dcpa1 renewal 2015

Delaware College Preparatory Academy Renewal Application

Charter Renewal Period

FY2016 – FY2020

September 30, 2015

510 West 28th Street Wilmington, DE 19802

Dcpacademy.org 302-762-8384 Phone

Delaware College Preparatory Academy From Howard to Harvard, every child prepared for college – no excuses.

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020 2

Table of Contents

PAGE 2 Table of Contents 3 Charter Modification/ Renewal Activities 4 School Overview 5 Educational Program Overview 6 Academic Framework 13 Organizational Framework 19 Financial Framework 20 Five Year Planning

EXHIBITS A DCPA Performance Agreement with RCCSD B DCPA Minor Charter Modification Request C RCCSD Response to Charter Modification Request D DCPA Child Find Policy E Retention Strategy F Board of Directors G Employees H Para-Educator certification - DE I Emergency & Evacuation Procedures J SY 2012 Audit findings K Approved Budget - SY2015-2016 & Monthly Financial Report, August 2015 YTD

APPENDIX L Code of Conduct M DCPA Alternate Teacher Evaluation Report N DCPA SY2013-2014 Performance Framework


RENEWAL ACTIVITIES

April 2015: Delaware College Preparatory Academy (“DCPA”) applied for minor Charter Modifications with the Red Clay Consolidated School District (“RCCSD”). There were eight (8) minor charter modification request. The minor charter modifications were language adjustments to alleviate confusion in regards to DCPA’s charter model as well as a 15% decrease in DCPA’s charter enrollment goal. [Exhibit A]

April 2015: RCCSD met with DCPA to discuss upcoming renewal May 2015: RCCSD sent electronic file of renewal information and format June 2015: RCCSD replied to DCPA’s eight (8) minor charter modification requests . RCCSD approved 2 of the minor modification requests and delayed requiring

more explanation and suggesting the minor modification requests were “major” modification requests versus minor charter modifications. [Exhibit B) Approved Minor Modifications (2) 1. Ability to increase the number of classrooms in Grades K-2 2. Ability to accept scholars in Grades 3-5, if eligibility requirements are met

Minor Charter Modifications Requested and type changed to Major* 3. Clarify DCPA’s 2-Teacher model (1:15 ratio) – 1 Teacher and 1 Para-

Professional 4. Clarify Implementation of DCPA’s 2-Teacher model

• 1:15 ratio– 1 Teacher and 1 Para-Professional – in grades K-2) 5. Align DCPA’s school year with local District and State elementary schools

Declined Minor Modification Requests**

6. Decrease Enrollment Target for SY 2015- 2016 – from 300 to 255 7. Adjust DCPA attrition rate target from 7% to 15%

Minor Modification Request not Needed

8. Allow for the flexibility of co-leadership at DCPA

*DCPA has made adjustments to the language for the original request **DCPA will request for these minor/major charter modifications during the Charter Renewal review


BASIC INFORMATION Name of School Delaware College Preparatory Academy, Inc. Address 510 West 28th Street Wilmington, DE 19802 Website www.DCPAcademy.org District Location Red Clay Consolidation School District Year Opened 2008 Grade Levels K – 5 Approved Enrollment 300 Waiting List Grades K - 2: 0 Grades 3 – 5: 0 School Leader Angela Dennis, M.Ed., M.Ed., MSW [email protected] 302-764-7424 EXT. 154 Board Chair Yardise Jones [email protected] 917-873-7056

SCHOOL OVERVIEW

Total Enrollment 186

Male 87

Female 99

IEP’s 8

504 Accommodations

3

Free or Reduced Lunch Eligible

186

Total Enrollment 186

African American 186

American Indian 0

Asian American 0

Hispanic 0

White 0


EDUCATIONAL PROGRAM OVERVIEW

Delaware College Preparatory Academy ensures that our kindergarten through grade five students are prepared to succeed in the most demanding college preparatory middle and high schools in the nation. Through a structured, disciplined and academically rigorous environment, our students master core skills needed to succeed academically – reading, writing and math. An extended school day and an extended school year allow us to provide more intense academic preparation than what is traditionally provided in public schools. Students receive over 120 minutes of literacy instruction daily (which includes writing development), and 120 minutes of mathematics instruction every day. Students also receive instruction in science, social studies, art, and music for 90 minutes per week in each subject area. Modeled after other successful college preparatory elementary school programs, our goal is to provide an education that rivals that which is found in the nation’s most elite private, independent and suburban schools – an education that is made available from public dollars and is accessible for all children, especially those from limited means. Our approach to educational excellence is simple. We do what has been proven to work in the best schools across the country.

