Community Schools Center

Sponsor Annual Report 2022-2023

Mission Statements
The mission of the ESC of Lake Erie West is to provide quality resources, services, and opportunities that meet the unique needs of our partners in the educational community.

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio.

Goals of the Educational Service Center of Lake Erie West (ESCLEW)
o Provide strong, innovative leadership, guidance, and support to our local, regional, statewide, and community partners.

o Provide staff, programs, services, and professional learning opportunities that meet or exceed the quality and accountability expectations of our partners; assist our partners in implementing Ohio’s Strategic Plan for Education.

o Promote and enhance collaboration within our organization and with our local, regional, statewide, and community partners.

o Manage all resources available to the organization efficiently and effectively to meet the needs of our organization and our partners.

Core Values of the ESCLEW Community Schools Center
o Collective Integrity – We value people with high ethical standards, reliability, and trust; and we empower through accountability and transparency.

o Relationship Building – We achieve partner satisfaction through customized creative solutions, being service-centered, and by understanding that every interaction is a moment of truth that creates an impression.

o Continuous Improvement – We are committed to advancing our current condition and producing quality educational outcomes.

o Proactive Spirit – We are ahead of information, anticipate change, and tailor tools and processes practically and professionally.

o Work Life Balance – We plan for the future and live for the day. We live balanced lives, work hard toward our goals, and take time to celebrate personal and professional accomplishments.

About Us
The ESCLEW is a state-wide authorizer of community schools and has been sponsoring community schools in Ohio since 1998 as one of the state’s original authorizers. Based in Toledo, Ohio, it employs individuals on the ground throughout the state to provide hands-on assistance to the schools it authorizes.

During the 2022-23 school year, the ESCLEW authorized 53 charter schools, including one school for gifted students, two schools for students with autism, one e-school, 22 schools for students with disabilities, and schools that focus on STEM education, college preparatory classes, and career and technical education.

Operating as a department within the ESCLEW, the Community Schools Center focuses on academic, operational, and fiscal integrity while providing responsible oversight, monitoring, and technical assistance to its authorized schools. Its staff has significant community school experience with expertise in academic instruction, curriculum, assessment, special education, school accountability, governance, facilities, finance, and community school law.

Other departments within the ESCLEW contribute to the overall success of authorized schools through their specialized expertise. The ESCLEW also hosts State Support Team Region 1. The Community Schools Center reports to the ESCLEW governing board, which is an elected board.

Sponsor Performance Evaluation
It is the goal of the ESCLEW to adhere as closely as possible to the National Association of Charter School Authorizers (NACSA) Principles & Standards for Quality School Authorizing. Established in 2004, it is widely considered the national standard for the work of charter school sponsorship.

The Ohio Department of Education (ODE) utilizes the annual Sponsor Performance Evaluation, which is aligned with NACSA standards and Ohio-specific requirements. Community school sponsors are evaluated on three components: the academic performance of sponsored community schools; compliance with all applicable laws and rules; and adherence to quality sponsoring practices.

ODE completed its Sponsor Performance Evaluation for the 2018-19 school year and released the rating in November 2019. The ESCLEW received an overall rating of “Exemplary.” The component ratings were as follows: Academic Performance – “C”; Compliance – “Exemplary”; and Quality Practices – “Exceeds Standards”.

The ESCLEW accepted the incentive of maintaining its “Exemplary” rating while being exempt from the formal evaluation process. This incentive provides highly rated sponsors the opportunity to be evaluated once every three years.

Staff Members

Kurt Aey, M.Ed.
Director of Community Schools

Kristi Hayward, M.Ed.
Academic Services Team Leader

Julie Kadri, M.Ed.
Operations Team Leader

Linda Moye, CPA

Financial Consultant

Jennifer Adkins, M.Ed.
Special Education Specialist

Jessica Bair, M.Ed.
Special Education Specialist

Aimee Mendelsohn, Ed.S, M.Ed.
School Improvement and Academic Specialist

Natalie Miller, B.S.Ed. Administrative Assistant

DeAnna Hardwick, M.Ed.
Regional Technical Assistance Educator

Algott Herman, M.Ed.
Regional Technical Assistance Educator

Allison Lentz, M.Ed.

Regional Technical Assistance Educator

Joyce Lewis, M.Ed.
Regional Technical Assistance Educator

Jennifer Little, M.Ed.
Regional Technical Assistance Educator

Brittany Beck, M.Ed.
Regional Technical Assistance Educator

Message from the Superintendent

The Educational Service Center of Lake Erie West is one of the largest authorizers of public charter schools in Ohio, with 52 schools statewide, serving 13,169 students in 2022-2023. The ESC of Lake Erie West is dedicated to ensuring our sponsored schools embrace the importance of academic rigor and accountability. The focus of the ESC of Lake Erie West Office of Community Schools will continue to be technical support designed to improve student performance and social-emotional well-being.

The ESC of Lake Erie West continues to be identified as an Exemplary Sponsor by now Ohio Department of Education and Workforce. The ESC of Lake Erie West supports academic rigor and accountability. We believe a rigorous, robust, balanced, and appropriate Sponsor Performance Review is critical to improving community school education in Ohio. The ESC of Lake Erie West Community Schools Center continues to be a model of excellent and efficient school oversight, resulting in high-quality educational outcomes.

ESC of Lake Erie West Community Schools Center takes pride in ensuring that its systems for monitoring compliance with laws are securely in place. Due to our exemplary rating, the ESC of Lake Erie West was not scheduled to be evaluated by the Ohio Department of Education in 2022-2023.

The ESC of Lake Erie West is proud of its long record of service to community schools, traditional school districts, and private and parochial schools in Ohio. We are dedicated to school leaders, board members, classroom educators, support staff, and volunteers committed to delivering educational innovation to Ohio’s children and their families.

Sincerely,

Sandra C. Frisch, Ed.S. ESCLEW Superintendent

Message from the Director
The Educational Service Center of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout Ohio.

The 2022-23 school year brought about new challenges to our sponsored schools. Our academic intervention efforts remained aggressive, while we continue to improve in all areas of service. Our goal is to make certain students are prepared for college and careers throughout their educational journey. It is our belief that academics, arts, athletics, attitude, and accountability are important and the keys to success; and that all students deserve a quality learning opportunity that maximizes their full potential.

We value the relationships that we have with all of our governing authority members, school leaders, management organizations, students, their immediate and extended families, and our residents and community. With increased achievement for all students as our highest priority, we will continue to work diligently in-house with our administrators and school instructional staff to make a difference in the lives of all students. Our students are showing progress and we will continue to push for even better results throughout the upcoming school year. Our staff continues to transition to deeper implementation of the state standards, improved instructional strategies, inquiry based learning, and other best practices that motivate students to learn while keeping them fully engaged.

The ESCLEW was granted an “Exemplary” rating on the most recent (2018-19) sponsor performance review. It gives us great honor to be able to share this success with each of our schools and stakeholders. Please continue to be encouraged by these efforts and success. If you have any questions or concerns, please feel free to contact me at any time.

Together, we can be the change we want to see by working as an effective, professional, learning community to make certain our students understand the importance of an education. We will remain committed to our mission to advance quality education opportunities.

Sincerely,

Kurt Aey, M.Ed.
Director of Community Schools
Educational Service Center of Lake Erie West

Sponsored Schools
	Management Company
	
Alliance Academy of Cincinnati
	National Heritage Academies
	
Apex Academy
	National Heritage Academies
	
Autism Model School
	Independently Managed
	
Buckeye On-Line School for Success (BOSS)
	Independently Managed
	
Constellation Schools: Elyria Community
	Constellation Schools, LLC
	
Constellation Schools: Lorain Community Elementary
	Constellation Schools, LLC
	
Constellation Schools: Madison Community Elementary
	Constellation Schools, LLC
	
Constellation Schools: Old Brooklyn Community Elementary
	Constellation Schools, LLC
	
Constellation Schools: Parma Community
	Constellation Schools, LLC
	
Constellation Schools: Puritas Community Elementary
	Constellation Schools, LLC
	
Constellation Schools: Stockyard Community Elementary
	Constellation Schools, LLC
	
Constellation Schools: Westpark Community Elementary
	Constellation Schools, LLC
	
Emerson Academy
	National Heritage Academies
	
Heir Force Community School
	Independently Managed
	
Horizon Science Academy – Cincinnati
	Concept Schools
	
Horizon Science Academy – Cleveland
	Concept Schools
	
Horizon Science Academy – Cleveland Middle School
	Concept Schools
	
Horizon Science Academy – Columbus High School
	Concept Schools
	
Horizon Science Academy – Dayton
	Concept Schools
	
Horizon Science Academy – Denison Middle School
	Concept Schools
	
Horizon Science Academy – Springfield
	Concept Schools
	
Horizon Science Academy – Toledo
	Concept Schools
	
Lakeland Academy Community School
	Independently Managed
	
Menlo Park Academy
	Independently Managed
	
North Dayton School of Discovery
	National Heritage Academies
	
Orion Academy
	National Heritage Academies
	
Pathway School of Discovery
	National Heritage Academies
	
Pinnacle Academy
	National Heritage Academies
	
Summit Academy – Toledo
	Summit Academy Management
	
Summit Academy – Youngstown
	Summit Academy Management
	
Summit Academy Akron Elementary School
	Summit Academy Management
	
Summit Academy Akron Middle School
	Summit Academy Management
	
Summit Academy Community School – Cincinnati
	Summit Academy Management
	
Summit Academy Community School – Columbus
	Summit Academy Management
	
Summit Academy Community School – Dayton
	Summit Academy Management
	
Summit Academy Community School – Painesville
	Summit Academy Management
	
Summit Academy Community School – Parma
	Summit Academy Management
	
Summit Academy Community School – Warren
	Summit Academy Management
	
Summit Academy Community School for Alternative Learners – Canton
	Summit Academy Management
	
Summit Academy Community School for Alternative Learners – Lorain
	Summit Academy Management
	
Summit Academy Community School for Alternative Learners – Middletown
	Summit Academy Management
	
Summit Academy Community School for Alternative Learners – Xenia
	Summit Academy Management
	
Summit Academy Middle School – Columbus
	Summit Academy Management
	
Summit Academy School – Lorain
	Summit Academy Management
	
Summit Academy School for Alternative Learners – Warren Middle and Secondary
	Summit Academy Management
	
Summit Academy Secondary School - Akron
	Summit Academy Management
	
Summit Academy Secondary School – Canton
	Summit Academy Management
	
Summit Academy Secondary School – Middletown
	Summit Academy Management
	
Summit Academy Secondary School – Youngstown
	Summit Academy Management
	
Summit Academy Transition High School – Cincinnati
	Summit Academy Management
	
The Autism Academy of Learning
	Independently Managed
	
The Intergenerational School
	Independently Managed
	
Winterfield Venture Academy
	National Heritage Academies

Looking Forward to 2023-24
The ESCLEW strives to constantly improve its processes and develop itself as a high quality authorizer of charter schools, in line with national standards. At the beginning of the 2023-24 school year, the Community Schools Center conducted an extensive defined improvement process and re-evaluated the Principles and Standards as its foundation of sponsoring priorities, and developed a strategic plan.

3 Principles for Quality Charter School Sponsoring

Principle 1: Maintain High Standards

•	Sets high standards for approving school applicants. •	Maintains high standards for the schools it oversees.
•	Effectively cultivates quality schools that meet identified educational needs.
•	Oversees schools that, over time, meet the performance standards and targets on a range of measures and metrics set forth in their community school contracts.
•	Closes schools that fail to meet standards and targets set forth in law and by contract.

Principle 2: Uphold School Autonomy

•	Honors and preserves core autonomies crucial to school success including a) governing board independence; b) personnel; c) school vision and culture; d) instructional programming, design, and use of time; and e) budgeting.
•	Assumes responsibility, not for the success or failure of individual schools, but for holding schools accountable for their performance.
•	Minimizes administrative and compliance burdens on schools.
•	Focuses on holding schools accountable for outcomes rather than processes.

Principle 3: Protect Student and Public Interest

•	Makes the well-being and interests of students the fundamental value in informing all the ESCLEW’s actions and decisions.
•	Holds schools accountable for fulfilling fundamental public education obligations to all students, which includes providing a) nonselective, nondiscriminatory access to all eligible students; b) fair treatment in admissions and disciplinary actions for all students; and c) appropriate services for all students, including those with disabilities and English learners, in accordance with applicable law.
•	Holds schools accountable for fulfilling fundamental obligations to the public, which includes providing a) sound governance, management, and stewardship of public funds; and b) public information and operational transparency, in accordance with law.
•	 Ensures in its own work a) ethical conduct;b)focus onthemission of authorizing high-quality schools; c) clarity, consistency, and public transparency in sponsoring policies, practices, and decisions; d) effective and efficient public stewardship; and e) compliance with applicable laws and regulations.
•	Supports parents and students in being well informed about the quality education provided by community schools.

5 Standards for Quality Charter School Sponsoring

Standard 1: Agency Commitment & Capacity
As a quality sponsor, it is the goal of the ESCLEW to engage in sponsoring as a means to foster excellent schools that meet identified needs, clearly prioritize a commitment to excellence in education and in sponsoring practices, and create organizational structures, and commit human and financial resources necessary to conduct sponsoring duties effectively and efficiently.

Standard 2: Application Process & Decision-Making
As a quality sponsor, it is the goal of the ESCLEW to implement a comprehensive application process that includes clear application questions and guidance; follow fair, transparent procedures and rigorous criteria; and grant community school contracts only to applicants who demonstrate a strong capacity to establish and operate a quality community school.

Standard 3: Performance Contracting
As a quality sponsor, it is the goal of the ESCLEW to contract with community schools that articulate the rights and responsibilities of each party regarding school autonomy, funding, administration and oversight, outcomes, measures for evaluating success or failure, performance consequences, and other material terms. The contract is an essential document, separate from the community school application, that establishes the legally binding agreement and terms under which the school will operate and be held accountable. Performance goals include yearly and over-the-contract-term measures, specific to each sponsored school.

Standard 4: Oversight and Evaluation
As a quality sponsor, it is the goal of the ESCLEW to conduct contract oversight that competently evaluates performance and monitors compliance; ensure schools’ legally entitled autonomy; protect student rights; inform intervention, revocation, and renewal decisions; and provide annual public reports on school performance. For each sponsored school, the ESCLEW conducts monthly site visits and attends each board meeting, where performance and compliance are monitored, data is reviewed, collected, and reported, and proactive technical assistance is provided.

Standard 5: Revocation and Renewal Decision Making
As a quality sponsor, it is the goal of the ESCLEW to design and implement a transparent and rigorous process that uses comprehensive academic, financial, and operational performance data to make merit-based renewal decisions, and revoke sponsorship when necessary to protect student and public interests. The systematic renewal application process includes a written application with prescriptive requirements, including multiple sources of evidence, and rigorous criteria for approval.

Conclusion
This report is in response to the 2022-23 requirement of an annual report concerning the performance and compliance of the community schools authorized by the Educational Service Center of Lake Erie West. The schools that were in operation during this review period were a collection of diverse educational entities that include traditional campuses, an online school, and special education prevalent schools.

The internal analysis of the Community Schools Center’s portfolio found those sponsored by the ESCLEW are performing at a comparable level to that of similar traditional schools. The ESCLEW will continue to develop and define its internal accountability plan. It will also continue to adhere to all legal requirements of an authorizer, following the NACSA Principles & Standards for Quality School Authorizing.

