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2016 - 2017 Annual ReportAugust 1, 2017

SABIS® International Charter School Karen Reuter, Director160 Joan Street (413) 783-2600Springfield, MA 01129 (413) 783-2555 Fax

[email protected]

Table of ContentsIntroduction to the School…………………………….…..1Letter from the Board of Trustees…………………....2Faithfulness to the Terms of the Charter……….....2Key Design Elements………………………………………….2Academic Program Success………………………….…….3School Report Card…………………………………………….3Organizational Viability………………………………………5Appendix A: Accountability Plan Evidence………….8Appendix B: Recruitment and Retention Plan …..11Appendix C: School and Student Data Tables…….21Appendix D: Additional Required Information.....23Dissemination Efforts………………………………………..25Attachment 1: Organizational Chart…………………28Attachment 2: Financial Report………………………..29

Introduction to the School

Name of School: SABIS International Charter School

Type of Charter(Commonwealth or Horace Mann)

Commonwealth Location Springfield

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

N/A

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

2000, 2005, 2010, 2015

Maximum Enrollment 1574 Current Enrollment 1574

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

# of Instructional Days per school year 180 days Students on Waitlist 2437

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

Age of School 22 years

Mission StatementThe SABIS® International Charter School is a college preparatory school that provides top-quality education on a non-selective basis to children of different races, religions, nationalities and backgrounds. It teaches these children to perform to the best of their ability, to achieve academic excellence in a global context, and prepares graduates to attend colleges and universities. The school develops and strengthens students’ ethical, moral, and civic values thus molding men and women with the knowledge, skills, and social judgment they will need to face the challenges of the times. The School believes those students with a SABIS® education, especially in a multicultural setting, will be able to provide leadership throughout the world.

Letter from the Board of Trustees

Dear SICS Community:

As the Chair of the Board of Trustees it is my honor to report to you on behalf of the Board.

As we conclude our 22nd year of operation, I would like to take this opportunity to give you a brief recap of the 2016-2017 school year. We began the year with 13 trustees. Four trustees left the Board after completing their terms and we welcomed three new trustees to the Board, bringing our total at the end of the school year to 12 members. The 2016-2017 school year has once again been a busy year for the Board. We held 6 full board meetings and 31 subcommittee meetings. Over the course of those meetings, the Board approved the Student Parent Handbook, the annual budget, modifications to the uniform policy, and an auditor to conduct the annual audit. We spent a considerable amount of time this past year evaluating the academic performance of our students. We have been closely monitoring internal and external testing results and objectively evaluating the current education program in place. We need to be confident we are providing a dynamic, responsive educational program that responds to the ever-changing needs of our diverse community. As the Board, we are working to meet our obligation to ensure our students are getting the most comprehensive curriculum that meets all common core mandates presented in an environment which supports and encourages critical thinking in all of our students.

The Board has also been working on our new Five-Year Strategic Plan. Initiatives include installing a solar array, working with the Alumni Association to ensure they can operate independently and are a viable entity going forward, and a concerted emphasis on developing and strengthening relationships in the community that can provide a direct benefit to our students.

As the oversight body of the school charged with the responsibility of ensuring the SABIS® mission is realized, the Board was very proud to witness several outstanding accomplishments this past year. Two of our graduating seniors received full scholarships to attend Harvard University and Roger Williams College. We were proud to watch as three of our teachers received the prestigious Grinspoon Excellence in Education Award. Nationally we continue to be ranked in the top 50% of high schools in the country by US News & World Report earning the Silver Medal award for the eighth consecutive year.

In June, we saw the graduation of the class of 2017. Once again, our seniors were accepted to some of the most well-known and prestigious colleges and universities in the county, and were awarded over $11 million in scholarships. In closing, on behalf of the Board of Trustees, our thanks to SABIS® Educational Systems for their commitment to education; to our parents, thank you for entrusting us with the responsibility of educating your children; to the faculty and staff, thank you for the dedication to education you demonstrate every day when you work with our students, and to our students, thank you for making us proud to call you students of SABIS® International Charter School. Finally, sincere thanks to our Director, Mrs. Reuter under whose leadership and personal commitment we continue to see the SABIS® Community thrive and work to meet all challenges.

Sincerely, Ellen McDonald

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

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

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

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

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

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

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

Data Entry Prefect, Office Assistant Prefect, Teacher Assisting Prefect, Lost and Found Prefect, School Management Prefect, Mentoring Prefect, Tutoring Prefect, Recycling Prefect, Discipline Prefect, Equipment Prefect, Bulletin Board Prefect

Prefect: A person appointed to any of various positions of responsibility; they are a member of the Student Life Organization® who invests their time, service and skills to make a difference not only within their school but within their community, country, and the world.

