fulton county charter schools alliance
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Fulton County Charter Schools Alliance. Governance Board New Members Training 10.29 .12. Today’s Topics. Chartering in Fulton County Schools Governance Theory Charter Law Performance Assessments Financial Practices Personnel Obligations. - PowerPoint PPT PresentationTRANSCRIPT
Fulton County Charter Schools Alliance
Governance BoardNew Members Training
10.29.12
1. Chartering in Fulton County Schools
2. Governance Theory
3. Charter Law
4. Performance Assessments
5. Financial Practices
6. Personnel Obligations
Today’s Topics
1. What is our relationship with Fulton County Schools?
Five Types of Contracts: System, State Special, Conversion, Start Up, and Career Academy
HB1162 – to add Commission Charters FCS serves 10% of students thru charters Adding additional authorization alternatives To Learn More:◦Georgia Charter Schools Annual Report◦ FCS State of the Charter Sector◦ Information Sheet on HB 1162
Charter Schools in Georgia
What are the appropriate areas of interaction between charters and FCS System?
System
Charter
Public
State
FCS Responsibilities Under State Law1. Administrative Responsibilities – Pre-Existing Process charter school petitions Ensure School Safety
2. Financial Responsibilities – 2008-09 Review charter budgets; Fund Charters “no less favorably” Ensure that funds are spent according to applicable laws
3. Enforcement Responsibilities – 2009-10 Enforce clear expectations Ensure compliance with federal laws Ensure compliance with Individuals with Disabilities Education Act
(IDEA)
4. Evaluative Responsibilities – 2010-11 Evaluate performance goals Take appropriate action based on this evaluation
FCS has the obligation to “Control and Manage”
the charter schools the system has authorized.
How does FCS Identify Areas of “Control and Management”?
• Based on the law, FCS identifies departments as “In-Kind”, “Optional” or “Autonomy”
• Publishes expectations for both parties; See Compliance Checklist SY12/13
In-Kind Departments Governance: FCBOE, Superintendent
Central Office Administration: Assessment (testing), Accountability, Student Information Systems (eSchool Plus), Grant Development, Budget and Audit Services, Certification Services (partial)
Support Services: Exceptional Children (SEC), Counseling, Charter Department, SST/504/RTI, GED/Homeless, Title I, ESOL, Talented and Gifted, Early Childhood Special Programs, Communications, Mandated Professional Development
Facilities: Building Safety, Planning and Student Forecasting
Health and Safety: Student Safety, Health Services
Transportation Nutrition Intramurals Media Services Teaching Museums Virtual School/Night School Non-Mandated Professional Development
Optional Departments
Autonomy Departments - Varies by contract type
Operations - FCS Foundation, Financial Services, Payroll, Inventory Control, Accounting (except for federal grants)
Support Services - Student Discipline, Extended Learning, Summer School, Social Work, Counseling
Curriculum- All Departments, Textbooks
Human Resources - Personnel Services, Certification Services, Placement Office
Instructional Technology – provides access to Warehouse
Facilities – provides services related to safety
How Does FCS Enforce Expectations? Articulate the expectations and enforcement process
in advance by department via emails and the system portal
Document significant events and deadlines Establish regular, planned periods for feedback and
adjustment throughout the year (Compliance Reports, Audits)
Include charter staff, governance and families in feedback (SIP, State of the School Addresses)
Letter of Assurance articulates “probation” in addition to “termination”.
Break Out:What are the Roles and Responsibilities of my
Governing Board?
2. What Is Governance?
“The management and control of public schools shall be the responsibility of local boards of education, and the school leader shall be the principal. School councils shall provide advice, recommendations, and assistance and represent the community of parents and businesses.” (O.C.G.A. 20-2-85)(b)
It is NOT a Local School Advisory Council (LSAC)
The board is almost always forced to rely on others to carry out the work.
The board should have a single point of delegation and hold this position accountable for meeting all the board's expectations for organizational performance.
This is usually the principal or the executive director.
Governance is NOT Administration
"School level governance" means decision-making authority in:
personnel decisions, financial decisions, curriculum and instruction, resource allocation, establishing and monitoring the achievement of
school improvement goals, and school operations.”
Charter School Governing Board
To be definite about its goals (What is “success” for our school?)
To be strategic and selective about the actions undertaken to move toward the goals
(How do we achieve success?) To assign clearly the responsibility for those actions
(Who/what should manage the steps toward success?)
To check for adequate progress on the actions (What is the measure of success?)