ANNUAL PERFORMANCE REPORT Alliance Academy of Cincinnati

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	000139	

		Contract Term	 
	7 Years	 
	 Contract Start Date 
 	07/01/2018	
	 Contract End Date 
 	06/30/2025	
		Grades Served	
	K-8	
	
	Address	 
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 1712 Duck Creek Rd. Cincinnati, OH 45207 	
 Phone: (513) 751-5555	 Fax: (513) 751-5072	
 www.nhaschools.com/schools/Alliance-Academy-of-Cincinnati/en                                            
 Jenny White, Principal	

Tina Williams, Charlene Agyemang, Rylan Norris, Jacqueline Johnson-Wilkinson
	
	Working in partnership with parents and community, Alliance Academy of Cincinnati will offer a challenging, character-based education. By providing a strong curriculum and an atmosphere of high expectations, students can master basic skills and realize full academic potential in preparation for higher education and lifelong learning.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
		%	
		#	
	 	Grade	
		#	
	
 Female	
 Male	 

		52	
	48	
		247	
	225	
	 	K	
	1	
 	2	
	3	
	4	
 	5	
 	6	
	7	
	8	
	9	
	10	
	11	
	12	
		49	
	67	
	55	
	59	
	54	
 	54	
 	48	
	47	
	39	
	
	Race/Ethnicity	 
	 	%	
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	
 Hispanic	 
 Multiracial	 
 White, Non-Hispanic	
	 	0.8	
	0.2	
 	91.3	
 	4.9	
	0	
	2.8	
		4	
	1	
	431	
	23	
	0	
	13	
			
	Historically Underserved	
	 
		%	
	 
		#	

	
	472	
	
 Economically Disadvantaged	
 English Learner	
 Migrant	 
 Students with Disabilities	 
		78	
	0	
	0	
 	21	
		367	
	0	
	0	
	98	

		Total	

II. 2022–2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	NOT MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	NOT MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	N/A
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022–2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Alliance Academy of Cincinnati was in compliance with all applicable state and federal laws, rules, and regulations for the 2022–23 school year.

VII. Corrective Action Plan (CAP)
Alliance Academy of Cincinnati was not on a Corrective Action Plan (CAP) during the 2022–23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
The teachers and administration continually work together to provide an academically rigorous environment. This year has been exceptionally challenging for the school due to multiple staff illnesses, but between the teachers and administration, classes continued for students. The positive school environment didn’t come easily this year due to staff and student absences, transportation issues, and coming off a two-year pandemic shutdown. The teachers and administration have worked through their BLTs and TBTs to review, revise, and develop new programs to enhance curriculum and student achievement.

Areas for Improvement
	
The school may benefit from focusing on math instruction in its performance framework goals. Student transportation issues hindered overall student academic success and attendance.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Apex Academy

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	000560	

		Contract Term	 
	8 Years	 
	 Contract Start Date 
 	07/01/2020	
	 Contract End Date 
 	06/03/2028	
		Grades Served	
	K-8	
	
	Address	 
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 16005 Terrace Rd. East Cleveland, OH 44112	
 Phone: (216) 451-1725	 Fax: (216) 274-9364	
 https://www.nhaschools.com/schools/Apex-Academy/en                                                            
 Tony Verch	
National Heritage Academies
 Members: Deborah Howell, Faye Jones, Norman Henderson, Eva Szabo	
Apex Academy’s mission is to create educational opportunities for the students of East Cleveland to exceed in elementary education, high school, college and life by way of a strong commitment to skill and content development.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
	 	%	
		#	
	 	Grade	
		#	
	
 Female	
 Male	
	 	50.8	
	49.2	

		223	
	216	
	 	K	
	1	
	2	
 	3	
	4	
 	5	
	6	
	7	
 	8	
 	9	
	10	
	11	
	12	
		60	
	47	
	49	
	54	
	49	
	39	
	49	
	46	
 	46	
	
	Race/Ethnicity	 
	 
		%	
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	 
 Multiracial	
 White, Non-Hispanic	
	 	0.7	
	1.4	
 	95	
 	2.1	
	0	
 	0.9	
		3	
	3	
	417	
	9	
	3	
	4	
			
	Historically Underserved	
	 	%	
	 
		#	
			
 Economically Disadvantaged	 
 English Learner	 
 Migrant	
 Students with Disabilities	
	 	91	
	0.9	
	0	
	25	
		402	
	4	
	0	
	111	
			
				Total	
		439	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	NOT MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	NOT MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Not Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Apex Academy was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Apex Academy was placed on a Compliance Corrective Action Plan (CAP) during the 2022-23 school due to non-compliance in the previous school year and satisfied the terms of the CAP.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Apex Academy prioritizes academic excellence and ensures that its curriculum is designed to provide students with a strong foundation in various subjects. They also use data analysis tools to track student progress, identify areas of improvement, and adjust teaching methods accordingly. By emphasizing these strengths, Apex Academy provides an environment where students can thrive academically and develop critical thinking skills necessary for success in life. Another strength of Apex Academy is the support that they provide to their staff. Teachers who are passionate about their profession go above and beyond to ensure that their students receive quality education. Apex Academy and their management company provide professional development opportunities, data review days, and independent teacher coaching to ensure that they are supporting and continually developing teachers to have a positive impact on their students both academically and social-emotionally.

Areas for Improvement
	
Apex Academy currently has a strong PBIS program, social-emotional classes, as well as use of the CHAMPs behavior management plan in its classrooms. With the adoption of the Ohio law for K-3 suspensions, the school is encouraged to continue seeking out additional support for both its staff and students to ensure
compliance. This can be accomplished through professional development, restorative practices, parent and family involvement as well as individualized student
support. The school is also encouraged to continue monitoring its discipline data and making necessary changes to meet the needs of its students and the law.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Autism Model School

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview	
 School Information 	                                           
	
	IRN	
	134122	
		Contract Term	 
	13 Years	 

	 Contract Start Date 
	07/01/2012	
	  Contract End Date 
 	06/30/2025	
		Grades Served	
	K-23	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 3020 Tremainsville Rd. Toledo, OH 43613	                                                                                       
 Phone: (419) 897-4400	 Fax: (419) 897-4403	
 https://amstoledo.org/                                                                                                                                
 Joel Vidovic, Executive Director	
Bruce Weinberg, Pres; Toni Gerber, VP; James Rothschild, Secretary; Isaac Demarest,
 Treasurer; Board Members: Raj Parikh, Mark Greenblatt, Linell Weinberg, Lisa Marsalik 
The school, in partnership with parents and the community, will provide a nurturing environment, and develop the full potential of differently-abled students within the Autistic Spectrum Disorders using a multidisciplinary approach addressing individual needs.
We Believe:
•	 The only appropriate education is an effective education. Parental involvement and participation is crucial in a child’s development.
•	 Educational programs should be held accountable to produce outcomes that are socially valuable, functional, and acceptable.
•	 A working relationship between school and home is critical to the success of a child’s education.
•	 If the child cannot learn by the way that we teach, then we must teach in a way the child can learn.
•	Behavior in any form, is communication. •	Everyone belongs.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
	 	%	
	 
		#	
	  
		Grade	
		#	
	
 Female	
 Male	
		23	
	77	
		22	
	74	
		K	
 	1	
 	2	
	3	
 	4	
	5	
	6	
	7	
	8	
	9	
	10	
 	11	
		0	
	0	
 	0	
	3	
	5	
	4	
	4	
	17	
	11	
	6	
	7	
	7	
	
	Race/Ethnicity	
	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	 
 Hispanic	
 Multiracial	
 White, Non-Hispanic	 
		0	
	2.1	
 	25	
	8.3	
 	6.3	
	58.3	
		0	
	2	
	24	
	8	
	6	
	56	
			
	Historically Underserved	
		%	
	 
		#	
			
 Economically Disadvantaged	
 English Learner	 

		65	
	0	
		65	
	0	

 Migrant	
	 	0	
	100	
		0	
		12/13/23	
		15/7/10	
	
 Students with Disabilities	
			96	
		Total	
		96	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	N/A
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	NOT MET
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	N/A
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	N/A
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	N/A
	
Similar School #2
	
2022-2023
	N/A
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	N/A

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	MET

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Autism Model School failed to complete training on the public records and open meetings laws, as required by section 3314.037 of the Ohio Revised Code and Article II, Section 2.2 of the Sponsorship Contract and will be placed on a Corrective Action Plan for the 2023-24 school year.

VII. Corrective Action Plan (CAP)
Autism Model School was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
The leadership team at Autism Model School is knowledgeable, proactive, and organized. Monthly site visits were efficient and the information needed was always prepared and given promptly. They are striving to provide the best education for the students they serve.

The families at Autism Model School are highly satisfied with their child's education, as evident in the ESCLEW parent interviews. The Autism Model School’s board members are continually involved with all stakeholders to best support the school. The school does a great job reaching out to form community partnerships which helps provide students with various resources and opportunities.

Areas for Improvement
	
Although Autism Model School has a waitlist and would like to increase enrollment, they have not been able to fully increase student enrollment due to attrition.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Buckeye On-Line School for Success (BOSS)

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000417	
		Contract Term	 
	6 Years	

	 Contract Start Date 
	07/01/2018	

	 Contract End Date 
	06/03/2024	

		Grades Served	
	K-12	
	
	Address	
	Contact	
	Website	

Leadership
	
Governing
	Authority	

Mission Statement
	 119 E Fifth St. East Liverpool, OH 43920	
	
	 Phone: (330) 385-1987	
	 Fax: (330) 385-4535	
	
	 www.go2boss.com                                                                                                                                        
Don Thompson, Executive Director; Angela McGraw, Director of Special Education; Frank Mader, Jr/Sr High Principal; Madeline Baker, Principal K-5; Jeannette Bailey,
 Student Services Director	
Josh Martin, Linda Henderson, David Bickerton, Joe Shemasek, Rob O’Hara and Brett
 Green	
The Buckeye Online School for Success is dedicated to educating all students in its diverse population by offering academic choices to meet their individual needs. Our school is committed to preparing lifelong learners and productive citizens through collaboration with staff, families, and communities utilizing cutting-edge technology.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
	 	%	
		#	
	 	Grade	
		#	
	
 Female	
 Male	
	 	56	
	44	
		356	
	277	
	 	K	
	1	
 	2	
 	3	
	4	
 	5	
 	6	
	7	
 	8	
	9	
	10	
 	11	
	12	
		19	
	21	
	12	
	23	
	25	
	31	
	59	
	68	
	74	
	100	
	77	
	62	
	62	
	
	Race/Ethnicity	
	 	%	
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	 
	 	1	
	1	
 	10	
 	6	
	9	
 	73	

 

 
		4	
	7	
	65	
	40	
	56	
	461	
			
	Historically Underserved	
	 	%	
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	 
 Students with Disabilities	
		45	
 	0	
	0	
	24	

 
 
		285	
	1	
	0	
	153	

		Total	
		633	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	NOT MET
	
4-Yr. Graduation Rate
	
2022-2023
	MET
	
5-Yr. Graduation Rate
	
2022-2023
	MET
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	NOT MET
	
Promotion to Fourth Grade
	
2022-2023
	NOT MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	N/A
	
Grades 4-8
	
2022-2023
	N/A
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Not Met
	
5-Yr. Graduation Rate
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Met

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
3rd Grade Reading Guarantee
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Exceeded
	
Nationally Normed Assessment - Math
	
2021-2022
	Exceeded
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Exceeded
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Buckeye On-Line School for Success (BOSS) was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Buckeye On-Line School for Success (BOSS) was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary
Performance Summary

Areas of Strength
	
Communication and connection with families have increased, which directly impacted the overall level of involvement throughout the school year. Core instruction is becoming more rigorous as teachers align their instruction with the best practices shared in TBTs, Dyslexia Training, and one-on-one mentoring. BOSS made a change in the primary schedule this year to include a period for acceleration and remediation as needed. All K-3 teachers have completed the required 18-hour Dyslexia training this school year.

In grades K-5, diagnostic growth was demonstrated by a 73% improvement in Reading and a 68% improvement in Math. A goal that K-3 teachers were encouraged to use in their core instruction was 80% proficiency before going on to the next unit. This goal helped to keep lessons more rigorous and avoided "just moving on" at the end of a unit when it was practiced with fidelity.

In grades 6-12, The team took data collection to the next level this year. They moved on from simply reviewing the data to taking action steps to help improve student performance. Much of this success is a result of the data specialists (instructional coaches/lead teachers) being able to do much of the front-end work of organizing and interpreting data. They have been promoting student-centered learning for grades 6-12 and have historically struggled to get any type of consistency or longevity of the practice. Finally, it seems that resources and ODE initiatives have caught up to their needs to provide a more student-centered and rigorous learning environment to improve engagement. A handful of teachers have been practicing a student-led educational approach that includes personalized instruction and UDL. This is a complete transformation in pedagogy.

The BOSS Hall of Fame was fully implemented in K-5 this year; last year was a pilot year in its developmental stage. The Hall of Fame is a "homegrown" tool that they have made to acknowledge students' mastery of foundational skills. Each grade level has certain "badges" the students can earn as they master the various benchmarks; 975 badges were earned this year. In the BOSS PBIS program, in its third year of implementation, all teachers have school-wide PBIS goals in classrooms and 95% have issued PBIS bravos. BOSS earned special recognition for the growth and success of their PBIS program through SST5. Students created two short videos that explain what their school expectations are and how students are rewarded or acknowledged.

Teachers have been challenged to rise as leaders among their peers. This shift to shared leadership has been the largest influence on the shift in culture within the school. Most initiatives are now teacher-created, and because of that, gain more traction and lead to improved results. Much of the school’s advancements this year are a direct result of the transformation of the school community and culture.

Performance Summary

Areas for Improvement
	
K-5 is targeting improvement in math scores across the board on both i-Ready and State Tests, and to improve writing instruction. They plan to revamp the TBT format to have greater focus and incorporate regular "mini" PD sessions (1x per quarter). Grades 6-12 are targeting improvement in grades 6-8 OST and 9-12 EOC scores through personalized math and reading instruction for 9-12 (23-24 for the rollout of IXL) and daily student engagement.

The BOSS PBIS program area of improvement is to continue to refine data collection and identification of students who need Tier 2 and Tier 3 PBIS Interventions along with greater fidelity on follow-up with students who need tiered intervention.

Areas of targeted improvement for the BOSS Special Education Department include competency in Algebra 1 scores in high school, RTI, and Transition Plans. Some additional targeted areas of improvement include the following:
increase Graduation Rate for students with disabilities, decrease Drop-Out Rate for students with disabilities, use IXL to increase student ability levels in grades 9-12, continue using i-Ready to increase student ability levels in grades K-6, and train all intervention specialists for the new Dyslexia Laws (18 hours - PD).
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Constellation Schools: Elyria Community

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	132969	

		Contract Term	 
	8 Years	 
	 Contract Start Date 
 	07/01/2019	
	 Contract End Date 
 	06/30/2027	
		Grades Served	
	K-8	

Address
	300 N Abbe Rd. Elyria OH 44035; and
 336 S Logan St. Elyria, OH 44035 (annex)	                                                                                       
 Phone: (440) 366-5225	  Fax: (440) 366-6280	
 https://constellationschools.com/locations/elyria/                                                                           
 Brian Belmont, Principal	

Jerry Bednar, Bert Butts, John Noga, Leo Tischer, Michele Norman
	
	Contact	
	Website	
	Leadership	
Governing
	Authority	

Mission Statement
		
	Constellation Schools provides every child an opportunity to obtain an excellent education built on a foundation of character education for lifelong success.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
	 	%	
		#	
	 	Grade	
		#	
	
 Female	
 Male	
	 	53	
	47	

		213	
	188	
	 	K	
	1	
	2	
 	3	
	4	
 	5	
	6	
	7	
 	8	
 	9	
	10	
	11	
 	12	
		63	
	48	
	51	
	33	
	34	
	54	
	48	
	43	
 	27	
	
	Race/Ethnicity	 
	 
		%	
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	
		1	
	2	
 	20	
 	15	
	12	
 	50	
		2	
	4	
	83	
	63	
	45	
	204	
			
	Historically Underserved	
	 	%	
	 
		#	
			
 Economically Disadvantaged	 
 English Learner	 
 Migrant	
 Students with Disabilities	
	 	53	
	1	
	0	
	12	
		213	
	2	
	0	
	47	
			
				Total	
		401	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	NOT MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	NOT MET
	
Grades 4-8
	
2022-2023
	NOT MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance	 

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Not Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Constellation Schools: Elyria Community with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Constellation Schools: Elyria Community was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
The school principal, Mr. Belmont, has a thorough understanding of the needs of his school and created a plan to provide support to the teachers and the students to increase their academic gains. He spent time analyzing the school’s data to make determinations within the building. After recognizing that students were struggling with writing multi-paragraph essays, he made it a top priority across all grade levels and provided ongoing support and monitoring to ensure that students were receiving high-quality writing instruction. By prioritizing writing, Mr. Belmont has helped to prepare students for success on the Ohio State Tests and has set them on a path toward academic success.

