Staff Analysis for TEAM Renewal Appeal 2021-26 04.06.2021

This is represented by using a grey color dial with the words “No Performance Color.” California Dashboard Performance Color Chart TEAM Charter School Fall 2019 Dashboard Data and Analy

Trang 1

April 6, 2021 STAFF ANALYSIS AND PROPOSED FINDINGS OF FACT REGARDING REVIEW OF

TEAM CHARTER SCHOOL RENEWAL CHARTER PETITION INTRODUCTION

For almost eleven years TEAM Charter has served the downtown Stockton community of learners It is

a fiscally sound charter with a student retention rate of 89% TEAM has had no audit findings and/or recommendations since the 2011/12 school year and has an extensive list of community partners and support TEAM has demonstrated it serves a variety of students from differing backgrounds in a

comprehensive way There are noted areas for academic improvement, however, over-all TEAM

Charter has made progress towards meeting standards that provide a benefit to its pupils and closure of the Charter School is not in the best interest of pupils

RECOMMENDATION

On the bases detailed herein and in accordance with the requirements of the Charter Schools Act of

1992, SJCOE staff recommends that the TEAM Charter be conditionally renewed by the San Joaquin

County Board of Education

PROCEDURAL STATUS

TEAM Charter School (“TEAM”) is currently authorized by the Stockton Unified School District Governing Board (“District Board”), with a term running through and including June 30, 2021 TEAM requested that the District Board renew its charter The Stockton Unified School District (“SUSD”) staff recommended that the TEAM charter be renewed, but on or about January 12, 2021, the District Board denied TEAM’s renewal request and adopted District Board Resolution #20-33 setting forth written factual findings denying TEAM’s renewal

On or about January 26, 2021, the San Joaquin County Office of Education (“SJCOE”) received an appeal of the District Board’s denial of the renewal of the TEAM Charter School (“TEAM”) charter petition (“Petition” or “Charter”) Academic performance criteria and potential length of a charter renewal are determined in accordance with Education Code Sections 47607 and 47607.2, based on the individual school’s “high,” “middle,” or “low” performance level or Dashboard Alternative School Status TEAM is a middle performing charter school according to the criteria of Education Code Sections 47607 and 47607.2 and is designated as such on the California Department of Education’s (“CDE”) list of charter schools and their performance tiers, which is posted here

https://www.cde.ca.gov/sp/ch/csperformcategory.asp As such, if the Charter is renewed by the San Joaquin County Board of Education (“SJCBOE” or “County Board”), the new Charter term would begin

on July 1, 2021, and run for five years, through and including June 30, 2026 This Charter renewal is governed by the standards and criteria set forth in Education Code Sections 47605, 47607, and 47607.2 TEAM submitted with its renewal appeal the required certification that its submission was complete TEAM affirmed that simultaneously with its submission to the SJCOE, it provided a copy of the Petition

Trang 2

to SUSD TEAM also submitted a description of the changes to the Charter necessary to reflect the County Board as the authorizer and a redline indicating those changes

On February 17, 2021, SJCBOE held a public hearing on the TEAM Charter renewal in accordance with the requirement to do so within 60 days of receipt of the renewal Charter Per Education Code Sections

47605, 47607 and 47607.2, the County Board has 90 days from receipt of the renewal petition to act, which may be extended by an additional 30 days by mutual agreement

The complete renewal Charter that the SJCBOE is acting on is available for review at:

https://bit.ly/3cJDcRG

CRITERIA FOR RENEWAL OF A CHARTER PETITION

A petition submitted for renewal of a charter pursuant to Education Code Sections 47607 and 47607.2 shall be considered by the governing board in accordance with the following standards:

1 Standards and Criteria in Education Code Section 47605

A renewal charter shall be governed by the standards and criteria described in Education Code Section

47605 Education Code Section 47605(c) establishes that governing boards are to be aware of “the intent of the Legislature that charter schools are and should become an integral part of the California educational system and that the establishment of charter schools should be encouraged The [County Board of Education] shall grant a [renewal] charter for the operation of a school under this part if it is satisfied that granting the charter is consistent with sound educational practice and with the interests of the community in which the school is proposed to locate,” though, as described below, the renewal process does include additional considerations and standards

