020

10

TomomiUetani, Trustee/M

ember

Academic,Nominating,StrategicPlanning

Yes 2 7/10/2019 7/8/2021 12

11

PatriciaStallings,

Trustee/Member Legal Yes 1 3/13/201

97/15/2020 8

12

13

14

15

1c.Aretheremorethan15membersoftheBoardofTrustees?

No

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2.INFORMATIONABOUTMEMBERSOFTHEBOARDOFTRUSTEES

1. SUNY-AUTHORIZEDcharterschoolsprovideresponserelativetoVOTINGTrusteesonly.2. REGENTS,NYCDOE,andBUFFALOBOE-AUTHORIZEDcharterschoolsprovidearesponserelativeto

alltrustees.

a.TotalNumberofBOTMembersonJune30,2020 11

b.TotalNumberofMembersAddedDuring2019-2020

0

c.TotalNumberofMemberswhoDepartedduring2019-2020

0

d.TotalNumberofmembers,assetinBylaws,ResolutionorMinutes

11

3.NumberofBoardmeetingsheldduring2019-2020

12

4.NumberofBoardmeetingsscheduledfor2020-2021

12

Thankyou.

Entry10Enrollment&RetentionCompleted-Sep152020

InstructionsforsubmittingEnrollmentandRetentionEffortsALLcharterschoolsmustcompletethissection.Describetheeffortsthecharterschoolhasmadetowardmeetingtargetsin2018-2019toattractandretainenrollmentofStudentswithDisabilities(SWDs),EnglishLanguageLearners/MultilingualLearners(ELLs/MLLs),andstudentswhoareeconomicallydisadvantaged.Inaddition,describetheschool’splansformeetingormakingprogress

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towardmeetingitsenrollmentandretentiontargetsin2019-2020.

Entry10EnrollmentandRetentionofSpecialPopulationsInstructionsforReportingEnrollmentandRetentionStrategiesDescribetheeffortsthecharterschoolhasmadein2019-2020towardmeetingtargetstoattractandretainenrollmentofstudentswithdisabilities,Englishlanguagelearners/Multilinguallearners,andstudentswhoareeconomicallydisadvantaged.Inaddition,describetheschool’splansformeetingormakingprogresstowardmeetingitsenrollmentandretentiontargetsin2020-2021.


Recruitment/AttractionEffortsTowardMeetingTargets

DescribeRecruitmentEffortsin2019-2020

DescribeRecruitmentPlansin2020-2021

EconomicallyDisadvantaged

In2019-20,ourpercentageofEDswas92%andourdistrictwas68%.WecontinuedoutreachtoandforFreeandReducedPriceLunchfamiliesthroughcanvasingandapplicationdropoffsatneighboringHRAemploymentcenters,localdaycares,andplacesofdwelling.Wecontinuedtoaddnewoutreachsitesthroughoutourcommunity,toinviteprospectivefamiliesandcommunitymemberstoourschoolevents,andtoofferflexibleschedulingoftourstoaccommodateworkingparents.FollowingtheCOVID-relatedschoolclosures,we

Duringthefall,winterandearlyspringrecruitingseasonforthe2020-21lottery,wecontinuedoutreachtoandforFreeandReducedPriceLunchfamiliesthroughcanvasingandapplicationdropoffsatneighboringHRAemploymentcenters,localdaycares,andplacesofdwelling.Wealsocontinuedtoaddnewoutreachsitesthroughoutourcommunity,toinviteprospectivefamiliesandcommunitymemberstoourschoolevents,andtoofferflexibleschedulingoftourstoaccommodateworkingparents.FollowingtheCOVID-relatedschoolclosures,wehavecontinuedtoreachouttoprospectivefamiliesviaphone

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continuedtoreachouttoprospectivefamiliesviaphonecalls,emailsandvideoconference.

calls,emailsandvideoconference.Wehaveheld"MeetandGreet"sessionsviaZoomandsentallincomingKindergartenstudentsworkbookstoeasetheirtransitionintoKindergarten.

EnglishLanguageLearners/MultilingualLearners

In2019-20,ourpercentageofELLwas13%andourdistrictwas11%.OurSPEDCoordinatorsandbilingualmembersofourteachingandofficestaffcontinuedtosupportoutreachtoprospectiveELLstudents.Wecontinuedtoprovideprospectivefamilieswithtranslatedversionsofallrecruitmentmaterialsandtranslatorsatschoolmeetings,toursandopenhouses.WealsocontinuedtoholdcommunitymeetingstailoredspecificallytoELLpopulationsandtorecruitatpre-schoolsthatprovidesupportsforENLstudents.AndwecontinuedourEnglish-SpanishmusicprograminKindergarten.FollowingtheCOVID-relatedschoolclosures,wecontinuedoutreachtoprospectiveELLstudentsviaphonecalls,emailsandvideoconference.

Duringthefall,winterandearlyspringrecruitingseasonforthe2020-21lottery,ourSPEDCoordinatorsandbilingualmembersofourteachingandofficestaffcontinuedtosupportoutreachtoprospectiveELLstudents.Wecontinuedtoprovideprospectivefamilieswithtranslatedversionsofallrecruitmentmaterialsandtranslatorsatschoolmeetings,toursandopenhouses.WealsocontinuedtoholdcommunitymeetingstailoredspecificallytoELLpopulationsandtorecruitatpre-schoolsthatprovidesupportsforENLstudents.AndwecontinuedourEnglish-SpanishmusicprograminKindergarten.FollowingtheCOVID-relatedschoolclosures,wehavecontinuedoutreachtoprospectiveELLstudentsviaphonecalls,emailsandvideoconference.

"In2019-20,ourpercentageofSWDwas19%andourdistrictwas23%.OurSPEDCoordinatorscontinuedtoleadoutreachtoprospectiveSPEDstudents.OurSPEDCoordinatorsalsocontinuedtoattendSPEDCollaborative-

Duringthefall,winterandearlyspringrecruitingseasonforthe2020-21lottery,ourSPEDCoordinatorscontinuedtoleadoutreachtoprospectiveSPEDstudents.OurSPEDCoordinatorsalsocontinuedtoattendSPEDCollaborative-sponsoredevents,andtheyrecruitedatpre-schoolsthatprovide

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StudentswithDisabilities sponsoredevents,andtheyrecruitedatpre-schoolsthatprovidespecialeducationservices.AtschoolOpenHouses,wecommunicatedhowourspecialeducationprogramsandservicessupportstudentswithdisabilities.

specialeducationservices.Atschoolopenhouses,wecommunicatedhowourspecialeducationprogramsandservicessupportstudentswithdisabilities.FollowingtheCOVID-relatedschoolclosures,wecontinuedoutreachtofamiliesutilizingphonecallsandvideoconferencemeetings.

RetentionEffortsTowardMeetingTargets

DescribeRetentionEffortsin2019-2020

DescribeRetentionPlansin2020-2021

EconomicallyDisadvantaged

OurretentionrateforEDstudentswas88%between2018-19and2019-20.Wecontinuedtosupportlearnersinallsubgroupsbyadjustingclassroominstruction,groupingstudentsandidentifyingstudentsforspecialintervention.Wecontinuedtoanalyzeanddiscussdataduringgradelevelteammeetingstoformulateclassroomstrategies,addressgapsandbuildunderstandingamongallstudents.Lessonscontinuedtoincludeavarietyofdifferentiationtechniques,includingstationsandsmallgroupinstruction.Wealsocontinuedtoofferafree,on-siteafterschoolprogramtoassistworkingfamiliesandmaximizelearningamongourstudents.

Wewillcontinuetosupportlearnersinallsubgroupsbyadjustingclassroominstruction,groupingstudentsandidentifyingstudentsforspecialintervention.Wewillcontinuetoanalyzeanddiscussdataduringgradelevelteammeetingstoformulateclassroomstrategies,addressgapsandbuildunderstandingamongallstudents.Lessonswillcontinuetoincludeavarietyofdifferentiationtechniques,includingstationsandsmallgroupinstruction.DuringtheCOVID-relatedschoolclosures,ourteacherssupportedlearnersinallsubgroupsbyadjustingonlineinstructiontomeeteachstudent'sneeds.Additionally,oursocialworkteamfocusedonoutreachtofamilies,offeringsupportandconnectingthemtocitywideresources.Wewillcontinuethoseeffortsthisfallasweplanforallpotentialmodels

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ofinstruction,in-person,hybridandremote.