Areas for Improvement
	
Constellation Schools: Elyria Community has recently opened student enrollment to allow students to enroll throughout the year. Many of the students who have enrolled late in the year are coming off of expulsions and suspensions from their previous school which has disrupted the learning environment. The school can benefit from creating a transition plan for students who enroll late in the year to help the new students become acclimated to their new learning environment and to understand the rules and procedures of the school. By doing this, they can strengthen the social and emotional skills of the new students enrolling in the building.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Constellation Schools: Lorain Community Elementary

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	132951	

		Contract Term	 
	13 Years	 
	 Contract Start Date 
	07/01/2012	
	 Contract End Date 
 	06/30/2025	
		Grades Served	
	K-4	
	
	Address	 
	Contact	
	Website	 

Leadership
	 1110 W Fourth St. Lorain, OH 44052	                                                                                       
 Phone: (440) 202-2130	 Fax: (440) 202-2134	
 https://constellationschools.com/locations/lorain/                                                                           
Zack Kantouos, Principal
 Sarah Marsden, Assistant Principal	

John Noga, Jerry Bednar, Bert Butts, Michele Norman and Leo Tischer
	
Governing
	Authority	

Mission Statement
		
	To provide every child an opportunity to obtain an excellent education built on a foundation of character education for lifelong success.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
	 	%	
		#	
		Grade	
		#	
	
 Female	
 Male	 
		52	
	48	

		71	
	65	

 

  

 

 
 
		K	
	1	
	2	
	3	
	4	
	5	
	6	
	7	
	8	
	9	
	10	
	11	
	12	
		33	
	24	
	16	
	31	
	32	
	
	Race/Ethnicity	
		%	
		#	
				
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	

  

  
		0	
	0	
	25	
	39	
	10	
	26	
		0	
	0	
	34	
	53	
	14	
	35	

	
	136	
	
	Historically Underserved	
	 	%	
	 
		#	
				
 Economically Disadvantaged	 
 English Learner	 
 Migrant	 
 Students with Disabilities	
		100	
 	10	
	0	
	13	
		136	
	14	
	0	
	18	
				
				Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	NOT MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	NOT MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	NOT MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	NOT MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	NOT MET
	
Grades 4-8
	
2022-2023
	NOT MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Not Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Constellation Schools: Lorain Community Elementary was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Constellation Schools: Lorain Community Elementary was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Constellation Schools: Lorain Community Elementary has undergone significant changes this year with a new administrative team and many new teachers. Despite these challenges, Mr. Kantouros, the building principal, has demonstrated strong leadership by identifying the most pressing needs and creating an implementation plan. One of his top priorities was to establish a PBIS system in the school. Mr. Kantouros spent the year developing and rolling out the first tier of the PBIS system. Through this, they have had a decrease in office referrals and a more positive school culture.

Areas for Improvement
	
Constellation Schools: Lorain Community Elementary has made great strides in improving the school culture through the implementation of its Tier 1 PBIS system. To sustain its progress, the school can benefit from providing formal training for both administrators and teachers on what a Tier 2 PBIS system looks like. This will help them to continue to decrease the number of office referrals and suspensions, which will lead to an even more positive school culture. By prioritizing the implementation of a Tier 2 PBIS plan, the school can strengthen the social and emotional skills of its students, further improve the school climate, and promote a culture of respect and responsibility.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Constellation Schools: Madison Community Elementary

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	000319	

		Contract Term	 
	6 Years	 
	 Contract Start Date 
 	07/01/2018	
	 Contract End Date 
 	06/30/2024	
		Grades Served	
	K-8	
	
	Address	 
	Contact	
	Website	 

Leadership
	 2015 W 95th St. Cleveland, OH 44102	                                                                                       
 Phone: (216) 651-5212	 Fax: (216) 651-9040	
 https://constellationschools.com/locations/madison/                                                                      
Yolanda Rodriguez, Principal
 Cesar Cuevas, Dean	

Thomas Bonner, Charles Ledger, Donna Stelter, Bogusia Chmielewski, Rodney Spencer
	
Governing
	Authority	

Mission Statement
		
	Constellation Schools provides every child an opportunity to obtain an excellent education built on a foundation of character education for lifelong success.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
	 	%	
		#	
	 	Grade	
		#	
	
 Female	
 Male	
	 	58	
	41	

		118	
	84	
	 	K	
	1	
	2	
 	3	
	4	
 	5	
	6	
	7	
 	8	
 	9	
	10	
	11	
 	12	
		22	
	26	
	20	
	23	
	20	
	19	
	28	
	27	
 	17	
	
	Race/Ethnicity	 
	 
		%	
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	
		0	
	0	
 	27	
 	43	
	7	
 	20	
		1	
	1	
	56	
	88	
	15	
	41	
			
	Historically Underserved	
	 	%	
	 
		#	
			
 Economically Disadvantaged	 
 English Learner	 
 Migrant	
 Students with Disabilities	
	 	100	
	27	
	0	
	15	
		202	
	54	
	0	
	30	
			
				Total	
		202	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	NOT MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	NOT MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	NOT MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	NOT MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	NOT MET
	
Math
	
2022-2023
	NOT MET
	
Improving K-3 Literacy
	
2022-2023
	NOT MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Not Met
	
Nationally Normed Assessment – Math
	
2021-2022
	Not Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Not Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Similar School #2
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Constellation Schools: Madison Community Elementary was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Constellation Schools: Madison Community Elementary was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Constellation Schools: Madison Community Elementary has shown a strong emphasis on using data to drive instruction this year. The school has set high expectations for teachers and is encouraging them to reflect on their current teaching practices to help students achieve success. Teachers are being asked to carefully analyze student data and take action to support students who may be struggling. This push to prioritize
data-driven instruction demonstrates a deep commitment to academic excellence and a willingness to take a proactive approach to helping students succeed.

Areas for Improvement
	
One area where the school can improve is by taking a more focused approach when introducing new initiatives. With many new initiatives happening at once, it can be challenging for teachers to keep up with everything, which can lead to confusion and feeling overwhelmed. By prioritizing the implementation of new initiatives the school can provide the necessary support and resources for teachers to implement them effectively. By doing so, the school can ensure that new initiatives are introduced efficiently and with the necessary resources and support to help staff feel comfortable and confident with the changes.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Constellation Schools: Old Brooklyn Community Elementary

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	134098	

		Contract Term	 
	13 Years	
	 Contract Start Date 
	07/01/2012	
	 Contract End Date 
 	06/30/2025	
		Grades Served	
	K-4	
	
	Address	 
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 4430 State Rd. Clevela
 Phone: (216) 661-7888
 https://constellationsc
 Cherie Kaiser, Principa

Jerry Bednar, Bert Butt
	nd, OH 44109	                                                                                       
	 Fax: (216) 661-5975	
hools.com/locations/old-brooklyn-community/                                       
l	

s, John Noga, Leo Tischer, Michele Norman
	
	Constellation Schools provides every child an opportunity to obtain an excellent education built on a foundation of character education for lifelong success.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
	 	%	
	 
		#	
	 
		Grade	
		#	
	
 Female	 
 Male	 
		49	
 	51	
		127	
	132	
		K	
 	1	
 	2	
	3	
 	4	
	5	
	6	
 	7	
 	8	
	9	
	10	
	11	
	12	
		46	
	53	
	45	
	52	
	63	
	
	Race/Ethnicity	
	 	%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	
		0	
	0	
 	15	
	33	
 	15	
	37	
		0	
	0	
	39	
	85	
	40	
	95	

	
 	259	
	
	Historically Underserved	 
	 
		%	
	 
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	
		
	0	
	0	
 	14	
				
			0	
	0	
	36	
			
			 	Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	NOT MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	NOT MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	NOT MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Not Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Not Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	N/A
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
Met
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Constellation Schools: Old Brooklyn Community Elementary was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Constellation Schools: Old Brooklyn Community Elementary was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Constellation Schools: Old Brooklyn Community Elementary has a strong school culture that is rooted in the school's effective implementation of Tier 1 PBIS. This approach is embraced by all staff and is evidenced by the positive behavior and interactions among students and staff throughout the school. The school's principal is highly engaged with the students and knows each one by name, which creates a welcoming and supportive environment for all students. These factors combine to create a school culture that is safe, positive, and nurturing for all members of the school community.

Areas for Improvement
	
Constellation Schools: Old Brooklyn Community Elementary has demonstrated a commitment to using data to inform instruction and support struggling students, utilizing TBT meetings and intervention time in ELA and math. However, an area for improvement is in differentiating instruction in the classroom to meet the needs of all students. Some teachers may be hesitant to teach to the rigor of the standards and instead opt to teach to the lowest-performing students, potentially limiting opportunities for higher-performing students to reach their full potential. By providing additional support and professional development in this area, the school can help teachers develop strategies to challenge all students while still providing the necessary support for struggling students. This approach will ensure that all students receive an education that is tailored to their needs and abilities, helping them to succeed academically and reach their full potential.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Constellation Schools: Parma Community

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	133256	

		Contract Term	 
	7 Years	 
	 Contract Start Date 
	07/01/2019	
	 Contract End Date 
 	06/30/2026	
		Grades Served	
	K-12	

Address
	7667 Day Dr. 1st Fl Parma, OH 44129; 5983 W 54th St. Parma, OH 44129 (annex);
6125 Pearl Rd. Parma Heights, OH 44134 (annex); and
 3421 Snow Rd. Parma, OH 44134 (annex)	                                                                                       
 Phone: (440) 887-0319	 Fax: (440) 845-2834	
 https://constellationschools.com/locations/parma/                                                                          
Sarah O’Bryan, Superintendent of Schools
 Bob Klinar, Principal	

Jerry Bednar, Bert Butts, John Noga, Leo Tischer, Michelle Norman
	
	Contact	
	Website	

Leadership
		
Governing
	Authority	

Mission Statement
		
	Our learning community is characterized by high expectations, academic excellence and as a result is “The Right Choice for Parents and a Real Chance for Children!”
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
		%	
	 
		#	
	 
		Grade	
		#	
	
 Female	 
 Male	 

		49.60	
	50.40	
		579	
	590	
		K	
 	1	
	2	
	3	
 	4	
	5	
	6	
 	7	
	8	
	9	
 	10	
	11	
	12	
		93	
	91	
	70	
	110	
	97	
	81	
	83	
	94	
	75	
	139	
	87	
	69	
	80	
	
	Race/Ethnicity	
	 	%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	 
		0.30	
 	1.70	
 	8.10	
	18	
	6.70	
 	65.10	
		3	
	20	
	95	
	211	
	78	
	761	
			
	Historically Underserved	
		%	
	 
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	 
		51.60	
	10.90	
	0.80	
	14.20	
		603	
	128	
	9	
	166	
			
			 	Total	
		1169	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	NOT MET
	
4-Yr. Graduation Rate
	
2022-2023
	MET
	
5-Yr. Graduation Rate
	
2022-2023
	MET
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	NOT MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	NOT MET
	
Promotion to Fourth Grade
	
2022-2023
	NOT MET
	
Improving K-3 Literacy
	
2022-2023
	NOT MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	NOT MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	NOT MET

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Not Met
	
5-Yr. Graduation Rate
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Not Met
	
Nationally Normed Assessment – Math
	
2021-2022
	Not Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Constellation Schools: Parma Community was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Constellation Schools: Parma Community was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Constellation Schools: Parma Community has a strong PBIS system in place across all buildings which has contributed to its success in creating a positive and supportive learning environment. The framework is implemented with fidelity across all buildings and has created a culture of positive behavior. The school continuously celebrates positive student behaviors which creates a sense of community and shared responsibility among students and staff.

Areas for Improvement
	
An area of improvement for Constellation Schools: Parma Community is the need for greater collaboration and cohesion across all of its buildings. While each building within the school is unique, there is an opportunity for all buildings to work together more closely to analyze and discuss their school data. By doing so, the buildings can identify common areas of need, share best practices, and work collaboratively to develop solutions that benefit all students across all Constellation Parma schools. By fostering greater collaboration and cohesion across all of its buildings, they can better support the needs of their students and staff and continue to provide high-quality education for all.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Constellation Schools: Puritas Community Elementary

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	143479	

		Contract Term	 
	13 Years	 
	 Contract Start Date 
	07/01/2012	
	 Contract End Date 
 	06/30/2025	
		Grades Served	
	K-4	

Address
	17720 Puritas Ave., Cleveland OH 44135; and
 4427 Rocky River Dr. Cleveland, OH 44135 (annex)	
 Phone: (216) 688-0680	 Fax: (216) 688-0609	
 https://constellationschools.com/locations/puritas/                                                                         
 Victoria Marshall	

Thomas Bonner, Charles Ledger, Donna Stelter, Bogusia Chmielewski, Rodney Spencer
	
	Contact	
	Website	
	Leadership	
Governing
	Authority	

Mission Statement
		
	Constellation Schools provides every child an opportunity to obtain an excellent education built on a foundation of character education for lifelong success.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
	 	%	
		#	
		Grade	
		#	
	
 Female	
 Male	 
		51	
	49	

		80	
	76	

 

  

 

 
 
		K	
	1	
	2	
	3	
	4	
	5	
	6	
	7	
	8	
	9	
	10	
	11	
	12	
		25	
	44	
	25	
	36	
	26	
	
	Race/Ethnicity	
		%	
		#	
				
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	

  

  
		0	
	6.41	
	30.13	
	32.69	
	11.54	
	19.23	
		0	
	10	
	47	
	51	
	18	
	30	

	
	156	
	
	Historically Underserved	
	 	%	
	 
		#	
				
 Economically Disadvantaged	 
 English Learner	 
 Migrant	 
 Students with Disabilities	
		99.95	
 	25.64	
	0.64	
	8.97	
		153	
	37	
	1	
	14	
				
				Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	NOT MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	NOT MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance	 

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Not Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Constellation Schools: Puritas Community Elementary was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Constellation Schools: Puritas Community Elementary was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Constellation Schools: Puritas Community Elementary excels in several areas, including using data to drive instruction and encouraging the teachers to track student progress through regular TBT and RtI meetings. The school's teachers are actively engaged in monitoring student progress, which allows them to tailor their instruction to meet the needs of each student.