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

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

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

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

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

Implementation of the Governance/Leadership StructureSICS has benefitted from stable leadership and membership on the Board since it was founded in 1995. Over the past eleven school years, from 2005-2006 to 2016-2017, SABIS® International’s Board has averaged ten members. Consistency and stability in board membership has greatly benefitted SABIS® International’s continued commitment and capacity toward achieving the shared vision and mission.

Academic Program Success2016 School Report Card:http://profiles.doe.mass.edu/reportcard/rc.aspx?linkid=37&orgcode=04410505&fycode=2016&orgtypecode=6

Program DeliveryThe revised Massachusetts Mathematics standards, approved in in March 2017, fall into two categories. Some standards were edited to improve clarity or to give specific examples and other standards were shifted to higher grades. For example, the standard concerning area and circumference of circles was moved from grade 6 to grade 7. Rational, trigonometric, and logarithmic functions were moved from Integrated Math II to Integrated Math III.The SABIS® mathematics curriculum will be fully aligned to the revised standards for Mathematics for all grades by the beginning of the school year 2017/18 and the revised standards will be noted at the end of the pacing charts for each

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http://profiles.doe.mass.edu/reportcard/rc.aspx?linkid=37&orgcode=04410505&fycode=2016&orgtypecode=6

course. Revisions to the math curriculum will be communicated to teachers during the teacher training weeks in August and during ongoing training throughout the year.

In March 2017, the ELA learning standards for Massachusetts were revised to add new standards to some clusters under certain strands. The main objective of the revision is to make connections to the Standards of Mathematical Practice. For example, the third standard under the Key Ideas and Details cluster and Reading Informational Text strand was modified to add mathematical ideas to the list of concepts which may be connected within a text. Another example is that two standards were added under the Vocabulary Acquisition and Use cluster and Language strand to account for the recognition of abbreviations and symbols. In AY1718, the pacing charts which map out the curriculum will include the new standards as acknowledgement of these revisions. In AY1819, the curriculum and instructional materials will be updated to reflect the revised standards.

In January of 2016, the Board of Elementary and Secondary Education adopted the 2016 Science and Technology/Engineering Standards. Based on this change, the pacing charts which map out the curriculum for AY1617 were updated to align to the new Massachusetts (NGSS Adopted) standards for all grades except for Grade 5. In December 2016, the state released the standards that the students were to be tested on in Grades 5 and 8. The pacing charts were reviewed to make sure that all the standards were aligned and covered. Moreover, during the revision period for the state exams, students reviewed the concepts that they were to be tested on using revision sheets that cover the material and released state exam questions. For AY1718 pacing charts for Grades 5 and 8 were reviewed and updated to reflect the most current standards. Beginning in AY1819, all grades will be applying the 2016 Science and Technology/Engineering Standards.

Internal Assessments The school uses weekly Academic Monitoring System (AMS) tests in math and English. These assessments monitor student learning and are considered a teaching tool designed to check student learning and concept mastery. Teachers receive reports from this testing and collaborate in team meetings to analyze data, discuss progress and the potential need to reteach as well as integrate any needed changes into their lesson plans.

The chart below compares the AMS end of year averages for the 2015-2016 and 2016 – 2017 school years. To improve results, the school continues to implement the Read Naturally, Prodigy Math, Fountas and Pinnell LLI and the Sonday programs as support and intervention as well as continuing the use of the IXL Math and Multi-Tier System of Supports (MTSS) Programs for the 2016-2017 school year.

Academic Monitoring System (AMS) End of Year Overall Grade AveragesGrade AMS English

2015-2016AMS English 2016-2017

AMS Math 2015-2016

AMS Math 2016-2017

3 78 82 77 804 83 80 81 795 77 74 73 766 74 76 80 777 75 76 78 728 76 80 71 759 82 80 77 78

10 76 7911 80 8212 75 80

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Every three weeks students take periodic exams in all major subjects. These results are analyzed and adjustments are made to instruction as necessary to address any gaps in learning. Students also receive one week of review at the end of each term to review all previous concepts. During this revision time, all essential concepts are revisited and teachers readdress areas of concerns from data analysis and team discussions to optimize student learning.

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

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

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

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

ComplaintsNo official complaints were received by the board of trustees during the 2016-2017 school year.OversightThe Board of Trustees performs its oversight of the school’s management through its various committees (such as Education, Governance, Finance, Long Range Planning, Community Relations and others). These committees meet regularly and receive and review reports provided by school administrators or outside consultants. Minutes of all committee meetings are written and shared with the full Board, staff and the public.

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

Financial Oversight Relative to the school’s compliance with requirements applicable to the internal controls on accordance with OMB Circular A-133, the auditors stated the following in each fiscal year audited financial statements: “In our opinion, the

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SABIS® International Charter School complied, in all material respects, with the [federal] requirements referred to above that are applicable to its major federal program for the year ended.”