EnglishLanguageLearners/MultilingualLearners

OurretentionrateforELLswas93%between2018-19and2019-20.ThisyearBWCCS2continuedtoofferafree-standingESLprogramwithacombinationofpushinandpulloutinstructiontoserviceourELLstudentspopulation.Withtheongoingsupportofourover50%bilingualstaffmembersandourESLteachers,BWCCS2isequippedtoprovideessentiallanguagesupportwhilepreservingthediverseculturalbackgroundofourstudents.Wecontinuetomonitortheprogressandsuccessofat-riskstudents,andteachersareawareoftheirstudents'progresstowardmeetingEnglishproficiencygoals.Thespecialeducationcoordinator,specialeducationteachersupportservices(SETSS)teachers,andgeneraleducationteachersmonitoredtheIEPprogressofallstudentsviaregularlyadministeredassessmentsinELAandmathematics.Basedonstudentperformanceandprogressonassessments,generaleducationandspecialeducationteacherscollaboratetoadjustservicesto

BWCCS2willcontinuetoofferafree-standingESLprogramwithacombinationofpushinandpulloutinstructiontoserviceourELLstudentspopulation.Withtheongoingsupportofourover50%bilingualstaffmembersandourESLteachers,BWCCS2isequippedtoprovideessentiallanguagesupportwhilepreservingthediverseculturalbackgroundofourstudents.Wewillcontinuetomonitortheprogressandsuccessofat-riskstudents,andteachersareawareoftheirstudents'progresstowardmeetingEnglishproficiencygoals.Thespecialeducationcoordinator,specialeducationteachersupportservices(SETSS)teachers,andgeneraleducationteacherswillcontinuetomonitortheIEPprogressofallstudentsviaregularlyadministeredassessmentsinELAandmathematics.Basedonstudentperformanceandprogressonassessments,generaleducationandspecialeducationteacherswillcontinuetocollaboratetoadjustservicestofitstudents’needs.DuringtheCOVID-19relatedclosure,studentprogresshasbeenmonitoredthroughdailyassignments,remotequizzes&assessment,andthenationallynormedNWEAtest,aswellaslivesessionswithhomeroomandENLcertifiedteachingstaff.Wewillcontinuethoseeffortsthisfallasweplan

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fitstudents’needs.StudentstooktheNewYorkStateEnglishasaSecondLanguageAchievementTest(""NYSESLAT"")attheendoftheyeartodeterminetheireligibilityforELLservicesinthefollowingyear.WesupportparentsofELLsthroughfrequentcommunication,regulardiscussionofprogress,andinformationalsessionsandworkshopspresentedbytheSPEDCoordinator.BilingualofficeandteachingstaffensureallParent-TeacherConferencesaretranslated,aswellasschoolcalendars,flyers,andinformationalpackets.SchooleventsarepresentedinbothEnglish&Spanish.

forallpotentialmodelsofinstruction,in-person,hybridandremote.WewillcontinuetosupportparentsofELLsthroughfrequentcommunication,regulardiscussionofprogress,andinformationalsessionsandworkshopspresentedbytheSPEDCoordinator.BilingualofficeandteachingstaffwillensureallParent-TeacherConferencesaretranslated,aswellasschoolcalendars,flyers,andinformationalpackets.SchooleventswillbepresentedinbothEnglish&Spanish.DuringtheCOVID-19relatedclosure,staffhascommunicatedfrequentlywithparentsofEnglishLanguageLearnersintheirnativelanguage,utilizinglearningapplicationswithtranslationfeatures,theDOEtranslationhotline,andthebenefitofalargelybilingualstaff.Wewillcontinuethoseeffortsthisfallaswestartthe2020-21schoolyear.

OurretentionrateforSWDwas82%between2018-19and2019-20.StudentswithDisabilitiesatBWCCS2continuedtolearnwithbothspecialandgeneraleducationstudentsinaninclusivelearningenvironment.

StudentswithDisabilitiesatBWCCS2willcontinuetolearnwithbothspecialandgeneraleducationstudentsinaninclusivelearningenvironment.OurspecialeducationstaffincludesourDeansofAcademicsandculture,SETSS(SpecialEducationTeacherSupportServices)andICT(IntegratedCo-Teaching)ClassroomTeachers,andSPEDCoordinators.Ourschoolwillcontinuetoseektheleastrestrictiveprogramandservicesforthechildwhile

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StudentswithDisabilities

In2019-20schoolyear,ourspecialeducationstaffincludesourDeansofAcademicsandculture,SETSS(SpecialEducationTeacherSupportServices)andICT(IntegratedCo-Teaching)ClassroomTeachers,andSPEDCoordinators.Ourschoolcontinuedtoseektheleastrestrictiveprogramandservicesforthechildwhilemaintaininghighexpectationsforlearning.BWCCS2specialeducationstudentscontinuedtoreceiveservicesfromoccupational,physical,andspeechandlanguagetherapistsfromtheDepartmentofEducation.Ourschoolstaffcollaborateswiththoseproviderstomeetwithstudentsduringschoolhoursandintegratethesestrategiesintotheirclassroom.WiththesupportofourLicensedClinicalSocialWorkerandemotionallyintelligentstaffmembers,weprovidestudentswithanurturingenvironment,allowingthemtodevelopintohealthy,confident,well-adjustedchildrenacrossallschoolenvironments.Weprovidetraining,professionaldevelopmentandcollaborativesupporttoidentifyat-riskstudentsandhelpteachersmeetstudents'needs.Specialeducationprofessionalsmeetandplanwithteachersonaweeklybasisduringallgradelevelmeetings.Theinstructionalleadersensurethatallstudents'needsaremetthroughweeklyobservationsandfollow-upmeetings.Thespecialeducationcoordinatorprovidedadditional

maintaininghighexpectationsforlearning.BWCCS2specialeducationstudentswillcontinuetoreceiveservicesfromoccupational,physical,andspeechandlanguagetherapistsfromtheDepartmentofEducation.Ourschoolstaffwillcollaboratewiththoseproviderstomeetwithstudentsduringschoolhours,eitherin-personorusingremoteplatforms,andintegratethesestrategiesintotheirclassroom.WiththesupportofourLicensedClinicalSocialWorkerandemotionallyintelligentstaffmembers,wewillprovidestudentswithanurturingenvironment,allowingthemtodevelopintohealthy,confident,well-adjustedchildrenacrossallschoolenvironments.Wewillprovidetraining,professionaldevelopmentandcollaborativesupporttoidentifyat-riskstudentsandhelpteachersmeetstudents'needs.Specialeducationprofessionalswillmeetandplanwithteachersonaweeklybasisduringallgradelevelmeetings.Theinstructionalleaderswillensurethatallstudents'needsaremetthroughweeklyobservationsandfollow-upmeetings.Thespecialeducationcoordinatorwillprovideadditionaltrainingtoinstructionalstaff.TosupportstudentswithdisabilitiesduringtheCOVID-19relatedclosure,staffhasprovidedcurriculum-basedinstructionalactivities,monitoredremotelearningplatformassignments,incorporatedIEPgoals,and

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trainingtoinstructionalstaff. supportedstudentsthroughexplicitlytaughtstrategies,skills,scaffoldedwork,modifiedwork,andprovisionofresources.Wewillcontinuetheseeffortsduringthe2020-21schoolyearutilizingourin-person,hybridorremoteinstructionalmodels.

Entry14SchoolCalendarCompleted-Sep152020

InstructionsforsubmittingSchoolCalendar

RequiredofALLCharterSchools

Giventheseuncertainandchangingtimes,charterschoolsmayormaynothaveaschoolcalendarreadytouploadby thesubmissiondeadline thisyearofAugust3,2020. If thecharterschoolhasa tentativecalendar based on available information and guidance at the time, please submitwith the August 3rdsubmission.CharterschoolswillbeabletouploadanupdatedschoolcalendarintotheportalatanytimebutnolaterthanSeptember15,2020.

SchoolcalendarsmustmeettheminimuminstructionalrequirementsadoptedbytheBoardofRegentsin2018.

Board of Regents-authorized charter schools are required to submit school calendars thatclearly indicate the start and end date of the instructional year AND the number ofinstructionalhoursand/orinstructionaldaysforeachmonth.

BwCSchoolsCalendarSY20_21

Filename:BwC_Schools_Calendar_SY20_21.pdfSize:175.8kB

Entry16COVID19RelatedInformationCompleted-Sep152020

Instructions

RequiredofALLcharterschools

Please provide the number of students attending instruction on the last day instruction was providedwithinphysicalschoolfacilitiesandthenumberofstudentsparticipatinginvirtualprogrammingonthelastdaysuchprogrammingwasofferedforthe2019-2020schoolyear.

Ifapplicable,pleaseprovide thenameandpublisherofall endofyearassessmentsprovidedbygradelevelaswellasthenumberofparticipatingstudents. BoardofRegents-authorizedcharterschoolsareencouragedtorefertoAppendixBoftheRemoteMonitoringandOversightPlanSpring2020remoteforbestpracticesregardingendofyearassessmentsinaremotelearningenvironment.

Entry16COVID19RelatedInformation

https://stateaid.nysed.gov/attendance/htm_docs/final_adopted_regulations.htm

https://m1.fluidreview.com/media/assets2/smapply/reviewroom/15060/file_attachments/BwC_Schools_Calendar_SY20_21.pdf

http://www.p12.nysed.gov/psc/regentsoversightplan/sectionii/RemoteSpring612020Plan.pdf

24/26

SchoolName:BEGINNINGWITHCHILDRENCHARTERII

TABLE1:2019-2020Enrollment,AttendanceandParticipationBetweenMarch-June2020Pleaseprovidethenumberofstudentsattendinginstructiononthelastdayinstructionwasprovidedwithinphysicalschoolfacilitiesandthenumberofstudentsparticipatinginvirtualprogrammingonthelastdaysuchprogrammingwasofferedforthe2019-2020schoolyear.

