Annual Report Template - Massachusetts Department of ...



Commonwealth Virtual School Annual Report GuideM.G.L. ch.71 §94(m) requires Commonwealth Virtual Schools (CMVS) to submit an annual report to the Board of Elementary and Secondary Education (Board) on or before January 1, and to make the report available to the public on its website. M.G.L. ch.71 §94(n) requires a CMVS to maintain an accurate account of its activities and receipts and expenditures, and to annually conduct an independent audit of its accounts on or before January 1. The audit and the annual report are submitted concurrently. For instructions on completing the audit, refer to the Commonwealth Virtual School Audit Guide.November 2017Massachusetts Department of Elementary and Secondary Education75 Pleasant Street, Malden, MA 02148-4906Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370doe.mass.eduThis document was prepared by the Massachusetts Department of Elementary and Secondary EducationJeff WulfsonActing Commissioner The Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex, gender identity, or sexual orientation. Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the Human Resources Director, 75 Pleasant St., Malden, MA 02148-4906. Phone: 781-338-6105.? 2017 Massachusetts Department of Elementary and Secondary EducationPermission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please credit the “Massachusetts Department of Elementary and Secondary Education.”This document printed on recycled paperMassachusetts Department of Elementary and Secondary Education75 Pleasant Street, Malden, MA 02148-4906Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370doe.mass.eduTable of Contents TOC \o "1-3" \h \z \u Introduction PAGEREF _Toc499626428 \h 1Timeline and general instructions PAGEREF _Toc499626429 \h 1Report contents PAGEREF _Toc499626430 \h 2Detailed guidance by section PAGEREF _Toc499626431 \h 3Appendix A: Accountability plan performance PAGEREF _Toc499626432 \h 8Appendix B: Courses offered PAGEREF _Toc499626433 \h 9Appendix C: Course completion data PAGEREF _Toc499626434 \h 10Appendix D: Print versus electronic materials PAGEREF _Toc499626435 \h 11Appendix E: Instructional materials PAGEREF _Toc499626436 \h 12Appendix F: Student performance tasks PAGEREF _Toc499626437 \h 13Appendix G: Assessment instruments PAGEREF _Toc499626438 \h 14Appendix H: Board of Trustees turnover PAGEREF _Toc499626439 \h 15Appendix I: Checklist PAGEREF _Toc499626440 \h 16IntroductionThis document provides guidelines to Commonwealth Virtual Schools (CMVS) for submitting annual reports in accordance with M.G.L. ch.71 §94(m). The report provides a clear and concise representation of the prior academic year as it relates to the school’s accountability plan objectives and the guiding areas of CMVS accountability:faithfulness of the school to the terms of its certificate,success of the academic program, andviability of the organization.Additionally, M.G.L. ch.71 §94(n) requires a CMVS to maintain an accurate account of its activities and receipts and expenditures, and to annually conduct an independent audit of its accounts on or before January 1. The audit and the annual report are submitted concurrently. For instructions on completing the audit, refer to the Commonwealth Virtual School Audit Guide.The report will be used by the Massachusetts Department of Elementary and Secondary Education (ESE) to review the school’s performance and progress for the past academic year, and will serve as one of the primary pieces of evidence that the Board of Elementary and Secondary Education (Board) will review when it considers a school’s application for certificate renewal. The format this report corresponds closely to the format of the CMVS renewal application.The CMVS must make the report available to every district, parent/guardian of enrolled students, and every parent/guardian who expresses interest in enrolling in the CMVS. While the full report does not need to be disseminated to all parents/guardians, the CMVS must inform the parents/guardians of both enrolled and prospective students that its annual report is available upon request. By statute, the CMVS must also post the report on its website.Review all of the information contained in these guidelines before you begin the report. Any report that does not conform to these guidelines will be returned to the CMVS for revision.Timeline and general instructionsIn general, the report must be a clear and accessible document for a wide audience, including parents/guardians, policy makers, and the public.Due date: The report is due on or before January 1 for the prior fiscal year. Waivers or extended deadline requests cannot be granted as this is a statutory deadline. The report must be approved by the CMVS Board prior to submission. The independent audit must be submitted at the same time as the annual report.Submission method: Submit the annual report and independent audit via email to odl@doe.mass.edu.File format: The annual report and independent audit must be submitted electronically in Word and PDF.Length: The maximum length of the report is 25 pages, excluding the cover letter, cover page, and