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
(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
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
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 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.
Chair, Board of Trustees
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
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
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
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:
Typical 7th Grade Schedule
Mondays, Wednesdays, Tuesdays Fridays
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
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
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.)
Required for students with 3 or
more demerits for the week.)
Typical 9th Grade Schedule
Mondays, Wednesdays, Tuesdays Fridays
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)
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
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-
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.
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
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:
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,
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.
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.
Tone The teacher uses a respectful, appropriate tone with students throughout the
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.
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
activities, substantial trainings on BPCPS procedures and practices, and extensive department-level
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,
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.
The following goals regarding organizational viability are included in our 2005-2009 Accountability
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
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
Fewer than 25% of BPCPS students will unenroll from the school in the first calendar year they are
In progress: As of July 14th, 2009, 7% of students in their first calendar year at the school had
unenrolled during the year.
Fewer than 15% of BPCPS students will unenroll from the school annually, after their first year at the
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
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
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
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
100% of BPCPS Board members will contribute financially and solicit contributions for to the
Goal met: 100% of Board members contributed financially and solicited contributions for the
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.
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.
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
The school's unaudited financial reports follow:
Boston Preparatory Charter Public School
Profit & Loss
July 2008 - June 2009
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
Total Income 4,628,988
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
7000 Other Income 6,107
Temporarily Restricted 1,000
Total Other Income 7,107
Net Other Income 7,107
Net Income 306,073
Boston Preparatory Charter Public School
As of June 30, 2009
1000 Cash 1,491,659
Total Bank Accounts 1,491,659
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
1800 Fixed Assets 150,730
Total Fixed Assets 150,730
TOTAL ASSETS 1,808,837
LIABILITIES AND EQUITY
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
3910 Net Assets 1,208,497
Net Income 306,073
Total Equity 1,514,570
TOTAL LIABILITIES AND EQUITY 1,808,837
Boston Preparatory Charter Public School
FY10 Approved Budget
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
Revenue Total 4,545,187
Salaries and Related 2,803,957
Professional Fees & Recruitment 106,900
School Student Expenses 699,899
General & Administration 190,825
Plant Maintenance 85,000
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
Total number of instructional days for the 2008-09
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
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
October 1, 2008:
Total number of students who left during the 2008-09 school year, after October 1,
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.
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%
White 20 7%
Native Hawaiian, Pacific Islander
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
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
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
Dean of Educational Manages educational partnerships August, 2007 n/a
Boston Preparatory Charter Public School Organizational Chart, 2008-2009
Head of School
Principal (Amanda Director of Director of
Gardner) Development Operations and
(Anders Peterson) Finance (Meghan
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.
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
Bill Clark Chair (As of June) Finance, Finance, 2: December,
Development Fundraising 2004-December,
Mark Culliton Treasurer Finance, Nonprofit 2: June, 2003-
Governance, management January, 2007.
Facilities January, 2007-
Raquel Secretary Governance Legal 2: August, 2004-
Donnalson January, 2007.
Tamar Dor-Ner Trustee Academic Consulting 1: January, 2007-
Justin Funches Chair (Until June) Governance, Finance, 1: January, 2007-
Development Fundraising present.
John Garber Trustee Development Finance 1: January, 2007-
Olutayo Idowu Trustee Facilities Community, Real 2: December,
Julie Lane Vice-Chair Governance, Education Policy 2: December,
Achievement 2008. December,
Sonja Lartey Trustee Academic Community, 2: June, 2003-
Achievement School Culture January, 2007.
Preston Trustee Development Finance, 2: 2: June, 2003-
McSwain Committee Fundraising January, 2007.
Tom Olivier Development Development, Finance, 2: August, 2004-
Chair Finance Fundraising January, 2007.