Numberofstudentsenrolledinschoolonthelastdayinstructionwasprovidedwithinphysicalschoolfacilities

Numberofstudentsattendinginstructiononthelastdayinstructionwasprovidedwithinphysicalschoolfacilities

Numberofstudentsparticipatinginvirtualprogrammingonthelastdaysuchprogrammingwasofferedforthe2019-20schoolyear

447 355 413

Table2:2019-2020AssessmentsandGradeParticipation

If applicable, please provide the nameand publisher of all end of year assessments provided by gradelevel aswell as the number of participating students. Board of Regents-authorized charter schools areencouragedtorefertoAppendixBof theRemoteMonitoringandOversightPlanSpring2020 remote forbestpracticesregardingendofyearassessmentsinaremotelearningenvironment.

AssessmentTitle

GradeK

Grade1

Grade2

Grade3

Grade4

Grade5

Grade6

Grade7

Grade8

Grade9

Grade10

Grade11

Grade12

NumberofParticipatingStudents

http://www.p12.nysed.gov/psc/regentsoversightplan/sectionii/RemoteSpring612020Plan.pdf

25/26

NWEAEnglishLanguageArtsAssessment

277

NWEAMathAssessment

284

26/26

Total

561.0

of 2

DISCLOSURE OF FINANCIAL INTEREST BY A NOT-FOR-PROFIT CHARTER SCHOOL

EDUCATION CORPORATION TRUSTEE

1. Name of education corporation:___________________________________________________ 2. Trustee’s name (print):___________________________________________________________ 3. Position(s) on board, if any: (e.g., chair, treasurer, committee chair, etc.):__________________

______________________________________________________________________________

4. Home address:_________________________________________________________________ 5. Business Address:_______________________________________________________________ 6. Daytime phone:________________________________________________________________ 7. E-mail:_______________________________________________________________________ 8. Is Trustee an employee of the education corporation? ____Yes. ____No. If you checked yes,

please provide a description of the position you hold, your salary and your start date.

_____________________________________________________________________________ 9. Identify each interest/transaction (and provide the requested information) that you or any of

your immediate family members have held or engaged in with the education corporation during the prior school year. If there has been no such financial interest or transaction, please write “None.” Please note that if you answered yes to Question 8, you need not disclose again your employment status, salary, etc.

Date(s)

Nature of Financial

Interest/Transaction

Steps Taken to Avoid a

Conflict of Interest, (e.g., did not vote, did not

participate in discussion)

Identity of Person Holding Interest or Engaging in

Transaction (e.g., you and/or immediate family member

(name))

P l e a s e w r i t e “ N o n e ” i f a p p l i c a b l e . D o n o t l e a v e t h i s s p a c e b l a nk .

FOR INSTITUTE USE ONLY

FILING FOR SCHOOL

YEAR: __________________

DATE RECEIVED: _______

DocuSign Envelope ID: 420FB0C6-81A7-4C42-B623-051157E66093

Joan Walrond

Chair

Community Partnership Education Corp

None

X

of 2

10. Identify each individual, business, corporation, union association, firm, partnership, committee

proprietorship, franchise holding company, joint stock company, business or real estate trust, non-profit organization, or other organization or group of people doing business with the education corporation and in which such entity, during the preceding school year (July 1 – June 30), you and/or your immediate family member(s) had a financial interest or other relationship. If you are a member, director, officer or employee of an organization formally partnered with the education corporation that is doing business with the education corporation through a management or services agreement, you need not list every transaction between such entity and the education corporation that is pursuant to such agreement; rather, please identify only the name of the entity, your position in the entity as well as the relationship between such entity and the education corporation. If there was no financial interest, please write “None.”

Entity

Conducting Business with the Education Corporation

Nature of Business

Conducted

Approximate Value of the

Business Conducted

Name of Trustee and/or Immediate Family Holding an

Interest in the Entity Conducting Business with the

Education Corporation and the Nature of the Interest

Steps Taken to Avoid Conflict

of Interest

_______________________________________________ _____________________ Signature Date Form Revised November 16, 2015

P l e a s e w r i t e “ N o n e ” i f a p p l i c a b l e . D o n o t l e a v e t h i s s p a c e b l a n k .

DocuSign Envelope ID: 420FB0C6-81A7-4C42-B623-051157E66093

None

6/30/2020

of 2




______________________________________________________________________________





Date(s)

Nature of Financial







(name))



FILING FOR SCHOOL

YEAR: __________________


DocuSign Envelope ID: FC635610-56BC-475B-B000-E0A587C2CDC6

VICE CHAIR

CPEC

X

TRAVIS BAIRD

NONE

of 2



Entity


Nature of Business

Conducted


Business Conducted





of Interest



DocuSign Envelope ID: FC635610-56BC-475B-B000-E0A587C2CDC6

7/5/2020

NONE

of 2




______________________________________________________________________________





Date(s)

Nature of Financial







(name))



FILING FOR SCHOOL

YEAR: __________________


DocuSign Envelope ID: 31E56D39-D05B-41AF-9CE3-7644D2FF846D

Treasurer, Academic Committee, Finance Committee

Gunnar Millier

None

X

CPCSEC

of 2



Entity


Nature of Business

Conducted


Business Conducted





of Interest



DocuSign Envelope ID: 31E56D39-D05B-41AF-9CE3-7644D2FF846D

7/7/2020

None

of 2




______________________________________________________________________________





Date(s)

Nature of Financial







(name))



FILING FOR SCHOOL

YEAR: __________________


DocuSign Envelope ID: 17B28A11-AC42-4780-B88B-33EB7609DBF5

CPCSEC

X

none

Board member

Rebecca Elizabeth Brown (Spotts)

n/a

of 2



Entity


Nature of Business

Conducted


Business Conducted





of Interest



DocuSign Envelope ID: 17B28A11-AC42-4780-B88B-33EB7609DBF5

7/8/2020

none

of 2




______________________________________________________________________________





Date(s)

Nature of Financial







(name))



FILING FOR SCHOOL

YEAR: __________________


DocuSign Envelope ID: 28208EC8-40EA-48C4-9ACC-9B9947225C03

None

Community Partnership Charter School Education Corporation

Rebecca Baneman

X

Secretary, Executive Committee Member

of 2



Entity


Nature of Business

Conducted


Business Conducted





of Interest



DocuSign Envelope ID: 28208EC8-40EA-48C4-9ACC-9B9947225C03

7/12/2020

None

of 2




______________________________________________________________________________





Date(s)

Nature of Financial







(name))



FILING FOR SCHOOL

YEAR: __________________


DocuSign Envelope ID: 114948AF-6457-408B-9AC2-146BC84F42D3

NONENONe

Member

X

Sonia Gulardo

commmnity Partnership Education Corporation

of 2



Entity


Nature of Business

Conducted


Business Conducted





of Interest



DocuSign Envelope ID: 114948AF-6457-408B-9AC2-146BC84F42D3

NONE

7/8/2020

NONE

of 2




______________________________________________________________________________





Date(s)

Nature of Financial







(name))



FILING FOR SCHOOL

YEAR: __________________


DocuSign Envelope ID: 4DA93BA7-8EE3-4EA4-9A03-33A453E55669

Member

X

None

Tomomi Uetani

Community Partnership Education Corporation

of 2



Entity


Nature of Business

Conducted


Business Conducted





of Interest



DocuSign Envelope ID: 4DA93BA7-8EE3-4EA4-9A03-33A453E55669

7/4/2020

None

of 2




______________________________________________________________________________





Date(s)

Nature of Financial







(name))



FILING FOR SCHOOL

YEAR: __________________


DocuSign Envelope ID: CFFC76D8-11BB-48C0-8F0D-A2383984BF33

Member/Trustee

Sharon Madison

X

Community Partnership Education Corporation

None

of 2



Entity


Nature of Business

Conducted


Business Conducted





of Interest



DocuSign Envelope ID: CFFC76D8-11BB-48C0-8F0D-A2383984BF33

None

7/4/2020

of 2




______________________________________________________________________________





Date(s)

Nature of Financial







(name))



FILING FOR SCHOOL

YEAR: __________________


DocuSign Envelope ID: 0AB8DB16-7DE7-44EB-854D-157F1C8E5C96

Recusal from vote to approve MOU between Ed Corp and Beginning with Children

Amy Kolz, Chief Schools Officer

7/1/2019-6/30/2020

Employee of Beginning with Children Foundation, which provides management services to Ed Corp

Amy Kolz


X

Executive Committee member

of 2



Entity


Nature of Business

Conducted


Business Conducted





of Interest



DocuSign Envelope ID: 0AB8DB16-7DE7-44EB-854D-157F1C8E5C96

7/1/2020

Beginning with Children provides management services for Education Corporation

Recusal from vote to approve MOU between Education Corporation and BwC

Beginning with Children Foundation

Amy Kolz, Chief Schools Officer at Beginning with Children

of 2




______________________________________________________________________________





Date(s)