Education Code Section 47605 specifies that the SJCBOE may deny a renewal charter if it makes written factual findings to support one or more of the following findings:

a The charter school presents an unsound educational program for the pupils to be

enrolled in the charter school

b The petitioners are demonstrably unlikely to successfully implement the program

set forth in the petition

c The petition does not contain an affirmation of each of the conditions required by

statute

d The petition does not contain a reasonably comprehensive description of all of the

required elements

e The petition does not contain a declaration of whether or not the charter school

shall be deemed the exclusive public employer of the employees of the charter school for purposes of the Educational Employment Relations Act (EERA)

2 Determination of High, Middle, Low Performing or DASS School Status

Education Code Sections 47607 and 47607.2, require a determination of whether a charter school seeking renewal is in the high, middle, or low performance category or is a DASS school Middle tier charter schools, including TEAM, are eligible to be considered for a five-year renewal term In determining whether to renew the charter, the chartering authority is to consider:

Trang 3

(A) Performance on the state and local indicators on the Dashboard, giving greater weight to

measurements of academic performance

(B) Clear and convincing evidence based on verified data showing either:

i The school achieved measurable increases in academic achievement, defined by

at least one year of growth for each year of school, OR

ii Strong post-secondary outcomes, as defined by college enrollment, persistence,

and completion rates equal to similar peers

The authorizer may deny a middle performing school on these bases only by making written factual findings that the school:

(A) Failed to meet or make sufficient progress toward meeting standards that provide

a benefit to the pupils of the school;

(B) Closure of the school is in the best interest of pupils; AND (C) If applicable, that the decision provided greater weight to performance on

measurements of academic performance

Due to the COVID-19 pandemic, all statewide testing for the 2019/20 school year was cancelled and the

2020 California Dashboard based on that data was also cancelled Thus, the data available to assess TEAM’s performance on the state and local indicators, including that TEAM is a middle tier school, is from the 2018 and 2019 California Dashboard, as provided for in Education Code Sections 47607 and 47607.2

3 A Renewal Charter Petition

The renewal charter petition shall include a reasonably comprehensive description of any new

requirements of charter schools enacted into law after the charter was originally granted or last renewed (Education Code Section 47607(b)) The charter should also be updated as necessary to reflect the current program offered by the charter school

4 Additional Criteria for Denying a Charter Renewal

A chartering authority may deny renewal of a charter school (EC Section 47607(e)) in any of the performance categories if it finds that the school is unlikely to successfully implement the program due

to:

a Substantial fiscal factors,

b Substantial governance factors, or

c The charter school is not serving all pupils who wish to attend

ANALYSIS OF TEAM DASHBOARD AND VERIFIED DATA

TEAM serves students grades Pre-K through 5th grade The three schools identified by TEAM that students attending TEAM would otherwise be attending, based on location, serve students in TK through

8th grade and the SUSD serves students TK through 12th grade School level data displayed on the

Trang 4

indicator The following chart includes the dashboard indicators that apply to TEAM Charter, the grade levels that TEAM Charter serves and are included in their dashboard and the grade levels that the indicator may include for schools/districts that serve students beyond the grade levels that TEAM serves

Indicator Grade levels included in TEAM data Grade levels that data represents for

schools/districts that serve students beyond 5 th

grade

Due to the suspension of statewide testing and the California Dashboard for 2019/20, the following data

is based on the 2018/19 Dashboard Data

California School Dashboard Data

In 2017, the State of California instituted the California Dashboard to help parents and educators identify strengths and areas for improvement The Dashboard reports how districts, schools (including alternative schools serving high-risk students), and student groups are performing across state and local measures For State measures, performance is based on two factors: (1) current year results, and (2) whether results improved or declined from the prior year as compared to themselves Performance on state measures, using comparable statewide data, is represented by one of five colors The performance level or color is not included when there are fewer than 30 students in any year This is represented by using a grey color dial with the words “No Performance Color.”