To adjust goals and performance expectations (Based on the measured data,
what is working and what needs to be adjusted/added/removed?)
What are the functions of a strong governing board?
Charter School’s Value Statements
Charter Petition
Monitoring and Oversight
School Performance Measures
Academic School Improvement Plans
Governance Board Improvement Plans
What is Success?How will weachieve it?
How well are we doing?
How do we improve?
Vision/Mission
Beliefs
Who does the work?
Environmental Factors Impact Charter Operations
Goals & Objectives Technology
Educational Design Culture & Values
Inputs Outputs
ClienteleInterest Groups
Governance Board
Skill Mix ofStaffParents
Factors That Influence the Governance Process
School Leadership
The GB needs to agree on a philosophy of governance in order to be effective.
The GB is not a group of individuals; it is a single unit.
Principals will come and go; the GB remains.
The GB works for two bosses: The GB spends the monies of the taxpayer to educate the children of the community.
THE GB IS HELD ACCOUNTABLE.
What Does Governance Theory Mean For My Board?
Break Out:What Does My Governance
Board Do To Ensure All Members
“Speak With One Voice”?
3. What Laws Impact My School?
1. O.C.G.A. TITLE 20 EDUCATION, Chapter 2. Elementary and Secondary Education, Article 31, Charter Schools Act of 1998
2. GADOE Rule 160-4-9-.04 Charter Schools
3. Guidance to Accompany Charter Schools Rule
4. FCS Policy and Letter of Assurances
Major Guides
A charter school is a public school that operates according to the terms of a charter, or contract, that:
has been approved by a local board of education (FCS) and the State Board of Education, and
is held accountable for meeting the performance-based objectives specified in the charter.
PURPOSE – to improve student achievement through educational and organizational innovationAvenue – specific waivers of Title 20 ONLY
What is a Charter School?
By Federal Law Accountability provisions of NCLB, IDEA, and any civil
rights lawsBy State Law Charter Schools Act of 1998 State Board of Education Charter Schools Rule Shall Not Charge Tuition Unlawful Conduct in or near a Public School Reporting Requirements Brief Period of Quiet Reflection Open and Public Meetings Inspection of Public RecordsBy FCS See the Letter of Assurances
How Are Charters Limited?
Georgia was granted a waiver from NCLB. New accountability measures are being designed
right now. Highlights:◦A more comprehensive CCRPI “report card” will be used
to assess school performance◦All schools must evaluate teachers and principals using
the state assessment tool◦All charter contracts will be amended to reflect the new
accountability tools
What Happened to NCLB?
Achievement Score = All Indicators Progress Score = State Assessments (Student Growth Percentile application) Achievement Gap Closure = State Assessments (Student Growth Percentile application) Exceeding the Bar = Additional Points Added to Overall CCRPI Score Financial Efficiency and School Climate = No Points – Star Rating Only
Started in 1975 as PL 94-142 and was expanded in 2004.
Public agencies must provide early intervention, special education, and related services to children with disabilities.
It addresses the educational needs of children with disabilities from birth to age 21 in 13 specified categories of disability.
Charters must provide Free, Appropriate Public Education (FAPE) and the same continuum of services provided in the local school.
Individuals with Disabilities Education Act (IDEA)
Privacy of Students and Parents (FERPA) Privacy of Teachers and Administrators Personnel Laws – wrongful termination Discrimination
Any Civil Rights Law
"Meeting" any gathering of a quorum of an agency’s governing body or a committee created by the governing body at which any official business, policy, or public matter of the agency is formulated, presented, discussed, or voted upon
Meeting is NOT a gathering where no official business is discussed such as
State-wide, multijurisdictional or regional meetings Meetings with legislative/executive officials Social/civic/religious events Emails between Board members
All meetings shall be open to the public.
Open Meetings – What is a meeting?
Notice of the time, place, and dates of regular meetings shall be available to the general public. (FCS prefers use of the school’s website.)
If the meeting details are changed, the public must be notified at least 24 hours in advance.
Agendas should be made available no more than two weeks in advance of the meeting.
Open Meetings - What Notices are Required?
A summary of the meeting should be posted within two business days of adjournment.
Records and/or minutes should be immediately open to public inspection once approved at the next regular meeting.
Visual and sound recordings during open meetings are allowed.
