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Noble Academy Cleveland

ANNUAL REPORT

2011-2012

1 2 0 0 E 2 0 0 t h S t r e e t , E u c l i d , O H 4 4 1 1 7 T e l : ( 2 1 6 ) 4 3 2 - 9 5 7 6 F a x : ( 2 1 6 ) 4 8 6 2 8 4 6

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TABLE OF CONTENTS

Principal’s Letter 4

Institutional Philosophy of the School 5

NAC’s Vision 6

Community Involvement 12

Conclusion Vision of Learning 13

Survey Results 14

NWEA Online Test Results 20

Value Added Report 21

Performance Index Summary 22

Adequate Yearly Progress (AYP) 23

State Indicators 24

Final School Rating 25

Financial Statement 26

Governing Board and Administration 27

Recognitions 28

On behalf of school Board of Education and staff, I am pleased to present the Noble Academy (NAC)‘s Annual Report of 2011-2012.

It is with great pride that we celebrate Noble Academy’s rating of Excellence from the Ohio Department of Education for the fourth year in a row. We are so proud of our stu-dents’ hard work and dedication towards their education. Our teachers and staff exceeded our expectations and continued to do a wonderful job in 2011-2012. Last year, they were wholly responsible for creating a culture and environment conducive to learning and think-ing at high levels as they were in past three years. That is why NAC managed to be an Excel-lent school again. NAC’s success is a testament to their long hours and passionate commit-ment to the students of NAC.

At NAC, we believe that student achievement depends on these two factors mostly: quality instruction and support system. Our educational model does provide quality instruc-tion that allows each student to monitor the progress with the teacher’s constructive feed-back. It also holds each student responsible for the learning. The support system we have develops confidence and makes all students feel that they are a valuable member of the com-munity. Students are truly our motivation.

In the following pages, you will find the details of our success and how we accom-

plished excellence in education four years in a row. The administrative team and the staff at NAC are caring, competent, dedicated and willing to assist the students.

Sincerely,

Hakan Bagcioglu

Principal

FROM THE PRINCIPAL

Institutional Philosophy of The School

Institutional Philosophy of the School:

Institutional philosophy of NAC is deter-

mined by the contract with the State (ODE). NAC

has a charter granted by ODE in regards to its educa-

tional model which explains the direction for the to-

tal operation of the school. For NAC, the mission of

the school and educational philosophy when opened

in 2006 was as below:

The mission of the Noble Academy is to provide an

environment of learning and continuous growth with a col-

lege-prep rigorous math, science, and language arts program,

and to create an atmosphere for students, parents, and

teachers to reach their highest potential to become effective,

responsible and productive citizens. The educational philoso-

phy of Noble

Academy is

that school ex-

ists for the wel-

fare and the

dignity of the

child. Educa-

tion will be

student-centered

and each child

will be recog-

nized as a

unique individ-

u a l w i t h

unique inter-

ests, needs and

abilities.

Basically students at NAC will have produc-

tive attitudes toward work, family and community.

Additionally students at NAC will be high achieving

individuals with aligned State Standards through ef-

fective instructional practices.

Development a new Vision of Learning:

The school opened its door during a time

when “No

Child Left” act

was in effect.

Parents en-

joyed NAC’s

e d u c a t i o n a l

model empha-

sizing account-

ability and

choice. When

the calendar

shows 2012, it

is clear that

accountability

and choice is

not good

enough for

community schools. Curriculum and Instruction

piece should be reconsidered carefully. In our age, six

-year period is very long. The school needed to revisit

their goals and reshape its institutional philosophy by

NAC’s Vision

considering the new trends in education and the

needs in the community but still honoring its con-

tract with the state. We have Rate-to-the-Top (RttT)

highlighting teacher accountability and formative

instructional practices through adequate technology

use. We have new Common Core State Standards.

Business market for community schools is more chal-

lenging. As a result, we did a study and gathered the

feedback from various stakeholders. We have a new

vision and mission statement:

The vision of Noble Academy Cleveland (NAC) is

to be an excellent world-class professional learning commu-

nity school where students learn their Subject matters with

a Self and Social understanding of disciplined democratic

living. The mission of NAC is to provide a high-quality

academic and social environment focused on rigorous in-

struction and high student expectations with an emphasis

on science, math, and technology through ongoing reflec-

tions, collaborative planning, data analysis, family involve-

ment, and professional development.