Areas for Improvement
	
While Constellation Schools: Puritas Elementary has been making strides in analyzing and tracking student progress, there is an opportunity for the school to focus on enhancing math instruction, specifically in the area of basic facts and foundational concepts. By prioritizing this, the school can ensure that students have a strong foundation in mathematical concepts that will support their future academic success.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Constellation Schools: Stockyard Community Elementary

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	143487	

		Contract Term	 
	5 Years	 
	 Contract Start Date 
	07/01/2020	
	 Contract End Date 
 	06/30/2025	
		Grades Served	
	K-6	
	
	Address	 
	Contact	
	Website	
	Leadership	
Governing
	Authority	

Mission Statement
	3200 W 65th St. Cleveland, OH 44102
	
	 Phone: (216) 651-5143	
	 Fax: (216) 651-9515	
	
	 https://constellationschools.com/locations/stockyard/                                                                    
 Stephanie Eafford	

Thomas Bonner, Charles Ledger, Donna Stelter, Bogusia Chmielewski, Rodney Spencer
	
	Constellation Schools provides every child an opportunity to obtain an excellent education
 built on a foundation of character education for life long success.	
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
	 	%	
		#	
		Grade	
		#	
	
 Female	 
 Male	
		45	
	55	

		64	
	77	

 

  

  

  
 
		K	
	1	
	2	
	3	
	4	
	5	
	6	
	7	
	8	
	9	
	10	
	11	
	12	
		20	
	19	
	16	
	27	
	15	
	18	
	26	
	
	Race/Ethnicity	
	 
		%	
		#	
				
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	 
 White, Non-Hispanic	 
		0	
	0	
	12	
	59	
 	4	
 	25	
		0	
	0	
	18	
	83	
	5	
	35	

	
 	141	
	
	Historically Underserved	 
		%	
	 
		#	
				
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	
		100	
	14	
	0	
	9	
		141	
	20	
	0	
	13	
				
			 	Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	NOT MET
	
Improving K-3 Literacy
	
2022-2023
	NOT MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Not Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Constellation School: Stockyard Community Elementary was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Constellation School: Stockyard Community Elementary was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Constellation Schools: Stockyard Community Elementary has a strong building culture. The teachers and the building leader work together to help students understand the expectations of the building. There is a shared sense of belonging, purpose, and a desire for the vision of the school to be fulfilled. They utilize many strategies such as common expectations and respectful redirection to keep students in the classroom rather than sending them to the office or suspending them.

Areas for Improvement
	
Constellation Schools: Stockyard Community Elementary has faced challenges this year in finding enough qualified teachers to staff the building, leading to the need to contract out with agencies to find substitute teachers. While these substitutes have been doing their best to provide instruction, the school recognizes that this has resulted in some inconsistency in the quality of instruction in some classrooms. Looking ahead to next year, the school could benefit from developing a plan to support substitute teachers, such as a mentoring program, to improve their classroom management and pedagogical skills. This would help to ensure that all students have access to high-quality instruction, even when regular teachers are unavailable.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Constellation Schools: Westpark Community Elementary

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	132993	

		Contract Term	 
	13 Years	 
	 Contract Start Date 
	07/01/2012	
	 Contract End Date 
 	06/30/2025	
		Grades Served	
	K-4	
	
	Address	 
	Contact	
	Website	 

Leadership
	 16210 Lorain Ave. Cleveland, OH 44411	                                                                                       
 Phone: (216) 688-0271	 Fax: (216) 688-0273	
 https://constellationschools.com/locations/westpark/                                                                     
Jason Wilson – Principal
 Deborah Rotolo – Executive Principal	

Thomas Bonner, Charles Ledger, Donna Stelter, Bogusia Chmielewski, Rodney Spencer
	
Governing
	Authority	

Mission Statement
		
	Constellation Schools provides every child an opportunity to obtain an excellent education built on a foundation of character education for lifelong success.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
	 	%	
		#	
		Grade	
		#	
	
 Female	
 Male	 
		51	
	49	

		115	
	109	

 

  

 

 
 
		K	
	1	
	2	
	3	
	4	
	5	
	6	
	7	
	8	
	9	
	10	
	11	
	12	
		39	
	57	
	39	
	47	
	42	
	
	Race/Ethnicity	
		%	
		#	
				
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	

  

  
		0.4	
	1.8	
	16.5	
	32.5	
	10.7	
	37.9	
		1	
	4	
	37	
	73	
	24	
	85	

	
	224	
	
	Historically Underserved	
	 	%	
	 
		#	
				
 Economically Disadvantaged	 
 English Learner	 
 Migrant	 
 Students with Disabilities	
		61	
 	0	
	0	
	15	
		136	
	0	
	0	
	34	
				
				Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	NOT MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Constellation Schools: Westpark Community Elementary was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Constellation Schools: Westpark Community Elementary was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Constellation Schools: Westpark Community Elementary has shown strength in its ability to identify and utilize the strengths of its teachers. The school's principal places great value on the unique skill sets and experiences that each teacher brings to the table, and works diligently to identify and develop these strengths. This approach not only helps teachers feel valued and supported but also results in a more effective and cohesive staff. Additionally, the school has a strong staff culture where collaboration, communication, and teamwork are highly valued.

Areas for Improvement
	
Constellation Schools: Westpark Community Elementary has a well-established reputation for having a strong school climate and culture, largely attributed to the experience and dedication of its veteran staff. However, with the arrival of new teachers and students, the school can benefit from reintroducing PBIS to all teachers and students at the beginning of the academic year. This can include professional development workshops for teachers, as well as orientation sessions for new students and their families. By reinforcing the school's PBIS approach, the school can continue to provide a safe, supportive, and engaging learning environment for all students and staff.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Emerson Academy

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	000577	

		Contract Term	 
	5 Years	
	 Contract Start Date 
	07/01/2020	
	 Contract End Date 
 	06/30/2025	
		Grades Served	
	K-8	
	
	Address	 
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 501 Hickory St. Dayto
 Phone: (937) 223-2889
 https://www.nhaschoo
 Ariane Johnson	
Donna Hess, Peter Cin
 Aldridge	
Emerson Academy is com way of a strong curriculu
	n, OH 45410	                                                                                       
	 Fax: (937) 660-6386	
ls.com/schools/Emerson-Academy/en                                                      
	
dric, Bruce LaForse, Keturah Bailey, Julie Thompson, Sheri
	
mitted to providing the best possible education to the children of Dayton by m, dedicated teachers and involved community.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
	 	%	
	 
		#	
	 
		Grade	
		#	
	
 Female	 
 Male	 
		49.50	
 	50.50	
		302	
	308	
		K	
 	1	
	2	
	3	
	4	
 	5	
	6	
 	7	
 	8	
	9	
	10	
 	11	
	12	
		75	
	63	
	59	
	65	
	72	
	58	
	69	
	81	
 	68	
	
	Race/Ethnicity	
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	 
 White, Non-Hispanic	 

 

  
		0.50	
	0.30	
	68	
	4.80	
	0.20	
	26.20	
		3	
	2	
	415	
	29	
	1	
	160	
			
	Historically Underserved	 
		%	
	 
		#	

	
 	610	
	
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	
		87.20	
	1.50	
	0.20	
	19	
		532	
	9	
	1	
	115	
			
			 	Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	NOT MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	NOT MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance	 

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Emerson Academy was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Emerson Academy was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	During the 2022-23 school year, Emerson Academy demonstrated several areas of strength. Student attendance was an ongoing focus for the administration team. Mrs. Johnson and her team implemented several proactive strategies and incentives for students and parents to help promote consistent attendance. Their efforts resulted in a daily attendance rate of around 90%, and the chronic absenteeism rate is significantly lower as compared to the previous school year.

Likewise, the administration team and staff effectively implemented a PBIS framework in grades 4 through 8. Building-wide expectations were upheld and alternatives to out-of-school suspension were utilized. These actions resulted in the reduction of out-of-school suspensions in grades 4-8 by 50% and grades K-3 by 54%.

During the 2022-23 school year, data analysis continued to be a focus. The administration and staff regularly engaged in data analysis discussions, identified students in need of additional support, and discussed how to respond to student needs in the classroom. This intentionality contributed to 75% of academic goals measured by NWEA and AIMSweb assessments.

Areas for Improvement
	Emerson Academy demonstrated some areas for growth that may contribute to overall continuous improvement. As a first-year principal, Mrs. Johnson maintained many of the processes and procedures already in place at the school. Throughout the year, she began to make some shifts in practice based on her vision. Moving into the next school year, she is encouraged to keep a strong focus on the school and staff culture to better align practices and strategies to her vision for the school. With that in mind, it will be important for Mrs. Johnson to establish clear roles and responsibilities for administrators and staff and uphold those expectations consistently.

While student discipline saw a large decrease in all grades, student discipline practices in kindergarten through third grade continued to pose challenges. Although the overall number of out-of-school suspensions decreased from the previous year, the frequency of suspension in grades K – 3 was high. In preparation for the next school year, the administration team is encouraged to reflect on the implementation of the PBIS framework in grades K – 3, specifically creating alternatives to out-of-school suspensions. It will be critical to analyze behavior data, identify trends, align professional development to needs, and plan specific action steps to reduce behavior incidences. Additionally, the administration team is encouraged to discuss how they will uphold staff expectations, identify teachers in need of coaching, provide ongoing support, and monitor staff progress. PBIS strategies must be implemented effectively and with fidelity to eliminate out-of-school suspensions in grades K – 3.

During the 2022-23 school year, the administration team set up effective structures for analyzing and responding to data. Moving into next year, they are encouraged to consider how to uphold expectations for response to data, as well as coach teachers in the effective and consistent implementation of intervention practices in the classroom.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Heir Force Community School

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	000613	

		Contract Term	 
	6 Years	 
	 Contract Start Date 
	07/01/2020	
	 Contract End Date 
 	06/30/2026	
		Grades Served	
	K-8	

Address
	150 W Grand Ave. Lima, OH 45801; and
 2000 N Cole St. Lima, OH 45801 (annex)	                                                                                       
 Phone: (419) 228-9241	 Fax: (419) 228-1555	
 https://heirforcecs.com/                                                                                                                             
 Willie Heggins, PhD, Executive Director	
Tara Sheperd, Everett “Butch” Kirk, Elaine Luchini, Dr. Derry Glenn and Dr. Wilfred
 Ellis	
The mission of Heir Force Community School is to provide ability-centered education that prepares children to excel academically and socially. This mission will be accomplished through a strong educational program based on a structured curriculum supported by discipline and mutual respect. The commitment of the family, school, and community will be utilized to achieve these goals and empower students to succeed.
	
	Contact	
	Website	
	Leadership	
Governing
	Authority	

Mission Statement
		
	Student Demographics	                               
	 	Enrollment	
	
	Gender	
	 	%	
	 
		#	
	 	Grade	
		#	
	
 Female	
 Male	 
		48.9	
	51.1	
		114	
	119	
		K	
 	1	
 	2	
	3	
 	4	
 	5	
	6	
 	7	
	8	
	9	
	10	
	11	
	12	
		26	
	31	
	23	
	22	
	34	
	28	
	28	
	22	
	19	
	
	Race/Ethnicity	
	 	%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	
		0	
 	1.3	
 	53.2	
	1.7	
 	23.2	
 	20.6	
		0	
	3	
	124	
	4	
	54	
	48	
			
	Historically Underserved	
		%	
	 
		#	

	
	233	
	
 Economically Disadvantaged	
 English Learner	 
 Migrant	
 Students with Disabilities	
	 	100	
	0	
	0	
	14.6	
		233	
	0	
	0	
	34	

		Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	NOT MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	NOT MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	NOT MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	NOT MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Heir Force Community School was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Heir Force Community School was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Heir Force Community School has a strong school leader and administration team. The school does a great job reaching out to community members and organizations which helps provide students with various opportunities, exposure, and levels of support. Monthly site visits were efficient and the information needed was always prepared and given in a timely manner.

The improvement of academics is an ongoing focus for the leadership team. They utilized the data from testing to drive lesson planning and instruction. In addition, they have implemented a school-wide vocabulary initiative with a focus on testing words that have helped prepare students for state testing.

Areas for Improvement
	
Although Heir Force Community School implements a school-wide intervention time, they can continue to work on utilizing differentiated tiered intervention. Professional development, teacher coaching and monitoring will be integral to the success of this initiative.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Horizon Science Academy – Cincinnati

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	000804	

		Contract Term	 
	5 Years	
	 Contract Start Date 
	07/01/2019	
	 Contract End Date 
 	06/30/2024	
		Grades Served	
	K-8	
	
	Address	 
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 1055 Laidlaw Ave. Cin
 Phone: (513) 242-0099
 www.horizoncincy.org
 Abdurrahman Akkurek

Dr. Savas Kaya, Ayseg
	cinnati, OH 45237	                                                                                       
	 Fax: (513) 275-4597	
                                                                                                                                 
- Principal	

ul King, Ziya Kara, Davit Ditmars, Zekeria Karatas
	
	We foster an environment of inquiry and a love of learning, so students are prepared to thrive in STEM-focused high school, college, and the world.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
	 	%	
	 
		#	
	 
		Grade	
		#	
	
 Female	 
 Male	 
		44.31	
 	55.69	
		74	
	93	
		K	
 	1	
	2	
	3	
	4	
 	5	
	6	
 	7	
 	8	
	9	
	10	
 	11	
	12	
		12	
	14	
	15	
	13	
	13	
	21	
	26	
	34	
 	19	
	
	Race/Ethnicity	
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	 
 White, Non-Hispanic	 

 

  
		0.6	
	0.6	
	88.02	
	1.20	
	9.58	
	0	
		1	
	1	
	147	
	2	
	16	
	0	
			
	Historically Underserved	 
		%	
	 
		#	

	
 	167	
	
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	
		100	
	0.6	
	0	
	21.56	
		167	
	1	
	0	
	36	
			
			 	Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Early Literacy
	
Early Literacy Component
	
2022-2023
	N/A
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	N/A
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Horizon Science Academy – Cincinnati was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Horizon Science Academy – Cincinnati was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Mr. Akkurek, the principal, has consistently involved the teaching staff in the everyday operations of the school. He also works with the BLTs and TBTs to review, revise, or develop academic programs to enhance the curriculum or academic standards of the school. The teachers and administration have had to work closely together to provide daily instruction for absent teachers this year.

Areas for Improvement
	
The school is still experiencing student academic deficiencies due to the COVID-19 pandemic. As a result of the two-year pause in in-person learning, the school is lagging in student achievement in some areas. The teachers and administration have been working with the students and their parents to bring the students up to where they should be academically. Progress is being made and various assessment scores verify their progress.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Horizon Science Academy – Cleveland

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	133629	
	 
		Contract Term	 
	13 Years	

	 Contract Start Date 
	07/01/2012	
	  Contract End Date 
 	06/30/2025	
	 
		Grades Served	
	9-12	

					 
		
	Address	
	Contact	
	Website	
	Leadership	
Governing
	Authority	

Mission Statement
	 6000 S Marginal Rd. Cleveland, OH 44103	                                                                                       
 Phone: (216) 432-3660	 Fax: (216) 432-3670	
 http://www.hsas.org/                                                                                                                                 
 Aydin Kara - Principal	

Donald Malloy, Mustafa Arslan, Robert Hasan, Abdullah Kayretli and Marie Bonila
	
	We prepare students to succeed in college and the world by offering high-quality, college-prep, STEM education.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	 
		%	
	 
		#	
	 
		Grade	
		#	

	
	
 Female	
 Male	 
	 	46.40	
	43	
		135	
	135	
		K	
	1	
	2	
	3	
	4	
	5	
 	6	
 	7	
	8	
 	9	
	10	
	11	
	12	
		
	Race/Ethnicity	 
		%	
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	 
 White, Non-Hispanic	
		1.10	
	0	
	89.60	
	2.95	
	3.70	
	2.60	
		3	
	0	
	243	
	8	
	10	
	7	
			
	Historically Underserved	 
	 	%	
		#	
			88	
	85	
	47	
	50	
	
 Economically Disadvantaged	 
 English Learner	
 Migrant	 
 Students with Disabilities	
		80	
	1.10	
	0	
	23.20	

 
 
		219	
	3	
	0	
	63	

		Total	
		270	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	NOT MET
	
4-Yr. Graduation Rate
	
2022-2023
	MET
	
5-Yr. Graduation Rate
	
2022-2023
	NOT MET
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	N/A
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	NOT MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	NOT MET
	
Improving K-3 Literacy
	
2022-2023
	N/A

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	N/A
	
Grades 4-8
	
2022-2023
	N/A
	
Grades 9-12
	
2022-2023
	MET

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
5-Yr. Graduation Rate
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	Met

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Not Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	N/A
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Horizon Science Academy – Cleveland was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Horizon Science Academy – Cleveland was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Horizon Science Academy- Cleveland’s strengths in student climate and culture lay the foundation for a positive, inclusive, and supportive learning environment. By nurturing respectful relationships, celebrating diversity, and empowering students, the school creates a sense of belonging and motivation, enhancing student well-being and academic achievement. Students who participate in the CYSP program are afforded real-life opportunities that allow them to experience learning outside of school. The school employs proactive approaches to discipline and conflict resolution, focusing on restorative practices rather than punitive measures. Students have a strong sense of belonging within the school community. Opportunities for involvement in extracurricular activities, clubs, sports, and student leadership initiatives help students connect with their peers and develop a sense of ownership and pride in their school.