California Dashboard Performance Color Chart

TEAM Charter School Fall 2019 Dashboard Data and Analysis

English Language Arts

Disadvantaged

below standard

68.7 points below standard

All students and the EL, Hispanic, and Socioeconomically Disadvantaged student groups show improvement in English Language Arts (“ELA”) as indicated by the positive change The African American student group had a decline

Trang 5

Data Comparison English Learners: ELA

Current English Learners Reclassified Fluent English Proficient English Only

Reclassified Fluent English Proficient and English Only groups show improvement in English Language Arts as indicated by the positive change Reclassified Fluent English Proficient students outperform current English learners and English only students and are the only group performing above standard Mathematics

Disadvantaged

below standard

All students and all student groups maintained or improved in Mathematics

Data Comparison English Learners: Mathematics

Current English Learners Reclassified Fluent English Proficient English Only

Current English Learners and English Only groups maintained or improved in Mathematics Reclassified Fluent English Proficient students declined in performance but continue to outperform current English learners and English only students

English Learner Performance Indicator (“ELPI”)

English Learner progress is based on student English Language Proficiency Assessments for California (“ELPAC”) results Summative Assessment (“SA”) For the 2019 Dashboard, the CDE only had two years of ELPAC SA results from the spring 2018 and 2019 test administrations As a result, the CDE reported ELPI status only in the 2019 Dashboard Individual student scores are compared from 2018 to

2019 to determine if they decrease a level, improve a level, or remain in level 4 Forty-three percent of students enrolled and tested in 2018 and 2019 decreased at least one ELPI level and 20.8% are making progress toward English Language proficiency

20.8% making progress toward EL proficiency Performance Level: Very Low

Trang 6

Chronic Absenteeism

All Students African

American

Two or More Races

English Learners

Disadvantaged

All Students, English Learners, Hispanic, and Socioeconomically Disadvantaged Chronic Absenteeism data shows improvement, with a decline in the percentage of students chronically absent in each of the student groups The African American and Two or More Races student groups show increases in chronic absenteeism and have the highest percentage of chronic absenteeism of the identified student groups and are two-levels (red) below the All Students group (yellow)

Suspension

All Students African

American

Two or More Races

English Learners

Disadvantaged

All Students and all student groups show improvement on suspension rates with suspensions in all groups declining and in the two highest performance categories of green and blue

Local Indicators

According to the Dashboard, TEAM met all standards on the local indicators, including teachers, instructional materials and facilities, implementation of academic standards, parent and family engagement, local climate survey, and access to a broad course of study

Verified Data – CAASPP and NWEA MAP

CAASPP data is reported for student groups with at least 11 students, which differs from reporting on the CA School Dashboard, which requires at least 30 students in a student group, except for Homeless and Foster Youth, which requires 15 students In reviewing and comparing CAASPP data, one must be cautious when the student group includes fewer than 30 students or 15 for Homeless and Foster Youth CAASPP English Language Arts 2017/18: All Students

Grade 3 Grade 4 Grade 5 Grades 3-5

CAASPP English Language Arts 2018/19: All Students

Trang 7

Cohort data shows increases in the percentage of students meeting or exceeding standard from 2017/18,

3rd grade to 2018/19 4th grade of 5.28% 2017/18, 4th grade to 2018/19, 5th grade shows an increase of 59% Overall, the 3rd – 5th grade students scoring proficient increased from 27.63% in 2017/18 to 28.44% in 2018/19, representing an overall increase of 81%

CAASPP English Language Arts 2016/17: African American

The percentage of African American students who met or exceeded standards in ELA decreased 10.83% from 2016/17 to 2018/19 However, the enrollment of African American students in the tested grades of 3-5 during that time span increased from 28 to 62 students Because the 2016/17 enrollment is below the 30 student threshold for a significant student group, the data should be reviewed with caution The cohort data shows that in 2016/17 (3rd grade) there were fewer than 11 African American students enrolled or tested so no data is available In 2017/18 (4th grade) the same cohort had 16 students enrolled and tested with 12.5% meeting or exceeding standards In 2018/19 (5th grade) the cohort had

15 students enrolled and 14 students tested with 35.71% meeting standards, representing an increase of 23.21% meeting or exceeding standards for the same group of students Cohort data shows a decline in percentage of students meeting or exceeding standards from 25% in 2017/18, 3rd grade to 19.23% in 2018/19, 4th grade and represents a decrease of 5.77% Cohort data shows an increase in percentage of students meeting or exceeding standards from 12.5% in 2017/18, 4th grade to 35.71% in 2018/19, 5thgrade This represents an increase of 23.21% meeting or exceeding standards When comparing 2017/18 performance to 2018/19, overall, the percentage of students meeting or exceeding standards decreased from 23.44% to 21.31%, representing a decline of 2.13%