Nature of Financial







(name))



FILING FOR SCHOOL

YEAR: __________________


DocuSign Envelope ID: 6DB9118B-A37F-4A3F-A34F-2C11541986A0

None

Mitchell Protass

Trustee

X


of 2



Entity


Nature of Business

Conducted


Business Conducted





of Interest



DocuSign Envelope ID: 6DB9118B-A37F-4A3F-A34F-2C11541986A0

7/15/2020

None

Su M Tu W Th F Sa

1 2 3 4 0

5 6 7 8 9 10 11 0

12 13 14 15 16 17 18 0

19 20 21 22 23 24 25 0

26 27 28 29 30 31 0

Parent/Teacher Conferences

Su M Tu W Th F Sa Su M Tu W Th F Sa Su M Tu W Th F Sa Su M Tu W Th F Sa

1 0 1 2 3 4 5 3 1 2 3 2 1 2 3 4 5 6 7 5

2 3 4 5 6 7 8 0 6 7 8 9 10 11 12 4 4 5 6 7 8 9 10 5 8 9 10 11 12 13 14 4

9 10 11 12 13 14 15 0 13 14 15 16 17 18 19 4 11 12 13 14 15 16 17 4 15 16 17 18 19 20 21 5

16 17 18 19 20 21 22 0 20 21 22 23 24 25 26 5 18 19 20 21 22 23 24 4 22 23 24 25 26 27 28 2

23 24 25 26 27 28 29 5 27 28 29 30 2 25 26 27 28 29 30 31 5 29 30 1

30 31 1 0 0 0


1 2 3 4 5 4 1 2 0 1 2 3 4 5 6 5 1 2 3 4 5 6 5

6 7 8 9 10 11 12 5 3 4 5 6 7 8 9 5 7 8 9 10 11 12 13 5 7 8 9 10 11 12 13 5

13 14 15 16 17 18 19 5 10 11 12 13 14 15 16 5 14 15 16 17 18 19 20 0 14 15 16 17 18 19 20 5

20 21 22 23 24 25 26 0 17 18 19 20 21 22 23 4 21 22 23 24 25 26 27 5 21 22 23 24 25 26 27 4

27 28 29 30 31 0 24 25 26 27 28 29 30 5 28 0 28 29 30 31 0

0 31 0 0 0


1 2 3 0 1 0 1 2 3 4 5 4 1 2 3 4 0

4 5 6 7 8 9 10 5 2 3 4 5 6 7 8 5 6 7 8 9 10 11 12 4 5 6 7 8 9 10 11 0

11 12 13 14 15 16 17 5 9 10 11 12 13 14 15 5 13 14 15 16 17 18 19 5 12 13 14 15 16 17 18 0

18 19 20 21 22 23 24 5 16 17 18 19 20 21 22 4 20 21 22 23 24 25 26 5 19 20 21 22 23 24 25 0

25 26 27 28 29 30 5 23 24 25 26 27 28 29 4 28 29 30 0 26 27 28 29 30 31 0

0 30 31 0 0 0

Sept 14 - Oct 2 : Grades 1-5Nov. 2 - 13th : Kindergarten

Jan 4 - 22 : K - Grade 2May 7 - 21: K - Grade 5

School Days ex Pre Labor Day:

Beginning with Children2020-21

School Year Calendar July 20

School Days: 184

First and Last Day

NWEA Assessments

August 20 September 20 October 20 November 20School Closed

December 20 January 21 February 21 March 21

April 21 May 21 June 21 July 21ELA Ready Mock (3-8)

Online Interim Assessment Dates (3-8)

Summer Academic Program

Legend

175

Math Ready Mock (3-8)NYS ELA Exam (3-8)NYS Math Exam (3-8)

Science Performance Test Science Written (4,8)

F&P Dates

All Leader Retreat

End of Term Dates

School Closed - PD Day

2019-20 ACCOUNTABILITY PLAN PROGRESS REPORT

Beginning with Children Charter School 2 2019-20 Accountability Plan Progress Report Page 1 of 31

Beginning with Children Charter School 2


Submitted to the SUNY Charter Schools Institute on:

September 15, 2020

By By Beginning with Children, Mike Ferrara, Yvette

Ferrara & Edwin Santiago

Lower School: 215 Heyward St, Brooklyn, NY 11206

Phone: (718) 302-7700

Middle School: 11 Bartlett St, Brooklyn, NY 11206

Phone: (718) 599-2924



The Beginning with Children Foundation (BwC), Mike Ferrara (Lower School Co- Principal), Yvette Ferrrara (Lower School Co- Principal), and Edwin Santiago (Middle School Principal) prepared this 2019-20 Accountability Progress Report on behalf of the school’s board of trustees:

Trustee’s Name Board Position Committees

Joan Walrond Chair Executive, Nominating, Legal, Academic

Travis Baird Vice Chair Executive, Academic, Strategic Planning

Gunnar Millier Treasurer Nominating, Finance

Rebecca Baneman Secretary Executive, Legal, Finance, Academic

Amy Kolz Exec Committee Member at Large Finance, Academic

Sonia Gulardo-Ortiz Trustee Executive, Legal, Academic

Sharon Madison Trustee Finance, Nominating

Rebecca Spotts Trustee Academic, Finance, Strategic Planning

Tonomi Uetani Trustee Academic, Nominating, Strategic Planning

Mitch Protass Trustee Finance, Strategic Planning

Patricia Stallings Trustee Nominating, Finance

Founding Principal Esosa Ogbahon led Beginning with Children Charter School 2 (BwCCS 2) from February 2012 to July 2019. Mike and Yvette Ferrara became co-principals of BwCCS 2 Lower School in August 2017. When Mr. Ogbahon advanced to Managing Director of Teaching and Learning for the BwC Foundation in July 2019, Edwin Santiago became principal of BwCCS 2‘s Middle School after completing a Principal in residence period.



SCHOOL OVERVIEW

Opened in September 2012, Beginning with Children Charter School 2 (BwCCS 2) is a nurturing community that fosters a love of learning and the development of character for students in grades K-8. Our students achieve academic excellence and are prepared to succeed in top performing high schools and colleges. BwCCS 2 students develop and use G.R.I.T. (Good Judgment, Resilience, Integrity, and Teamwork) for personal and community improvement.

Key design elements include:

• Extended school day with an emphasis on the development of literacy and mathematical skills, devoting at least 50% of the academic time to these subjects;

• Unrelenting school culture that fosters a love of learning and the school’s core values of G.R.I.T.: Good Judgment, Resilience, Intellect & Integrity, and Teamwork;

• Data-driven analysis to inform teaching, curriculum and staff development; • Staffing model that includes at least two teachers in each classroom for grades K-2 and

Collaborative Team Teaching (CTT) to support the education of at-risk and special needs students;

• A comprehensive intervention program including Saturday academy, after school tutoring and embedded enrichment and intervention activities to ensure academic success;

• Clearly articulated behavioral expectations for children and adults; • Dynamic community partnerships which support enrichment programs that teach students

to become life-long learners and active citizens and provide service learning opportunities; • Parent/guardian involvement at all levels of the school community; • Individualized Teacher Development plans and relentless coaching towards excellence • A partnership with BwCF as the school’s management organization detailed in an annual

Memorandum of Understanding (MOU) approved by the Board of Trustees.



ENROLLMENT SUMMARY

School Enrollment by Grade Level and School Year School Year K 1 2 3 4 5 6 7 8 Tota

l

2014-15 45 52 54 42 193

2015-16 52 52 56 54 41 255

2016-17 42 53 51 51 53 40 290

2017-18 53 45 52 51 54 52 47 354

2018-19 45 56 49 54 53 52 56 47 412

2019-20 48 51 54 48 51 54 51 50 37 444

GOAL 1: ENGLISH LANGUAGE ARTS

Goal 1: English Language Arts BwCCS2 students will become proficient readers and writers of the English language.

BACKGROUND In Beginning with Children Charter School 2’s eighth year, the ELA staff continued to utilize Journeys/Collections by Houghton Mifflin. All staff continued to receive training in the program during our two-week Summer Institute in August and throughout the school year to further their understanding of the curricula.

At BwCCS 2 we believe that all children can succeed. Our literacy curriculum built around Journeys embeds Common Core-based instruction into every unit and lesson. It is a comprehensive program that provides the resources needed to plan and assess effectively, as well as teach and engage students. The Journeys student text uses the Common Core to engage students and build comprehension skills with materials leveled to ensure all readers receive the proper support and challenge. These texts apply comprehension skills and strategies from the core lessons and support students at their instructional level.

The Journeys program provides resources for on-level, advanced, and below-level learners, as well as background knowledge, texts, and instructional guidance for English Language Learners. This content, coupled with ongoing professional development, aims to support every child at their level.



Teachers and students in all grades at the Lower School supplement the Journeys curriculum with authentic texts in a variety of instructional formats, including read-alouds, shared reads, guided reading, novel studies, and book clubs. BwCCS 2 houses an ample library of texts to connect to the curriculum, support instructional objectives, and develop a deep love of reading.