We formulated above two statements based

on one fact: the success of all students. Schools are

built and provided all the resources for one simple

reason: the success of all students. This should be the

essence of every school’s vision thus is NAC’s vision.

This should be the starting point of every move and

the center of every decision. The school culture

should reflect this very same idea. Instructional pro-

gram should promote the success of all students as

well. That is why the best practices should be applied

for students; comprehensive professional growth

plans should be designed for teachers.

NAC’s vision of learning is based on current

knowledge and theories. It mainly values and pro-

motes Marzano’s instructional strategies. Daily in-

structional practices at NAC focus on the mental

NAC’s vision (Continued)

processes that students can use to restructure and

understand information. NAC teachers begin the

class with bell-work and displays students work in the

classroom all the time. Additionally teachers clearly

state each

day’s class

objective(s)

before they

begin the

class. Class-

room activi-

ties that ask

students to

identify sim-

ilarities and

differences

i n c l u d e

comparison

tasks, classi-

fying tasks,

and the use

of metaphors and analogies. These strategies result in

active engagement with the content and understand-

ing the lesson at a deeper level. NAC students must

be able to analyze information and organize it in a

way that captures the main ideas and supporting de-

tails in their own words.

NAC’s vision of learning values learning op-

portunities, effort and recognition. Everybody at

NAC knows we have high expectations. Homework

and practice both provide opportunities for students

practice and applying their knowledge. Afterschool

programs, Saturday schools, study camps, science

fairs are just a few examples for such opportunities.

These are great opportunities for our students to in-

teract with each other in a variety of ways and to ex-

press their ideas in various methods including graph-

ic representations, physical models, drawings, and

kinesthetic activities. Such activities also help our

students to

test their

hypotheses

with analy-

sis, inven-

tion, experi-

mental in-

quiry, deci-

sion mak-

ing, and

p r o b l e m

solving.

S t u d e n t s

know that

they need to

work hard

a t o u r

school. NAC’s learning environment promotes the

importance of believing that students’ level of effort


is related to their achievement. After hard work,

recognition comes next. NAC students are recog-

nized in various ways at various levels: school wide

award ceremonies, student assemblies, gift cards, fun

trips, small group breakfast, lunches, dinners, certifi-

cates, ice-cream parties …etc. We believe that when

students are rewarded for achieving their learning

goals, their level of achievement is higher.

With this vision of learning, NAC teachers

are considered as designers. Teachers prepare their

lesson using a backward design as Wiggins and

McTighe explains. All lesson plans are logically in-

ferred from the results sought. Teachers not only fo-

cus on teaching but also the learning as teaching is

assured learning. Teachers begin every lesson/unit

planning by identifying

desired results and deter-

mining acceptable evi-

dence and then teachers

plan instruction. It is be-

cause NAC believes that

this is the best way of

honoring students’ time

of gift that they give to us every day.

Articulation of Vision of Learning:

NAC vision of learning considers that the

purpose of education in societies with democratic

ideals is to liberate minds, strengthen critical powers,

and engage in human sympathies, and practice per-

sonal and social responsibility. That is why we must

diversify our approach and consider all perspectives

in order to make the best curricular decisions. NAC

endorses Curriculum Wisdom paradigm which means

facilitating a disciplined Subject matter understand-

ing that it is integrated with a Self and Social under-

standing of disciplined democratic living. It addresses

fundamental personal, interpersonal and societal

transformations.

We organized two big community outreach

school events past school year. We celebrated our

three-year of excellence with a dinner on November


18, 2011 and had a community luncheon on April 4,

2012. Besides parents, students and teachers, we had

many guests including the media and local officials.

Our guests from all walks of life expressed their ap-

preciation of our hard work and inspired us a new

direction. These events showed the importance of

quality schools in the community.

Our community is changing. Education has

never been such a big burden. Quality education can

successfully be

accomplished

with communi-

ty support only.