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

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

All eleven fiscal year audits contain not a single finding of noncompliance or deficiencies relative to SABIS® International’s management of its finances. Fiscal oversightThe Board of Trustees takes seriously its fiduciary responsibility to provide fiscal oversight of the school’s operations. As the governing body, the Board receives and reviews regular financial reports from the school’s administrative team. The Board also adopts policies, as necessary to improve on the system of internal controls already established at the school. The Board’s Finance Committee meets periodically (in most cases monthly) with the school’s business manager to review a variety of financial reports, profit and loss detail and statements, year to date budgeted versus actual variance, review of detailed balance sheet, assets and liabilities, transaction itemization report, contracts with vendors, major capital outlays, and much more. The reports are carefully reviewed by the committee before being submitted to the full boardInternal ControlsSICS is a professionally managed charter school that adheres to all state and federal reporting requirements. The school has implemented the Massachusetts Department of Elementary and Secondary Education recommended Fiscal Policies and Procedures Guide as well as SABIS® Educational System’s policies and procedures management of business operations. Over the years, a comprehensive set of procedures for handling and safeguarding public funds has been developed by SICS. Sound policies have been established to deal with internal banking procedures, account transfers, and bank reconciliation process. Both school and SABIS® corporate staff carefully monitor restricted and unrestricted grant awards, grant expenses, and monthly draws. To further ensure compliance with sound and effective financial management policies and procedures, the school’s business manager prepares a detailed monthly financial report that is provided to the SABIS® corporate office for review and approval, and then provided to the School Director and to the Board of Trustees. This monthly budget analysis shows budgeted versus actual comparisons in the same format as the budget, thus allowing for quick and efficient review.

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

All revenue funds received in connection with the school are deposited initially in a Board of Trustees account. SABIS® Educational Systems is paid fees on a quarterly basis per the operating budget. Also on a monthly basis, funds allocated in the budget for the operation of the school are deposited in a school operating account. Expenditures from the school operating account are incurred only in accordance with the approved budget (as it may be modified by agreement of the Trustees from time to time) The school budget for FY18 was approved by the Board of Trustees on 5/17/17.Capital PlanThe Capital Plan currently consists of two elements; the need for ongoing repairs as represented in the chart below and the potential for expansion in the future to fulfil the original building design to include an auditorium and media center/library. To this end, the Board of Trustees (BOT) approved and formed a Long Range Planning committee in the

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2012-2013 year to provide direction and support to all subcommittees as the Board begins the process of implementing the Facilities/Capital goal of the strategic plan.

In addition, the Board identified both short-term (upgrade technology) and long-term (facility expansion) capital goals, and as a result in the 2013-2014 year created a building committee to oversee any capital renovations. This committee initially consisted of representatives from the Facilities/Technology Committee, Finance Committee, Education Committee, and Administrative Stakeholders and defined the specifics of the capital plan for expansion. Having completed the roof replacement project, the Board will once again seek to initiate the Solar Installation project that had previously been out on hold due to less than favorable contractual requirements. A significant investment is being made to replace all carpet in classrooms in phase one of the building as well as replacement of desks for two grade levels. The continuing need to upgrade and expand student access to technology (particularly in light of computer based MCAS testing) remains a priority

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The following chart details the 10 year plan:

10 YEAR CAPITAL PLAN

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

Capital Project Source 2017-2018

2018-2019

2019-2020

2020-2021

2021-2022

2022-2023

2023-2024

2024-2025

2025-2026

2026-2027

TOTAL

Furniture, Fixtures & Equipment

Internal $117,860 $46,139 $47,524 $80,618 $83,036 $51,930 $108,857 $112,123 $152,200 $118,951 $919,238

Building & Land Improvements:

- General Site Replacement

Internal $46,500 $62,091 $18,448 $0 $182,215 $40,606 $33,934 $78,562 $60,800 $55,062 $578,217

- Floor & Carpet Replacement

Internal $58,000 $19,115 $15,275 $15,733 $105,842 $57,017 $58,728 $17,708 $18,239 $18,786 $384,444

- HVAC Unit Replacement

Internal $0 $23,284 $91,257 $50,671 $183,973 $0 $0 $0 $0 $0 $349,184

- Fencing Replacement

Internal $0 $0 $0 $131,002 $15,005 $0 $0 $0 $0 $0 $146,007

- Parking Lot Replacement

Internal $0 $0 $0 $0 $0 $0 $405,424 $0 $0 $212,535 $617,959

FISCAL YEAR TOTAL $222,360 $150,629 $172,503 $278,025 $570,070 $149,553 $606,943 $208,393 $231,239 $405,334 $2,995,050

Appendix A: Accountability Plan Evidence 2016-2017

Faithfulness to Charter

2016-2017 Performance

(Met/Partially Met/Not Met)

Evidence (include detailed evidence with supporting data or examples)

Objective: To prepare students for success in College

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

Met100 % of the senior class qualified for admission to a minimum of one institute of higher learning as evidenced by the student report survey.