The writing portion of the Journeys Common Core program is a combination of direct writing instruction through common core mini-lessons and student practice utilizing the Common Core Writing Handbook. Our core program is supplemented by Jolly Phonics, Reading Mastery, Scholastic Short Reads, Leveled Literacy Intervention, and teacher-created materials.

During our 90-120 minute reading block our elementary teachers use a workshop approach that scaffolds instruction by first modeling for students, then guiding the students’ practice, and finally moving to independent practice. That workshop model is implemented in each classroom by two teachers. They each support at least three reading groups. The groups are flexible and change as new data is collected and analyzed.

The Middle School reading program builds on literacy skills gained in our elementary school. In Middle School, literacy is taught in daily 90 minute blocks in order to minimize transitions between classes and to better integrate reading, writing and history instruction. The foundation of our Middle School literacy program in Fall 2019 was built on three components - Houghton Mifflin Harcourt’s (HMH) Journeys/Collections Literacy Program, explicit vocabulary instruction through Educational Publishing Services’ Classical Roots Program, interdisciplinary writing using social studies content. At the end of quarter 1, we incorporated Match Fishtank’s novel-based literacy units. These core curricular elements were further supplemented by teacher-created units using texts such as My Antonia, The Underdogs and Far from the Tree.

All students are assessed 3 times a year until they’ve tested out of using the Fountas & Pinnell Benchmark Assessment System. Kindergarten students are assessed 4 times a year. This assessment provides students, teachers, parents, and administrators with data on student mastery of reading accuracy, fluency, within the text comprehension, beyond the text comprehension, and about the text comprehension. It provides teachers direction on a student’s ability to infer meaning, synthesize information, respond to the author’s craft, understand complex plots, use background information to interpret text, and respond to text in writing.

During the 19/20 school year, both the elementary school and the middle school also administered standards aligned Interim Assessments. The teacher-created, network-vetted assessments consisted of short and long constructed responses. The data from both the F&P and Interim Assessments was stored in our Learning Management System, Illuminate, and used by teachers and administration to plan for mastery of standards. The data is analyzed frequently and used to customize instruction to meet the needs of our students. For example, the Fountas and Pinnell data is used to create reading groups and set learning and instructional goals within the groups.



Through professional development, teachers are supported in analyzing both quantitative student data and qualitative constructed response data. In concert with administration, teachers create next steps for their students. In this way, we are best able to prepare our students for future success. In addition to teacher coaching and internal professional development sessions, teachers were also able to attend the Literacy for All conference at Lesley University, summer courses at Teachers College, the National Council of Teachers of English, as well as a variety of sessions to support English Language Learners.

With regards to report cards, staff continued to use Journeys/Collections/NYS Standards as the basis of the report cards sent home to families. Through the support of the Beginning with Children Foundation, BwCCS 2 has continued to refine its standards-based reports. The report cards were assessment based and provided our students’ families with a clear understanding of their child’s progress towards meeting Common Core standards.

When COVID-19 forced school buildings to close, literacy instruction did not stop at BwCCS2. At the elementary school level, children used Zoom and the Seesaw platform to participate in live sessions, watch teacher videos, and complete daily assignments. K-5 Attendance for the March-June building closure was 92%. At the middle school level, children used Zoom and the Google classroom platform to participate in live sessions and complete daily assignments. Grades 6-8 attendance for the March - June building closure was 96%.

Finally, BwCCS 2 continued its summer, after school, and Saturday programs. Of particular note, BwCCS2 conducted 4 weeks of remote summer instructional programming. The programming, available daily to all students, offered both synchronous and asynchronous instruction.

GOAL 1: EFFECTIVE ASSESSMENT OF STUDENT ACHIEVEMENT IN ELA AT THE END OF THE 2019-20 SCHOOL YEAR

RESULTS FROM THE NATIONAL NORM-REFERENCED EXAM HAVE INFORMED OUR GRADE-LEVEL PRIORITIES AND GROUPINGS OF STUDENTS IN THE 2020-21 SCHOOL YEAR

METHOD In the absence of the New York State tests, the school administered the NWEA English Language Assessment for students in 3rd through 8th grade in June 2020. Each student’s raw score has been converted to a New York State Assessment scaled proficiency score.

The table below summarizes participation information for this year’s test administration. The table indicates total enrollment and total number of students tested. It also provides a breakdown of those students excluded from the exam. Note that this table includes all students according to grade level, even if they have not enrolled in at least their second year (defined as enrolled by BEDS day of the previous school year).



2019-20 NWEA English Language Arts Exam Number of Students Tested and Not Tested

Grade Total Tested Not Tested1 Total Enrolled

IEP Absent

3 45 3 47

4 45 6 53

5 50 4 55

6 51 0 51

7 49 1 49

8 37 0 38

All 277 14 293

1 Students exempted from this exam according to their Individualized Education Program (IEP) or absence for at least some part of the exam.

RESULTS AND EVALUATION Over the past two school years, our schools have emphasized instruction on and assessment of constructed written responses. In the elementary grades, student performance showed declines from Spring 2019 NYSTP (62% were proficient) to Spring 2020 NWEA (47% were projected proficient). Declines may be attributed to our school year emphasis on constructed and extended math responses, while the NWEA assessment is composed of only objective response questions. Elementary students were also experiencing assessment on a computer for the first time. At the middle school grades, despite the NWEA being composed of only objective response questions, our students’ absolute performance on the Spring 2020 NWEA (52% of students projected to be proficient) exceeded their absolute performance on the Spring 2019 NYSTP (42% were proficient).



Performance on 2019-20 NWEA English Language Arts Exam By All Students and Students Enrolled in At Least Their Second Year

Grades All Students Enrolled in at least their Second Year

NWEA ELA EXAM Projected NYSTP

Percent Proficient

Number Tested

NWEA ELA EXAM Projected NYSTP

Percent Proficient

Number Tested

3 49% 45 49% 43

4 56% 45 54% 41

5 34% 50 38% 45

6 49% 51 49% 51

7 53% 49 53% 49

8 54% 37 54% 37

All 50% 277 50% 266



ADDITIONAL EVIDENCE This spring’s administration of the NWEA was the school’s first. As such year-over-year data is not available.

ELA Performance on NWEA and NYSTP by Grade Level and Year

Grade Percent of Students Enrolled in At Least Their Second Year Achieving Proficiency

New York State Test NWEA - Projected NYSTP Proficient

2017-18 2018-19 2019-20

Percent Number Tested



3 59% 44 83% 41 49% 43

4 54% 48 61% 44 54% 41

5 42% 48 43% 44 38% 45

6 76% 37 41% 46 49% 51

7 44% 39 53% 49

8 54% 37

All 56% 177 54% 214 50% 266

Goal 1: Comparative Measure

Each year, the school will exceed its predicted level of performance on the state English language arts exam by an effect size of 0.3 or above (performing higher than expected to a meaningful degree) according to a regression analysis controlling for economically disadvantaged students among all public schools in New York State.

METHOD The SUNY Charter Schools Institute (“Institute”) conducts a comparative performance analysis, which compares the school’s performance to that of demographically similar public schools statewide. The Institute uses a regression analysis to control for the percentage of economically disadvantaged students among all public schools in New York State. The Institute compares the school’s actual performance to the predicted performance of public schools with a similar concentration of economically disadvantaged students. The difference between the school’s actual and predicted performance, relative to other schools with similar economically disadvantaged statistics, produces an Effect Size. An Effect Size of 0.3, or performing higher than expected to a meaningful degree, is the requirement for achieving this measure.



Given the cancellation of the 2019-20 New York State tests, a 2019-20 analysis is not available. This report contains 2018-19 results, the most recent Comparative Performance Analysis available.

RESULTS AND EVALUATION The school’s effect size of 1.09 surpassed the target of 0.3, indicating the school performed higher than expected to a large degree in comparison to schools statewide enrolling similar concentrations of economically disadvantaged students.

2018-19 English Language Arts Comparative Performance by Grade Level

GRADE PERCENT ECONOMICALLY

DISADVANTAGED

NUMBER TESTED

PERCENT OF STUDENTS AT LEVELS 3&4

DIFFERENCE BETWEEN ACTUAL AND PREDICTED

EFFECT SIZE

ACTUAL PREDICTED

3 94.4 49 606.0 593.8 12.2 1.40

4 94.3 53 602.0 592.2 9.8 1.19

5 90.4 50 604.0 593.3 10.7 1.31

6 89.3 52 596.0 591.1 4.9 0.56

7 95.7 40 601.0 592.6 8.4 0.98

8 ~ ~ ~ ~ ~ ~

ALL 92.7 244 601.8 592.6 9.2 1.09

SCHOOL’S OVERALL COMPARATIVE PERFORMANCE:

HIGHER THAN EXPECTED TO A LARGE DEGREE

ADDITIONAL EVIDENCE The school’s effect size has been substantially greater than 0.3 for the past 4 years.