Areas for Improvement
	
Horizon Science Academy - Cleveland is encouraged to prioritize efforts to improve student attendance and parent involvement. These factors play a significant role in fostering student engagement, academic progress, and overall school success. Enhanced early intervention can be utilized to strengthen the early intervention measures to identify and support students at risk of chronic absenteeism. This could include closer collaboration with counselors, mentors, and support staff to address the underlying issues causing absenteeism. To increase parent involvement, the school could conduct surveys or focus groups to gain insights into the specific barriers that prevent some parents from actively participating. Based on the results, develop strategies and initiatives to address the barriers and encourage greater parental involvement. Through evaluation, feedback collection, and adjustments to strategies, the school can make significant progress in these areas and ultimately enhance student success and school community engagement.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Horizon Science Academy – Cleveland Middle School

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000858	
		Contract Term	 
	5 Years	 

	 Contract Start Date 
	07/01/2019	
	  Contract End Date 
 	06/30/2024	
		Grades Served	
	K-8	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 6100 S Marginal Rd. Cleveland, OH 44103	                                                                                       
 Phone: (216) 432-9940	 Fax: (216) 432-9941	
 http://www.hsacms.org/                                                                                                                            
 Bileghan Aslan	
Concept Schools
 Donald Malloy, Robert Hasan, Marie Bonilla, Abdullah Kayretli, Mehmet Malock	
We foster an environment of inquiry and a love of learning so students are prepared to thrive in STEM-focused high school, college, and the world.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	
		%	
	 
		#	
		Grade	
		#	
	
 Female	
 Male	
	 	47	
	53	
		95	
	108	
		K	
	1	
	2	
 	3	
 	4	
	5	
	6	
	7	
	8	
 	9	
 	10	
	11	
	12	
		26	
	15	
	19	
	19	
	32	
	19	
	26	
	14	
	33	
	
	Race/Ethnicity	 
	 
		%	
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	 
 Hispanic	
 Multiracial	
 White, Non-Hispanic	
	 	0.004	
 	0.004	
	93	
 	0.004	
 	0.04	
	0.02	
		1	
	1	
	188	
	1	
	8	
	4	
			
	Historically Underserved	 
	 	%	
		#	

 

	
	203	
	
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	 
		100	
	0	
	0	
	10	

 
 
		203	
	0	
	0	
	21	

		Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Not Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Horizon Science Academy – Cleveland Middle School was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Horizon Science Academy – Cleveland Middle School was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
One of the strengths of Horizon Science Academy- Cleveland Middle School is the positive staff climate and culture. The staff members exhibit a high level of professionalism, collaboration, and dedication towards creating a conducive learning environment. The staff's commitment to fostering a positive and supportive atmosphere is commendable, and it is reflected in their interactions with students and colleagues alike. Teachers actively engage in professional development opportunities, fostering continuous growth and improving instructional practices. The administration promotes open communication and values the input and expertise of the staff, which contributes to a strong sense of ownership and shared vision.

Areas for Improvement
	
While the staff climate and culture have been strong, there are areas in which the student climate, culture, and behavior at Horizon Science Academy- Cleveland Middle School can be improved. The school is working to ensure that they are using PBIS Tier I interventions with fidelity and have applied for bronze-level recognition from the state. Although the school has implemented PBIS tiered interventions and rewards, some students have continued to exhibit disruptive behavior, which can negatively impact the learning environment. It is essential to establish clear expectations, reinforce positive behavior, and implement effective disciplinary measures to address these issues with fidelity. School leadership is encouraged to emphasize student climate and culture as an area of focus as they start the 2023-24 school year to ensure that they create a strong foundation for student learning to take place.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Horizon Science Academy – Columbus

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	133660	
		Contract Term	 
	13 Years	 

	 Contract Start Date 
	07/01/2012	
	  Contract End Date 
 	06/30/2025	
		Grades Served	
	9-12	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 1070 Morse Rd. Columbus, OH 43229	                                                                                       
 Phone: (614) 846-7616	 Fax: (614) 846-7696	
 http://hs.horizoncolumbus.org/                                                                                                               
 Mr. Ugur Zengince	
Michael Pratt, Max Tongtae Natenon, Nancy Calvary, David Ditmars, Reyhan Safak, Isa
 Kuyuldar, Sumaya Yusuf	
We prepare students to succeed in college and the world by offering high-quality, college-prep, STEM education.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
	 
		#	
		Grade	
		#	

	
	
 Female	
 Male	
	 	48.1	
	51.9	
		235	
	254	
		K	
	1	
	2	
	3	
	4	
	5	
 	6	
	7	
	8	
 	9	
	10	
	11	
	12	
		
	Race/Ethnicity	 
	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	 
 Hispanic	 
 Multiracial	 
 White, Non-Hispanic	
	 	0	
	2	
	85.5	
	5.1	
	3.9	
	3.5	
		0	
	10	
	418	
	25	
	19	
	17	
			
	Historically Underserved	
	 	%	
		#	
			148	
	118	
	119	
	104	
	
 Economically Disadvantaged	 
 English Learner	
 Migrant	 
 Students with Disabilities	
		100	
	13.9	
	0	
 	9.9	

 
 
		489	
	67.75	
	0	
	48.32	

		Total	
	 	489	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	MET
	
4-Yr. Graduation Rate
	
2022-2023
	MET
	
5-Yr. Graduation Rate
	
2022-2023
	NOT MET
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	N/A
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	NOT MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	N/A

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	N/A
	
Grades 4-8
	
2022-2023
	N/A
	
Grades 9-12
	
2022-2023
	NOT MET

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Met
	
5-Yr. Graduation Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	N/A
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Horizon Science Academy – Columbus was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Horizon Science Academy – Columbus was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	During the 2022-23 school year, Horizon Science Academy Columbus demonstrated several areas of strength. The staff continues to keep a strong focus on STEM and CT emphasis, creating a robust program at the school. Specifically, the Assistant Principal of STEM Academics has increased opportunities for staff and students through trips, activities, competitions, project-based learning units, and new partnerships with organizations, businesses, and colleges. Over the course of the school year, the school has received several recognitions for its STEM efforts including a Student Expedition Grant for $20,000 to send a team of students on an expedition called “Marine Mammals Predators” in Costa Rica; and, a 10th grader received a special NASA's "You've got Perseverance Award" and met with mission scientists from NASA's Jet Propulsion Lab from Pasadena, California on December 6th. He was one of twenty students who was selected for this award throughout the nation and the only one from Ohio.

Throughout the year, the administration team was intentional about strengthening parent partnerships by hosting dinners for various culture groups. The events were well attended and families enjoyed showcasing their cultural dishes. Additionally, the staff and students hosted the annual Culture Fest again this year, with many participants and spectators.

To reduce chronic absenteeism, the administration team implemented an effective strategy with consistency. As a result, the school met the 11.6 contract goal and achieved a chronic absenteeism rate near the state expectation of 20.2%.

The administration team put a strong focus on developing an effective RTI program at the high school level. Some of the new initiatives included hiring an RTI administrator and teachers, utilizing benchmark assessments and progress monitoring tools, and providing additional time and support for students not achieving at grade level. As a result of their efforts, the percentage of students scoring proficient on benchmark assessments increased in both English II and Algebra I.

Performance Summary

Areas for Improvement
	Horizon Science Academy Columbus has demonstrated some opportunities for growth that may contribute to overall continuous improvement. The school made several positive steps forward in the development of STEM and CT programs during the 2022-23 school year. They are encouraged to continue this focus to make continuous improvements to both programs.

With the addition of a new building in the 2023-24 school year, it will be critical for the administration team to consider the potential needs of new staff members and new students, and develop proactive plans for school-wide expectations. With that, the implementation of PBIS strategies should continue to be a major focus for all staff. During the 2022-23 school year, the school did not meet the 11.6 contract goal for student discipline. Along with positive and proactive behavior management strategies, the administration team is encouraged to discuss alternatives to out-of-school suspension when a consequence is necessary.

While the school showed positive gains in proficiency for non-EL students, there was no gain in proficiency rates for students who are English Learners. The program experienced some turnover in staff this year making it challenging to create consistency. The administration team is encouraged to revisit the strategy for EL student achievement and discuss how to effectively execute the strategy this upcoming school year.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Horizon Science Academy – Dayton

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000808	
		Contract Term	 
	5 Years	 

	 Contract Start Date 
	07/01/2019	
	  Contract End Date 
 	06/30/2024	
		Grades Served	
	K-5	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 4751 Sue Ann Blvd. Dayton, OH 45414	                                                                                       
 Phone: (937) 277-1177	 Fax: (937) 277-3090	
 http://es.horizondayton.org/                                                                                                                    
 Alyse Pennington	

Dr. Savas Kaya, Dr. Aysegul King, Dr. Zekeriya, Ziya Kara, David Ditmars
	
	The mission of Horizon Science Academy – Dayton is to provide all students with the behavior and academic skills necessary to reach their fullest potential intellectually, emotionally, and physically.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
	 
		#	
		Grade	
		#	
	
 Female	
 Male	
		54	
 	46	
		98	
	85	
	 	K	
 	1	
	2	
	3	
	4	
	5	
	6	
 	7	
	8	
	9	
 	10	
	11	
 	12	
		40	
	33	
	35	
	21	
	24	
	30	
	
	Race/Ethnicity	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	 
 Hispanic	
 Multiracial	
 White, Non-Hispanic	
	 	0	
 	0	
	88	
	4	
	3	
	5	
		0	
	0	
	161	
	7	
	6	
	9	

	Historically Underserved	 
	 	%	
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	 
		100	
	0	
 	0	
	5.46	

 
 
		183	
	0	
	0	
	10	

		Total	
	 
		183	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	NOT MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	NOT MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	NOT MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Horizon Science Academy – Dayton was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Horizon Science Academy – Dayton was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	During the 2022-23 school year, Horizon Science Academy Dayton Elementary demonstrated several areas of strength. The administration team placed a strong emphasis on social-emotional learning for both staff and students. For staff, they effectively planned for a year-long professional development series around social-emotional topics. The professional development was well received and the administration team received positive feedback from staff. Additionally, students participated in structured social-emotional learning opportunities throughout the school year implemented by community partners.

Throughout the year, the administration team strengthened the RTI process by creating intentional structures, time, and resources for staff to implement interventions. Professional development was provided through Curriculum Associates/iReady on how to administer progress monitoring assessments, analyze data, respond to data, and effectively utilize the curricular resources for intervention purposes. The administration team and staff effectively implemented three benchmark assessments throughout the year, as well as one mid-point progress monitoring check. The intentional and consistent progress monitoring and response to data contributed to students meeting growth goals, and all of the school’s academic contract goals were met.

The administration team and staff refined the PBIS framework this year. Teachers implemented with greater fidelity and students enjoyed the opportunity to earn off-campus field trips. Although fourth and fifth-grade students posed more challenging behavior this year, the administration team stayed focused on the implementation of the school’s PBIS framework and the coaching of teachers towards implementation with fidelity. Additionally, several professional development opportunities were provided around PBIS strategies. The school is considering applying for the ODE PBIS Recognition program.

Performance Summary

Areas for Improvement
	Horizon Science Academy - Dayton has demonstrated some opportunities for growth that may contribute to overall continuous improvement. While the staff established an effective plan for RTI instruction during the 2022-23 school year, they are encouraged to reflect on how they can implement their structure with greater fidelity. This includes the consistent implementation of new curricular tools and maximizing the use of the new RTI coordinator and new RTI teachers being hired for the 2023-24 school year.

During the 2022-23 school year, the school adopted several new curricular tools, and staff participated in professional development related to the tools. For the upcoming school year, it will be important for the administration team to develop an understanding of the curricular tools and what effective implementation looks like in the classroom. In turn, the administration team is encouraged to increase the frequency of informal instructional observations and provide instructional coaching consistently.

The percentage of students who are chronically absent from school continues to be a challenge at Horizon Science Academy - Dayton. Transportation challenges and the effects of the COVID-19 virus have contributed to the problem. The administration team and staff are highly encouraged to reflect on these causes, as well as others, and brainstorm strategies that may help to drastically reduce the number of chronically absent students.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Horizon Science Academy – Denison Middle School

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000838	
		Contract Term	 
	6 Years	 

	 Contract Start Date 
	07/01/2018	
	  Contract End Date 
 	06/30/2024	
		Grades Served	
	K-8	
	
	Address	
	Contact	
	Website	 

Leadership
	 1700 Denison Ave. Cleveland, OH 44109	                                                                                       
 Phone: (216) 739-9911	 Fax: (216) 739-9913	
 http://www.horizondenison.org/                                                                                                            
Daniel Akben-Principal, Tracy Jack-APA, John Cameron-APSC, Elizabeth Peck- Dean of
 Students	
Donald Malloy, Ramazan Celep – Treasurer, Robert Hasan, Marie Bonila, and Abdullah
 Kayretli	
We foster an environment of inquiry and a love of learning, so students are prepared to thrive in STEM-focused high school, college, and the world.
	
Governing
	Authority	

Mission Statement
		
	Student Demographics	                               
		Enrollment	
	
	Gender	 
	 	%	
	 
		#	
	  
		Grade	
		#	
	
 Female	
 Male	 
	 	44	
	56	
		109	
	138	
		K	
 	1	
	2	
	3	
	4	
 	5	
	6	
 	7	
	8	
	9	
	10	
 	11	
	12	
		36	
	36	
	32	
	26	
	27	
	23	
	29	
	15	
 	23	
	
	Race/Ethnicity	
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	 

  

  
		0	
	0.004	
	54	
	26	
	11	
	9	
		0	
	1	
	132	
	63	
	28	
	23	
			
	Historically Underserved	
		%	
	 
		#	

	
 	247	
	
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	
		100	
	12	
	0	
	13	
		247	
	29	
	0	
	33	
			
			 	Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	NOT MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	NOT MET
	
Improving K-3 Literacy
	
2022-2023
	NOT MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Not Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Grades 4-8
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Not Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Horizon Science Academy – Denison Middle School was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Horizon Science Academy – Denison Middle School was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
During the 2022-23 school year, Horizon Science Academy- Denison Middle School demonstrated strengths in fostering a strong student climate and culture. The school's commitment to creating a welcoming, inclusive, and supportive environment has positively impacted the overall well-being, engagement, and success of its students. The school has cultivated a culture of respect and caring. Students are encouraged to treat one another with kindness, empathy, and understanding. This positive culture is reinforced through the implementation of character education, restorative practices, and the promotion of positive behavior intervention and support. As a result, students feel safe, supported, and valued, enabling them to grow academically, socially, and emotionally.