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

Met

97% of the senior class enrolled in an institution of higher learning. Three students chose to enlist in the Armed Services.

Measure: 100% of SICS graduates will successfully complete the SICS graduation requirements and will exceed Mass Core requirements in order to receive a SICS diploma. Met

100% of the 2017 SICS senior class successfully completed the SICS graduation requirements which exceeds the Mass Core requirements as evidenced by their transcripts.

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

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

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

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

This measure was met in the first year of the term of the charter as the school experienced an 18% during the 2015-2016.

Objective: To utilize the Student Life Organization® (SLO®) as a vehicle to empower students to make a difference in their own lives as well as in the lives of others.

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

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

Measure: Annually, the average score earned by all students Not Met This year, the average score earned by all students in grades 1-12 on the SABIS®

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

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

code of conduct was 91%. This information was collected from the end of year report cards. SABIS® will continue to stress and reinforce the “SABIS Basic Beliefs” as a model for conduct for all students.

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

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

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

rights of others

Measure: Annually, 100% of SICS 9th grade students will earn a passing grade in their Advising course. Not Met

99% of the 9th grade students received a passing grade in their Advising class as evidenced in their end of term report card.

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

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

Met

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

Academic Program Success

2016-2017 Performance

(Met/Partially

Evidence (include detailed evidence with supporting data or examples)

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Met/Not Met)

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

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

Met

The school met this measure in the first year of the term of the charter by having a .6 increase over the 2014-2015 baseline of 76. During the 2016-2017 school year, the school also met this measure by having a .5 increase over the baseline of 76. This was calculated in the SSMS (SABIS Management System) data collection end of year reports.

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

Met

The school met this measure in the first year of the term of the charter by having a 2.2 increase over the 2014-2015 baseline of 75. During the 2016-2017 school year, the school met this measure again by having a 3.0 increase over the baseline of 75. This was calculated in the SSMS (SABIS Management System) data collection end of year reports.

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

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

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

Not Met

There were 37 students inducted into NHS this past school year, 26 into NHS and 11 into NJHS. The school did not see an increase from the baseline of 41 students.

Recruitment Plan 2017-2018

Implementation Summary

During the 2016-2017 school year, we enrolled 191 new students. All new students followed the school’s enrollment policy. Seventy-four (or 39%) of the new students enrolled were siblings to students attending our school. The new siblings entered by complying with the DESE’s backfill, lottery and sibling

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requirements. Of the remaining 117 new students, 61 were new Kindergarten students experiencing their first lottery and the other 56 students were accepted through a lottery to determine their placement number. Of the new students enrolled in 2016-2017, the breakdown is as follows:

Special education: 9%ELL: 17%White: 16%African-American: 43%Hispanic: 37%Asian: 4%

The above numbers show that even with 39% of our new students being enrolled because they are siblings we have increased the percentage of some sub-groups by following our recruitment strategies.

The 2016-2017 total school enrollment showed increases in our Special Education, ELL, and African-American populations. The 2016-2017 total school enrollment showed a decrease in the Hispanic and White populations. The Asian population stayed the same.

General Recruitment Activities for 2017-2018:

SABIS® International Charter School advertises through local media, direct mailings, personal contacts, community outreach (daycares, churches, libraries, civic associations, the Springfield Information Center) and web-based advertising.

Two Open Houses held in April, with the focus on all K-12 Grade Levels. Highly publicized informational meetings are held for interested parents/guardians. Two Kindergarten Informational Sessions held in November; families of preschool age children are encouraged to attend. Participation in the 3rd Annual Springfield Charter School Showcase…held at the Mass Mutual Center. All inquiries coming into our school by email, telephone or personal visits about the enrollment process or eligibility to attend SICS are always

addressed by a school administrator. Translators available should it be needed/requested School Tours/Parent Orientations SABIS® International Charter School Website with school mission, practices, and events Monthly calendar International Night Student Enrollment Lottery (held yearly every February) Annual Homecoming Event; Alumni and Community

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Special education students/students with disabilities

(a) CHART data

School percentage:13%

GNT percentage: 14.4%

CI percentage: 15.6%

The school is below GNT percentages and below CI

percentages

(b) 2016-2017 Strategies

At all informational sessions/outreach, the Special Education Coordinators, some teachers and PAC representatives will be available to families for individual consultations and to describe what the school has to offer students with special needs.

All recruitment materials state in the languages spoken by families that “children with special needs are welcome at our school”.

