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Boston Preparatory Charter School 2008-2009 Annual Report

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Boston Preparatory Charter School 2008-2009 Annual Report Powered By Docstoc
					Boston Preparatory Charter Public School
        2008-2009 Annual Report
           Submitted July, 2009

 Boston Preparatory Charter Public School
         1286 Hyde Park Avenue
          Hyde Park, MA 02136
          www.bostonprep.org
           (617) 333-6689 (fax)
                                                              Table of Contents

Introductory Description ...................................................................................... 1
Letter From the Board Chair ................................................................................ 1
School Mission Statement .....................................................................................2
Performance and Plans .........................................................................................2
   Faithfulness to Charter....................................................................................................................................... 2
   Academic Program Success ................................................................................................................................. 3
   Organizational Viability ................................................................................................................................... 9
Financial Reports ................................................................................................ 13
Data Section ........................................................................................................ 16
Introductory Description

In 2008-2009, BPCPS served 285 6th-10th graders. In the coming year, we will serve 6th-11th
graders. At full capacity in 2010-2011, the school will serve 350 students in grades 6-12. 45% of our
students come from the Boston neighborhoods of Dorchester and Mattapan, 21% come from our
host neighborhood of Hyde Park. 31% come from other neighborhoods of Boston and 3% come
from neighborhoods outside of Boston.

Letter From the Board Chair

July, 2009

Dear Friends of Boston Preparatory Charter Public School,

I am pleased to share our Annual Report for the 2008-2009 school year.

In many ways, the year that concluded was our very best. We concluded our first charter term and
were awarded a new charter that will allow us to continue providing world class instruction into
2014. BPCPS is firmly establishing itself as one of the finest inner city charter schools in the country
and a model for education reform. Our students have surpassed their peers across the city and state
on the MCAS exam. A recent study conducted by New Leaders for New Schools identified BPCPS
as one of the top five charter schools in the nation.1 We are especially proud to have disseminated
practices to public schools across the country, including playing a leading role in a study of
Extended Learning Time efforts at BPCPS. Charter and district public schools from across the
Commonwealth participated in a daylong study tour at BPCPS, as part of this effort.

Organizationally, we have undergone a number of significant changes. Founding Board member
Preston McSwain left the Board after six years of dedicated service, although he remains an active
supporter of the school and a director of our affiliated foundation. We expect to expand our Board
membership in the coming year. I was proud to take responsibility as our new Board Chair in June.
I look forward to continuing to work with Scott McCue and his outstanding team and our dedicated
board members.

Board members and faculty are working diligently to ensure that over the next two years as BPCPS
completes its growth to become a school comprising grades 6-12, we fulfill the promises made in
our first five years. As our founding students move into the 11th grade this fall, college acceptances
are near. Our staffing has grown correspondingly, and our curriculum and programs have grown to
meet our students' new needs. We look forward to celebrating their successes with you in the
coming years, and hope you will visit BPCPS sometime soon.

Sincerely,


William Clark
Chair, Board of Trustees


1   http://www.nlns.org/epic.jsp

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School Mission Statement

Boston Preparatory Charter School utilizes rigorous curriculum, extended academic time, and a
range of supports for children and families to prepare 6th-12th grade students to succeed in college.
An environment structured around scholarship and personal growth cultivates students’ virtues of
courage, compassion, integrity, perseverance, and respect.

Performance and Plans

Faithfulness to Charter

The BPCPS mission involves preparing all students for collegiate success, as well as cultivating
students' dedication to ethical reflection and decision making. Consequently, the majority of our
2004-2009 Accountability Plan goals are academic in nature. However, one objective in particular is
non-academic:

    Students will acquire skills and experiences valued by college, which are not easily
    measured with traditional grades or standardized tests. These test and experiences will be
    demonstrated in student College Preparation Portfolios (CPPs).
        In BPCPS' second year, 75% of students will earn a grade of "significant" or "tremendous"
            improvement on their CPPs.

CPPs are collections of work demonstrating students' growth ethically, as well as their increased
oral presentation and written research skills. Students submit work collected in weekly ethics
classes, a videotaped practice college interview, and evidence of writing proficiency taken from
ethics or a core academic class.

In the 2008-2009 school year 42% of students earned grades of "significant" or "tremendous"
growth on their CPPs. While we believe that the significant majority of students have grown in
meaningful ways, we believe we must focus in the coming year on reinforcing the skills that are
addressed through the CPP assessment process.