Schools cannot

be isolated

from outside

world. Global

perspective has

b e c o m e a

standard and

global competi-

tiveness is our

challenge. We should think globally and try to help

move our students from being dependent to inde-

pendent and finally interdependent individuals as

Covey pointed in his maturity continuum.

As Ohio’s superintendent Mr. Heffner point-

ed during Charter School Conference fall 2011, we

need more highly qualified citizens graduating from

our schools. Ohio needs to regain its leading role in

science and technology as it did a century ago with

scientists such as Edison and the Wright Brothers.

Considering the 9% unemployment rate and 30,000+

high-tech jobs available because of the lack of highly

qualified workers in Ohio, schools with the right vi-

sion of learning are essential to the survival of our

broader community in the 21st Century.

This new vision of learning is based on an

understanding of learning goals in a pluralistic socie-

ty, diversity of learners and learners’ needs. Our new

vision considers schools as interactive social and cul-

tural systems. We checked the school proposal sub-

mitted to ODE in 2006. We figured that nothing will

conflict with the original proposal so it should offi-

cially be accepta-

ble. With this

new vision, there

is an extra empha-

sis on student

learning with self

and social per-

spective in a dem-

ocratic living.

The feedback we

receive from par-

ents, students,

and teachers also

require us to make such changes.

Implementation of School Vision:

We believe one size does not fit for all. All


students are unique so they learn differently. NAC’s

vision of learning emphasizes the success not for some

students but for all students. It includes students with

special needs. It means students from all socio-

economic backgrounds. It also means “value added”:

everyone learns and makes the necessary improve-

ment.

This vision of learning is very important to us

because it is so pure and very powerful. It is the most

important reference point that gives us the right direc-

tion and the motivation that we need every day and

the whole year around. This

strong idea sets the tone in our

minds and guides us for every step

at school. We try to manage our

school with this perspective in

mind always. We try to direct all

daily operations and manage the

resources in a way that promotes

student learning. We believe

NAC’s vision creates an atmos-

phere for students, parents, and

teachers to reach their highest

potential to become effective, re-

sponsible, and productive mem-

bers of our community.

Since this is such a core idea for a school lead-

er, we try to bring it to our community’s attention as

much as possible. When we meet with parents and

teachers to talk about school related issues, we say “we

are here to decide what is best for our students.” A

school leader should begin staff meetings with the

very same idea. When conflict arises, the starting

point should be again “what is best for our students?”

In hiring a teacher or even a custodian, we still need

to ask the same question: Will this person serve the

best way possible for our students? When choosing a

new set of books for a certain grade or computer soft-

ware for a certain subject area, we need to know

ahead how effective this new resources are for our

students. When making the school budget, the school

calendar or the daily schedule; the same idea should

be in the minds of our teachers and administrators.

In order to achieve this new vision, it is neces-

sary to motivate staff, students and their families. First

of all they need to be involved in the process. Their


involvement will bring their commitment and motiva-

tion eventually. We ask their feedback in various way

such as surveys, assemblies, breakfasts, and luncheons.

Asking their feedback means valuing them and show-

ing trust. Covey says trust is the highest form of hu-

man motivation. Additionally we follow a servant

type leadership in which we expect to sustain this

commitment. It is all about building relationships.

Stewardship of School Vision:

An effective school leader begins implement-

ing school vision by providing a sound communica-

tion among the immediate stakeholders first. At

NAC, Students, parents and staff know what our

school is about. We believe a well-communicated vi-

sion will

get all

these par-

ties on the

same page

and max-

imize their

potential.

That is

why a

shared vi-

sion will

also give the whole school community a direction

where everybody is involved and feel valued. Conse-

quently it will help the school community stay fo-

cused and committed to the school vision. Communi-

cation happens in many ways and in many forms. Ba-

sically a sound communication helps the school run

smoothly towards its vision of learning.

We think it is the time to reconsider the goals

for our school. Since NAC opened in 2006, issues

and trends in education have been significantly

changed. NAC opened its door with an emphasis on

accountability and choice. Now we additionally focus

on curriculum and instruction. We have RttT, Com-

mon Core State Standards, Global Competitiveness

and 21st

C e n t u r y

s k i l l s .