We hire the best teachers. We believe that all students can achieve. We set high academic and behavioral expectations. We use data continuously to drive our curriculum and staffing decisions. We make no excuses and take full responsibility for our students’ success.

Our educational design uses a two-instructor instructional model in grades Kindergarten through grade two, maintains consistency in program pacing and delivery, requires a school-wide usage of the same systems and structures, and utilizes flexible ability grouping to meet the diverse needs of our students. We infuse character development within our more traditional academic framework and create and maintain a school culture grounded in the expectation that all of our students can and will go to college. We believe that there is nothing more important than ensuring that all children have an equal opportunity to succeed in this country. To be trusted with this responsibility is a tremendous privilege and we appreciate the support provided by our Scholars, parents, community organizations and citizens as we continue this important work.


ACADEMIC FRAMEWORK

Is the Academic program a success? See EXHIBIT A

The 2013-14 school year began with a continuation of being a superior school – is defined by the Department of Education in Delaware. Although we made significant gains this year, by a slim margin - we missed our AYP target (Adequate Yearly Progress) as measured by the Delaware Comprehensive Assessment in Math. However, we did meet our AYP target in standard in English Language Arts (ELA).

Through assessments and analyses, our performance data indicated that our scholars on a whole had a gap in math. For the 2014-2015 school year we will invest in additional tools, resources and training in order to add the necessary rigor needed to show growth in Math. For the 2014 – 2015 school year, we will continue our focus on literacy. We firmly believe that literacy is the most essential academic skill upon which the majority of all future learning is built. A strong concentration on fundamental literacy in the formative years of school is a critical component of high-performing elementary schools. For reading, in order to meet our learning goals and objectives, we have adopted the use of the 100 Book Challenge, the computer-based program, Accelerated Reader, common core aligned curriculum, McGraw Hill Wonders and Wordly Wise Vocabulary Curriculum. By continuing our focus on literacy, we expect to see further development in the quality and delivery of instruction and scholar preparedness.

Studies have conclusively linked 3rd grade reading results to high school graduation rates. A scholar, who is not a moderately skilled reader by 3rd grade, is not likely to graduate according to the National Reading Panel. Thus, a scholar’s ability to achieve mastery in ELA and become a proficient reader is a key performance goal.

ELA PERFORMANCE INDICATOR: Scholars will read, write, and comprehend written materials with a high level of proficiency; scholars will develop an enthusiasm and love for reading. Practices within these high performing schools align with the findings of the National Reading Panel as they:

(1) Devote significant time to instructing reading and writing, specifically teaching phonics and comprehension methods; and (2) Develop fluency by meticulously practicing reading and writing and by establishing a passion for reading.

Measures of Academic Progress (MAP) data and Performance Plus will allow educators to understand each scholar’s academic level and gives teachers the power to help them excel. School year, 2013-14 results yielded that although our scholars showed improvement, we need to ensure that success occurs at all grade levels. As previously stated, we firmly believe that literacy is the most essential academic skill upon which the majority of all future learning is built.


ACADEMIC FRAMEWORK CON’T

MATH PERFORMANCE INDICATOR: Scholars will achieve mastery in mathematics and become proficient in mathematical computation and problem solving. High performing schools use coherent, focused and demanding mathematical curriculum that reflect the logical and sequential nature of mathematics.

(1) Devote significant time to conceptual understanding, basic computation, procedural skills and problem solving.

(2) Develop a foundations of individual concepts that allows for mastery of new knowledge. Measures of Academic Progress (MAP) data will allow educators to understand each scholar’s academic level and gives teachers the power to help them excel. School year, 2013-14 results yielded that although our scholars showed improvement, we need to ensure that success occurs at all grade levels. Therefore, in order to meet our learning goals and objectives, we have adopted the use of common core aligned curriculum, Singapore Math for K-1 for the 2014-15 school year. Grades 2nd-5th will continue to use common core aligned curriculum, Envision Math. However, the full student body will use Singapore Math in the 2015-2016 school year. Also, the use of computer based program, IXL allows for deeper understanding and development of mathematical concepts. Below, see the tables that outlines the academic progress our scholars have made over the past several years.