The school's non-academic goals are pursued through a variety of mechanisms:

An ethos of college preparedness influences school programming and culture in a number of
ways. Middle school students belong to homerooms named for the college attended by one of
their teachers. This year's homerooms included the University of New Hampshire, Bates, and
Wellesley. Middle schoolers are referred to as the "Class of 2017," "Class of 2018" or "Class of
2019," based upon their projected college graduation years. Schoolwide, students participate in
two annual college visits. 6th graders visited Harvard College in the fall. 8th graders visited the
University of Massachusetts Boston in the spring. 10th graders visited Howard University as part
of their Washington D.C. trip. The aforementioned college interviews provoke students to think
concretely about their college plans and preparedness.

Culturally, a number of structures and practices serve to foster an ethically oriented, supportive
school community. Weekly ethics classes place discussions of virtue at the center of
conversation inside and outside the classroom. Students are challenged to demonstrate and to

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reflect on our virtues of courage, compassion, integrity, perseverance, and respect in core
academic classes, in enrichment classes, and in informal conversations with faculty. High
schoolers practiced their virtues through service learning. Ninth graders tutored elementary
schoolers at a local Boston Public school. Tenth graders analyzed the debate over charter
schools and registered voters.

A key vehicle for advancing the school's cultural goals is our advisory structure. Each student at
BPCPS is assigned a faculty advisor. In the middle school, advisors meet with their advisees
twice a week. During these meetings, they review our ethics curriculum as well as weekly
progress reports, detailing academic and behavioral accomplishments. In the high school,
advisors and advisees belong to "Houses" named for the school's key virtues. High school
advisories meet four times a week. In addition to ethical discussions and discussions of
academic progress, high school advisories discuss relevant community events and engaged in
team-building activities. High school advisors and their advisees are matched for all four years
that a student is enrolled in BPCPS High School. In the middle and high school, advisors call
students' parents roughly once per week to discuss student progress.

Academic Program Success

The following objectives and goals regarding academic program success are included in our 2005-
2009 Accountability Plan:

    Students will cultivate content-based knowledge in the core academic areas. The primary
    external instrument used to measure progress towards this goal will be the MCAS exam. This exam has value
    insofar as it allows us to easily compare the performance of our students to those in other districts and provides an
    absolute standard of performance. On this exam:
          In all subjects, at all grade levels, BPCPS will have a smaller percentage of students in the Warning or
             Failing category and a higher percentage in the combined Proficient and Advanced categories than the
             Boston Public Schools.
          In all subjects, at all grade levels, students who have been at BPCPS for more than a year will have a
             smaller percentage in the Warning or Failing category and a higher percentage in the combined Proficient
             and Advanced categories than students statewide.
          Less than 25% of students who have been at BPCPS for more than one year will earn a ‘warning’ or
             ‘failing’ grade on an MCAS subject test.
          Less than 10% of students who have been at BPCPS for more than three years will earn a ‘warning’ or
             ‘failing’ grade on an MCAS subject test.

    Students will develop literacy and numeracy skills. These skills will be measured with the
    Stanford-10 Exam. This exam holds value in insofar as it allows us to easily compare the performance of our
    students to those nationwide, and allows us to track annual student growth. This exam will be administered to
    students in their first month of school, to determine a baseline score, and will subsequently be administered every
    spring. On this exam:
          Students will demonstrate, on average, in their national rankings in both reading and math, an
           improvement of at least three Normal Curve Equivalent points annually.
          90% of students who progress through two grades in the first two years at BPCPS will demonstrate an
           improvement of two NCEs in their national rankings in both reading and math. 90% of students who

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         progress through three grades in their first three years at BPCPS will demonstrate an improvement of three
         NCEs in their national rankings in both reading and math.
        95% of 9th graders at BPCPS will score in the 50th percentile or above on the Stanford-10 Exam.

Data regarding progress towards these goals is not yet available. However, both sets of goals were
soundly met in the 2007-2008 school year. Preliminary internal data indicates that student
performance in 2008-2009 will exceed that of 2007-2008.

BPCPS students benefit from a 190-day school year and an 8 ½ hour school day. A typical BPCPS
school day begins at 7:45 a.m. and ends at 4:15 p.m. This includes 55-minute core academic classes
in Reading, Writing, Math, Science, and Social Studies in our middle school, as well as Latin in our
high school. Students read independently for 15 minutes a day. Each student participates in a 75
minute Afternoon Enrichment class such as Soccer, Martial Arts, Track & Field, Visual Art, Digital
Photography, or Music. In addition, students have several short recess periods daily and a 55-
minute study hall. In the high school, students take college preparatory academic classes, and
participate in off-site enrichment programs which require them to demonstrate increased
responsibility and self-direction.

Middle school students who fail to complete all of their homework assignments are required to stay
in the school’s daily Homework Center during lunch and recess. In the high school, students who
demonstrate a pattern of poor homework completion are enrolled in an after-school homework
center for an entire calendar quarter. Middle schoolers who are failing any of their six core academic
classes are required to attend a half-day program on Saturday mornings. Saturday Academy provides
a forum for review of essential skills and concepts from the prior week and a preview of material for
the upcoming week, serving as a real-time booster shot for students who are falling behind.