English Language Arts Comparative Performance by School Year

School Year

Grades Percent Economically

Disadvantaged

Number Tested

Actual Predicted Effect Size

2015-16 3-4 88.4 92 50.1 28.1 1.23

2016-17 3-5 89.1 141 57.6 26.4 1.87

2017-18 3-6 92.1 199 53.8 32.2 1.21

2018-19 3-7 92.7 244 601.8 592.2 1.09



Goal 1: Growth Measure

Each year, under the state’s Growth Model, the school’s mean unadjusted growth percentile in English Language Arts for all tested students in grades 4-8 will be above the target of 50.

METHOD This measure examines the change in performance of the same group of students from one year to the next and the progress they are making in comparison to other students with the same score in the previous year. The analysis only includes students who took the state exam in 2018-19 and also have a state exam score from 2017-18 including students who were retained in the same grade. Students with the same 2017-18 score are ranked by their 2018-19 score and assigned a percentile based on their relative growth in performance (student growth percentile). Students’ growth percentiles are aggregated school-wide to yield a school’s mean growth percentile. In order for a school to perform above the target for this measure, it must have a mean growth percentile greater than 50.

Given the cancellation of the 2019-20 New York State tests, a 2019-20 analysis is not available. This report contains 2018-19 results, the most recent Growth Model data available.

RESULTS AND EVALUATION In 2018-19, BwCCS 2 did not achieve this measure with an overall mean growth percentile of 45.7. BwCCS 2 students in the Lower School exceeded growth targets, but students in grades 6 and 7 fell below the mean growth percentile target of 50.

2018-19 English Language Arts Mean Growth Percentile by Grade Level

Grade Mean Growth Percentile

School Target

4 52.3 50.0

5 52.1 50.0

6 36.9 50.0

7 40.3 50.0

8 50.0

All 45.7 50.0



ADDITIONAL EVIDENCE For the third year in the past four testing years, grades 4 and 5 have exceeded the mean growth percentile target of 50 with the 2018-19 results. Our middle school ELA department continues to reflect on how to increase proficiency levels going forward. Please refer to the action plan at the end of this section for details.

ENGLISH LANGUAGE ARTS MEAN GROWTH PERCENTILE BY GRADE LEVEL AND SCHOOL YEAR

GRADE MEAN GROWTH PERCENTILE

2015-16 2016-17 2017-18 2018-19 TARGET

4 51.4 59.1 44.3 52.3 50.0

5 56.9 43.9 52.1 50.0

6 54.8 36.9 50.0

7 40.3 50.0

8 50.0

ALL 51.4 58.1 47.2 45.7 50.0

SUMMARY OF THE ENGLISH LANGUAGE ARTS GOAL The closure of our physical school buildings this past spring and the cancellation of the New York State tests meant that we lacked the opportunity to demonstrate progress towards our goal of 75 percent of students achieving grade-level proficiency on the NYS ELA exam. We administered the NWEA English Language Assessment for students in 3rd through 8th grade in June 2020 to have a norm-referenced, end-of-year benchmark for our students, knowing that technology and administration hurdles in a remote testing environment would yield imperfect data and results. Though we were heartened to see the overall ELA proficiency projected by NWEA to be in line with our 2018-19 NYS exam results, the data from our NWEA assessment has, more importantly, informed our instructional priorities for our summer bridge academic program in July and August 2020 and the 2020-21 school year. Finally, for the fourth testing year, BwCCS 2 students did perform higher than expected to a large degree as measured by the comparative performance effect size analysis conducted by SUNY.



Type Measure Outcome

Absolute

Effective assessment of student achievement in ELA at the end of the 2019-20 school year

Achieved 2019/20 School Year

Comparative

Each year, the school will exceed its predicted level of performance on the state English language arts exam by an effect size of 0.3 or above (performing higher than expected to a meaningful degree) according to a regression analysis controlling for economically disadvantaged students among all public schools in New York State. (Using 2018-19 results.)

N/A 2019/20 School Year Achieved 2018/19 School Year

Growth

Each year, under the state’s Growth Model the school’s mean unadjusted growth percentile in English language arts for all tested students in grades 4-8 will be above the target of 50. (Using 2018-19 results.)

N/A 2019/20 School Year Did Not Achieve 2018/19 School Year

ACTION PLAN Going forward Beginning with Children Charter School 2 will use the following strategies in the English Language Arts program: Lower School:

● Include daily synchronous literacy instruction as a key component of the BwCCS2 Remote Learning program



○ Children learning remotely will receive all components of a balanced literacy program strategically through daily live Zoom sessions. Participation and engagement are supported by the Nearpod and Jamboard applications.

○ Children will participate in whole group synchronous literacy lessons as well as small group, differentiated synchronous sessions.

○ The number of minutes in the synchronous literacy block is determined by a child’s age / grade level. Youngest students participate in 30 minute lessons, while older students participate in 1 hour lessons.

○ After the synchronous session, children complete additional assignments and readings asynchronously through Seesaw and Raz-Kids.

● Incorporate the iReady Online Assessment 3x/ year in grades 3-5 in order to support instruction, obtain a formal snapshot of student learning, and develop children’s ability to test with fidelity online.

● Continue partnership with literacy consultant Dr. Lizette Suxo (formerly a direct report of Irene Fountas) to enhance Responsive Teaching in Guided Reading in grades K-5

● Work with instructional staff to develop 2020-21 ELA Pacing Calendars. Strong staff retention has led to deeper content knowledge and understanding; in this atypical year, we believe staff input on pacing is more important than ever.

● Teach Jolly Phonics explicitly and in isolation the first quarter of school in Kindergarten, paired with assessment every eighth day

● Train staff on Specially Designed Instruction to support students with disabilities and English Language Learners

● Maintain our focus on beyond-the-text and about-the-text questioning throughout the literacy block

● Maintain our focus on giving frequent opportunities to write about reading using text- dependent prompts

● Maintain frequent ongoing ELA coaching Middle School

● Daily synchronous literacy instruction as a key component of the BwCCS2 Remote Learning program

○ Students will participate in whole group synchronous literacy lessons as well as small group, differentiated synchronous sessions.

○ The literacy block is 60 minutes long for all students plus 45 minutes of intervention for at-risk students.



○ Outside of the synchronous sessions, students complete additional assignments on Lexia PowerUP, to support individualized progress in Grammar, Vocabulary & Reading Comprehension skills.

● Assessment ○ iReady Online Assessment 3x/ year to support instruction, obtain a formal snapshot

of student learning ○ Fountas & Pinnell Assessments 2x a year ○ Unit Assessments aligned with Match Fishtank Curriculum ○ Vocabulary Assessments every 6-8 weeks aligned with Classical Roots vocabulary

Curriculum. ● Morning Phonics intervention for students who have not tested out of Phonics according to

iReady assessment. ● Study Hall/Intervention/Guided Reading groups to support below grade level students. ● Maintain a professional development foci

○ Developing teachers’ ability to support students accessing a text’s main/central ideas

○ Developing teachers’ ability to support students comprehension of higher order thinking questions

● Maintain our focus on daily writing as students respond daily to standards based prompts following daily shared reading.

● Maintain frequent ongoing ELA coaching



GOAL 2: MATHEMATICS

Goal 2: Mathematics BwCCS 2 students will become proficient in the Understanding and Application of Mathematical Skills and Concepts.

BACKGROUND In Beginning with Children Charter School 2’s eighth year, the instructional staff deepened its knowledge of the school’s Common Core aligned math curriculum. Beginning with Children Charter School 2 (BwCCS 2) continued to utilize Math in Focus by Marshall Cavendish. All math teaching staff continued to receive training in the program during our two-week Summer Institute in August and throughout the school year to further their understanding of the curricula. At BwCCS 2 we believe that all children can succeed. Our math curriculum built around Math in Focus embeds Common Core aligned instruction into every 60-90 minute lesson. The program supports teachers in providing students with systematic and explicit instruction in the key areas of math as identified by the authors of the Common Core State Standards and Trends in International Mathematics and Science Study. Those key areas are: making sense of problems and solving them; reasoning abstractly and quantitatively; constructing viable arguments and assessing the work of others; modeling with mathematics; using appropriate tools strategically; attending to precision; looking for and making use of structure; and looking for and expressing regularity in repeated reasoning. The Math in Focus Curriculum emphasizes depth of mathematical topics rather than breadth. Math in Focus lessons are organized in a way that meets the needs of students. Specifically, Math in Focus uses a concrete-pictorial-abstract approach to introduce topics to Students. Key Attributes of the BwCCS 2’s implementation of the Math in Focus program include the following:

• Consistent terminology is used throughout the program • Consistent fact practice and mastery • Hands-on activities are a regular part of the program reinforcing and giving meaning

to abstract concepts • Frequent use of Interactive Whiteboard lessons • Frequent use of in-program unit assessments to assess learning and plan for future

instruction



• Embedded ELL supports through the use of consistent language and concrete-pictorial- abstract progression

• A focused, coherent curriculum that emphasizes teaching to mastery • A visual, balanced approach that meets students’ needs • Confidence in knowing that the program has informed the creation of the Common

Core math standards BwCCS 2’s implementation of Math in Focus during the 2019/20 school year was supported by ongoing internal and external professional development. The staff also engaged in frequent vertical alignment conversations and worked with Joe Flick, a HMH Math in Focus consultant. Since no program can cover all of the students’ diverse needs, we supplement Math in Focus at the Lower School with EngageNY, Every Day Counts Calendar Math, and the Mathletics and IXL computer programs. Our Middle School math program builds on math skills gained in our elementary school. The foundation of our Middle School math program is built on three components - the HMH Math in Focus Program, standards aligned software, and supplementary resources. The supplementary resources included EngageNY and ReadyNY Instruction and Problem Solving texts. During the 2019-2020 school year BwCCS2 revised its Math Interim Assessments in order to a.) receive quality data for instruction, b.) provide opportunities for students to gain familiarity with testing format & procedures, and c.) allow for collaborative discussions and review with other schools in our network. When COVID-19 forced school buildings to close, math instruction did not stop at BwCCS2. Children learned through synchronous Zoom/Google Meets lessons, asynchronous teacher videos, differentiated assignments on the Seesaw learning platform, and continued use of our online platforms (IXL, Mathletics, and Khan Academy). Grades K-5 attendance for the March - June building closure was 92%. Grades 6-8 attendance for the March - June building closure was 96%.