Develop ongoing relationships with local support groups for students with significant challenges. Maintain a comprehensive Special education section on our school website.

**The number for new students with Special Education needs increased from the 2015-2016 school year; therefore we will continue with the above listed strategies.

Enhanced Strategies include:

1. Have a Special Education Student/Graduate at Open House/Orientations/Tours to speak about his/her experiences of the school.

2. Place informational posters advertising our school in local mental health agencies, at local parent advocacy agencies, the Department of Social Services, and the Department of Youth Services.

3. Share our information with the sending district’s Early Intervention Programs Coordinator.4. Meet with organizations in the community that serve students/children with disabilities to disseminate all of the

services we offer at our school.

(C)The waitlist is at least 100 students per grade level. Students are enrolled from the waitlist according to # assigned and not by demographic group (s). This group, Special Education Students, increased this past year’s enrollment. We will continue to use the above listed strategies to disseminate our information on Special Education Programs.

Limited English-proficient students/English learners

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(a) CHART data

School percentage: 5.3%

GNT percentage: 7.5%


The school is below GNT percentages and below CI

percentages

Inform parents at all enrollment/recruitment sessions that those students who speak a second language at home will be tested in using the Language Assessment Scales Reading and Writing. If the student is found to be LEP that student will be provided with a program to meet their needs.

Distribute literature, applications, and enrollment forms in Spanish, Chinese, Vietnamese, Somali and Japanese. Families needing these materials in languages other than those listed here will be provided.

Include in all recruitment publications that LEP programs are provided at SICS. Distribute all recruitment information at the Vietnamese Civic Association, the Italian Cultural Center, the Puerto

Rican Cultural Center and the Greek Cultural Center. Advertise in the newspaper our enrollment information in English and Spanish. Provide translators at recruitment events. Develop ongoing partnerships at community events ELL staff will be available at all Open Houses and Informational Nights.

**The number for new Limited English-proficient students increased this past year; we will continue to use the above listed strategies.


1. Place informational posters of our school in local Latino businesses.2. Place advertisements in many languages on our website, Parent Connection Facebook Page, Outreach Information

Material.3. Translation material available at all orientations, open houses and showcases.4. Build relationships with community leaders.5. Organize Community Outreach events in the community with staff who speak Spanish and Vietnamese on hand to

answer questions in order to recruit families to include their children on our waitlist.

(c) The waitlist is at least 100 students per grade level. Students are enrolled from the waitlist according to # assigned and not by demographic group (s). This group, Limited English-Proficient Students, increased this past year’s enrollment. We will

continue to use the above listed strategies to disseminate our information on Special Education Programs.

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

(a) CHART data


GNT percentage: Not available


The school is below CI percentages

Partnering with the Springfield Public schools we will be offering “FREE” lunch to all students. Incorporating this wonderful news will be added to all information regarding our school in all recruitment/enrollment

flyers, applications and forms Disseminating this information to all food pantries, local churches, local Boys and Girls club, regional Head Start sites

and within newspaper ads Provide refreshments at one or more of the informational sessions


1. Update all of our materials in Vietnamese, in order to reach more families.2. Host informational sessions at local events to disseminate our application materials. Such as the Charter School

Showcase held each year at the Mass Mutual Center.3. Attend Springfield Farmer’s Markets to give out information on our application and enrollment process.

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

The waitlist is at least 100 students per grade level. Students are enrolled from the waitlist according to # assigned and not by demographic group (s). This group, Students eligible for free or reduced lunch, stayed the same as this past year’s enrollment. We will continue to use the above listed strategies to disseminate our program information using the above listed strategies and by reaching out personally to local groups. We will also give out information at parent nights/open houses and at Parent Connection Meetings regarding WIC/and SNAP.

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Students who are sub-proficient

(d) 2016-2017 Strategies

Emphasize the extensive amount of tutoring that is available to all students from school staff and peer tutors Distribute our materials regarding our non-selective and non-discriminatory enrollment/recruitment information to

non-traditional learning centers throughout the City. Include in our recruitment materials that students are not selected/enrolled based on their academic abilities, thus

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

Students at risk of dropping out of school

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

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

Include in our recruitment publications that students are not selected/enrolled based on their academic abilities. Build and maintain an active relationship with probation officers and court officials.

Students who have dropped out of school

(f) 2016-2017 Strategies

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

Include in our recruitment materials that students are not selected/enrolled based on their academic abilities. Continue to follow our Wait List Policy by taking students from the Wait List as an opening occurs, following the DESE

guidelines for backfilling and sibling admittance

OPTIONAL

Other subgroups of students who should be targeted to eliminate the achievement

gap

Create an application that is easily understood and disseminated in the most common languages spoken in our sending district.

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

background. Disseminate to all registered preschools and child care centers enrollment information to distribute to their families.