Typical Middle and High School schedules follow:




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                                   Typical 7th Grade Schedule
Mondays, Wednesdays,              Tuesdays                          Fridays
Thursdays
7:45-8:10: Homeroom               7:45-8:10: Homeroom               7:45-8:10: Homeroom

8:10-9:05: Writing                8:10-9:00: Ethics                 8:10-9:00: Advisory
9:05-10:00: Reading               9:00-9:25: Community Meeting      9:00-9:50: Writing
10:00-10:20: Recess               9:25-9:45: Recess                 9:50-10:10: Recess
10:20-11:15: Pre-Algebra          9:45-10:30: Writing               10:10-11:00: Reading
11:15-12:10: Advanced             10:30-11:15: Reading              11:00-11:50: Pre-Algebra
Problem-Solving
12:10-12:35: Lunch                11:15-12:00: Science              11:50-12:15: Lunch
12:35-12:55: Recess or            12:00-12:25: Lunch                12:15-12:30: Independent
Homework Center                                                     Reading
12:55-1:10: Independent           12:25-12:45: Recess or            12:30-1:20: Science
Reading                           Homework Center
1:10-2:05: Science                12:45-1:30: Advanced Problem      1:20-2:10: History
                                  Solving
2:05-3:00: History                1:30-2:15: Pre-Algebra            2:10-3:00: Study Hall
3:00-4:15: Enrichment             2:15-3:00: Study Hall             (3:00-5:00: Detention—
(4:15-5:15: Detention—            3:00-4:15: Enrichment             Required for students with 3 or
Required for students with 3 or                                     more demerits for the week.)
more demerits for the week.)
                                  (4:15-5:15: Detention—
                                  Required for students with 3 or
                                  more demerits for the week.)


                                   Typical 9th Grade Schedule
Mondays, Wednesdays,              Tuesdays                          Fridays
Thursdays
7:45-8:05: Advisory               7:45-8:05: Advisory               7:45-8:05: Advisory
8:05-9:05: English                8:05-9:00: English                8:05-9:05: English
9:05-10:05-Geometry               9:00-9:25: Community Meeting      9:05-10:05: Geometry
10:05-10:35-Typing                9:25-10:20: Geometry              10:05-10:35: Typing
10:35-11:35-Biology               10:20-10:50: Office Hours         10:35-11:35: Biology
11:35-12:35: Latin                10:50-11:45: Biology              11:35-1235: Latin
12:35-1:00: Lunch                 11:45-12:40: Latin                12:35-1:00: Lunch
1:00-2:00: History                12:40-1:05: Lunch                 1:00-2:00: History
2:00-3:00: Study Hall             1:05-2:00: History                2:00-3:00: Study Hall
3:00-4:15: Enrichment             2:00-3:00: Ethics
(4:15-5:15: Homework Center,      3:00-4:15: Service Learning
for Selected Students)




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At BPCPS, teachers spend long hours articulating standards and planning the lessons that they
teach. We believe that the best way to educate students is to ensure that school standards and lesson
activities are data driven, inclusive, differentiated, and tied to state standards. In order to achieve
this, all teachers at BPCPS subscribe to a similar model of planning:

The first step in the development of all BPCPS curriculum is a thorough examination of the
Massachusetts Curriculum Frameworks, during a month-long August staff orientation. Staff
members also review national standards, and curricula utilized at other high performing schools.
Teachers then draft BPCPS specific content standards. In some cases, these are more granular than
the Massachusetts State standards, or include certain standards not included in the curriculum
frameworks. Teachers then develop mid-year and end-of year comprehensive exams aligned with
the standards. Lessons at BPCPS are planned a week in advance, based upon these Curriculum
Alignment Templates.

No major curricular changes were made during the 2008-2009 school year, although new curriculum
was written for our new 10th grade class.

Programs are continually reviewed by school administrators such as the Principal and Department
Chairs. Teachers and these administrators conduct careful analyses of standardized test data, such as
that provided by the MCAS, as well as the exams administered through the Massachusetts Public
School Performance Project. Teachers continually review unit test data in order to identify topics
which must be retaught or students in need of remediation.

At BPCPS, we recognize that fostering school culture aligned with our mission objectives plays a key
role in our school's success. Staff at BPCPS understand that explicit, frequent reference to the
school's key virtues of courage, compassion, integrity, perseverance, and respect is a key component
to their work. Encouraging a shy student to raise a hand in class, encouraging an advisee to tell a
hard truth, or encouraging an athlete to run one more wind sprint are key lessons on courage,
integrity, and perseverance.