Trang 8

CAASPP English Language Arts 2017/18: Hispanic

CAASPP English Language Arts 2018/19: Hispanic

Cohort data shows increases in the percentage of students meeting or exceeding standard from 2017/18,

3rd grade to 2018/19 4th grade of 7.12% 2017/18, 4th grade to 2018/19, 5th grade shows a decrease of 4.0% Overall, the 3rd – 5th grade students scoring proficient increased from 27.57% in 2017/18 to 29.44% in 2018/19, representing an overall increase of 1.87%

CAASPP English Language Arts 2017/18: Two or More Races

CAASPP English Language Arts 2018/19: Two or More Races

The percentage of students Two or More Races who met or exceeded standards in ELA decreased 13.46% from 38.46% in 2017/18 to 25.00% in 2018/19 Because the 2017/18 and 2018/19 enrollment is below the 30 student threshold for a significant student group, the data should be reviewed with caution The total number of students Two or More Races enrolled in 2017/18 (13 students) and 2018/19 (12 students), is minimal The decrease in students Two or More Races who met or exceeded standards from 2017/18 to 2018/19 represents 2 students

Trang 9

CAASPP English Language Arts 2017/18: Socioeconomically Disadvantaged

CAASPP English Language Arts 2018/19: Socioeconomically Disadvantaged

Cohort data shows decreases in percentage of students meeting or exceeding standard from 2017/18, 3rdgrade to 2018/19 4th grade of 6.86% 2017/18, 4th grade to 2018/19, 5th grade shows a decrease of 0.9% Overall, the 3rd – 5th grade students scoring proficient increased from 27.33% in 2017/18 to 28.32% in 2018/19, representing an overall increase of 0.99%

CAASPP English Language Arts 2017/18: English Learners

CAASPP English Language Arts 2018/19: English Learners

Cohort data shows an increase in percentage of students meeting or exceeding standard from 2017/18,

3rd grade to 2018/19, 4th grade of 9.65% 2017/18, 4th grade to 2018/19, 5th grade shows a decrease of 9.52% Overall, the 3rd – 5th grade students scoring proficient increased from 19.00% in 2017/18 to 19.48% in 2018/19, representing an overall increase of 0.48%

CAASPP Mathematics 2017/18

Trang 10

CAASPP Mathematics 2018/19

Cohort data shows an increase in percentage of students meeting or exceeding standard from 2017/18,

3rd grade to 2018/19, 4th grade of 1.15% 2017/18, 4th grade to 2018/19, 5th grade shows a decrease of 15.45% Overall, the 3rd – 5th grade students scoring proficient decreased from 22.79% in 2017/18 to 20.48% in 2018/19, representing an overall decrease of 2.31%

CAASPP Mathematics 2016/17: African American

The percentage of African American students who met or exceeded standards in Mathematics decreased 5.04% from 2016/17 to 2018/19 However, the enrollment of African American students in the tested grades of 3-5 during that time span increased from 28 to 62 students Because the 2016/17 enrollment is below the 30 student threshold for a significant student group, the data should be reviewed with caution The cohort data shows that in 2016/17 (3rd grade) there were fewer than 11 African American students enrolled or tested so no data is available In 2017/18 (4th grade) the same cohort had 16 students enrolled and tested with 12.5% meeting or exceeding standards In 2018/19 (5th grade) the cohort had

15 students enrolled and 14 students tested with 7.14% meeting standards, representing a decrease of 5.36% meeting or exceeding standards for the same group of students over the three-year time span Cohort data shows a decline in percentage of students meeting or exceeding standards from 28.57% in 2017/18, 3rd grade to 23.08% in 2018/19, 4th grade and represents a decrease of 5.49% Cohort data shows a decrease in percentage of students meeting or exceeding standards from 12.5% in 2017/18, 4thgrade to 7.14% in 2018/19, 5th grade, representing a decrease of 5.35% of students meeting or exceeding

Trang 11

standards When comparing 2017/18 performance to 2018/19, overall, the percentage of students meeting or exceeding standards decreased from 18.76% to 16.39%, representing a decline of 2.37% CAASPP Mathematics 2017/18: Hispanic