Year Math ELA 2010-11 32.5% 32.5% 2011-12 55.4% 55.4% 2012-13 63.9% 73.5% 2013-14 62.3% 77.8%

DCAS Percentage of Students Making Sufficient Growth 2013-14

(MAP Measure B) of Students Making Sufficient Growth 2014-15

Grade MAP/ELA MAP/Math K 83.8% 76.5% 1 70.7% 76.5% 2 54.3% 59.2% 3 50% 34.8% 4 60% 64.3% 5 * *

•Sub-group below 10 students



Over the past three school years, we have seen a steady increase in the number of scholars meeting their annual growth targets in Math and ELA.

Ensuring that all of our children are prepared to score proficient or advanced on the DCAS and above the 23rd percentile on the NWEA continues to be our main challenge. While, we saw across the board increases in many areas and grades, there was a drop in scores of our 3rd and 4th grade reading classes. This was a direct result of having to transitioned new teaching staff in the middle of the school year. Therefore, recruiting and retaining the best teaching staff will be a priority for the organization.

After a comprehensive needs assessment was performed, it was apparent that our teaching staff needed additional support and knowledge in regards to instructional strategies, implementation of the new common core standards, and addressing the six instructional shifts required with CCSS:

1) Focus 2) Coherence 3) Fluency 4) Deep understanding 5) Applications and dual intensity 6) Shift to Smarter Balance Assessment

Core Strategies:

Provide a learning organization which helps to build a school wide culture of learning as evidenced by peer evaluations, self-assessments, and student and parent feedback.

Provide high-quality educational experience that is rigorous that promotes critical thinking and inquiry in a student-led learning environment

Provide appropriate resources and a continuum of learning opportunities for all students and staff

Analyze data to drive effective and rigorous instruction Build authentic relationships with students, families, community members

and stakeholders



Is the school preparing students for college and career?

Even though DCPA scholars are in grades K – 5, we believe that all students deserve the opportunity to be prepared to succeed academically in college. This success should not be predicated on receiving a private school education, nor should it be limited to public schools . within affluent neighborhoods. All public schools, especially those that serve the most disadvantaged students, must prepare students to compete academically in a world in which college completion is an increasing necessity and not a luxury. The reality is that disadvantaged children are often left out of the college education picture. Attempts to bring them back in often occur much later, in middle and high school programs, when it becomes far more difficult to convince .students that college is possible and to close the achievement gap that makes that reality attainable. All students will have a clear and convincing understanding that they are college bound. This expectation will be infused in the school's culture and supported by the culture present within the classroom, teacher-student interactions and teacher-parent interactions. Visual aids will support this culture such as college banners and bulletin boards displaying pictures of college campuses. Through the use of chants and common language students will also reinforce this expectation within themselves. Listed below are additional ways in which the expectation that our students will attend college will be set:

• Classes will be addressed by their year of college graduation • Rooms will bear the names of colleges and universities • Classrooms will/ can adopt the mascots of colleges and universities • Students will attend trips to colleges and universities • Parents will be strongly encouraged to begin investing early for their child's college education, even if minimally and will receive information on steps they can take • Money and donations will be solicited for college savings bonds • School chants and expressions will reflect college matriculation and graduation expectations • All students and parents will know and understand the mission of Delaware College Prep • All staff will consistently reinforce and link college expectations to lessons and interactions in scripted and casual conversations



Delaware College Preparatory Academy was founded with a specific mission in mind - to eliminate the achievement gap by providing a high-quality elementary education to urban students. Highlighted below are DCPA’s key missions: 2 Teacher Model