In the middle school, the homeroom structure provides an effective vehicle to leverage positive peer
pressure to reinforce the school's key virtues. Every lesson at BPCPS concludes with the class
receiving a score, based upon their ability to collectively follow the rules, keep the class neat, and
participate thoughtfully. The House structure at BPCPS high school provides similar benefits.
Students' senses of belonging to these smaller communities within the larger school community
allow us to reinforce the school's messages around a culture of achievement and ethical decision-
making.

While all faculty recognize that effective lesson planning and delivery, and proactive outreach to
students is the best form of classroom management, our Code of Conduct reinforces the sanctity of
the learning environment. Consequences are administered in order to reinforce the importance of
being "Ready to Learn." Students who have failed to prepare themselves to meet well-understood
expectations—bringing appropriate materials to class, transitioning silently from one class to
another, etc.—receive demerits. Students who earn three or more demerits in a week are required to
serve an after-school detention. Students who refuse to remedy their behavior, who disrespect a
peer or a teacher, or who exercise significant breaches of safety or integrity are suspended from
school. No students were expelled from BPCPS during the 2008-2009 school year.


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In addition to the supports provided to all students, BPCPS provides comprehensive Special
Education services. The majority of services are provided utilizing the school's co-teaching model.
In this model, a core academic teacher and a special education teacher work together to co-plan each
lesson, as well as to design assessments. This approach ensures that the material is aligned with our
standards and provides the appropriate accommodations and modifications for each student in the
class. Teachers present the lesson as peers, and divide responsibilities for direct instruction,
management of groups, and support for individual students. In virtually all respects, the special
educator and the core academic teacher are indistinguishable from a typical student's point of view

Students participate in a daily Academic Support block. During this block of time, some students
work fairly independently in a Study Hall with the support of a core academic teacher. Other
students receive more directive tutoring support in classes they are struggling to pass. Students with
IEPs are often provided additional tutoring during this block of time.
and been placed on these rosters, the remaining spaces can be filled by general education students.

A small group of students (2-6) meets on a daily basis (Tues – Fri) with support service staff during
study hall. Daily review is designed to serve the neediest students at BPCPS that require more
intensive skill, content, and organizational support than what is offered in study hall or Content
Mastery Centers.

Our lowest skilled readers participate in a Wilson Reading System class, in order to teach them
fluent decoding and encoding skills to the level of mastery. Wilson Reading lessons include sight
word instruction, fluency work, vocabulary, oral expressive language development and
comprehension. The lessons progress from easier to more challenging tasks for decoding and then
spelling throughout the twelve Wilson Reading System sub-steps.

A number of students receive pull-out services mandated in their IEPs, including counseling, speech
therapy, and physical therapy.

In 2008-2009, the school added a part-time Dean of Family Support, who bears responsibility for
engaging families of students who struggle the most with school programming.

Teachers at BPCPS receive support from department chairs, the Principal, and the Head of School.
The Principal conducts three formal observations of every teacher every year. She and department
chairs conduct much more frequent informal observations. Each of these observations is followed
by a meeting to discuss areas of exemplary performance as well as areas for improvement. Lessons
are evaluated according to the following guidelines:




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Skill                 Desired Outcome
Objectives            Lesson objectives are developmentally appropriate, manageable, and rigorous.
Do Now                Do Now activity is clearly related to lesson objectives. Students can complete
                      the Do Now with little guidance in fewer than 7 minutes.
Lesson Opening        The lesson opening engages students, clearly conveys what will be learned, its
                      purpose, importance, and relationship to prior knowledge.
Varied Instruction    The teacher uses a variety of activities during the lesson. Each activity is chosen
                      to help each student meet lesson objectives and is well executed (students are
                      participating actively, time is used wisely.)
Materials             Lesson materials are neat, organized, and prepared before class.
Support Services      The teacher consistently provides students with their documented instructional
                      and behavioral accommodations and modifications.
Closure               The lesson is summarized with a brief review of main ideas.