Areas for Improvement
	
During the 2022-23 school year, Horizon Science Academy- Denison Middle School worked to show growth in both K-3 Literacy and Math. Upon review of the 11.6 contract goal results, the school did not meet its growth goals in these areas. The school is encouraged to focus on curriculum, instructional planning, delivery, and professional development of staff to make improvements. Teachers will need support in differentiating instruction to ensure that all students are receiving targeted support and instruction at their appropriate levels. By focusing on early intervention, foundational skills, and differentiation, the school can make significant strides in improving K-3 Literacy and Math growth outcomes for their students.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Horizon Science Academy – Springfield

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	000825	

		Contract Term	 
	6 Years	
	 Contract Start Date 
	07/01/2018	
	 Contract End Date 
 	06/30/2024	
		Grades Served	
	K-8	
	
	Address	 
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 630 S Reynolds Rd. To
 Phone: (419)-535-0524
 http://www.horizonsp
 Erin Schreiner, Princip

William Brown, Jaquel
	ledo, OH 43615	                                                                                       
	 Fax: (419) 535-0525	
ringfield.org/                                                                                                       
al , Yasar Bora, Superintendent	

ine Blueitt, Heidi Hatch, Ray Collins, and Melissa Beland
	
	We foster an environment of inquiry and a love of learning so students are prepared to thrive in STEM-focused high schools, colleges, and the world.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
	 	%	
	 
		#	
	 
		Grade	
		#	
	
 Female	 
 Male	 
		46	
 	54	
		149	
	173	
		K	
 	1	
	2	
	3	
	4	
 	5	
	6	
 	7	
 	8	
	9	
	10	
 	11	
	12	
		44	
	40	
	39	
	36	
	41	
	32	
	34	
	28	
 	28	
	
	Race/Ethnicity	
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	 
 White, Non-Hispanic	 

 

  
		0	
	0.6	
	68.9	
	1.9	
	14.6	
	14	
		0	
	2	
	222	
	6	
	47	
	45	
			
	Historically Underserved	 
		%	
	 
		#	

	
 	322	
	
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	
		100	
	1.9	
	0	
	9.3	
		322	
	6	
	0	
	30	
			
			 	Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	NOT MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	NOT MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	NOT MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Horizon Science Academy – Springfield was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Horizon Science Academy – Springfield was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Horizon Science Academy - Springfield has reduced the total number of suspensions for the 2022-23 school year. The implementation and fidelity of their PBIS supports have impacted these numbers positively. They have worked diligently to analyze the data and map out their Tier 3 interventions.

The leader of Horizon Science Academy - Springfield is knowledgeable, organized, and proactive. As a school, they are preparing for the next school year and determining PD needs including safety and security. They have been working on creating, updating, and practicing all of their safety plans to make sure their staff is prepared for any type of emergency.

Areas for Improvement
	
An area for Horizon Science Academy - Springfield to prioritize for the 2023-24 school year will be the implementation of the new K-5 curriculum. The administrative team is encouraged to consider how they will support teachers with professional development, as well as ongoing coaching throughout the school year to ensure effective implementation of the new curriculum.

Horizon Science Academy - Springfield can also continue to improve in the area of parent communication. The administration and the staff are encouraged to consider how they can be intentional in building positive relationships with parents and families throughout the next school year.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Horizon Science Academy – Toledo

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000338	
		Contract Term	 
	6 Year	 

	 Contract Start Date 
	07/01/2020	
	  Contract End Date 
 	06/30/2026	
		Grades Served	
	K-12	
	
	Address	
	Contact	
	Website	 
	Leadership	

Governing Authority

Mission Statement
	 2600 W Sylvania Ave. Toledo, OH 43613	                                                                                       
 Phone: (419) 474-3350	 Fax: (419) 474-3351	
 www.horizontoledo.org                                                                                                                               
 Mrs. Rachel Snyder - Principal, Mr. Yasar Bora - Superintendent	
Mr. Bill Brown, President
Ms. Jacqueline Blueitt, Vice President Mr. Raymond Collins
Mrs. Beland
 Mrs. Heidi Hatch	
The mission of Horizon Science Academy Toledo is to prepare students to succeed in college and the world by offering high-quality, college-prep, STEM education.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
	 
		#	
		Grade	
		#	
	
 Female	
 Male	 
	 	49.3	
	50.7	
		223	
	229	
		K	
	1	
	2	
 	3	
	4	
	5	
 	6	
	7	
 	8	
 	9	
	10	
 	11	
 	12	
		34	
	34	
	35	
	34	
	44	
	39	
 	26	
	40	
	37	
	51	
	34	
 	20	
	24	
	
	Race/Ethnicity	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	 
 Multiracial	 
 White, Non-Hispanic	
	 	0.2	
	0	
	57.1	
 	8	
	16.6	
 	18.1	
		1	
	0	
	258	
	36	
	75	
	82	
			
	Historically Underserved	
		%	
	 
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	 
 Students with Disabilities	

 
 
		100	
	1.1	
	0	
	11.5	
		452	
	5	
	0	
	52	

		Total	
		452	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	NOT MET
	
4-Yr. Graduation Rate
	
2022-2023
	NOT MET
	
5-Yr. Graduation Rate
	
2022-2023
	NOT MET
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	N/A
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	NOT MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	N/A
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	NOT MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	MET

Governing Board Performance
	
2022-2023
	NOT MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Not Met
	
5-Yr. Graduation Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Not Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Horizon Science Academy – Toledo was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Horizon Science Academy – Toledo was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Horizon Science Academy - Toledo has a strong leadership and administrative team. They have set high expectations for staff and students and have developed processes and procedures to focus on increasing student academics and relationships.

The climate and culture of the building is positive. Through site visits, the building leader can be seen engaging with students and staff by greeting them with their names and a smile. The partnership Horizon Science Academy - Toledo has with their families is also positive and creates a sense of belonging and a family-like atmosphere for students and staff. This was evident during parent interviews that were conducted by the ESCLEW.

There are multiple additional learning opportunities at Horizon Science Academy -Toledo. The CYSP program that is offered at the school is planned and delivered in a way that supports student growth and provides real-life learning opportunities. They have also organized a summer Third Grade Boot Camp to give third-grade students an additional chance to pass their Ohio State Test.

Areas for Improvement
	
Throughout the school year, student attendance was a challenge for Horizon Science Academy - Toledo. The administrative team is encouraged to collaborate with staff and discuss how they, as a team, can respond to attendance challenges to increase the attendance rate and lower the chronic absenteeism rate during the 2023-24 school year.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Lakeland Academy Community School

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	045245	
		Contract Term	 
	5 Years	 

	 Contract Start Date 
	07/01/2020	
	  Contract End Date 
 	6/30/2025	
		Grades Served	
	PK - 12	
	
	Address	
	Contact	
	Website	 

Leadership
	 101 E. Main Street Freeport, OH 43973	                                                                                       
 Phone: (740) 658-1042	 Fax: (740) 658-1062	
 https://www.lakeland-academy.org/                                                                                                      
Dr. Nicole McDonald, Superintendent
 Jenn Bardall, Administrative Assistant	

James Fleming, Joyce Klingler, Rona Tuckosh, Dr Michael Dundr, Aaron Koch
	
Governing
	Authority	

Mission Statement
		
	Through high expectations and promotion of academic excellence, Lakeland Academy and its community share in the responsibility for education and ensuring all students will be competent and productive citizens of our community.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
		%	
		#	
	 	Grade	
		#	
	
 Female	
 Male	 

		47.9	
	52.1	

		46	
	50	
		PK/K	
	1	
	2	
 	3	
	4	
 	5	
	6	
	7	
	8	
	9	
 	10	
 	11	
	12	
		8/11	
	11	
	7	
	6	
	10	
	5	
	5	
	8	
	7	
	8	
 	2	
 	5	
	3	
	
	Race/Ethnicity	 
		%	
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	 
 White, Non-Hispanic	
	 	0	
	0	
	0	
	0	
	1	
 	95	
		0	
	0	
	0	
	0	
	1	
	95	
			
	Historically Underserved	
		%	
	 
		#	
			
 Economically Disadvantaged	
 English Learner	 
 Migrant	 
 Students with Disabilities	
	 	76.04	
 	0	
	0	
	18	
		73	
	0	
	0	
	18	
			
				Total	
		96	

II. 2022 – 2023 Academic Performance

Achievement
		Early Literacy
	
Performance Index
		Early Literacy Component
	
2022-2023
	MET
		2022-2023
	NOT MET
	
Achievement Component
		Proficiency in 3rd Grade Reading
	
2022-2023
	NOT MET
		2022-2023
	N/A
	
Chronic Absenteeism
		Promotion to Fourth Grade
	
2022-2023
	NOT MET
		2022-2023
	N/A
	
Progress
		Improving K-3 Literacy
	
2022-2023
	MET
		2022-2023
	MET
	
Gifted Performance Index
		Comparative Schools Data
	
 2022-2023	
	N/A
		Similar School #1
	
		2022-2023
	NOT MET
	
Graduation Rate
		Similar School #2
	
Graduation Component
		2022-2023
	NOT MET
	
2022-2023
	N/A
		Other Academic Measures
	
4-Yr. Graduation Rate
		Subgroup
	
2022-2023
	N/A
		2022-2023
	MET
	
5-Yr. Graduation Rate
		Reading
	
2022-2023
	N/A
		2022-2023
	NOT MET
	
Gap Closing
		Math
	
Gap Closing Component
		  2022-2023	
		MET	
	
2022-2023
	MET
			Improving K-3 Literacy	
  2022-2023	                    MET	
	
Positive Behavior Intervention and Supports
			
  2022-2023	
		NOT MET	
		 	Preschool	
 2022 - 2023	                    N/A	

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	MET

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A

VI. Legal Compliance
Lakeland Academy Community School was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Lakeland Academy Community School was on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
At Lakeland Academy Community School, the small class sizes provide a unique opportunity for students to receive personalized attention from their teachers. With this approach, the teachers can identify when a student needs additional help and provide interventions tailored to their specific needs. This level of individualized instruction ensures that every student receives the support they need to reach their full potential. The strong relationships between teachers and students are also a notable strength of the school. The teachers demonstrate genuine care and interest in their students, taking the time to get to know each one on a personal level. This creates a positive and supportive learning environment that allows students to thrive academically and emotionally.

Areas for Improvement
	
To maximize the benefits of split-grade level classes at Lakeland Academy Community School, the teachers can benefit from professional development on how to differentiate instruction in a mixed grade-level environment. By analyzing student data and using it to assess individual and classroom comprehension, teachers can create personalized and effective instructional strategies. This can lead to better academic outcomes and improve student understanding in both the short and long term.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Menlo Park Academy

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000318	
		Contract Term	 
	13 Years	 

	 Contract Start Date 
	07/01/2011	
	  Contract End Date 
 	06/30/2024	
		Grades Served	
	K-8	
	
	Address	
	Contact	
	Website	 

Leadership
	2149 W 53rd St. Cleveland, OH 44102
	
	 Phone: (440) 925-6365	
	 Fax: (216) 453-0157	
	
	 https://menloparkacademy.com/                                                                                                            
Phyllis Robinson -Principal, Jessica Wilcox –Dean of Curriculum and Instruction, Deborah Zeffren – Director of Operations and Jennifer Ingraham – Director of
 Advancement, Enrollment and Marketing	
Teri Harrison, Tiffany Randle, Susan Dornan, Geoffrey Belanger, Twana Rogers, Jillian
 Dura and Shruti Aring	
Menlo Park Academy is a public school that develops the potential of gifted children through an exemplary program of regarding experiences that nurtures the whole child.
	
Governing
	Authority	

Mission Statement
		
	Student Demographics	                               
		Enrollment	
	
	Gender	
		%	
		#	
	 	Grade	
		#	
	
 Female	
 Male	 

		44.88	
	55.12	

		219	
	269	
		K	
	1	
	2	
 	3	
	4	
 	5	
 	6	
	7	
	8	
	9	
	10	
	11	
	12	
		35	
	54	
	63	
	65	
	57	
	59	
	56	
	53	
	46	
	
	Race/Ethnicity	 
		%	
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	
	 	0.20	
	15.98	
 	11.27	
 	5.33	
	9.84	
 	57.38	
		1	
	78	
	55	
	26	
	48	
	280	
			
	Historically Underserved	
	 	%	
	 
		#	

	
	488	
	
 Economically Disadvantaged	 
 English Learner	 
 Migrant	 
 Students with Disabilities	
		24.18	
 	4	
	0	
	5	
		118	
	20	
	0	
	26	

		Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	NOT MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	NOT MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	NOT MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	MET
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Not Met
	
Nationally Normed Assessment – Math
	
2021-2020
	Not Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Not Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Not Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Menlo Park Academy was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Menlo Park Academy was placed on a Compliance Corrective Action Plan (CAP) during the 2022-23 due to non-compliance in the previous school year and satisfied the terms of the CAP.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Menlo Park Academy creates an environment that promotes collaboration, fosters a sense of belonging, and supports the academic and social-emotional growth of its students. Students are respected, understood, and given opportunities to grow academically and socially-emotionally through various programming at the school. Stakeholders of the school, including parents, are given opportunities to volunteer and connect with the school in ways that support student growth. The principal of the school engaged with parents regularly through virtual meetings to receive feedback and gain insight into future decision-making. Menlo Park Academy leadership is encouraged to continue to involve stakeholders and provide a welcoming and safe environment for its students to learn and excel.

Areas for Improvement
	
Improving the climate and culture of staff at Menlo Park Academy is essential for creating a positive and supportive working environment. When teachers and staff feel valued, motivated, and connected, it directly impacts their job satisfaction and ultimately enhances the overall educational experience for students. Following the change in leadership during the 2022-23 school year, the climate and culture in the building for both staff and students has shown improvement. Menlo Park Academy leadership is encouraged to continue to find ways to ensure that its staff climate and culture continue to grow and become an area of consistency that will positively impact the students, staff, and confidence of the community stakeholders.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT North Dayton School of Discovery

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	143529	

		Contract Term	 
	6 Years	
	 Contract Start Date 
	07/01/2018	
	 Contract End Date 
 	06/30/2024	
		Grades Served	
	K-8	
	
	Address	 
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 3901 Turner Rd. Dayto
 Phone: (937) 278-6671
 https://www.nhaschoo
 Ms. Victoria Simmons 

Kevin Robie, Karl Kon
	n, OH 45415	                                                                                       
	 Fax: (937) 278-6964	
ls.com/schools/North-Dayton-School-of-Discovery/en                        

sdorf, Darlene Packard, Duane Martin, Ron Adler, Carol Justice
	
	North Dayton School of Discovery’s mission is to provide a back-to-basics program, focusing on high academic achievement and character development.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
	 	%	
	 
		#	
	 
		Grade	
		#	
	
 Female	 
 Male	 
		52	
 	48	
		263	
	244	
		K	
 	1	
	2	
	3	
	4	
 	5	
	6	
 	7	
 	8	
	9	
	10	
 	11	
	12	
		77	
	71	
	45	
	46	
	63	
	50	
	53	
	51	
 	51	
	
	Race/Ethnicity	
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	 
 White, Non-Hispanic	 

 

  
		0.60	
	0.80	
	87.60	
	3.90	
	0	
	7.10	
		3	
	4	
	444	
	20	
	0	
	36	
			
	Historically Underserved	 
		%	
	 
		#	

	
 	507	
	
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	
		93.90	
	2.40	
	0	
	14.40	
		476	
	12	
	0	
	73	
			
			 	Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	NOT MET
	
Improving K-3 Literacy
	
2022-2023
	NOT MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	NOT MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Not Met
	
Nationally Normed Assessment – Math
	
2021-2022
	Not Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
North Dayton School of Discovery was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
North Dayton School of Discovery was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	During the 2022-23 school year, North Dayton School of Discovery demonstrated several areas of strength. The overall climate and culture of the building is strong. The administration team has consistent messaging and communication around the school’s goals and initiatives, and all of their initiatives and team meetings stay tightly aligned to their goals. Deans have weekly one-on-one meetings with all staff and through these provide clear communication and coaching.