The teacher/student ratio will vary by subject and grade. Our core instructional focus is on literacy and math instruction. As a result, a dual teacher instructional model will be used in the earliest grades, K-2. This model affords us an opportunity to offer three classes of literacy instruction and two classes of math instruction daily. Most importantly, this will afford us an opportunity to provide smaller sized instructional groups in the core content areas more effectively than a more traditional 1 to 21 ratio. In literacy instruction specifically, we will have three small learning groups rotating within the same class, between two teachers and will use a computer based literacy program that aligns with Delaware state content standards. This will ensure that no reading group in grades K-2 will have teacher/student ratio no larger than 1 to 10. See figure on next page that illustrates the teacher/student ratio by subject for grades K-2.* Due to questions and confusion on how DCPA executes it’s 2 Teacher model, it became evident that the “2 Teacher Model” title has caused some confusion. We loosely refer to instructors in the classroom as “Teachers” to ensure consistent instruction and acknowledgements in and outside of the classroom (by parents & scholars). Therefore, in order to avoid additional confusion of DCPA’s intent and execution of it’s 2 Teacher Model, we are proactively adjusting the description of the model. The 2 Teacher (or Instructor) Model approach is NOT changing. In the state of Delaware, DOE, has a formal process to certify Title I Para-educators. In order to be hired in the state of DE, the Para-educator must hold a Title I Para-educator permit. And the permit must be submitted as evidence to the school district, charter school, etc., to be hired. There are other eligibility requirements. ** [See EXHIBIT B]

Is the school meeting it’s mission?

*DCPA language used in initial Charter Authorization in 2008 **DE Dept of Education website;


ACDEMIC FRAMEWORK CON’T

Extended School Day Delaware College Prep will have an extended school year and an extended school day. The extra hours of instruction afforded by this model will allow us to provide 120 minutes of literacy instruction and 120 minutes of math instruction daily while still providing classes in art, music, physical education, science and social studies. In addition, scholars can participate in DCPA’s 21st Century after-school program for additional learning and development. On Monday’s through Thursday, the school's hours of operation are 7:30 a.m. to 3:30 p.m. Students may begin arriving at the school as early as 7:15 a.m. For the 2015-2016 school year DCPA requested a minor modification to document the shifting start of DCPA’s school year. The request is to align the start of our school year so that it is closer to other charter and district schools. This modification does not change DCPA motto of an extended school year or longer school days.

In grades 4-5, students will have one teacher per class. Since a strong foundation In literacy has been established and the behavioral norms have been set, such a change in teacher/student ratio will not impact student achievement.

GRADE SUBJECT TEACHER/ STUDENT

RATIO

K -2 ELA 1 TO 10

K -2 MATH 1 TO 15

K -2 WRITING 1 TO 15

K -2 SOCIAL STUDIES 1 TO 15

K -2 SCIENCE 1 TO 15

K-2 TWO INSTRUCTIONAL MODEL*

Earlier this year, DCPA requested a minor modification to change the 2 Teacher Model description to 2 Instructor Model. Since the start of DCPA’s charter school , we have maintained at least 1 certified teacher and 1 para-professional** in K-2 classrooms based on the Teacher/Student Ratio chart noted below.* If a K-2 classroom has only 15 scholars , based on the approved teacher/ student ration, then only 1 Teacher would be allocated to support the class. The teacher/ Student ration was approved in 2008 during DCPA charter application and later for renewal in 2011. See chart below.*

*DCPA language used in initial Charter Authorization in 2008


ACDEMIC FRAMEWORK CON’T

Extended Learning – 21st Century Program The 21st Century Program provide scholars with academic enrichment opportunities along with activities designed to complement the scholar's regular academic program in addition to a range of high-quality services to support student learning and development. These services include but are not limited to tutoring and mentoring, homework assistance, academic enrichment (such as hands-on science or technology programs) community service opportunities, music, art, sports, and cultural activities. Centers also provide safe environments for scholars during non-school hours. College Preparedness All students will have a .clear and convincing understanding that they are college bound. This expectation will be infused in the school's culture and supported by the culture present within the classroom, teacher-student interactions and teacher-parent interactions.