Engagement            All students are engaged in the lesson. Teacher effectively uses humor, wait
                      time, ‘drafting,’ and/or relationships with students to foster engagement.
Pacing                Teacher monitors the timing of activities. No time is wasted.
Circulation           Teacher moves around the room appropriately.
Transitions           Transitions are prompt and smooth, demonstrating evidence of routines, cues,
                      etc.
Checks for            The teacher frequently uses whole class and individual checks for understanding.
Understanding         The teacher responds with supportive and helpful feedback and adjusts lesson
                      plan if necessary to address misunderstandings.
Routines and          Teacher consistently utilizes BPCPS routines and discipline procedures.
Procedures
Proactive             Teacher proactively addresses potential challenges by identifying positive
Management            behaviors, refocusing by name, physical proximity, hands up, etc.
Achievement-          Students show pride in their learning, and see setbacks as challenges they can
Orientation           overcome through hard work.
Incorporation of      Teaching incorporates BPCPS Ethical Philosophy Standards.
EP Standards
Tone                  The teacher uses a respectful, appropriate tone with students throughout the
                      lesson.
Student Respect for   Students demonstrate appropriate body language and tone of voice. Students
Teacher               quickly follow teacher’s signals and transition cues.
Student Respect for   Students encourage one another to learn.
Peers

Every staff member in the school receives a mid-year and an end-of-year evaluation. These
evaluations take a narrative format and are written jointly by the Principal and the Head of School.
The Principal and Head of School meet with teachers to discuss these evaluations, to highlight areas
of success and to create plans for improvement in the coming months.

The school's efforts around professional development play a tremendous role in our success. All
staff return to work in early August. During this summer training, staff engage in group-building

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activities, substantial trainings on BPCPS procedures and practices, and extensive department-level
curricular planning.

During the school year, the Principal works with faculty on pursuit of goals articulated in individual
professional growth plans. These are influenced by post-observation conversations as well as
conversations about other issues teachers desire to work on, such as leveraging relationships with
advisees or exploring broader issues of school policy.

On Friday afternoons, faculty members engage in 45-minute trainings on selected topics. This year,
topics included:
         Fostering a sense of urgency in the classroom.
         Positively framing academic and behavior expectations.
         Holding high standards of correctness in student answers.
         Pushing cognitive work to students.
         De-escalating crisis situations.

The efficacy of staff development activities is evaluated based upon post-activity conversations as
well as surveys which are conducted during August orientation.
Organizational Viability

The following goals regarding organizational viability are included in our 2005-2009 Accountability
Plan:

    BPCPS will maintain strong organizational viability by demonstrating an ability to fulfill
    parent demand in the community..
           In the third and subsequent years, the BPCPS waiting list will exceed 20% of the school’s population.

Goal met: As of July 14th, 2009: 139 students remain on the school's waiting list for the 2009-2010
school year.

           In a yearly parent survey distributed to all BPCPS parents/guardians, 80% of parents will report that
            they are ‘satisfied’ or ‘extremely satisfied’ with their child’s academic and personal development.

Goal met: 97% of 73 respondents reported that they were satisfied or extremely satisfied.

           75% of BPCPS parents will attend a school-sponsored event in the course of the year.

Goal met: approximately 80% of parents attended a school-sponsored event in the course of the
year.

           Fewer than 25% of BPCPS students will unenroll from the school in the first calendar year they are
            enrolled.

In progress: As of July 14th, 2009, 7% of students in their first calendar year at the school had
unenrolled during the year.


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             Fewer than 15% of BPCPS students will unenroll from the school annually, after their first year at the
              school.

In progress: As of July 14, 2009, 5% of students in their second, fourth, or fifth calendar year at the
school had unenrolled during the year.

    BPCPS will maintain strong organizational viability by demonstrating sound
    administrative practice.
             BPCPS will demonstrate financial viability annually to an independent auditor.

BPCPS has not yet received its official audit for 2008-2009. The audit from 2007-2008 identified no
material weaknesses.

             BPCPS will secure a long-term facility by the end of its fourth year.

Goal not met: The school's Board and management have decided for financial and instructional
reasons to secure a 5-10 year lease in their current site.

             BPCPS will disseminate best practices to other schools and the educational community at large by hosting
              at least one visitor or team interested in best practice dissemination a month. Each year, a member of the
              BPCPS staff will publish or perform a public presentation of best practices at the school, in a forum such
              as a Project for School Innovation booklet, at the Massachusetts Charter Public School Showcase, or
              elsewhere.

Goal met. An extensive description of dissemination efforts follows.

    BPCPS will serve the Boston neighborhoods of Dorchester and Mattapan.
             At least 50% of BPCPS students will reside in the neighborhoods of Dorchester and Mattapan.

Goal not met: 40% of BPCPS students reside in the neighborhoods of Dorchester or Mattapan.

    BPCPS will maintain strong organizational viability by demonstrating sound
    governance.
             100% of BPCPS Board members will contribute financially and solicit contributions for to the
              organization annually

Goal met: 100% of Board members contributed financially and solicited contributions for the
school.

         At least 90% of BPCPS Board meetings will have a quorum.

Goal not met: 85% of Board meetings had quorums.

         The Board will conduct an annual assessment of the school’s progress towards the goals articulated in the
           accountability plan and oversee the development of a task plan aligned with these goals.