Technolo-

gy has ad-

v a n c e d

amazingly

s i n c e

2 0 0 6 .

Communi-

cation is

i n s t a n t .

Students spend a great amount of time online. E-mail

is not used anymore by young people. Texting, Face-

book, Twitters, I-Phones and such technological tools

are widely used among our students. Internet has be-

come a great resource for learning but also a great dis-

traction for our students. Basically our students now

learn differently and have diverse learning needs.

Therefore the schools need new methods to regularly

Community Involvement

monitor, evaluate and revise their learning goals.

Under such conditions, we decided to revise

our goals and summarized them as our new vision

and mission statements. we believe vision of learning

goals for schools should be dynamic. It should be re-

vised every

4-5 year

period (or

even short-

er if need-

ed) to re-

spond to

such dras-

tic changes

according-

ly. It is a

must be-

cause we

have a new set of skills required for our students. Ad-

ditionally parents have new challenges; teachers have

different sets of standards and new instructional

tools.

At NAC, we are trying to stay in touch with

our immediate community members with various

school events. We listen to them and welcome their

feedback all the time. It is our responsibility to make

sure all channels are open; communication is clear

and flows fast in both directions. The teachers are

provided various professional development opportu-

nities throughout the year to keep up with changes.

They are also encouraged to finish their masters in

education or take graduate classes. Central office and

our sponsor follow legal issues carefully and inform us

with any updates coming from the State or Federal

Government.

Community Involvement:

As a community school member, each of us

understands the importance of lines of communica-

tion with local, state and federal authorities. We

know such communication will help us to actively

advocate for

improved poli-

cies, laws, and

regulations af-

fecting us.

Again it is such

c o m m u n i c a -

tion that will

promote equi-

table learning

opportunities

for our stu-

dents regard-

less of their socioeconomic background, ethnicity,

gender, disability, or the other individual characteris-

tics.

We believe successful community schools like

NAC need such communication more than other

schools. Unfortunately there are many poor perform-

ing community schools available in Ohio. With the

efforts of anti-community schoolers, all community

Conclusion

schools have become a target unjustly regardless of

their performance. We believe NAC is doing an excel-

lent job and we need to work harder to tell our story

more effectively. Otherwise no one will tell us our

story and we will be known in the community in a

wrong way. NAC does a lot of impressive school prac-

tices. These practices should be shared with the com-

munity and advertised effectively with local media

such as Euclid Observer, Call&Post, Plain Dealer,

Fox8, Channel 3.

That is why during 2011-2012 school year

NAC has paid extra attention to community involve-

ment and the larger political, social, economic, legal

and cultural context. We tried to develop more activi-

ties that benefit students and their families. These

activities include the following: Celebration of three-

year excellence Dinner, Community Luncheon Invita-

tion, State House Visit, US Senator Visit in DC, Eu-

clid Mayor Visit, CSU and Case Western University

tours, and trips to Lincoln Electric. Additionally ad-

min team visited many local businesses and churches

in the neighborhood.

Furthermore, NAC adopted a new policy to

have a PR associate to monitor our PR efforts. Such

efforts include building a wide-ranging contact list,

preparing e-newsletters and press releases, setting up

Facebook and Twitter accounts, updating school web-

site, contacting local media, arranging VIP visits, and

organizing community outreach events. The admin

team communicated these policies with the rest of the

staff to get their support because it means extra work

for them too. The team received such efforts very well

and the admin team felt very welcomed.

Conclusion

With this new vision of learning, NAC will

continue to serve its community in an updated and

more effective way. This will also be a model attempt

to build a community school where learning goals of

the students are revised and redeveloped collabora-

tively according to the needs of students considering

historical, sociological, philosophical, and psychologi-

cal foundations of curriculum. This model will also be

an important part of our school’s improvement plan

where collection, interpretation, and analysis of

school data are required. This is how NAC will con-

tinue to promote the success of all students in the

following years.