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Retention Plan 2017-20182016-2017 Implementation Summary:Successes:*The school was able to maintain I high percentage of students in the 2016-2017 school year.*We were able to maintain this high retention rate even among potentially at-risk subgroups.*We had a high rate of retention even for new students entering the school.Challenges:*We have had an increasing transient population and have experienced several students moving out of district, so in spite of strong program efforts, these students are not retained.*There are increasing alternative options in the form of new magnet and charter schools locally.*Some students leave to peruse athletic opportunities outside of the scope of our school’s scope (ie..football or hockey programs) and thus choose to transfer.

Overall Student Retention Goal

Annual goal for student retention (percentage): 99%

Retention Plan –Strategies

Special education students/students with disabilities

(a) CHART data

School percentage: 5%

Third Quartile: 22.1%

The school is below third quartile percentages.


Below third quartile: no enhanced/additional strategies needed

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

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

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Limited English-proficient students/English learners

(a) CHART data


Third Quartile: #19.8%



Below third quartile: no enhanced/additional strategies needed

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

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

No ELs were enrolled during the 2016-2017 school year. No retention strategies needed.

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

(a) CHART data (b) 2016-2017 Strategies

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School percentage: #4.2%

Third Quartile: #20.2%


Below median and third quartile: no enhanced/additional strategies needed

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

Students who are sub-proficient

(d) 2016-2017 Strategies

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

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

Students at risk of dropping out of school

(e) 2016-2017 Strategies

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

Students who have dropped out of school

(f) 2016-2017 Strategies

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

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OPTIONAL

Other subgroups of students who should be targeted to

eliminate the achievement gap

(g) 2016-2017 Strategies

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

Conditions for Renewal

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

2. By December 31, 2016 SICS must demonstrate that it is as academic success by providing evidence that the school has met or is making substantial progress toward meeting benchmarks in its Accountability Plan and in Particular, has demonstrated significant and sustained academic improvement in mathematics, English language arts and science.Status: In Progress: Commissioner Chester extended this condition until 12/31/19.Examples of the progress is that the median Student Growth Percentile (SGP) for Grade 10 math increased from 48.5% in 2015 to 57% in 2016. Also in grades 3 through 8 the SGP for English increased from 35% in 2015 to 59% in 2016.

Appendix C: School and Student Data Tables

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

STUDENT DEMOGRAPHIC AND SUBGROUP INFORMATION

Race/Ethnicity # of students % of entire student body

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http://profiles.doe.mass.edu/profiles/student.aspx?orgcode=04410505&orgtypecode=6&

African-American 474 30.2

Asian 62 4

Hispanic 585 37.2

Native American 0 0

White 369 23.4

Native Hawaiian, Pacific Islander 0 0

Multi-race, non-Hispanic 82 5.2

Special education 211 13

Limited English proficient 66 4

Economically Disadvantaged 668 42

ADMINISTRATIVE ROSTER FOR THE 2016-17 SCHOOL YEAR

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

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

Academics8/26/99 n/a

Gina Martin-Ryan, Student Life Coordinator Supervises Student Life Component 2/24/14 n/a

Brendan Dwyer, Academic Quality Controller Academic Leader Grades 9 -12 8/18/08 n/aKhalid Shehemi, Academic Quality Controller Academic Leader Grades 6 – 8 2/24/14 n/aRosara Pellicier, Academic Quality Controller Academic Leader Grades 3 - 5 3/23/15 n/aShirley Vazquez, Academic Quality Controller Academic Leader Kindergarten - 2 9/11/08 n/aJill Yvon. Special Education Academic Coordinator

Oversees Special Education Department Grades 6 - 12

8/21/95 n/a

Melissa Mumby, Special Education Academic Coordinator

Oversees Special Education Department Grades K - 5

10/1/2008 n/a

Ann Campagna, No Child Left Behind MCAS/External Reporting Coordinator 5/24/00 n/a

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CoordinatorKeith Laflamme, IT Manager Technology Supervisor 12/18/95 n/aWilliam Foley, Head Supervisor School Discipline/ Building Operations 12/11/98 n/aSteve Bissonnette, Business Manager Financial Supervisor 4/21/06 n/aAndrea Salvas, Academic Quality Controller Academic Leader Grades 6 – 8 8/16/05 n/a-Reassigned

Laura Domash, Academic Quality Controller Academic Leader Grades 3 -5 8/20/07 n/a-Reassigned

TEACHERS AND STAFF ATTRITION FOR THE 2016-2017 SCHOOL YEAR

Number as of the last day of the 2016-

2017 school year

Departures during the 2016-2017

school year

Departures at the end of the school

year

Reason(s) for Departure

Teachers 99 9 7 Went to another district, terminated, at home, retired, family need,changed professions, moved