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Goal partially met: the Board oversaw the school's progress towards accountability plan goals. The
Board's evaluation of progress towards these goals is primarily accomplished through a detailed
assessment of the Head of School's performance.

Major Board decisions during the 2008-2009 school year included:
    Voting for the BPCPS Charter Renewal Application. This vote represented years of
       discussion and strategic thinking about the school's long term plan.
    Voting for a revised FY09 school budget. This decision was made after the Board's finance
       committee thoroughly reviewed deviations in anticipated revenues and expenses from the
       FY09 budget passed in the spring of 2008. The process required Board and management
       team members to carefully examine a number of minor expense issues as well as discuss
       some more substantive assumptions about the school's human resources model.
       Discussions were led by members of the school's finance committee.
    Voting for an FY10 school budget. This decision represented new challenges for the
       school's Board and management team. The international economic crisis forced a variety of
       stakeholders at BPCPS to examine how the budget might change in light of a decline in our
       per-pupil state revenue. This would be the first time in the school's history to experience
       such a decline. As a result, all members of the BPCPS staff provided a precise accounting
       for anticipated expenses. The school's management team and Board discussed possible
       changes in staffing, in response to a decline in per-pupil enrollment. While recent budget
       projections have provided confidence about our revenue for the coming year, the process of
       approving this budget was unusually robust. Discussions were led by members of the
       school's finance committee.
    Voting for an FY10 development plan. This plan required the schools' staff and board to
       articulate programmatic goals for next year, as well as to carefully assess potential sources of
       funds and strategies for soliciting those funds. Discussions were led by members of the
       school's development committee.
    Electing Bill Clark as the new Chair of the Board of Trustees. This nomination and election
       occurred after a thorough discussion by the governance committee.

The BPCPS charter was renewed this spring by the Board of Elementary and Secondary Education.

No official complaints were received by the board of trustees.

The board of trustees oversees the work of the Head of School through a two-part evaluation
process. In the spring of every year, Board members share feedback on the Head's performance
with the Governance Committee. The Governance Committee also interviews school staff
members about the Head's performance. The Head reports on progress towards accountability plan
goals. The results of this data gathering result in a written evaluation which is shared with the Head
of School in July, as the decision to renew his contract is made. This evaluation is augmented when
the school's MCAS results are released in late summer or early fall.

In January, the school's Board conducted a half-day morning retreat. This retreat involved a
thorough discussion of how Board and staff members understand the school's mission promise to
prepare all students for success in college. Board members then discussed the instructional,
operational, and financial implications of our vision of the school's mission. Discussions in this
retreat influenced the school's decisions about programming, budgeting, and fundraising for FY10.

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The school measured family satisfaction by means of a survey distributed to all families in June.
This survey was distributed in our weekly packet of information in mid-June, at all school events in
June, and with report cards. Family survey data are still being complied.

In the 2008-2009 school year, BPCPS engaged in new forms of dissemination. The school hosted
visitors from the following organizations studying best practices:
      Boston Collegiate Charter School                     The Massachusetts Charter Public
      The Boston University Center for the                    School Association
         Advancement of Ethics and Character                The Orchard Gardens K-8 School
      Building Excellent Schools                           Roxbury Preparatory Charter School
      Chicago RISE                                         Summit Academy Charter School
      IDEA Schools                                         Teach for America
      KIPP DC                                              Thayer Academy
      Lighthouse Academies                                 Uncommon Schools, Inc.
      The MATCH School

In 2008-2009, the school participated in three research studies. A Boston University study examined
the impact of our Ethics curriculum on student conduct. A University of Massachusetts doctoral
study examined the role of school leadership at BPCPS in influencing school culture. A Harvard
University doctoral study examined a potential relationship between students' writing about values
and their achievement.

The school also participated in two larger dissemination efforts. As part of the school's
aforementioned EPIC award, teachers and administrators will be working with New Leaders for
New Schools to identify and narrate unique practices at the school that have led to our
unprecedented gains. In the coming year, the practices identified will be shared with charter and
district public schools throughout the nation.

BPCPS was also proud to play a lead role in a dissemination project on Extended Learning Time
programs. The school worked with the Department of Elementary and Secondary Education,
Massachusetts 2020, and the MCPSA to capture the best uses of extended learning time. In May,
the school hosted a daylong conference on ELT, attended by charter and district school leaders
from across the Commonwealth.

BPCPS offers a robust system of supports. We recognize that well planned and delivered,
thoroughly differentiated lessons are the first method of ensuring every student's success. However,
a number of structures exist to augment this approach, especially serving the needs of special
student populations.