Minutes shall include: ◦ The names of the members present ◦ A description of each motion made and who made it ◦ Identification of person who seconds motions◦ A record of all votes ◦ Identification of persons voting for/against proposals (except
when unanimous)
Open Meetings - Documentation
Executive Session permitted to:◦Authorize settlement◦Authorize negotiations, enter into contract, or enter into
option to purchase / dispose of / lease property◦Authorize ordering of an appraisal relating to real estate◦Discuss personnel decisions ◦ Interview applicants for the position of executive head
(principal) Conduct attorney-client discussion (Minutes must identify
the subject of the discussion.) Executive Session minutes are not open to the public Must have final vote in open meeting
Open Meetings – Executive Session
The following should be handled in Executive Session and maintained as confidential: Anything required by the federal government to be kept
confidential Medical records Records compiled for law enforcement or prosecution
purposes Records that consist of confidential evaluations, hiring or
firing of an employee Records relative to the acquisition of real property Any individual's private information such as social security
number, birth date, etc.
Open Meetings - What must be held “confidential”?
$1,000 for first violation $2,500 for subsequent violations within 12 month
period Civil penalties allowed for negligent non-
compliance with the law
Enforcement of Open Meetings
Shall Not Charge Tuition (different than cost reimbursement fees)
Unlawful Conduct in or near a Public School Reporting Requirements (eSchools) Brief Period of Quiet Reflection (Prayer is allowed as
long as it isn’t led by the school and doesn’t interrupt core classes.)
Inspection of Public Records
Other Legal Limitations
Roberts Rules of Order http://www.robertsrules.com/
Special Education Primer for Petitioners, Authorizers, and Districts http://gadoe.org/pea_charter.aspx
Know The Following:
Have access to a lawyer. Post your Meetings and Minutes on line. Establish a “policy book” that contains the
agendas, minutes and an organized set of your board’s policies.
Follow ALL of FCS directions, especially as we learn more about CCRPI
TRANSPARENCY
What Does The Charter Law Mean for My Board?
Break Out:What challenges does your GB face in light of all these rules and how
can you address them?
4. How Is My School’s Performance Assessed?
How does FCS “Evaluate Performance” on Charter Goals?
Collect data using tools in use for typical schools, adapted for charters
Include charters in evaluation and assessment practices and information streams
Establish regular, planned periods for adjustment throughout the year (Interim and Final Reports)
Implement collaborative School Improvement Plans (combined with Title I plans, if needed)
Require “State of the School” addresses for public information
What Tools Are Used To Gather Data?
Federal – Ongoing Compliance Department Checklists as previously discussed
Financial - Annual Audit, Monthly Financial Statements, Annual Report
Academic and Operational Performance – School Performance Report (aligned to CCRPI)
General - Any other communications to FCS (parent calls, police reports, etc.)
How are charters evaluated financially?
Liquidity Ratio indicates the charter’s ability to meet short term obligations.
Sustainability Ratio compares the amount of resources that aren’t already assigned such as to a loan payment (unrestricted assets) to the average monthly expenses.
Occupancy Expenses indicate the percentage of the charter schools’ total revenue that goes toward facility costs.
Debt to Assets Ratio* indicates the extent the charter is reliant on debt.
*This measure was not included in the May 2009 NASCA “National Consensus Panel on Charter School Operational Quality”.
How is student performance measured? Progress + Achievement
Achievement◦Performance at a single
point in time◦Correlates to the
organizational environment
◦Compares performance to a standard
Progress◦Measurement of a
progress between two points in time
◦Not related to the organizational environment
◦Compares current performance to the past performance
Charters are compared to benchmark schools to establish “achievement” and to their own past performance to establish a rate of “progress”
Student’s Score Converted to Z-Scores
-2.0-2.4
-3
-2
-1
0
1
2
3
2007 2008
FCSStudent A
Gain = 0.4
Allows us to determine a consistent measure of the student’s gain over time across non-aligned tools.
Student Performance
Fifth Grade 2008-09
50%
60%
70%
80%
90%
100%
- 20.0 40.0 60.0 80.0 100.0Free Reduced %
CR
CT
ELA
M
eets
/Exc
eeds
%Amana, Dunwoody Springs Charter, KIPP SFA, Spalding Drive Charter, and Woodland Elementary Charter
School Performance
Data from financial, academic, department and episodic reports
Comparisons against other charters Comparison against national expectations
(NACSA) Comparison against FCS acceptable
standards of behavior and performance Transparency – Accurate local
communications to parents and stakeholders
State of the Charter Report and School Performance and/or Compliance Reports
How Does FCS Assess the Entire Organization?