GOAL 1: EFFECTIVE ASSESSMENT OF STUDENT ACHIEVEMENT IN MATH AT THE END OF THE 2019-20 SCHOOL YEAR

RESULTS FROM THE NATIONAL NORM-REFERENCED EXAM HAVE INFORMED OUR GRADE-LEVEL PRIORITIES AND GROUPINGS OF STUDENTS IN THE 2020-21 SCHOOL YEAR

METHOD In the absence of the New York State tests, the school administered the NWEA Mathematics Assessment for students in 3rd through 8th grade in June 2020. Each student’s raw score has been converted to a New York State Assessment scaled proficiency score.

The table below summarizes participation information for this year’s test administration. The table indicates total enrollment and total number of students tested. It also provides a detailed breakdown of those students excluded from the exam. Note that this table includes all students according to grade level, even if they have not enrolled in at least their second year (defined as enrolled by BEDS day of the previous school year).

2019-20 NWEA Mathematics Exam Number of Students Tested and Not Tested

Grade Total Tested

Not Tested1 Total Enrolled

IEP Absent

3 46 2 48

4 49 2 51

5 53 1 54

6 51 0 51

7 49 1 49

8 36 1 37

All 284 7 291

1 Students exempted from this exam according to their Individualized Education Program (IEP) or absence for at least some part of the exam.

RESULTS AND EVALUATION Over the past two school years, our schools have emphasized instruction on and assessment of constructed math responses. At the elementary grades, student performance showed declines from Spring 2019 to Spring 2020. Declines may be attributed to our school year emphasis on constructed and extended math responses, while the NWEA assessment is composed of only objective response questions. Elementary students were also experiencing assessment on a computer for the first time. At the middle school grades, despite the NWEA being composed of only objective response questions, our students’ absolute performance on the Spring 2020 NWEA (52% of students



projected to be proficient) nearly matched their absolute performance on the Spring 2019 NYSTP (53% were proficient).

Performance on 2019-20 NWEA Mathematics Exam By All Students and Students Enrolled in At Least Their Second Year

Grades All Students Enrolled in at least their Second Year

NWEA Math EXAM Projected NYSTP

Percent Proficient

Number Tested

NWEA Math EXAM Projected NYSTP

Percent Proficient

Number Tested

3 46% 46 47% 43

4 47% 49 47% 44

5 42% 53 44% 48

6 55% 51 55% 51

7 61% 49 61% 49

8 39% 36 39% 36

All 48% 284 49% 271

ADDITIONAL EVIDENCE This spring’s administration of the NWEA was the school’s first. As such year-over-year data is not available.



Mathematics Performance by Grade Level and School Year

Grade Percent of Students Enrolled in At Least Their Second Year Achieving Proficiency

New York State Test NWEA - Projected NYSTP Proficient

2017-18 2018-19 2019-20




3 70% 44 62% 42 47% 43

4 61% 49 72% 43 47% 44

5 77% 48 86% 44 44% 48

6 53% 38 67% 46 55% 51

7 39% 38 61% 49

8 39% 36

All 66% 179 66% 213 49% 271

Goal 2: Comparative Measure

Each year, the school will exceed its predicted level of performance on the state Mathematics exam by an effect size of 0.3 or above (performing higher than expected to a meaningful degree) according to a regression analysis controlling for economically disadvantaged students among all public schools in New York State.

METHOD The SUNY Charter Schools Institute (“Institute”) conducts a comparative performance analysis, which compares the school’s performance to that of demographically similar public schools statewide. The Institute uses a regression analysis to control for the percentage of economically disadvantaged students among all public schools in New York State. The Institute compares the school’s actual performance to the predicted performance of public schools with a similar concentration of economically disadvantaged students. The difference between the school’s actual and predicted performance, relative to other schools with similar economically disadvantaged statistics, produces an Effect Size. An Effect Size of 0.3, or performing higher than expected to a meaningful degree, is the requirement for achieving this measure.

Given the cancellation of the 2019-20 New York State tests, a 2019-20 analysis is not available. This report contains 2018-19 results, the most recent Comparative Performance Analysis available.



RESULTS AND EVALUATION The school’s effect size of 1.40 well surpassed the target of 0.3, indicating the school performed higher than expected to a large degree in comparison to schools statewide enrolling similar concentrations of economically disadvantaged students.

2018-19 Mathematics Comparative Performance by Grade Level

GRADE PERCENT ECONOMICALLY

DISADVANTAGED

NUMBER TESTED

PERCENT OF STUDENTS AT LEVELS 3&4

DIFFERENCE BETWEEN ACTUAL AND PREDICTED

EFFECT SIZE

ACTUAL PREDICTED

3 94.4 50 604.0 593.7 10.3 1.08

4 94.3 52 607.0 592.7 14.3 1.50

5 90.4 50 617.0 593.5 23.5 2.36

6 89.3 53 605.0 593.4 11.6 1.23

7 95.7 40 599.0 592.3 6.7 0.72

8 ~ ~ ~ ~ ~ ~

ALL 92.7 245 606.7 593.2 13.5 1.40

SCHOOL’S OVERALL COMPARATIVE PERFORMANCE:

HIGHER THAN EXPECTED TO A LARGE DEGREE

ADDITIONAL EVIDENCE The school’s effect size has consistently surpassed the goal of 0.3, indicating that the school has outperformed, to a large degree, schools with similar populations of economically disadvantaged students.



Mathematics Comparative Performance by School Year

School Year

Grades Percent Economically

Disadvantaged

Number Tested

Actual Predicted Effect Size

2015-16 3-4 88.4 92 79.6 30.5 2.37

2016-17 3-5 89.1 141 65.8 29.5 1.88

2017-18 3-6 92.1 202 62.9 32.0 1.57

2018-19 3-7 92.7 245 606.7 593.2 1.40

Goal 2: Growth Measure

Each year, under the state’s Growth Model, the school’s mean unadjusted growth percentile in Mathematics for all tested students in grades 4-8 will be above the target of 50.

METHOD This measure examines the change in performance of the same group of students from one year to the next and the progress they are making in comparison to other students with the same score in the previous year. The analysis only includes students who took the state exam in 2018-19 and also have a state exam score from 2017-18 including students who were retained in the same grade. Students with the same 2017-18 score are ranked by their 2018-19 score and assigned a percentile based on their relative growth in performance (student growth percentile). Students’ growth percentiles are aggregated school-wide to yield a school’s mean growth percentile. In order for a school to perform above the target for this measure, it must have a mean growth percentile greater than 50.

Given the cancellation of the 2019-20 New York State tests, a 2019-20 analysis is not available. This report contains 2018-19 results, the most recent Growth Model data available.

RESULTS AND EVALUATION In 2018-19, BwCCS 2 did achieve this measure with an overall mean growth percentile of 51.1. Grade 5 demonstrated the most growth with a MGP of 81.1.



2018-19 Mathematics Mean Growth Percentile by Grade Level


School Target

4 49.2 50.0

5 81.1 50.0

6 36.7 50.0

7 33.1 50.0

8 50.0

All 51.1 50.0

ADDITIONAL EVIDENCE Though BwCCS 2 has consistently outperformed its district peers in mathematics proficiency, and dramatically exceeded its predicted performance compared to schools with similar proportions of economically disadvantaged students, the school has fallen shy of meeting the unadjusted mean growth percentile target of 50 in recent prior test years. Though we were pleased to meet the growth percentile target in 2018-19, our math department continues to reflect on how to increase proficiency levels going forward. Please see our action plan for more details.