                                                                                                    12
Financial Reports

The school's unaudited financial reports follow:

                           Boston Preparatory Charter Public School
                                         Profit & Loss
                                     July 2008 - June 2009

                                                                      Total
    Revenues
     4000 DOE Tuition                                                 3,606,065
     4020 Contributions In-Kind Transportation                          254,100
     4030 Contributions-Individuals                                         729
     4100 Nutrition Funding                                             123,755
     5000 Grants Revenue                                                422,761
     5300 Private Revenue                                               170,200
     Services                                                            51,378
    Total Income                                                      4,628,988
    Expenses
     6000 Salaries and Related                                        2,366,738
     6001 Payroll Taxes                                                  50,431
     6002 Benefits                                                      237,403
     6080 Utilities                                                      47,963
     6081 Rent                                                          284,720
     6200 Professional Fees                                             173,909
     6279 Recruitment                                                    15,090
     6300 School/Student Expenses                                       838,646
     6400 Gen & Administration                                          148,417
     6500 Plant Maintenance                                              78,094
     6997 Depreciation Expense                                           88,612
    Total Expenses                                                    4,330,023
    Net Operating Income                                                298,966
    Other Income
     7000 Other Income                                                   6,107
     Temporarily Restricted                                              1,000
    Total Other Income                                                   7,107
    Net Other Income                                                     7,107
    Net Income                                                         306,073




                                                                                  13
                   Boston Preparatory Charter Public School
                               Balance Sheet
                             As of June 30, 2009

ASSETS
 Current Assets
   Bank Accounts
     1000 Cash                                                1,491,659
   Total Bank Accounts                                        1,491,659
   Accounts Receivable
     1200 Accounts Receivable                                   67,394
   Total Accounts Receivable                                    67,394
   Other Current Assets
     1300 Prepaid Expenses                                       77,854
     1500 Security Deposit                                       21,200
   Total Other Current Assets                                    99,054
 Total Current Assets                                         1,658,106
 Fixed Assets
   1800 Fixed Assets                                            150,730
 Total Fixed Assets                                             150,730
TOTAL ASSETS                                                  1,808,837

LIABILITIES AND EQUITY
 Liabilities
   Current Liabilities
     Accounts Payable
      3100 Accounts Payable                                     19,658
     Total Accounts Payable                                     19,658
     Other Current Liabilities
      3120 Accrued Expenses                                    274,608
     Total Other Current Liabilities                           274,608
   Total Current Liabilities                                   294,267
 Total Liabilities                                             294,267
 Equity
   3910 Net Assets                                            1,208,497
   Net Income                                                   306,073
 Total Equity                                                 1,514,570
TOTAL LIABILITIES AND EQUITY                                  1,808,837



                                                                          14
              Boston Preparatory Charter Public School
                      FY10 Approved Budget

                                                          FY10
                                                         Budget
Revenues
       DOE Tuition Funding                               3,301,954
       DOE Facilities Funding                             282,218
       Federal Grants                                     468,015
       DOE Transportation Reimbursement                    40,000
       Federal/State F/R Meals Subsidy                    115,000
       Private Sources/From Foundation                    304,000
       Interest Income                                     12,000
       Services                                            22,000
           Revenue Total                                 4,545,187

Expenses
       Salaries and Related                              2,803,957
       Professional Fees & Recruitment                    106,900
       School Student Expenses                            699,899
       General & Administration                           190,825
       Rent                                               347,594
       Plant Maintenance                                   85,000
       Utilities                                           65,000
       Depreciation                                        70,000
       Contingency                                        100,000
           Expenses Total                                4,469,175

        Net Income                                        76,012

           Computer Hardware and Software                 30,000
           Furniture and Equipment                        30,000
           Leasehold Improvements                         70,000
           Total Capital Items                           130,000

        Add Back Depreciation                             70,000

        Surplus                                           16,012




                                                                     15
Data Section

Instructional Time:
Total number of instructional days for the 2008-09
                                                       187
school year:
                                                       August 29th, 2008 (6th grade), September 2nd,
First and last day of the 2008-09 school year:
                                                       2009 (all grades)-June 29, 2009
Length of school day (please note if schedule varies   7:45-4:15/5:15, Monday-Thursday
throughout the week or the year):                      7:45-3:00, Friday
                                                       8:30-12:30, Saturday, for enrolled students.

STUDENT Enrollment Information:
Number of students who completed the 2007-08 school year but did not reenroll
                                                                                        34
for the 2008-09 school year (excluding graduates):
Total number of students enrolled as of October 1, 2008:                                292
Total number of students who enrolled during the 2008-09 school year, after
                                                                                        0
October 1, 2008:
Total number of students who left during the 2008-09 school year, after October 1,
                                                                                        17
2008:
Total number of students enrolled as of the June 2009 SIMS submission:                  275
Number of students who graduated at the end of the 2008-09 school year:                 n/a

   Students departed for the following reasons as reported by parents in exit conversations:
       Desire for less rigid disciplinary, homework expectations.
       Desire for school with academic fit better suited to student needs.
       Desire for school with more extensive athletic programs.
       Student was selected for exam school in 7th grade, chose to complete this school year in
          less rigorous environment.
       Family moved away from school
       Enrollment in Job Corps.




