Principal Reports to the Board: Advice, Part 2

Principals should provide a written report for the board at each regular board meeting, usually once a month. In between those regular reports, the Principal may choose to email the board with important information that needs to be provided in a timely manner.

The written Principal's report should be brief, not more than a page or two, and focus on board level information. Delving in to too much detail leads to a natural tendency for board members to get involved in day-to-day operations and so care should be used to keep the report high level.

The report should have standard categories such as academics, highlights and upcoming events. Because these reports are public information, and generally provided to the public via a board packet link on the school's website, there should never be confidential information included. If the administrator needs the board to get involved in a particular issue or situation, this monthly report is a great to place to bring that to their attention. This could be anything from needing board members to participate in graduation ceremonies to something that's come up with the school's charter authorizer that is the responsibility of the governing board to address.

Each regular monthly board meeting should include a section of the agenda for reports. These should generally be in writing and the board only asks questions. The individual presenting a written report, either from the administrator or a committee, should never have to verbally present the same report to the board. Meetings are much more efficient when board members only ask questions about a written report. Because written reports are usually submitted to the board a week prior to the board meeting, the Principal should always be able to bring additional information to the board's attention during this portion of the agenda.

Use Data: Advice,Part 3

Data should drive everything in a school. Too often school leaders react to a comment or a small group of parents who are complaining about something when they make decisions. Instead, facts should drive decision making.

The governing board should use a "data dashboard" to monitor the key indicators they watch to determine if the school is on track and performance is at the level they expect. This might include student academic data, financial figures and student enrollment. There are several key indicators that show when a charter school is entering what is commonly referred to as the "death spiral." This is a decline in student enrollment that eventually causes the school severe financial hardship and/or closure.

As a public school, it's important for school leaders to constantly monitor student academic achievement data. This means not only the CSAP/TCAP data, but assessments that are given more frequently throughout the school year such as NWEA/MAPS, DIBELs, or formative assessments developed by the school or district to measure subjects not tested by CSAP/TCAP. Usually the school administrator monitors this data and uses it to drive discussions with staff, but it's also important for the governing board to completely understand trends that are occurring or if certain subgroups of students are struggling. It's wise for school staff to do an annual workshop on student achievement data for the board. This could be done in conjunction with the development of the annual Unified Improvement Plan before it's submitted to the authorizer.

Having the actual per student revenue on the dashboard is important because it explains why public schools are all tightening their belts over the past several years when the State Assembly is making budget cuts. Showing the Per Pupil Revenue over the past several years is a very powerful tool to explain the school's financial situation to parents.

It's important to align the board's dashboard with their strategic plan. Because the strategic plan is the board's way to implement the school's vision and mission, everything should reflect the same focus and direction. The strategic plan should should progress based on specific measures. It's also a good idea to communicate once or twice a year about the strategic plan and board dashboard to the school community so that others understand how the board monitors progress. It also conveys what the board deems important to monitor.

Making decisions based on data is a solid way to make decisions. That means it's important to have enough data to make decisions. This data might be in an annual survey of parents or staff or even students. But data doesn't lie, even if the message isn't what was expected. Every charter school should have a broad set of data that they examine at different levels and to different degrees. Having the discussions about what is important to monitor and how that data should be obtained and analyzed is vital!

Put the School First: Advice, Part 4

I've seen it hundreds of times and it never quits! People who step into leadership at a charter school to satisfy their own personal agendas or bolster their egos. Worst of all, in almost every situation, it's the students that lose.

These are the people who get on a governing board and immediately start making significant changes to the charter school in order to put their mark on it. Or the administrator who thinks that he/she is irreplaceable and stirs up parents to help reinstate him/her as administrator. Or the administrator that develops factions among the staff and pits the entire staff against the governing board. Or the parent that gets recognition for leading a parent revolt against the governing board and attempts to recall board members. I could give countless examples--all without resorting to a fictitious scenario. These are all true situations. In the end, it all boils down to someone's ego getting fed.

What's the right thing to do? Focus on what the students of the school needs. Pretty simple, right? Not for a lot of adults, sad to say.

First and foremost, a public charter school should make sure it's providing the best education possible for students. This means not only a focused, rigorous curriculum, but also exemplary teachers and a culture of continuous improvement where everyone realizes they can do better.

People become complacent. They rationalize why test scores are falling each year. If parents like the teacher or lead administrator, they make excuses and justify their belief that as long as their child is happy and safe, slipping academics is acceptable. Even worse is when the administrator clearly doesn't understand how to raise student achievement through high expectations, staff training and instructional coaching, but instead makes excuses, or worst of all--blames the students, or a group of students.

When a governing board member or an administrator is faced with a tumultuous situation, he/she should do some soul-searching about what is the best for the students in the long run. That may require that board member of administrator to resign and let someone else step in to lead the school. But ultimately, everyone, should put the needs of the school first--in front of personal agendas.

DPS Gives Green Light to Two Charter Schools After Appeals to the State Board

The Denver Public Schools (DPS) Board of Education voted 4-3 to let Monarch Montessori open this fall after every board member expressed their distaste for the State Board of Education ruling against them at the February charter school appeal hearings. The board met in Executive Session for almost an hour before coming out and receiving public comment on the appeal remands and then voting.