Other Staff 75 4 3 Retired, terminated, went to another district, resigned, deceased

BOARD MEMBERS FOR THE 2016-2017 SCHOOL YEAR

NamePosition on the Board

Committee affiliation(s)Number of

terms servedLength of each term (including date of election and expiration)

Luis Aponte Member Facilities Governance

1st Term 3 Years 9/2015 - 11/2018

Joyce Williams- Member Education Governance

3rd term 3 Years Five 3-year terms served from 03/1995 to 2009. One-year leave per bylaws; then returned 11/17/2010 through 2013; then renewed 11/20/13 to

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Gondek Long Range/ Strategic Planning

(second time) 2016; then renewed 1/18/17 to 2019. (Currently in her “second round” third term).

Richard Griffin Member Facilities 1st Term 3 Years 6/2015 – 11/2018

Olivia Kynard Treasurer

Executive Finance Long Range/

Strategic Planning

1st Term 3 years 6/2015 – 11/2018

Wilfredo Lopez, Jr. Member Facilities 1st Term 3 Years 6/2016 – 11/2019

Daryl Lovell Member Undecided 1st Term 3 Years 3/2017 – 11/2020

Maria Malmborg Secretary Executive Facilities Long Range/

Strategic Planning

1st Term 3 Years 11/2014 – 11/2017

Ellen McDonald Chair Executive Comm. Relations Education Finance Long Range /

Strategic Planning

3rd term 3 Years 7/16/2008 to 2011

Renewed 11/16/11 to 2014

And renewed 11/19/14 to 2017

Sonja Shaw Vice Chair

Executive Comm.Relations Education Governance

1st Term 3 Years 6/2015 – 11/2018

Patrick White Member Undecided 1st Term 3 Years 7/2016 – 11/2019

Tracye Whitfield Member Comm. Relations Finance

2 3 Years 3/20/2013 – 2016; renewed 11/16/16 through 2019

Key Leadership Changes

Position NameBoard of Trustees Chairperson n/aCharter School Leader n/aAssistant Charter School Leader n/a

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Special Education Director – K - 5 n/aSpecial Education Director – 6 - 12 n/aMCAS Test Coordinator n/aSIMS Coordinator n/aEnglish Language Learner Director n/aStudent Life Coordinator n/a

Facilities

Location Dates of OccupancyN/AN/A

Enrollment

Action Date(s)Student Application Deadline January 2, 2018 through February 3, 2018

Lottery February 22, 2018

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Amendments to the Charter

Date Amendment Requested Approved?None during the 2016-2017 school year

Dissemination Efforts

Best Practice Shared

Vehicle for Disseminatio

n (describe the method, format, or

venue used to share best practices)

Who at the school was

involved with the

dissemination efforts? (Title)

Criteria that best aligns to the shared

best practice (choose from the drop down

menu)

With whom did the school disseminate its best practices?

(Partners and Locations)

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

Academic accountability and student support: AMS Academic Monitoring System and MTSS.

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

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

Mission and Key Design Elements

Marcus Williams, City Counselor Ward 5

Dissemination folder with agenda, SICS Annual Report, SICS press releases of school academic and student success.

SICS does not receive grant funding.

SABIS academic model and student success

1. Introduction to the SABIS model and systems through classroom observations,

2. Sharing of our SABIS student management data system (SSMS) and academic monitoring system (AMS)

3. SLO student leadership

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



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


1. Introduction to the SABIS

On Site: School visitTeaching

Director, Academic Quality


Jose Tosado, State Representative

Dissemination folder with agenda, SICS Annual Report, Sample AMS assessment data and

model and systems through classroom observations,

2. Sharing of our SABIS student management data system (SSMS) and academic monitoring system (AMS)


methodology viewed through classroom observations and Student Prefect panel and presentation

Controllers, Student Life Coordinator and Student Life Prefects

SSMS reports, SLO overview.


1. Introduction to the SABIS model and systems through classroom observations,

2. Sharing of our SABIS student management data system (SSMS) and academic monitoring


Teaching methodology, classroom observations and Student Prefects panel presentation



James Harrington, Ludlow School Committee

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

High Academic Achievement for all/ School Culture and Academic Accountability:

Observing and sharing best practices in instructional methodology, academic accountability using our Academic Monitoring System (AMS) and a presentation by our student prefects on the impact student leadership has on school culture.

Teaching methodology, classroom observations and Student Prefect panel and presentation



Ileads Schools – Shannon Barragan and Elaine Williamson

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

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

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

Director, College counselors, SLO prefects


National College representatives

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

Information session Introducing SICS program to prospective families and

On Site: Presentation

Director, Assistant


Parents and Public

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local educators about the key design elements of our program including teaching methodology and the Student Life Organization (SLO).