• Classes will be addressed by their year of college graduation • Rooms will bear the names of colleges and universities • Classrooms will adopt the mascots of colleges and universities • Students will attend trips to colleges and universities

The genesis behind this request is due to parents unwillingness to manage different school calendars for their children – specifically as it relates to different start dates for their children’s schools. Based on parental survey data, our parents responded unfavorably toward some of their children schools year starting 1-2 weeks prior to other local schools. DCPA parents commented that the difference impacted daycare arrangements & summer vacations when one sibling has a school day start 2 weeks prior to other siblings. In addition, DCPA has experienced absenteeism for scholars with siblings attending different schools. Fortunately, the shift of the school year start does not change or impact our mission – DCPA will continue to have an extended school year and an extended school day. At DCPA, we pride ourselves for acting on feedback and using data to drive results and to adjust policies based on feedback and survey data. DCPA scholars have a longer school year and a longer school day than other district schools. However, DCPA would like The school year will last 182 days. And scholars have a minimum of 1,176 of instructional hours which does not include the after school program (21st Century Program). [See EXHIBIT B Minor Charter Modification request]


ORGANIZATIONAL FRAMEWORK

Is the school implementing the essential terms of the charter’s education program and complying with applicable state and federal requirements?

Pursuant to DCPA’s approved charter, DCPA has an extended school year and extended school day. On Monday’s through Thursday, the school's hours of operation are 7:30 a.m. to 3:30 p.m. And on Friday’s there is an abbreviated day of instruction and professional development; the school day ends at 12:30pm. This charter renewal includes a charter minor modification to shift DCPA’s school year closer to local district schools. [APPENDIX C] We believe in hiring the best teachers. The best teachers in our minds are those who uncompromisingly believe that our students will be successful, have the instructional strength to lead them towards that objective, and embrace a spirit of continuous improvement of their craft. They are therefore thirsty for feedback, opportunities to learn and grow, and tools that will allow them to do their job more effectively. As an organization we intend to meet their needs. Our class schedule is organized to provide an abbreviated day of instruction on Friday’s so that teachers and administrators can meet to discuss individual instructor and team needs as well as the performance successes and challenges. Every year DCPA’s teachers and para-educators participate in 2 -3 weeks of orientation and staff development that occur prior to the beginning of the school year. Moreover, as the state has made shifts to the Common Core State Standards (CCSS), DCPA has adjusted instructional materials to align with the shift of state standards. DCPA also follows Child Find screening and tools in order to identify scholars that may need accommodations in the classroom.


ORGANIZATIONAL ACTIVITIVES CON’T

Is the school protecting the rights of students with disabilities and English language learners? See EXHIBIT D Delaware College Preparatory Academy (DCPA) has in effect several policies and procedures to ensure that the school district will identify, locate, and evaluate all children residing in the county with disabilities who may be in need of special education and related services. This includes all children ages 3 to 21 who attend public or private schools; those who are home schooled; those who are homeless or are wards of the state. Child Find Activities implemented in DCPA include screening and general education intervention.

Screening & General Education Intervention

A screening process, which may lead to a more comprehensive assessment, is provided through DCPA licensed contracted professionals, depending on grade level of child.

A general education intervention process for children kindergarten through grade 12 is provided at each school site by the school's SS Team and the school's 504 team. The purpose of general education intervention is to intervene for any child who is presenting academic, behavior, functional, or medical concerns that are significantly impacting the student's access to the curriculum or school activities. This intervention leads to a better understanding of the supports students need in order to be successful in the general education curriculum and school setting. The data collected during general education intervention assists the SS Team or 504 Team in determining if the student may need to be referred for a comprehensive evaluation. Parents must be provided with notice of their child's referral to either the SS Team or a 504 Team.

The Child Find process is a collaborative one with school personnel working in conjunction with parents to locate, evaluate, and identify children who may need special education and related services. Children in need of special education services or an accommodation for a disability should be identified in a timely manner. If the child is referred for a comprehensive evaluation, informed parental consent must be obtained prior to beginning the evaluation. The initial evaluation must be conducted within 45 school days or 90 calendar days, whichever come first, once receiving parental consent for the evaluation. Procedures for New Students Eligible for Special Education Services or 504 Accommodation Plans: As part of the enrollment process for new students entering DCPA, parents are required to complete an enrollment form on his/her child. The Student Enrollment Form) includes several questions inquiring of the student's need for Student Support Services. According to district policy, school personnel will review the Student Enrollment Form and immediately notify appropriate school and district personnel regarding the provision of special education services (IEP) or a 504 Accommodation Plan. When school personnel are notified of the student's previous special education or 504 eligibility, they will secure available information from the sending school for the purpose of developing and implementing an IEP or 504 Plan.