A notable area of strength is the school’s Professional Learning Community (PLC) process. The administration team has established a strong framework for staff to conduct meaningful and effective discussions around student assessment data. The teacher-led discussions include data analysis, prioritizing standards and skills for re-teaching, and developing a plan for re-teaching and reassessing. As a result of consistent and meaningful discussions, students have shown growth across all grades and all subjects (based on preliminary state assessment data and internal assessment data).

PBIS and student discipline are areas the school demonstrated immense growth this year. The administration team intentionally made efforts to grow their understanding and knowledge of PBIS and shift teacher mindsets around the topic. This occurred through book studies, ongoing professional development opportunities, and a plan for alternatives to out-of-school suspension. As a result, the school showed a 100% decrease in out-of-school suspensions in grades K – 3 and a 37% decrease in grades 4 – 8.

Areas for Improvement
	North Dayton School of Discovery has demonstrated opportunities for growth that may contribute to overall continuous improvement. The percentage of students chronically absent continues to be a challenge. The administration team and staff made strong efforts to combat the challenges and saw some progress this school year. Moving forward, they are encouraged to reflect on practices that were successful and contributed to lowering the chronic absenteeism rate, as well as practices that did not yield effective results, and use this information to develop an intentional and proactive plan for the 2023-24 school year.

While the school made great gains in academic achievement this year, they are encouraged to continue their focus on the PLC process and leverage effective teacher teams to strengthen novice teacher teams. Additionally, to maintain continuous improvement, it will be critical for deans to increase their effectiveness in instructional coaching to in turn have a positive impact on effective teaching particularly in grades K-2 and 6-8.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Orion Academy

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000559	
		Contract Term	 
	10 Years	 

	 Contract Start Date 
	07/01/2014	
	  Contract End Date 
 	06/30/2024	
		Grades Served	
	K-8	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 1798 Queens City Ave. Cincinnati, OH 45214	
 Phone: (513) 251-6000	 Fax: (513) 206-9829	
 www.nhaschools.com/schools/orion/en/pages/default.aspx                                                         
 Taneka Smith, Principal	

Tina Williams, Jacqueline Johnson-Wilkinson, Rylan Norris, Charlene Agyemang
	
	The mission of Orion Academy is to develop the individual academic potential of all students. We will accomplish this through a rigorous, mastery-focused curriculum, enthusiastic teaching staff and a caring, involved community.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	 
	 	%	
	 
		#	
	  
		Grade	
		#	
	
 Female	
 Male	 
	 	51.6	
	48.4	
		243	
	228	
		K	
 	1	
	2	
	3	
	4	
 	5	
	6	
 	7	
	8	
	9	
	10	
 	11	
	12	
		55	
	65	
	54	
	55	
	47	
	51	
	53	
	50	
 	41	
	
	Race/Ethnicity	
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	 

  

  
		1.9	
	1.9	
	91.3	
	2.3	
	0	
	2.5	
		9	
	9	
	430	
	11	
	0	
	12	
			
	Historically Underserved	
		%	
	 
		#	

	
 	471	
	
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	
		87.7	
	7.0	
	0	
	16.6	
		413	
	33	
	0	
	78	
			
			 	Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Similar School #2
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Orion Academy was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Orion Academy was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
The teachers and administration have worked together this year in reviewing, revising, and developing plans and programs to keep students engaged in their classes and interested in the school. Incentives and rewards have been utilized to promote positive student/teacher interactions. Various clubs, like their garden club, have been used to expand students’ knowledge as well as promote connections to students across grade levels. Student academic achievement has been the school’s focused goal for this year following two years of disruption due to the pandemic.

Areas for Improvement
	
Consistent transportation would greatly improve student attendance and academic achievement and has been a topic in governing board meetings this year. Some academic areas that need improvement in state test scores will need data assessment evaluations to note areas of concern to begin
the improvement process including professional development for teachers to improve instruction.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Pathway School of Discovery

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000138	
		Contract Term	 
	13 Years	 

	 Contract Start Date 
	07/01/2012	
	  Contract End Date 
 	06/30/2025	
		Grades Served	
	K-8	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	
	Mission Statement	
	 173 Avondale Dr. Dayton, OH 45404	                                                                                       
 Phone: (937) 235-5498	 Fax: (937) 235-5691	
 https://www.nhaschools.com/schools/Pathway-School-of-Discovery/en                                  
 Cathy Miller	

Kevin Robie, Karl Konsdorf, Darlene Packard, Duane Martin, Ron Adler, Carol Justice
	
	Our mission is to transform the lives of the student, families and staff of Pathway School of Discovery
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
		#	
		Grade	
		#	
	
 Female	
 Male	
		49.7	
 	50.3	
		360	
	365	
	 	K	
 	1	
	2	
 	3	
 	4	
	5	
	6	
	7	
	8	
	9	
	10	
 	11	
	12	
		95	
	84	
	75	
	79	
	81	
	79	
	82	
	83	
	67	
	
	Race/Ethnicity	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	 
 Hispanic	 
 Multiracial	 
 White, Non-Hispanic	
	 	1	
 	3.1	
	45	
 	8	
	0	
	42.9	
		7	
	22	
	326	
	59	
	0	
	311	
			
	Historically Underserved	 
	 	%	
		#	

 

	
	725	
	
 Economically Disadvantaged	 
 English Learner	
 Migrant	 
 Students with Disabilities	
		85.7	
	10.1	
	0	
	15.6	

 
 
		622	
	73	
	0	
	113	

		Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	NOT MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	NOT MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Not Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Pathway School of Discovery was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Pathway School of Discovery was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	During the 2022-23 school year, Pathway School of Discovery demonstrated several areas of strength. Overall, the building culture remained strong through the transition of new leadership. This is evidenced in the staff engagement survey, which had 100% participation and showed an increase in overall staff satisfaction from Spring 2022 to Spring 2023. Additionally, all classroom teachers expressed the intent to return for the 2023-24 school year.

The school’s PBIS framework was established and staff intentionally focused on increasing the effectiveness of implementation throughout the year. Specifically, building-wide expectations were established, helping to provide consistency in expectations and create strong Tier 1 implementation. Utilizing a Success Coach in each hall, a full-time counselor, and a Community in Schools staff member helped provide proactive approaches and Tier 2 interventions with consistency. As a result, there was a 65% reduction in out-of-school suspensions in grades K-3 and 8% reduction in grades 4-8.

The administration team put a strong emphasis on improving chronic absenteeism. They implemented attendance policies with fidelity and built partnerships with families to offer support with attendance challenges. As a result, there was a decrease in the percentage of students chronically absent as compared to the previous school year.

Areas for Improvement
	Pathway School of Discovery has demonstrated some opportunities for growth that may contribute to overall continuous improvement. Towards the end of the 2022-23 school year, a new Building Leadership Team was established for the upcoming year. The administration team is encouraged to collaborate with this team to establish clear roles, responsibilities, and goals. Additionally, the administration team may consider how to effectively empower and leverage the Building Leadership Team to champion school goals and initiatives.

Overall, academic strategies and achievement remained stable during the first year of new leadership. Looking ahead, the administration team and/or Building Leadership Team are encouraged to reflect on the effectiveness of Teacher-based Team meetings (Data Prep Meetings) and how these can be leveraged to increase academic achievement. Specifically, identify potential opportunities to improve meeting processes and protocols, as well as the response to data in the classroom. Deans are encouraged to consider how they will coach teacher teams throughout the year that may need support in the effective implementation of the PLC process.

Student discipline saw a significant decrease in grades K-3, and the staff is encouraged to keep this a priority in the 2023-24 school year. In preparation for the next school year, the administration team is encouraged to reflect on the implementation of the PBIS framework in grades K – 3, specifically creating alternatives to out-of-school suspensions. It will be critical to analyze behavior data, identify trends, align professional development to needs, and plan specific action steps to reduce behavior incidences. Additionally, the administration team is encouraged to discuss how they will uphold staff expectations, identify teachers in need of coaching, provide ongoing support, and monitor staff progress. PBIS strategies must be implemented effectively and with fidelity to eliminate out-of-school suspensions in grades K – 3.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Pinnacle Academy

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000543	
		Contract Term	 
	10 Years	 

	 Contract Start Date 
	07/01/2014	
	  Contract End Date 
 	06/30/2024	
		Grades Served	
	K-8	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	860 E 222nd St. Euclid, OH 44143
	
	 Phone: (216) 731-0127	
	 Fax: (216) 731-0688	
	
	 https://www.nhaschools.com/schools/Pinnacle-Academy/en                                                      
 Katie Strick	

Faye Jones, Donna Kolb, Ryan Skubic, amd Lisa Black
	
	By working together as a community, Pinnacle Academy will provide life-long opportunities to students through a strict educational program, involvement of community and families, and accountability to goals.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	 
	 	%	
	 
		#	
	  
		Grade	
		#	
	
 Female	
 Male	 
	 	53	
	47	
		362	
	316	
		K	
 	1	
	2	
	3	
	4	
 	5	
	6	
 	7	
	8	
	9	
	10	
 	11	
	12	
		74	
	85	
	81	
	57	
	81	
	66	
	79	
	77	
 	78	
	
	Race/Ethnicity	
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	 

  

  
		0.90	
	0.60	
	95.30	
	1.20	
	0	
	1.90	
		6	
	4	
	645	
	8	
	0	
	13	
			
	Historically Underserved	
		%	
	 
		#	

	
 	678	
	
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	
		89.20	
	0.40	
	0	
	15.20	
		605	
	3	
	0	
	103	
			
			 	Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Pinnacle Academy was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Pinnacle Academy was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Pinnacle Academy has an effective leadership team that sets clear goals, implements strategic plans, and supports the professional growth of its teachers. Having a strong leadership team has positively influenced the overall school climate and student outcomes. Staff are provided regular classroom observations, coaching, and professional development to improve their teaching practices. In addition, staff regularly reviews student data to plan instruction that meets student needs. The outcome of this has shown increased student academic growth and achievement on standardized assessments such as NWEA and the Ohio's State Tests.

Areas for Improvement
	
Pinnacle Academy currently has a strong PBIS program, social-emotional lessons, as well as use of the CHAMPs behavior management plan in its classrooms. With the adoption of the Ohio law for K-3 suspensions, the school is encouraged to continue seeking out additional support for both its staff and students to stay in compliance. This can be accomplished through professional development, restorative practices, parent and family involvement as well as individualized student support. The school is also encouraged to continue monitoring its discipline data and making necessary changes to meet the needs of its students and the law.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Summit Academy – Toledo

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000301	
		Contract Term	 
	5 Years	 

	 Contract Start Date 
	07/01/2019	
	  Contract End Date 
 	06/30/2024	
		Grades Served	
	K-12	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 301 Collingwood Blvd. Toledo, OH 43604	                                                                                       
 Phone: (419) 243-1815	 Fax: (419) 392-9810	
 https://summitacademies.org/toledo/                                                                                                   
 Marquita Murphy, Principal	
Rachel Trumball, Regina Kynard, Sheree Madison-Emery, Shelby Cully, Trisha Long,
 and LaToya Williams	
The mission of Summit Academy schools is to build hope, success, and well-being through education and advocacy for students with special needs.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
	 
		#	
		Grade	
		#	
	
 Female	
 Male	
		32	
 	68	
		38	
	79	
	 	K	
 	1	
	2	
	3	
 	4	
	5	
	6	
	7	
	8	
	9	
	10	
	11	
	12	
		6	
	7	
	6	
	10	
	5	
	10	
	6	
	8	
	12	
	13	
	17	
	8	
	9	
	
	Race/Ethnicity	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	 
 Hispanic	
 Multiracial	
 White, Non-Hispanic	
	 	0	
 	0.8	
	45.3	
 	2.6	
 	11.1	
	40.2	
		0	
	1	
	53	
	3	
	13	
	47	
			
	Historically Underserved	 
	 	%	
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	 
	 	89	
	0	
	0	
	62	

 
 
		104	
	0	
	0	
	72	

		Total	
	 
		117	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	MET
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	NOT MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	NOT MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	NOT MET

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Met
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Not Met
	
Nationally Normed Assessment – Math
	
2021-2022
	Not Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Not Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy – Toledo was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy – Toledo was placed on a Compliance Corrective Action Plan (CAP) during the 2022-23 due to non-compliance in the previous school year and satisfied the terms of the CAP.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Summit Academy - Toledo has effectively modeled the use of restorative circles resulting in a decrease in out-of-school suspensions. Academically, benchmark assessments were administered with fidelity, and data was analyzed and used to adjust student grouping and provide ongoing interventions within MTSS. STAR student assessment results showed growth in both early literacy and math.

Areas for Improvement
	
Due to the shortage in staffing, instruction was negatively impacted. The school should focus on ensuring they are fully staffed for the 2023-24 school year to ensure students are receiving all their services. Having a full special education staff provides more consistency in the services being provided.

Summit Academy - Toledo is also encouraged to continue to grow and strengthen their PBIS Framework for the 2023-24 school year.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Summit Academy – Youngstown

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	000623	

		Contract Term	 
	5 Years	
	 Contract Start Date 
	07/01/2020	
	 Contract End Date 
 	06/30/2025	
		Grades Served	
	K-7	
	
	Address	 
	Contact	
	Website	 

Leadership
	
Governing
	Authority	

Mission Statement
	 144 N. Schenley Ave. 
 Phone: (330) 259-0421
 https://summitacadem Rebecca Ellis, Principa Specialist, Gina McAll Coordinator, Jessica D
 Vlosich, Administrativ

Erica Jones, Amber Bo
	Youngstown, OH 44509	
	 Fax: (330) 259-0424	
ies.org/youngstown-elementary/                                                                  
l, Michael Prendergast, Dean of Students, Triana Szep, Behavior ister, Lead Intervention Specialist, Nichole Doerzbacher, IEP avis, Literacy Coach, Nicole McGrath, Math Coach, Christa
e Assistant, Dawn Puryear, School Culture Coordinator	

drick, Kendra Godiciu, Joseph Gagliano, Nicole Forte
	
	We design, develop, and deliver educational opportunities in a therapeutic environment so
 everyone can learn.	                                                                                       
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
	 	%	
	 
		#	
	 
		Grade	
		#	
	
 Female	 
 Male	 
		41	
 	59	
		50	
	72	
		K	
 	1	
 	2	
	3	
 	4	
 	5	
	6	
 	7	
 	8	
	9	
 	10	
	11	
	12	
		10	
	16	
	17	
	17	
 	14	
	11	
	16	
	21	
	
	Race/Ethnicity	
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	
 Hispanic	 
 Multiracial	
 White, Non-Hispanic	

  

 
		0	
	0	
	30	
	2	
	19	
	49	
		0	
	0	
	37	
	2	
	23	
	60	

	
	122	
	
	Historically Underserved	
		%	
	 
		#	
			
 Economically Disadvantaged	
 English Learner	 
 Migrant	 
 Students with Disabilities	
	 	100	
	0	
	0	
	84	
		122	
	0	
	0	
	84	

		Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	NOT MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	NOT MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	NOT MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-7
	
2022-2023
	MET
	
Grades 8-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Not Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Not Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy – Youngstown was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy – Youngstown was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Summit Academy - Youngstown implemented the first year of the Responsive Classroom in their school. Responsive Classroom has made a
difference in their overall school culture. Each morning, the staff will start the day off with a morning meeting that allows students to greet each other, share, do an activity, and then end with a morning message to set the tone for the day. Because of the success with students, during teacher workdays, the staff does morning meetings without students present as well.