appendices. Refer to Appendix I for required contents.Stakeholder input: The report must incorporate input from teachers and administrators at the CMVS and, if the CMVS was established by a consortia of districts or by members of an educational collaborative, input from the administrators of those districts.Formatting: One-inch margins, page numbers, clearly labeled headings, and a legible font no smaller than 11 point are required.Presentation of external information: All information from external sources must be clearly presented and explained, and directly relevant to the text. Examples include but are not limited to tables, graphs, photographs, pictures, graphics, and news clips. The report may not include student-level data.Appendices: Appendices must be clearly labeled as designated in these guidelines.Report contentsA complete report contains:Cover page labeled “<<Name of school>> Annual Report” that lists the following information: CMVS name and address; contact name, name, title, telephone, and email address; the date the report was approved by the CMVS Board; the fiscal year addressed in the report (always the prior year) and the submission date of the report.Cover letter (2 pages)Table of contents listing all major sections and appendicesIntroduction to school (table)Performance and plans section (not to exceed 25 pages)Faithfulness to certificateCriterion 1: Mission and key design elementsAmendmentsAcademic program successCriterion 4: Student performanceCriterion 5: Program deliveryCriterion 6: Culture and family engagementOrganizational viability Criterion 7: CapacityCriterion 8: GovernanceCriterion 9: FinanceAppendices Accountability plan performanceCourses offeredCourse completion dataPrint versus electronic materialsInstructional materialsStudent performance tasksAssessment instrumentsBoard of Trustees turnoverChecklistNote that in addition to the annual report, the CMVS must also complete an independent audit. The independent audit must be submitted at the same time as the annual report.Detailed guidance by sectionCover page The cover page should be labeled “<<CMVS Name>> Annual Report” and list the following information: CMVS nameCMVS addressCMVS contact name, title, telephone, and email addressDate the annual report was approved by the CMVS Board of TrusteesFiscal year addressed in the report (always the prior year)Report submission dateCover letterThe cover letter from the Chair of the CMVS Board of Trustees or the school leader should provide a brief overview of the school’s mission, educational philosophy, characteristics, and major challenges and accomplishments over the prior year. Please limit the cover letter to 2 pages in length.Table of contents The table of contents should list all major sections and appendices and include page numbers.Introduction to the schoolComplete the table below and provide the mission statement as articulated in the school’s certificate (or as amended and approved by ESE). The information should reflect the school as of the end of the prior fiscal year. [(M.G.L. ch.71 §94(m)(3)].Name of school Year openedYear(s) renewed(if applicable) Name of educational management organization (if applicable) Number of students enrolled by grade levelGrades servedTotal enrollmentApproved maximum enrollmentNumber of students on waitlist (if applicable)Number of students eligible for free and reduced price lunchNumber of sending districts servedMission statementPerformance and plans (not to exceed 25 pages)Faithfulness to certificateCriterion 1: Mission and key design elementsIn Appendix A, describe and provide specific examples of how the CMVS is faithful to its mission, implements the key design elements outlined in its certificate, and substantially meets its accountability plan goals, and if not, why not [(M.G.L. ch.71 §94(m)(1)].Explain how the CMVS makes available to the public its accountability goals and specific strategies for reaching these goals through various means (including but not limited to posting on the school’s website).AmendmentsNote all amendments the CMVS requested during the current certificate term:DateDescription of amendment requestedApproved?Academic program successGuided by the prompts below, provide evidence in this section to address the performance and progress related to the school’s academic success, as derived from the Commonwealth Virtual School Performance Criteria. The report must provide complete, clear, and accurate information in response to each of the items listed below. If an item does not apply to the CMVS, clearly note why it is not applicable.Criterion 4: Student performanceProvide information regarding and a discussion of student performance in the CMVS, including data from state assessments [(M.G.L. ch.71 §94(m)(7)].Provide a comparison of students’ achievement in the CMVS against the achievement of students in sending districts [(M.G.L. ch.71 §94(m)(7)].Provide any additional valid and reliable data demonstrating the progress the CMVS has made in meeting academic benchmarks [(M.G.L. ch.71 §94(m)(7)].Criterion 5: Program deliveryCurriculumProvide a list of high school courses aligned to MassCore recommendations in