Is the school monitoring and minimizing attrition rates and maintaining enrollment stability? See EXHIBIT E

SY2013-2012 SY2013-2014 SY2014-2015 SY2015-2016

September 30th Count




Kindergarten 40 40 58 35

Grade 1 54 54 44 41

Grade 2 54 54 44 34

Grade 3 37 37 25 29

Grade 4 32 32 20 30

Grade 5 29 29 12 17

TOTAL 246 218 203 186

September 30th

Count Enrollment as of June 15th Attrition Rate

SY2011-2012 221 215 2.7%

SY2013-2014 246 240 2.4%

SY2014-2015 218 207 5.0%

SY2014-2015

203 197 3.0%

See DCPA Retention Plans. EXHIBIT E


Is the school meeting financial reporting and compliance requirements?

Delaware College Preparatory Academy is in compliance with applicable laws or requirements mandated by the stare rules or regulations. DCPA formed an oversight committee as required by DOE called the Citizens

Budget Oversight Committee. DCPA provides monthly financial reporting to the Board of Directors and the

DCPA’s financial committee; reports are posted monthly on DCPA’s website o DCPA also has a monthly financial meeting with members from DOE &

RCCD’s CFO Reports available on DCPA’s website

o I.R.S Form 990 o Monthly Financial Report

Are the school and the Board complying with governance and reporting requirements?

A list of DCPA’s Board of Directors – EXHIBIT F A list of Delaware College Preparatory- EXHIBIT G The head of DCPA is the Executive Director of the school. The Executive Director is also a member of the board of directors (non voting member) and is accountable for the operations of the school (day to day activities) and is accountable to the Board of Directors for all financial matters. Employees report directly or indirectly to the Executive Director. Employees of DCPA have annual contracts. The duties of the Executive Director and the Board of Directors are established in DCPA By-Laws. By-laws are reviewed and approved annually at DCPA’s annual meeting. The board of directors evaluates the President annually based on goals performance of the school and compliance with regulations. DCPA’s annual meeting is held in April however, any new board of directors are voted at that time or held until October. Board training occurs every two years (if necessary) and board members attend required financial or other board training held by DOE.


Is the school protecting the rights of all students and employees? See EXHIBIT H DCPA hires the best teachers. DCPA teachers and Para-educators are required to meet Highly Qualified Teacher status. Documentation supporting a teachers or Para-educators qualifications are required to provide the materials to DCPA’s Human Resources department. Records are maintained and validated in DDOE DEEDS database and monitored closely by DCPA HR personnel. DCPA will also work with professionals (or teachers) seeking alternative routes to certification in the state of Delaware. DCPA uses the state-mandated DPASS II evaluation system.

We believe that exceptional teachers drive exceptional results. Studies consistently indicate that while curriculum choices are important, the most important factor in strong academic achievement lies with the quality of instruction that the student receives from their teacher. One study finds that students with teachers who rank in the top quartile in effectiveness make gains over the school year that nearly quadruple those of the students with the least effective 25% of teachers. Therefore, we will hire the best instructional talent. The best teachers are ones who:

• Believe that all children can learn • Do whatever it takes for every student to learn • Are warm and strict regarding all academic and behavioral expectations . • Understand how young students learn - and especially how they learn to read with fluency and comprehension • Demonstrate teamwork and a strong work ethic • Seek feedback and continuous professional improvement • Are committed to executing the school's core mission • Focus on results

We will hire teachers who believe that all children can and must be academically successful. We will hire teachers whose love for learning is so infectious that they infuse their students with the same passion and joy. We will also invest the time and financial resources necessary to ensure that the talents our teachers possess continue to expand. Professional development will be a frequent and dedicated part of our school calendar, and will be focused on ensuring the strongest instructional practices in the classroom and the most dramatic of student academic outcomes. Teachers will have an opportunity to develop their leadership abilities by leading professional development sessions and participating in frequent peer reviews on effective instructional delivery and classroom management. Teachers will also visit high performing schools to study the implementation of best practice systems, structures, and teaching methodologies. By creating a culture that demonstrates that ‘only the best teachers work here’ and continually providing opportunities to demonstrate leadership, observe best practices, and participate in specific customized training sessions, teachers will realize that they are valued. This in tum will have a positive impact on staff retention. DCPA will also maintain a competitive edge with regards to compensation and work diligently to maintain a strong sense of staff pride and morale throughout the school.