Results of the Student Survey (2010-2011)

Results of the Student Survey (continued)

Results of the Staff Survey (2010-2011)

Results of the Staff Survey (continued)

Results of the Parent Survey (2010-2011)

Results of the Parent Survey (continued)

NWEA Test Results

Value Added Report

Performance Index Summary

Adequate Yearly Progress (AYP)

2012 State Indicators

Final School Rating

FINANCIAL STATEMENT 2011-2012

48%

11%

28%

8%

2% 3%

Salaries

Fringe benefits

Purchased services

Expenses

Noble Academy Cleveland

Statement of Revenues, Expenses and Change in Net Assets

For the Fiscal Year Ended June 30,2012

OPERATING REVENUES:

Foundation payments $1,671,227

Food services 2,195

Classroom fees 7,938

Extracurricular activities 15,800

Other revenue 23,916

Total operating revenues 1,721,076

OPERATING EXPENSES:

Salaries 1,024,833

Fringe benefits 242,566

Purchased services 597,718

Materials and supplies 165,391

Capital Outlay 32,725

Miscellaneous 68,928

Total operating expenses 2,132,162

Operating loss (411,086)

NON-OPERATING REVENUES

(EXPENSES):

Restricted grants in aid - federal 397,655

Restricted grants in aid - state 2,013

Total non-operating revenues

(expenses) 399,669

Change in net assets (11,417)

79%

19%

2%

Foundation payments

Grants

Other revenue

Revenues

GOVERNING BOARD MEMBERS and ADMINISTRATION for 2011-2012

BOARD OF EDUCATION ROSTER

Yilmaz Sozer, PhD. : President

Assistant Professor, Electrical and Computer Engi-

neering University of Akron, Akron, OH

Address: Auburn Science and Engineering Center

Akron, OH 44325-3904

Cell: (518) 496-4391 Work:(330) 972-7629

E-mail:[email protected]

Brittany Lute: Vise President

Registered Nurse Cleveland Clinic Main Campus

Address: 1585 Mallard Dive #302 Mayfield

Heights, OH 44124 Home: (216) 526-6290


Sevda Gousseinova : Tresurer Cuyahoga Community College Adjunct Faculty

Address:6579 Longridge Road, Mayfield Hts, OH

44124

Home: (440) 442-6935 Cell: (216) 372 -7282


Yalcin Karagoz : Secretary

Process planner and cost estimator at The Hors-

burgh & Scott Company, Cleveland, OH

Address: 2260 Par Lane #619 Willoughby Hills,

OH 44094

Work:(216) 432-5816 Cell: (216) 408-9829

email:[email protected]

Dr. Kenan Izgi Studying on Cancer related researches at Case

Western Reserve University, University Hospital,

Department of Urology, Urology Laboratory. Pur-

suing PhD degree in Clinical Biochemistry at

Cleveland State University.

Address: 8425 Euclid Avenue Cleveland, OH

44106 Cell: (315) 560-2522

email: [email protected]

ADMINISTRATION

Mr. Murat Efe : Superintendent

Mr. Hakan Bagcioglu: Principal

Mrs. Lea Hammond: Instructional Coordinator

Mr. Scott Courtney: Dean of Students

mailto:[email protected]





Noble Academy Cleveland is a K-8 community school, which is funded by public sources, managed by Concept Schools Management Company and operated Independently by a board of trustees un-

der a charter granted by the Board of Education of the State of Ohio.

1 2 0 0 E 2 0 0 t h S t r e e t , E u c l i d , O H 4 4 1 1 7 T e l : ( 2 1 6 ) 4 3 2 - 9 5 7 6 F a x : ( 2 1 6 ) 4 8 6 2 8 4 6

W E B : h t t p : / / w w w . n o b l e c l e v e l a n d . o r g e - m a i l : i n f o @ n o b l e c l e v e l a n d . o r g

Per requirements in Ohio Revised Code 3314.03 (D)(2), as the Sponsor of Noble Academy Cleve-

land, Buckeye Community Hope Foundation monitored and evaluated the academic, fiscal,

organizational, and operational performance of Noble Academy Cleveland for the 2011-2012

school year, and found the school to be substantially compliant and determined the school to

be educating its students in a manner consistent with the school’s mission.

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