You don’t have to crunch your own numbers. You have free access to school, county, state, and
national comparators. Start ups can compare financial assessments to
other Alliance Members. You should have access to the information you
need to make a wise policy decision. TRANSPARENCY
What Do Performance Assessments Mean for My Board?
Break Out:Review last year’s standardized test
scores.What does it tell you and what
further information would help you make decisions about changes that need to be made at your school?
5. How Do We Get Funded?
Quality Basic Education (QBE) funds (~30%)Local Tax Revenues (~66%)Other Sources (~2%)Federal Grants (~2%)
Title I (poverty), Title II (PD), Title III (ESOL), IDEA (Special Needs), etc.
Implementation Grants
How Are Public Schools Funded?
Source: State Taxes Based on the number and characteristics of
students requiring full time equivalent teachers (FTE)
FTE levels are set in October and March Systems are funded one year behind current
numbers State funding formula does not reflect state
mandates Systems are not fully funded by QBE
Quality Basic Education (QBE)
Source: Property Taxes Enhanced QBE categories reflect local priorities Schools are allocated positions to implement the OBE
and local priorities Allocation levels will vary based on the characteristics of
the students at each individual school. A school’s budget will vary based on staff’s position in
the salary schedule Allocations and anticipated system income levels are
balanced after Ten Day Count.
Local Dollars
Run independently of the FCS Budget thru the “consolidated federal application”
Based on the characteristics of students and/or community◦Title I - % of students in community that qualify for
Free/Reduced Lunch (FRL)◦Title II – Pay for Professional Development◦Title III – % of ESOL students◦Title IIb – Services for Exceptional Children (SEC)
a.k.a. Special Education (SPED) Implementation Grants NO FLEXIBILITY
Federal Grants
All other sources of income must be indicated in your school accounting system and your audit
Corporate grants, community grants, in-kind services, fund raisers, etc.
Be careful from whom you take cash and services
Other Sources
March – projections are made as to the student numbers and funding levels and personnel allocations are tentatively made
April/May – contracts offered July – preliminary budgets are issued 10 Day Count – projections are confirmed 11 Day Count – allocations are adjusted October – funding levels adjusted June – funding cycle ends
Process (June to July FY)
Conversions follow the same funding formula as typical schools
Start Ups – ◦Plus - Allocated the county average for teacher
experience levels (12 years experience) although most charter teachers are less experienced (2 years)
◦Plus - Given a cash allowance per federal indirect cost rate formula for Central Office departments
◦Plus – Given a cash option for Transportation services (conversions have never asked)
◦Plus – Given “seed monies” to compensate for smaller schools sizes during the first term
◦Minus - 3% of their funding is withheld to pay for Charter programming
Charters
Must run admissions before March July is minimally funded August and September are funded based on the
projections Governing boards need to adjust budgets in
October Audits following FCS guidelines due on October 1
Impact on Charters
Almost complete freedom No teacher contracts, state salary schedules, or
deep pockets Complete responsibility on the GB to include loan
repayments, SPED costs, and bankruptcy Building costs are the start up’s responsibility (7 to
18% off the top) Educational Management Corporations are
sometimes another cost (15 to 20%)
Start Ups Budget Flexibility
Our suggestions: Budget needs to be a line item at every meeting
and included in the public minutes. The proposed budget, the actual and the year to
date are good top liners. Run Capital on separate books. TRANSPARENCY
What Does The Funding Process Mean For My Board?
Break Out:Review your budget. What is
your largest expenditure? Why?
6. Am I Responsible For Employees?
Start up charter employees are NOT FCS employees.
The system will not interfere in personnel matters unless there is a federal or safety issue.
The governing board must hire qualified, competent individuals and is responsible for their actions.
People Skills
Must pass a background and fingerprint check. Must be “highly qualified” under NCLB Must be registered with the Professional
Standards Commission (certified or cleared) Must meet federal/state standards in specialty
programs (ESOL) Must understand mandatory reporting
requirements
Minimum Standards
Safe working environment Civil rights protection (fair dismissal) Teachers Retirement System (TRS) Teacher Keys Evaluation and Leader Keys
Evaluation To hire the best qualified individuals and to
remediate or fire those who do not best serve our children
A clear, transparent human resources policy
Charter Responsibilities
October, March and July CPI database checks (PSC)
Alignment in eSchool Plus between teacher qualifications and teacher schedules (NCLB)
Learning Walks Teacher complaints Department Reports
System Monitoring
Break Out:If you were an employee, what would be the most
important thing the charter school could give you?