Appendix B [(M.G.L. ch.71 §94(m)(2)].Provide a summary of course completion data for all grades in Appendix C [(M.G.L. ch.71 §94(m)(8)].Describe any revisions to the curriculum that were made in the prior fiscal year and explain why they were made [(M.G.L. ch.71 §94(m)(2)].Describe the print materials provided to students. Indicate the percentage of time students spent using print versus electronic materials in Appendix D [(M.G.L. ch.71 §94(m)(2)].List the instructional materials provided to elementary, middle, and high school students in Appendix E [(M.G.L. ch.71 §94(m)(2)].Provide an update on the accreditation status of the school’s courses with National Collegiate Athletic Association (NCAA) guidelines. If a course was unaccredited in the prior fiscal year, explain how the information was communicated to parents/guardians of current or prospective students [(M.G.L. ch.71 §94(m)(2)].InstructionDescribe the expectations for student-teacher interaction on a weekly basis, including how often teachers and students were required to interact within each week, for what purposes, and how these interactions are monitored [(M.G.L. ch.71 §94(m)(6)].How do teachers check for student understanding? In Appendix F, provide descriptions of student performance tasks and related teacher commentary used to provide feedback to students in the elementary, middle, and high school grades on specific concepts [(M.G.L. ch.71 §94(m)(6)].How do teachers provide instruction to students in the big ideas of early reading (phonemic awareness, alphabetic principle, accuracy and fluency with text, vocabulary, and comprehension)? Describe the roles and responsibilities of teachers and parents/guardians/learning coaches [(M.G.L. ch.71 §94(m)(6)].AssessmentWhat proactive steps did the CMVS take to support students below grade level, English language learners, students with disabilities, and college-bound students? [(M.G.L. ch.71 §94(m)(10)].How does the CMVS measure student progress? In Appendix G, list the specific assessment instruments used to assess student progress in the elementary, middle, and high school grades. For each assessment instrument, provide a brief explanation of what is measured and how the resulting data was used to make decisions about the academic program [(M.G.L. ch.71 §94(m)(1)].Supports for diverse learners (addresses Criterion 2: Access and equity)Describe how the CMVS conducted outreach to recruit and enroll the student groups listed in its enrollment preferences, and describe additional outreach to students whose parents/guardians may not speak English as a first language [(M.G.L. ch.71 §94(m)(12)].Describe the resources and/or information used to assist students in determining the appropriateness of specific courses for meeting their academic needs, including English language learners, students with disabilities, and college-bound students [(M.G.L. ch.71 §94(m)(12)].Describe the information provided to students and parents/guardians/learning coaches that explained the environment required to support online learning [(M.G.L. ch.71 §94(m)(12)].Describe the technical support provided to students and parents/guardians/learning coaches to ensure continuity in learning, including when during the day and week technical support was available [(M.G.L. ch.71 §94(m)(12)].Criterion 6: Culture and family engagementSocial, emotional, and health needsDescribe the school’s expectations for student participation, and explain how the CMVS monitored participation and tracked attendance [(M.G.L. ch.71 §94(m)(5)].Describe the school’s provisions for cyber safety and provide evidence of how the CMVS promotes digital citizenship and prevents cyberbullying [(M.G.L. ch.71 §94(m)(10)].Family engagementHow does the CMVS support the specific needs of parents/guardians/learning coaches to ensure students receive high quality learning experiences at home? [(M.G.L. ch.71 §94(m)(10)(12)].Provide examples of how the CMVS creates a community for students and parents/guardians/learning coaches, including the activities included to engage students and how students participated in those activities. Include face-to-face and extracurricular activities [(M.G.L. ch.71 §94(m)(9)(10)].Describe the membership and activities of the school’s parent advisory council and special education advisory council. Describe other initiatives or activities to encourage parent/guardian involvement [(M.G.L. ch.71 §94(m)(11)]. Organizational Viability Criterion 7: CapacitySchool leadershipDescribe how school leadership obtained staff commitment to improving student learning, reflecting a culture of shared accountability [(M.G.L. ch.71 §94(m)(1)].Professional climate Describe the school’s structures for regular, frequent collaboration and professional development to improve implementation of the curriculum and instructional practice [(M.G.L. ch.71 §94(m)(1)].Describe how the school monitored instructional staff for consistency. Describe any staff training in the unique dynamics related to online learning [(M.G.L. ch.71 §94(m)(6)].Contractual relationshipsProvide an assessment of the efficacy and impact of the school’s educational management company (EMO) in meeting the