Director, Administrators, Teachers and Student Life Prefects

Charter schools come together to disseminate information to the public each year.

MassMutual CenterCharter School 3rd Annual Showcase

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


Parents and Public School promotional items such as Annual Report, Press Releases of schools academic and student success.

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2016-2017 Financial Statements

(Unaudited)Statement of Revenues and ExpensesFor the year ended June 30, 2017

OPERATING REVENUESStudent Tuition $ 17,616,522Federal & State Grants 1,061,368Educational Fees 81,404On-Behalf Pension 2,238,498In-Kind Meals 660,510In-Kind Transportation 2,130,107Other Income 4,579

TOTAL OPERATING REVENUES $ 23,792,988

OPERATING EXPENSESSalaries and Benefits $ 8,662,648Payroll Taxes 269,802Fringe Benefits 1,176,630Classroom and Other Supplies 1,002,923Office Supplies, Postage and Expense 136,390Advertising 11,852Board of Trustees Expense 18,198Professional Services 85,433Travel 973Depreciation and Amortization 1,020,432Telephone 11,571Repairs, Maintenance and Supplies 508,299Occupancy Costs 329,999Insurance 71,801Grant Programs 1,055,814Extra-Curricular Activities 155,202After School Program 1,866Computer Expense 172,492Instructional Management Fee 1,993,000Staff Development 22,637Student Testing 11,717Payroll Service Charges 56,786Bank Fees 362On-Behalf Pension 2,238,498In-Kind Expense 2,790,617

TOTAL OPERATING EXPENSES $ 21,805,942

OPERATING INCOME $ 1,987,046

NON-OPERATING REVENUE (EXPENSE)Interest Income 26,739Interest Expense (1,918,658)

TOTAL NON-OPERATING EXPENSES $ (1,891,919)

CHANGE IN NET POSITION $ 95,127

Statement of Net PositionFor the year ended June 30, 2017

ASSETSCurrent Assets

Cash and Cash Equivalents $ 9,445,394Grants Receivable 92,194

Total Current Assets $ 9,537,588

Noncurrent AssetsCapital Assets, Net $ 26,502,328

Total Noncurrent Assets $ 26,502,328

Deferred Outflows of ResourcesDeferred Loss on Bond Refunding $ 7,115,914

Total Deferred Outflows of Resources $ 7,115,914

TOTAL ASSETS $ 43,155,830

LIABILITIES AND NET POSITIONCurrent Liabilities

Accounts Payable $ 174,155Accrued Expenses 542,173Accrued Compensation 1,047,436Bonds Payable, Current Portion 915,864

Total Current Liabilities $ 2,679,628

Long-Term LiabilitiesBonds Payable, Net of Current Portion $ 34,623,308

Total Long-Term Liabilities $ 34,623,308

TOTAL LIABILITIES $ 37,302,936

NET POSITIONNet Position, Beginning of Year $ 5,757,767Change in Net Position 95,127

Total Net Position $ 5,852,894

TOTAL LIABILITIES AND NET POSITION $ 43,155,830

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2017-2018 Financial BudgetsCapital Budget

CAPITAL OUTLAY Furniture and Equipment $ 54,260 Computer Equipment and Software 63,600 Building Improvements 104,500TOTAL CAPITAL OUTLAY $ 222,360

Operating Budget

OPERATING REVENUESStudent Tuition $ 18,125,820Federal & State Grants 1,033,711Educational Fees 88,000On-Behalf Pension 2,238,498In-Kind Meals 660,510In-Kind Transportation 2,130,107Other Income 0

TOTAL OPERATING REVENUES $ 24,276,646

OPERATING EXPENSESSalaries and Benefits $ 8,996,304Payroll Taxes 295,333Fringe Benefits 1,394,773Classroom and Other Supplies 993,015Office Supplies, Postage and Expense 145,961Advertising 12,500Board of Trustees Expense 30,000Professional Services 61,500Travel 1,500Depreciation and Amortization 1,028,465Telephone 12,140Repairs, Maintenance and Supplies 476,261Occupancy Costs 323,200Insurance 75,391Grant Programs 1,033,711Extra-Curricular Activities 131,665After School Program 2,500Computer Expense 171,527Instructional Management Fee 2,197,000Staff Development 27,100Student Testing 13,632Payroll Service Charges 63,600Bank Fees 600On-Behalf Pension 2,238,498In-Kind Expense 2,790,617

TOTAL OPERATING EXPENSES $ 22,516,793

OPERATING INCOME $ 1,759,853

NON-OPERATING REVENUE (EXPENSE)Interest Income 24,120Interest Expense (1,886,658)

TOTAL NON-OPERATING EXPENSES $ (1,862,538)

CHANGE IN NET POSITION $ (102,685)

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