                                                                                                       16
STUDENT DEMOGRAPHIC AND SUBGROUP INFORMATION
(for students enrolled as of the June 2009 SIMS submission)
Race/Ethnicity                       # of students          % of entire student body
African-American                       193                   70%
Asian                                  1                     1%
Hispanic                               61                    22%
Native American
White                                  20                    7%
Native Hawaiian, Pacific Islander
Multi-Race, Non-Hispanic
Special Education                         46                           17%
Limited English Proficient                0                            0%
Low Income                                209                          76%

ADMINISTRATIVE ROSTER FOR THE 2008-09 SCHOOL YEAR
Title            Brief Job Description    Start date                              End date (if no
                                                                                  longer employed
                                                                                  at the school
Head of School               Chief executive.                      August, 2003   n/a
Principal                    Manages instructional faculty.        August, 2004   n/a
Director of                  Coordinates fundraising efforts.      August, 2007   n/a
Development
Director of Operations       Manages operations, finances,         July, 2008     n/a
and Finance                  facilities, administrative support.
Dean of Students             Cultural leadership.                  August, 2006   n/a
Dean of Support              Manages support programming.          August, 2006   n/a
Services
Dean of Educational          Manages educational partnerships August, 2007        n/a
Partnerships




                                                                                                17
                 Boston Preparatory Charter Public School Organizational Chart, 2008-2009

                                                           Head of School
                                                           (Scott McCue)




                                 Principal (Amanda           Director of                 Director of
                                     Gardner)               Development                Operations and
                                                          (Anders Peterson)           Finance (Meghan
                                                                                       Blute-Nelson)




  Department Chairs, Other         Dean of Students (Mike Lester), Dean of Support
  Instructional Faculty            Services (Michaela Crowley), Dean of Educational
                                              Partnerships (Danielle Pape)                          .

TEACHERS AND STAFF ATTRITION FOR THE 2008-09 SCHOOL YEAR
             Number as of the last day Departures during the Departures at the end
             of the 2008-09 school year 2008-09 school year  of the school year
Teachers     30                         0                    4
Other Staff  12                         0                    1

  Staff members departed for the following reasons:
       Moving out of state.
       Pursuing different career path.




                                                                                                        18
BOARD MEMBERS FOR THE 2008-09 SCHOOL YEAR
Name       Position on the Committee      Area of expertise,            - Number of
           Board           affiliation(s) and/or additional             terms served;
                                          role at school                - Length of each
                                          (parent, staff                term, including
                                          member etc.)                  date of election
                                                                        and expiration
Bill Clark       Chair (As of June)   Finance,       Finance,           2: December,
                                      Development    Fundraising        2004-December,
                                                                        2007. December
                                                                        2007-present.
Mark Culliton    Treasurer            Finance,       Nonprofit          2: June, 2003-
                                      Governance,    management         January, 2007.
                                      Facilities                        January, 2007-
                                                                        present.
Raquel           Secretary            Governance     Legal              2: August, 2004-
Donnalson                                                               January, 2007.
                                                                        January, 2007-
                                                                        present.
Tamar Dor-Ner    Trustee              Academic       Consulting         1: January, 2007-
                                      Achievement                       present.
Justin Funches   Chair (Until June)   Governance,    Finance,           1: January, 2007-
                                      Development    Fundraising        present.
John Garber      Trustee              Development    Finance            1: January, 2007-
                                                                        present.
Olutayo Idowu    Trustee              Facilities     Community, Real    2: December,
                                                     Estate             2004-December,
                                                                        2007. December
                                                                        2007-present.
Julie Lane       Vice-Chair           Governance,    Education Policy   2: December,
                                      Academic                          2005-December,
                                      Achievement                       2008. December,
                                                                        2008-present.
Sonja Lartey     Trustee              Academic       Community,         2: June, 2003-
                                      Achievement    School Culture     January, 2007.
                                                                        January, 2007-
                                                                        present.
Preston          Trustee              Development    Finance,           2: 2: June, 2003-
McSwain                               Committee      Fundraising        January, 2007.
                                                                        January, 2007-
                                                                        June, 2009.
Tom Olivier      Development          Development,   Finance,           2: August, 2004-
                 Chair                Finance        Fundraising        January, 2007.
                                                                        January, 2007-
                                                                        present.


                                                                                            19

				
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