Mathematics Mean Growth Percentile by Grade Level and School Year


2015-16 2016-17 2017-18 2018-19 Target

4 68.6 54.2 41.5 49.2 50.0

5 42.1 58.9 81.1 50.0

6 35.6 36.7 50.0

7 33.1 50.0

8 50.0

All 68.6 49.0 46.0 51.1 50.0



SUMMARY OF THE MATHEMATICS GOAL The closure of our physical school buildings this past spring and the cancellation of the New York State tests meant that we lacked the opportunity to demonstrate progress towards our goal of 75 percent of students in grades 3-8 achieving grade-level proficiency on the NYS Math exam. We administered the NWEA Mathematics Assessment for students in 3rd through 8th grade in June 2020 to have a norm-referenced, end-of-year benchmark for our students, knowing that technology and administration hurdles in a remote testing environment would yield imperfect data and results. Though the performance of our elementary students on the NWEA assessment reflected these remote testing hurdles, we were heartened to see 52% of our middle school students achieve proficiency on the NWEA assessment, despite the NWEA being composed of only objective response questions. And most importantly, data from our June 2020 NWEA assessment has informed our instructional priorities for our summer bridge academic program in July and August 2020 and the 2020-21 school year.

Finally, for the fourth testing year, BwCCS 2 students did perform higher than expected to a large degree on the 2018-19 assessment, as measured by the comparative performance effect size analysis conducted by SUNY, and students also met the mean growth percentile target.

Type Measure Outcome

Absolute

Effective assessment of student achievement in ELA at the end of the 2019-20 school year

Achieved 2019/20 School Year

Comparative

Each year, the school will exceed its predicted level of performance on the state English language arts exam by an effect size of 0.3 or above (performing higher than expected to a meaningful degree) according to a regression analysis controlling for economically disadvantaged students among all public schools in New York State. (Using 2018-19 results.)




Growth

Each year, under the state’s Growth Model the school’s mean unadjusted growth percentile in English language arts for all tested students in grades 4-8 will be above the target of 50. (Using 2018-19 results.)


ACTION PLAN The following strategies will be implemented throughout the 2020-21 school year at the Beginning with Children Charter School 2 Lower School:

● Include daily synchronous Math instruction as a key component of the BwCCS2 Remote Learning program

○ Children learning remotely will participate in whole class and small group math lessons daily with their homeroom teachers. Participation and engagement are supported by the Nearpod and Jamboard applications.

○ The number of minutes in the synchronous math block is determined by a child’s age / grade level. Youngest students participate in 30 minute lessons, while older students participate in 1 hour lessons.

○ After the synchronous session, children complete additional assignments and checks for understanding asynchronously through Seesaw, IXL, and Khan Academy.

○ Systematic Math Warmups and Number Stories have been added to our Remote Learning plan, ensuring the virtual classroom looks more like the traditional classroom than it did during the 2019-2020 closure.

● Incorporate the iReady Online Assessment 3x/ year in grades 3-5 in order to support instruction, obtain a formal snapshot of student learning, and develop children’s ability to test with fidelity online.

● Work with instructional staff to develop 2020-21 Math Pacing Calendars. Strong staff retention has led to deeper content knowledge and understanding; in this atypical year, we believe staff input on pacing is more important than ever.

● Continue our emphasis on the Concrete- Pictorial - Abstract continuum, with the knowledge that more firm foundational understandings lead to easier and more confident mathematical thinking

● Continue our emphasis on constructed math responses



● Maintaining students’ demonstrated strength in algorithmic computations, while strengthening students’ abilities to apply those algorithms in novel situations

● Instructing in guided, small groups, in order to meet children at their instructional level and support growth across all cohorts

● Maintaining frequent, ongoing math coaching Middle School:

● Assessment ○ Having clear and consistent metrics for growth from the beginning of the year until

the end of the year for all students ○ Refining our use of iReady data ○ Bringing consistency to the analysis of weekly teacher-created quizzes and Interim

Assessments ● In 6th Grade, providing greater and earlier opportunities for students to engage with

standards aligned geometry concepts. In addition, creating greater opportunities for students to demonstrate not only procedural mastery, but conceptual mastery of geometry standards.

● In 7th Grade, similarly providing greater and earlier opportunities for students to engage with standards-aligned geometry concepts. In addition, creating greater opportunities for students to demonstrate not only procedural mastery, but conceptual mastery of geometry standards.

● In 8th Grade, providing earlier and greater opportunities for students to demonstrate mastery on standards-aligned constructed response prompts and designing a pacing calendar that allows for mastery by April 2020 of grade level content including minor clusters.



GOAL 3: SCIENCE

ELEMENTARY SCIENCE

Goal 3: Science: All students at BwCCS 2 will demonstrate competency in the understanding and application of scientific reasoning.

BACKGROUND BwCCS 2 continued to implement the Full Option Science System (FOSS) Program during science periods. Some of the key elements of BwCCS 2’s science program are described below. The FOSS program supports teachers in providing students with systemic and explicit instruction in the key areas of science. Students visit and revisit key science topics within the K-8 scope and sequence. The goals of the program are to promote:

● Familiarity with the natural world, its diversity, and its interdependence ● Understanding the disciplinary core ideas and the cross-cutting concepts of science, such as

patterns; cause and effect; scale, proportion, and quantity; systems and system models; energy and matter—flows, cycles, and conservation; structure and function; and stability and change

● Knowing that science and engineering, technology, and mathematics are interdependent human enterprises and, as such, have implied strengths and limitations

● Ability to reason scientifically ● Using scientific knowledge and scientific and engineering practices for personal and social

purposes BwCCS 2’s initial implementation of FOSS was supported by in-service professional development through the FOSS K-5 Next Generation Institute for New Users and the National Science Teacher Association. Key Attributes of BwCCS 2’s implementation of the FOSS program include the following:

● Hands-on activities are a regular part of the program reinforcing and giving meaning to abstract concepts

● Frequent opportunities to build content knowledge through reading and writing about science

● Frequent use of in-program formative and summative assessments to assess learning and plan for future instruction



● Embedded ELL supports through the use of consistent language and the use of pictures and concrete objects

● Opportunities to transfer in-classroom learning to the real-world through the use of field experiences

● Connections between in-classroom learning and the development and implementation of a student-run recycling program

When COVID-19 forced school buildings to close, science instruction did not stop at BwCCS2. At the elementary level, children learned through asynchronous teacher videos and differentiated assignments on the Seesaw learning platform. Additionally, there were multiple synchronous science-based whole school assemblies between March and June, including our Earth Day Assembly and our Plastic-Free Lunch Day Assembly. At the middle school level, children learned through daily synchronous instruction.

METHOD In the absence of the New York State science tests, the school used students’ cumulative science report card grades as a measure for assessing student mastery of science content. With regards to assessing mastery, we’ve taken an approach similar to NYSED’s granting of Regents credit for students with passing grades in their coursework.

RESULTS AND EVALUATION

As a school we met this measure. Grade 4 science students have consistently met this measure, with at least 90% proficiency rates. Our Grade 8 science students did not meet this measure. This would have been our school’s first year of 8th grade science testing.

CHARTER SCHOOL PERFORMANCE ON 2019-20 SCIENCE COURSEWORK

Grade Percent of Students at Proficiency

All Students Charter School Students In At Least 2nd Year

Percent Proficient

Number Assessed

Percent Proficient Number Assessed

4 96% 51 98% 47

8 46% 37 47% 36

All 75% 88 76% 83



ADDITIONAL EVIDENCE

Grade 4 science students have consistently met this measure with at least 90% proficiency rates.

SCIENCE PERFORMANCE BY GRADE LEVEL AND SCHOOL YEAR

Grade Percent of Students Enrolled in At Least Their Second Year at Proficiency

2016-17 2017-18 2018-19

Percent

Proficient

Number Tested


Percent Proficient

Number Tested

4 90% 48 94% 48 98% 41

ACTION PLAN The following strategies will be implemented throughout the 2020-21 school year at the Beginning with Children Charter School 2:

● Live, synchronous lessons with the K-5 science specialist will replace the asynchronous teaching from the 2019/20 building closure.

○ Lessons will be 30 minutes for all grades K-5 and will help students connect more meaningfully with rich science content.

● At the middle school level, synchronous lessons with the science specialist will occur daily. ○ Lessons will be 60 minutes for all grades 6-8 and will help students connect more

meaningfully with rich science content. ● BwCCS 2’s science specialist will continue to implement FOSS in grades K-8. ● Science teachers will continue to develop a project-based approach to science instruction ● Science teachers will work to create alignment between the Lower and Middle School

science scope and sequence



GOAL 4: ESSA

Goal 4: Absolute Measure

Under the state’s ESSA accountability system, the school is in good standing: the state has not identified the school for comprehensive or targeted improvement.

METHOD Because all students are expected to meet the state's performance standards, the federal statute stipulates that various sub-populations and demographic categories of students among all tested students must meet the state standard in and of themselves aside from the overall school results. As New York State, like all states, is required to establish a specific system for making these determinations for its public schools, charter schools do not have latitude in establishing their own performance levels or criteria of success for meeting the ESSA accountability requirements. Each year, the state issues School Report Cards that indicate a school’s status under the state accountability system.

RESULTS AND EVALUATION BwCCS 2 continues to be in Good Standing and achieved this measure.

ADDITIONAL EVIDENCE BwCCS 2 has been in Good Standing since opening.

Accountability Status by Year Year Status

2017-18 Good Standing 2018-19 Good Standing 2019-20 Good Standing

application: beginning with children charter ii

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