How is the school ensuring compliance with regulations governing school facilities, grounds, transportation, safety and health related services? See APPENDIX I: SCHOOL EMERGENCY MANAGEMENT PLAN

DCPA purchased our existing school building in 2010. The existing building has a range of issues with require frequent investments in it’s repair. The building is inspected annually and any issues that need to be addressed are addressed immediately. Some of the challenges with the existing is exacerbated by the fact that the building is above a live, running creek. Any flash flooding or heavy rainfall causes the creek water level to rise and cause water damage to our basement. We are currently working with the Construction company that managed the preparation for the building in order to repair damages and put preventive measures in place to protect the building. DCPA employs a full time nurse who follows the guidelines set forth by the State of Delaware. DCPA offers school breakfast and lunch for scholars as well as snacks during it’s after school program. DCPA’s emergency plan is attached and is consistent with other charter and district schools. (see APPENDIX I)


FINANCIAL FRAMEWORK

Is the school fiscally viable?

Notes SY2011-12 SY2012-13 SY2013-14 SY2014-15

Perfromance Framework Standard

Current Ratio 1.38 2.13 1.79

Not Available < 1.10

1

Days Cash Unrestricted 63 76 68

Not Available > 60 days

2

Enrollment Variance 94% 77% 73%

Not Available >0.95

3 Total Margin Not Rated 1YR: 2.96%; 3YR: -1.46%

1 YR: -0.04% 3 YR: -2.97%

Not Available 3-yr +

4 Liabilities-to-Assets Ratio 1.06 1.14 1.15

Not Available <0.90

5 Cash Flow Not Rated

1 YR: $10,243 3 YR: -$241,746

1 YR: -$57,640 3 YR: -$47.397

Not Available 3-yr Positive

Loan Default No No No

Not Available

Debt Service 0.31 1.51 1.19

Not Available >1.10

Audit Findings Attached None None TBD

Note 1: 2012-2014 declined due to building maintenance expenditures Note 2: 2012-2014 significant decline due to change in leadership and negative

PR as well as instability of leadership in place Note 3: Same as Note 1 Note 4: Increased ratio due to mortgage payments from bond agreement; most

charter schools don’t have a bond agreement/ mortgage Note 5: Same as Note 1 See EXHIBIT J: SY 2012 Audit findings See EXHIBIT K: APPROVED BUDGET 2014 – 2015 & Aug 2015 Financial Report


FIVE-YEAR PLANNING

GRADE 2015-16 2016-17 2017-18 2018-19 2019-20

Pre-Kindergarten 0 0 15 15 15

Kindergarten 35 60 60 60 60

1st 41 37 59 59 59

2nd 34 42 38 58 58

3rd 29 33 40 36 54

4th 30 28 31 38 34

5th 17 29 27 30 36

TOTAL 186 228 270 296 317

Projected Enrollment

Assumption: Attrition of 10% student per grade year.

DCPA’s attrition rate varies from year to year often due to the changing needs for the population it serves. On average, DCPA has seen attrition rates between 10-20% due to family relocations (out state moves), homelessness and due to the engagement of child and family services. In addition, DCPA does not actively solicit enrollments for scholars in grades 3-5 except for out of state charter school transfers, siblings, and within state charter transfers. 2015-2016 was an unusual year for local charter schools for Kindergartens since some school districts have started enrolling students for their pre-kindergarten programs. This change greatly impacted DCPA’s Kindergarten enrollments since the parents our community serves have communicated that pre-kindergarten reduces child care expenses and is more convenient. Therefore, DCPA will request a major Charter modification in 2017 in order to add Early Childhood Learning to it’s charter. By including Pre-kindergarten students DCPA would create a natural feeder populations for Kindergarten.


FIVE YEAR PLANNING CON’T

What are the school’s plans for the next five years of the charter?

• DCPA will continue to focus on student performance outcomes and continue to enforce our model

• DCPA research and consider the option of adjusting Charter to include Early Learning for pre-Kindergarten students

• Rebuild financial reserves to ensure viability of the school • Locate a more reliable learning space that ensures the safety of our scholars;

Sell or rent existing school building • Continue to make necessary repairs to existing building to prepare for sell • Exit Bond agreement

dcpa1 renewal 2015

Documents