school’s goals, particularly around curriculum, instruction, and assessment [(M.G.L. ch.71 §94(m)(1)].Criterion 8: GovernanceDescribe and provide examples of how members of the CMVS Board act as public agents authorized by the state and provide competent and appropriate governance to ensure the success and sustainability of the CMVS. Provide the number of board members joining and leaving the board in each school year of the current certificate period in Appendix H [(M.G.L. ch.71 §94(m)(1)].Criterion 9: FinanceProvide a detailed accounting of the school’s finances from the prior year as stipulated in the Commonwealth of Massachusetts Virtual School Audit Guide. Among other criteria, the report must:Provide an accounting of the revenue and expenditures for the prior fiscal year with a specific accounting of the uses of public and private dollars;Indicate the compensation and benefits for teachers, staff, administrators, executives and members of the board of trustees;Indicate amount of funds paid to a management company;Indicate sources of surplus funds, specifically whether the funds are private or public;Explain how surplus funds were used in the previous fiscal year; andDescribe the planned use of surplus funds in the upcoming fiscal year and in future fiscal years [(M.G.L. ch.71 §94(m)(4)].Appendix A: Accountability plan performanceReport on the school’s performance on its approved accountability plan for the certificate term. If the accountability plan has been revised, and approved, report on the most recently approved plan. If needed, attach additional narrative in Microsoft Word format. Evidence should reflect performance over the prior school year.Faithfulness to certificateObjective:Certificate term performance (met / not met)ExplanationMeasure:Measure:Measure:Measure:Academic and program successObjective:Certificate term performance (met / not met)ExplanationMeasure:Measure:Measure:Measure:Organizational viabilityObjective:Certificate term performance (met / not met)ExplanationMeasure:Measure:Measure:Measure:Appendix B: Courses offeredProvide a list of the courses offered in grades 9-12 aligned to MassCore recommendations. MassCore is the recommended program of study that Massachusetts high school students need in order to be better prepared for college and a career. Courses included in MassCore should be rigorous, engaging, and based on appropriate Massachusetts Curriculum Frameworks high school level standards.A unit represents a full academic year of study or its equivalent in a subject that covers all the standards contained in a specific Curriculum Framework. Note that the courses listed below need not be an exhaustive list of every course in the school’s catalogue.SubjectCourses offered at the CMVSEnglish language arts (4 units)Mathematics (4 units) Includes completion of Algebra II or Integrated Math equivalent. All students are recommended to take a math course during their senior year.Science and technology/engineering (3 units)Lab-based science units or technology/engineering coursework may count.History/social science (3 units)Foreign languages (2 units) Both units in the same language; however, students enrolled in a state-approved career and technical education (CTE) program of studies may opt out.Physical education (all grades, all students)Required by state law. Health can be integrated into physical education or science, or taught as a stand-alone course.Arts (1 unit)Students enrolled in a state-approved CTE program of studies may opt out.Additional core courses (5 units)Coursework includes business education; CTE; health; technology, or any of the subjects above. Most CTE majors will take more than 5 units of study.As many of the following as possibleAdvanced Placement; Capstone or Senior Project; dual enrollment courses taken for both high school and college credit; online courses; service learning; work-based learning.Other courses the CMVS would like to highlightAppendix C: Course completion dataProvide a summary of course completion for all grades based on the number of students enrolled in the CMVS as of October 1 of the prior school year, excluding transfers out and transfers in after October 1. Grade LevelStudent InformationCourse InformationA.B.C.D.E.F.G.H.I.Students in grade levelCompleted all coursesDid not complete all coursesCompleted all coursesCourses attemptedCourses incompleteCourses PassedCourses completedCourses passedXX###%###%%XX###%###%%XX###%###%%XX###%###%%XX###%###%%XX###%###%%XX###%###%%XX###%###%%XX###%###%%Student Information:Students in grade level: Number of students enrolled in the CMVS as of October 1 of the prior school year, excluding transfers out and transfers in after October pleted all courses: Number of students from Column A who earned a grade in all of the courses in which they were enrolled.Did not complete all courses: Number of students from Column A who withdrew from at least one course, regardless of the grade they earned in the course at the time of course withdrawal. Completed all courses: Column B ÷ Column ACourse information:Courses attempted: Number of courses in which the students in Column A were enrolled during the school