CAASPP Mathematics 2018/19: Hispanic

Cohort data shows an increase in percentage of students meeting or exceeding standards from 2017/18,

CAASPP Mathematics 2017/18: Two or More Races

CAASPP Mathematics 2018/19: Two or More Races

The percentage of students Two or More Races who met or exceeded standards in Mathematics decreased 13.46% from 38.46% in 2017/18 to 25.00% in 2018/19 Because the 2017/18 and 2018/19 enrollment is below the 30 student threshold for a significant student group, the data should be reviewed with caution The total number of students Two or More Races enrolled in 2017/18 (13 students) and 2018/19 (12 students), is minimal The decrease in students Two or More Races who met or exceeded standards from 2017/18 to 2018/19 represents 2 students

Trang 12

CAASPP Mathematics 2017/18: Socioeconomically Disadvantaged

CAASPP Mathematics 2018/19: Socioeconomically Disadvantaged

Cohort data shows a decrease in percentage of students meeting or exceeding standards from 2017/18,

CAASPP Mathematics 2017/18: English Learners

CAASPP Mathematics 2018/19: English Learners

Cohort data shows an increase in percentage of students meeting or exceeding standards from 2017/18,

3rd grade to 2018/19, 4th grade of 4.63% 2017/18, 4th grade to 2018/19, 5th grade shows a decrease of 11.91% Overall, the 3rd – 5th grade students scoring proficient increased from 16.00% in 2017/18 to 16.89% in 2018/19, representing an overall increase of 0.89%

TEAM serves students in grades Pre-K through 5 The three schools identified by TEAM that students attending TEAM would otherwise be attending, based on location, serve students in TK through 8thgrade and the SUSD serves students TK through 12th grade In reviewing TEAM’s data and comparing

it to these three schools, to the SUSD, and to the state, only data specific to the grade levels in common was included in the analysis and review

SJCOE reviewed TEAM 2019 CAASPP data for ELA and Mathematics for grades 3, 4, and 5, which are the three grade levels served by TEAM who participate in CAASPP testing The data was compared to the three schools TEAM identified as those that students attending TEAM would otherwise be attending

Trang 13

(Cleveland, Filmore, and Hazelton), to SUSD, and to the state Data was reviewed for All Students and the Socioeconomically Disadvantaged, Hispanic, and African American student groups The data showed similar performance results for TEAM Charter, Cleveland, Filmore, Hazelton, and SUSD in each grade level for both ELA and Math and is consistently below the state data

NWEA MAP Growth Test Results 2018/19: Reading

NWEA MAP Growth Test Results 2018/19: Mathematic

to the Team Charter Academy

Conclusion

SJCOE staff considered the findings related to academic performance made by the District Board in denying TEAM’s renewal request While the data cited by the District Board is accurate, SJCOE staff does not believe it presents a complete picture of TEAM’s performance For example, TEAM’s African American student group did have a decline in the percentage of students who met or exceeded standards

in CAASPP ELA from 2017 to 2019, however, the enrollment of African American students in the tested grades (3-5) during that time period increased substantially from 28 to 62 students, so the cohort

of students being tested changed and thus is not susceptible to direct comparison As explained above, because the 2016/17 enrollment is below the 30 student threshold for a significant student group, the data should be reviewed with caution The cohort data shows that in 2016/17 (3rd grade) there were fewer than 11 African American students enrolled or tested so no data is available In 2017/18 (4thgrade) the same cohort had 16 students enrolled and tested with 12.5% meeting or exceeding standards

In 2018/19 (5th grade) the cohort had 15 students enrolled and 14 students tested with 35.71% meeting standards, representing an increase of 23.21% meeting or exceeding standards for the same group of students Cohort data shows a decline in percentage of students meeting or exceeding standards from

Tiêu đề	Staff Analysis for TEAM Renewal Appeal 2021-26 04.06.2021
Trường học	San Joaquin County Office of Education
Chuyên ngành	Education Policy and Charter School Review
Thể loại	staff analysis and renewal appeal
Năm xuất bản	2021
Thành phố	Stockton

Định dạng
Số trang	26
Dung lượng	560,16 KB