Monarch Montessori plans to open K-2 in the old Samsonite building along I-70 in northeast Denver. The school is already open as a preschool and will add a grade level until they serve grades K-5.

The DPS board also approved Northeast Academy to operate as a K-5 next year, this after an appeal to the State Board when the DPS board voted to take away K and 6th grade for the 2012-2013 school year. The Superintendent said earlier in the day that his board would be voting to close Northeast Academy entirely and the charter school responded with a counter proposal.

Northeast Academy was deemed a Turnaround school in 2009 after several years of poor test scores. They operated under a management company for the 2010-2011 school year and test scores fell even further. In May 2011 the governing board hired Jere Pearcy, with a strong Core Knowledge background to lead the school. While significant changes have been made at the school this year, the DPS board continued to express doubt that the school could improve. Northeast Academy faces renewal in the fall.

Peak to Peak is #1 in Colorado and #29 in the Nation!

Peak to Peak Charter School in Lafayette is the best high school in Colorado according to Newsweek's ranking system this year. No other Colorado high school made it in to the top 100 nationwide, but Peak to Peak came in at #29!

One might consider this old hat for the people from Peak to Peak who every year get ranked among the best in the nation by various measures. Believe me, they're very happy to get this recognition and accolades for their student's achievements! But the culture at Peak to Peak is different than the neighborhood high school.

At P2P the mantra is, "it's about getting a little bit smarter every day!" There is an intense focus on student academic achievement. Yes, the school offers extracurricular sports and clubs, but the real competition is in the classroom. In the classroom there is learning from bell to bell. The expectation is that teachers start their clas period with an activity that preps the students for the lesson that day. Students should be in their seats and ready to engage when the bell rings--or else they're late.

P2P has a culture of continuous improvement. This doesn't stop with the students' learning. This is also about the adults. P2P started a Center for Professional Development because their value for improving the adults in their school system is very high. Everyone should be improving!

The culture among the leaders at P2P is that new leaders are always in the making. In addition to growing up their own from within, the school raises up leaders to go to other schools and also works with other schools to raise up their own leaders. This is done through a combination of coaching and training. The clear message is: when you get better, your students will also get better.

P2P started in about 2000 with a handful of parents who wanted a better education for their own children. Even back then, state charter school leaders affectionately referred to the founding group at P2P as the "overachievers" because they were at every event, learning as much as they could and asking lots of good questions. P2P doesn't do things the easy way and they don't rest on their laurels. That's probably a key to their success! And well-deserved recognition for the hard work and dedication they put in to their student's academic achievement!

Peak to Peak Job Fair 2012

Peak to Peak Charter School held its annual Charter School Job Fair on Saturday with over 800 participants and 37 charter schools. As usual, the job fair ran very smoothly with a host of volunteers from Peak to Peak taking care of everything from meals to water bottle distribution.

The job fair, the only one of its kind in Colorado, is THE place to learn about openings in the state's charter schools. One teacher candidate even flew in from England to attend. In addition to numerous new, or soon-to-be, graduates there were also many experienced candidates looking for a different position.

How to Write a Grant Application: Advice, Part 5

There are some things about writing grant applications that are universal for any type of grant application. I've both administered a federal grant program and also reviewed federal and state grants on a number of occasions. Some applicants know how to tell their story, including the use of data, and others make the reviewer wonder if they even read the instructions. Thus, here are a few tips:

Don't assume the reader knows anything about your school or plans. As much as the applicant may think everyone knows about the great things they're doing at their school, and believe their school has a national reputation, it isn't so. Don't use acronyms or jargon, especially without explaining them. Every state has their own acronyms and while they're commonly used locally, they're meaningless for reviewers. Further, if for example, the state assessment system allows schools to qualify for alternative status if they serve a very high percentage of at-risk students, explain what that means as far as qualification and accountability.Be succinct. Reviewers don't want to dig through data to determine the accomplishments of students on state assessments. Tell them your story: simply and forthrightly. Have someone, not associated with your program, read your grant application and give you feedback. Did you address all of the criteria in the instructions? Does it make sense to a novice? Follow instructions. They're included for a reason. Nothing screams, "I don't care about your instructions! Just give me the money!" more than using binder clips if they're prohibited or using a 9 point font when 12 point is required.Don't submit an application with grammatical errors. Sounds like common sense, doesn't it? I've never read a grant application that didn't have errors. It's the ones with numerous grammatical or spelling errors that raise the question, "How can these people possibly operate a school?"That said, there are numerous grant applications that I've read over the years that I still remember. One of the best was written by a mother who started a charter school in a remote region of Colorado. She poured her heart into the application and everyone who read it commented on how they felt like they needed to visit the school because they could almost picture it when reading the application.

A challenge for many applicants is how to tell their story with data. Oftentimes data is provided, but there isn't anything to compare it to. For example, a Proficient/Advanced figure is provided, but it's impossible to determine if that's "good enough" when there isn't a district or state figure to compare it with. This also applies to demographic data.

Many federal and state grant programs are very competitive. Further, there is a great deal of accountability to ensure the funds (tax revenue) is being spent wisely. Applicants should have key leaders meet to discuss the proposed application, the expected outcomes and how effectiveness will be evaluated--before even starting the application.