year (includes both yearlong and semester-based courses).Courses incomplete: Number of courses from which students withdrew, regardless of the grade they earned in the course at the time of course withdrawal.Courses passed: Number of courses completed in which students earned a passing grade as determined by the CMVS.Courses completed: Column H ÷ Column ECourses passed: Column H ÷ (Column E ? Column F)Appendix D: Print versus electronic materialsEstimate the percentage of time students spend using print versus electronic materials, by subject and grade span.Grade SpanOnline Curriculum MaterialsPrinted Curriculum MaterialsEnglish/Language ArtsMathematicsScienceHistory/Social StudiesForeign LanguagePhysical EducationEnglish/Language ArtsMathematicsScienceHistory/Social StudiesForeign LanguagePhysical EducationK-2%%%%%%%%%%%%3-5%%%%%%%%%%%%6-8%%%%%%%%%%%%9-12%%%%%%%%%%%%Appendix E: Instructional materialsDescribe the curriculum provided to elementary, middle, and high school students. Curriculum includes instructional materials and any aspects of teaching guided explicitly by those materials: for example, pacing and sequencing of activities when specified by instructional materials. Instructional materials may include print and digital content; tasks, lessons, and units; software and manipulatives; and curriculum-embedded assessments.Core curriculum refers to instructional materials that define coherent yearlong or semester-long sequences of experiences for all students in each content area.Supplemental curricula are less comprehensive sets of materials used alongside core curricula.Intervention curricula are used with only a small subset of students.Elementary (K-5)CoreSupplementalInterventionEnglish language artsMathematicsScienceMiddle (6-8)CoreSupplementalInterventionEnglish language artsMathematicsScienceHigh (9-12)CoreSupplementalInterventionEnglish language artsMathematicsScienceAppendix F: Student performance tasksProvide examples of specific tasks students were asked to perform to demonstrate understanding of each concept listed, and explain the kind of feedback the teacher provided to the student (include both the what and how) in the elementary, middle, and high school grades, respectively.Elementary (K-5)Concept:Description of a task students were asked to perform to demonstrate understanding of this concept:Explanation of feedback the teacher provided to the student (what and how):English language artsPhonemic awarenessMathematicsProbabilityScienceSolids and liquidsMiddle (6-8)Concept:Description of a task students were asked to perform to demonstrate understanding of this concept:Explanation of feedback the teacher provided to the student (what and how):English language artsCompare and contrastMathematicsSolving two-step word problemsScienceConvectionHigh (9-12)Concept:Description of a task students were asked to perform to demonstrate understanding of this concept:Explanation of feedback the teacher provided to the student (what and how):English language artsCiting textual evidenceMathematicsGraphing functionsScienceHeredityAppendix G: Assessment instrumentsProvide the names of the formative and summative assessments (not including state assessments), the specific areas of knowledge and skill the instrument is designed to assess, and how the resulting data informs curricular and instructional decisions in the elementary, middle, and high school grades, respectively.Elementary (K-5)Name(s) of instrument(s):What does it assess?How does the resulting data inform decisions around curriculum and instruction?English language artsMathematicsScienceMiddle (6-8)Name(s) of instrument(s):What does it assess?How does it inform decisions around curriculum and instruction?English language artsMathematicsScienceHigh (9-12)Name(s) of instrument(s):What does it assess?How does it inform decisions around curriculum and instruction?English language artsMathematicsScienceAppendix H: Board of Trustees turnoverUsing the table below list the number of CMVS board members joining and leaving the board in each school year of the current certificate period. (Add rows as necessary.)School YearTotal membershipMembers joiningMembers departing2012-20132013-20142014-20152015-20162016-2017Appendix I: ChecklistAnnual reportCover pageCover letterTable of contents listing all major sections and appendicesIntroduction to school (table)Performance and plans section (not to exceed 25 pages)Faithfulness to certificateCriterion 1: Mission and key design elementsAmendmentsAcademic program successCriterion 4: Student performanceCriterion 5: Program deliveryCriterion 6: Culture and family engagementOrganizational viability Criterion 7: CapacityCriterion 8: GovernanceCriterion 9: FinanceAppendicesAppendix A: Accountability plan performanceAppendix B: Courses offeredAppendix C: Course completion data Appendix D: Print versus electronic materialsAppendix E: Instructional materialsAppendix F: Student performance tasksAppendix G: Assessment instrumentsAppendix H: Board of Trustees turnoverAppendix I: ChecklistIndependent audit (submitted at the same time as the annual report) ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download