They held many successful family fun nights throughout the year. At the beginning of the year, they had a tailgate-themed family fun night with approximately 150 people who participated. This family fun night was focused on math, literacy, and wellness. Before winter break, families came in to participate in activities that were winter-themed and connected to core content learning.
At the end of the 2022-23 school year, 94% of staff are planning to return. Two teachers are not returning due to relocating. Staff morale has improved drastically from the previous year. To maintain positive staff morale, the school conducts multiple staff team-building activities throughout the year, gives treats to staff, and shares shout-outs and staff awards.

Throughout the year, their enrollment has maintained at a consistent number even with students withdrawing and new students enrolling. For the 20223-24 school year, the majority of students are returning and many intakes for students to enroll have been conducted as well. They will meet or exceed their enrollment goal.

Areas for Improvement
	The main area that Summit Academy-Youngstown has to focus on for improvement is its PBIS system. While they have a system in place where students earn points in ClassDojo to promote positive behaviors, they shop the school store with earned points. However, for the 2023-24 school year, they have been working on a school-wide behavior matrix with a representative from State Support Team Region 5. The behavior matrix will be posted throughout the school and will be gone over and modeled with the students. The focus will be on transitioning from extrinsic to intrinsic rewards. To successfully see changes, they need training and follow-up to continuously model and promote the behavior matrix school-wide and monitor outcomes.

Moving forward, they would like to see increased parent involvement within the school. The school culture coordinator is working on a plan to have parents become more involved in daily learning activities.

Effective and positive communication between staff is always an area of growth. Next school year, they plan to implement a school-wide newsletter that will have updates, news, resources, and reminders to promote communication within the building and families. Communication is currently being done via email or on teacher workdays.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Summit Academy Akron Elementary School

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	133587	
		Contract Term	 
	6 Years	 

	 Contract Start Date 
	07/01/2019	
	  Contract End Date 
 	06/30/2025	
		Grades Served	
	K-5	
	
	Address	
	Contact	
	Website	 

Leadership
	 2503 Leland Ave. Akron, Ohio 44312	                                                                                       
 Phone: (330) 253-7441	 Fax: (330) 253-7457	
 https://summitacademies.org/schools/akron-elementary/                                                              
Dawn Presley, Principal; Alexandra Davis, Administrative Assistant; Christine Heffernan, Lead Intervention Specialist; Trang Vinci, IEP Coordinator; Stephanie Little, Community Resource Coordinator; Angela Swaino, Data Coach; Lindsey Durbin, Instructional
 Coordinator; Tanya Guht, Behavior Specialist	

Jacqueline Trainor, David Lang, Gretchen Himes, Robert Rhodes and Raymond Leone
	
Governing
	Authority	

Mission Statement
		
	Summit Academy Schools build hope, success, and well-being through education and advocacy for students with special needs.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
	 
		#	
		Grade	
		#	
	
 Female	
 Male	 
	 	39	
	61	
		44	
	69	
	 	K	
	1	
	2	
 	3	
	4	
	5	
 	6	
	7	
 	8	
 	9	
	10	
	11	
 	12	
		15	
	19	
	19	
	20	
	18	
	22	
	
	Race/Ethnicity	
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	 
 White, Non-Hispanic	

 

 
		0	
	0	
	32	
	1	
	14	
	53	
		0	
	0	
	36	
	1	
	16	
	60	

	Historically Underserved	 
		%	
	 
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	 
		100	
 	0	
 	0	
	69	
		113	
	0	
	0	
	78	
			
			 	Total	
		113	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	NOT MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-5
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Akron Elementary School was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Akron Elementary School was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
As the leadership team and staff reviewed the trend data for Ohio's State Test results that were released at the end of May, they determined roughly that their PI score will see an increase of almost ten Performance Index points.

This year, they put into place Data Tuesdays with teacher teams and coaches which would meet to look at the weekly/bi-weekly data and determine if mastery was met or if re-teaching of standards needed to occur. To go along with data analysis, they started to complete the Restart Readiness that ODE provides with grades 3rd through 5th students. These assessments helped provide students with experience taking the state tests and provided data to teachers on standards in which students were strong and those who needed to be retaught.

They worked with several vendors this year throughout the school year. Among them, Kristin Hilty was their math consultant and Dr. Lori Elliott worked with staff on guided reading and writing instruction. They will be continuing these partnerships next school year.

Summit Academy Akron Elementary School saw a decrease in out-of-school suspensions this year. This was a result of working with teachers to understand trauma. As an additional support, they utilized a floating paraprofessional who was able to go into classrooms and give students time to de-escalate and take breaks.

This year, they purposed to increase their communication with parents. One big change was utilizing the school’s Facebook page more to convey and receive information from families. For example, Facebook was one option for how parent surveys were conducted. In addition, parents completed surveys at the school for family nights as well. The overall feedback was very positive, with 100% of parents surveyed stating they would recommend the school to other families. As a result, they have increased their enrollment largely due to word of mouth.

Areas for Improvement
	
Summit Academy Akron Elementary School has experienced many changes with staffing. As a result, they will make staff retention an area of focus. In addition, they will continue to provide staff training on the new curriculum, Illustrative Math, to drive instruction and support increased student growth in the next school year in math.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Summit Academy Akron Middle School

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	132779	
		Contract Term	 
	5 Years	 

	 Contract Start Date 
	07/01/2019	
	  Contract End Date 
	06/30/2024	
		Grades Served	
	6-8	
	
	Address	
	Contact	
	Website	 

Leadership
	 464 S Hawkins Ave. Suite 100 Akron, OH 443
 Phone: (330) 252-1510	 
 https://summitacademies.org/akron-middle/ 
Crystal Yingling, Director; Lynn Housel, Adm Coordinator; Chelsea Young, Instructional Co
 and Thomas Fausnight, Cultural Coordinator 

Jacqueline Trainor, David Lang, Gretchen Hin
	20	
Fax: (330) 784-8347	
                                                                                     
inistrative Assistant; Tod Sidle, IEP
ach; Stephanie Barnes, Behavior Specialist

es, Robert Rhodes and Raymond Leone
	
Governing
	Authority	 

Mission Statement
			
	Summit Academy Schools build hope, success, and well-being through education and advocacy for students with special needs.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
		%	
		#	
	 	Grade	
		#	
	
 Female	 
 Male	 

		51	
	49	

		36	
	34	
		K	
	1	
	2	
	3	
	4	
 	5	
	6	
	7	
	8	
	9	
	10	
	11	
	12	
		
	Race/Ethnicity	 
		%	
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	
 Hispanic	 
 Multiracial	
 White, Non-Hispanic	
	 	0	
	0	
 	27	
 	0	
	16	
 	57	
		0	
	0	
	19	
	0	
	11	
	40	
			
					23	
	23	
	24	
	
	Historically Underserved	
	 	%	
	 
		#	

	
	70	
	
 Economically Disadvantaged	 
 English Learner	 
 Migrant	 
 Students with Disabilities	
		100	
 	0	
	0	
	76	
		70	
	0	
	0	
	53	

		Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	N/A
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	N/A

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-5
	
2022-2023
	N/A
	
Grades 6-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	N/A
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
 2018-2019	
		Not Met	 

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Akron Middle School was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Akron Middle School was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Staff and student attendance is a considerable strength for Summit Academy Akron Middle School. Throughout the year, using the attendance calculator, the average for both was better than 94%. In addition, with many programs, processes, and procedures updated, they have experienced several successes this year.

This year, they implemented “Mission Wars,” which fostered team building and healthy competition and incorporated reinforcement of basic concepts utilizing a “game” approach. Students and staff were actively and enthusiastically engaged in the competitions; the tracking sheets were closely monitored to ensure they knew their standing. Each week, the winning team received the traveling rocket trophy and was able to display it in their classroom. This learning approach established and reinforced relationships among students and staff.

Their school-wide, job-embedded PD plan focused on data analysis, language arts, and math. They were able to bring back the team of Donna Whyte, Dr. Lori Elliot, and Mr. Dave Graham for a third year. This year, they focused on making sure the teachers could understand and disaggregate data to drive their instruction, student accountability, and how teacher engagement directly impacts student learning. Through this process, they did see a rise in student test scores from initial testing to the end of the year.

Due to their 3rd year of implementing restorative practices, their OSS rate continues to decrease. With the intensive four-day instructional week in place, Friday school was often used therapeutically in place of OSS. This alternative allowed students to remain in the classroom to receive their education and provided staff with an uninterrupted focus solely on the behavior that landed them in Friday school. Through this process, they saw an overall decrease in behaviors within the school. Lastly, when staff intent forms went out, 100% of staff stated they would be returning for FY24, and 100% of the staff that received contracts signed them. This result is credited to the positive culture that was demonstrated throughout the year, the addition of the Mission Wars, and the decrease in student behaviors.

Areas for Improvement
	
Though they have experienced student test scores increase, they would like to make more significant growth with their students at risk to help close the learning gap. They plan on doing this by continuing with current PD providers and focusing on moving students further through focused skills that are supported by data. In addition, they plan to improve their MTSS program. This year, each teacher provided MTSS for their students 20 minutes per day each day of the week. Moving forward, they are planning to have a 60-minute MTSS class that will be taught by a teacher who is knowledgeable in this critical area of support. Also, they are purchasing a new scientifically based curriculum that is specifically designed to help with MTSS which can only benefit learning and enhance the program.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Summit Academy Community School – Cincinnati

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000306	
		Contract Term	 
	6 Years	 

	 Contract Start Date 
	07/01/2018	
	  Contract End Date 
 	06/30/2024	
		Grades Served	
	K-8	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 1660 Sternblock Ln. Cincinnati, OH 45237	                                                                                       
 Phone: (513) 321-0561	 Fax: (513) 321-0795	
 https://summitacademies.org/cincinnati-community/                                                                      
 Michelle Brunner, Principal	

Thomas Hargis, Josephine Howard, Jeffery Anderson, Walter Henry, Cheryl Lee
	
	The mission of Summit Academy schools is to build hope, success, and well-being through education and advocacy for students with disabilities to find success in the regular curriculum to the greatest extent of their abilities.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	 
	 	%	
	 
		#	
	  
		Grade	
		#	
	
 Female	
 Male	 
	 	32	
	68	
		26	
	56	
		K	
 	1	
	2	
	3	
	4	
 	5	
	6	
 	7	
	8	
	9	
	10	
 	11	
	12	
		6	
	6	
	8	
	3	
	9	
	7	
	12	
	17	
 	14	
	
	Race/Ethnicity	
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	 

  

  
		0	
	0	
	52	
	2	
	18	
	27	
		0	
	0	
	43	
	2	
	15	
	22	
			
	Historically Underserved	
		%	
	 
		#	

	
 	82	
	
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	
		71	
	0	
	0	
	66	
		58	
	0	
	0	
	54	
			
			 	Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	N/A
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	NOT MET
	
Similar School #2
	
2022-2023
	N/A
	
Other Academic Measures
	
Subgroup
	
2022-2023
	N/A
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Not Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Community School – Cincinnati was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Community School – Cincinnati was placed on a Compliance Corrective Action Plan (CAP) during the 2022-23 due to non-compliance in the previous school year and satisfied the terms of the CAP.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
While this year has presented many professional obstacles and difficulties for the school, the staff and administration have pulled together to provide daily classroom instruction for the students. The teachers and administration have reviewed, revised, and developed many programs to increase student knowledge and promote a positive school climate despite the many challenges facing them this year. Student assessment scores have improved in several areas this year through the diligent work of the staff. The school climate has been positive this year due in part to the combined efforts of the remaining staff and the principal.

Areas for Improvement
	
Recruiting and retaining qualified staff members will be a challenge this year. Student absences have been a problem for the school this year despite the efforts of the school.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Summit Academy Community School – Columbus

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000296	
		Contract Term	 
	6 Years	 

	 Contract Start Date 
	07/01/2019	
	  Contract End Date 
 	06/30/2025	
		Grades Served	
	K-5	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 2521 Fairwood Ave. Columbus, OH 43207	                                                                                       
 Phone: (614) 237-5497	 Fax: (614) 237-6519	
 https://summitacademies.org/columbus-elementary/                                                                       
 Mrs. Cheryl Elliott	

Anthon Brooks, Terry Kleman, Derrick Wyman, Erin Bentz, Kimberly Black
	
	Summit Academy Schools build hope, success, and well-being through education and advocacy for children with special needs.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
	 
		#	
		Grade	
		#	
	
 Female	
 Male	
		39	
 	61	
		13	
	20	
	 	K	
 	1	
	2	
	3	
	4	
	5	
	6	
 	7	
	8	
	9	
 	10	
	11	
 	12	
		4	
	6	
	2	
	7	
	8	
	6	
	
	Race/Ethnicity	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	 
 Hispanic	
 Multiracial	
 White, Non-Hispanic	
	 	0	
 	0	
	67	
	0	
	12	
	21	
		0	
	0	
	22	
	0	
	4	
	7	

	Historically Underserved	 
	 	%	
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	 
		52	
	0	
 	0	
	61	

 
 
		17	
	0	
	0	
	20	

		Total	
	 
		33	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	N/A
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	NOT MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	NOT MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Community School – Columbus was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Community School was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	During the 2022-23 school year, Summit Academy Community School - Columbus demonstrated several areas of strength. The PBIS framework has been implemented by administration and staff with consistency and has positively impacted student behavior. Specifically, restorative practices were utilized, including circles with families, and alternatives to out-of-school suspension were leveraged. As a result, 11.6 contract goals for student discipline were met.

Throughout the year, Mrs. Elliott and the academic coaches completed daily observations and followed up with coaching conversations. This contributed to growth in instructional delivery and student academic achievement. Most notable is the passing score of four out of seven third-graders to be promoted to fourth grade.

Areas for Improvement
	Summit Academy Community School - Columbus has demonstrated some opportunities for growth that may contribute to overall continuous improvement. Some staff will not be returning to their position next year. In preparation for the 2023-24 school year, Summit Academy Management and Mrs. Elliott are encouraged to make staff recruitment a high priority to ensure the school is fully staffed at the start of the school year.

With the potential of several new staff members, it will be crucial to revisit building expectations and instructional protocols at the beginning of the school year and frequently throughout. Additionally, the administration team is encouraged to create clarity around roles and responsibilities, discuss how to uphold building expectations and protocols, and proactively consider ways in which new staff members may need to be supported and coached.

During the 2022-23 school year, staff have shown improvements in effectively engaging parents and families. Mrs. Elliott held a bi-weekly parent meeting in person, encouraging parents to come into the building to hear updates and discuss any concerns. Additionally, the staff made weekly positive parent phone calls and planned several family engagement activities. Moving into next year, the administration team is encouraged to reflect on the successes of their efforts this year, as well as areas they can continue to build on and improve parent partnerships.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Summit Academy Community School – Dayton

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	000297	

		Contract Term	 
	7 Years	
	 Contract Start Date 
	07/01/2017	
	 Contract End Date 
 	06/30/2024	
		Grades Served	
	K-8	
	
	Address	 
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 4128 Cedar Ridge Rd. 
 Phone: (937) 278-4298
 https://summitacadem
 Mrs. Catherine Rouhie

David Frey, Lauren Da
	Dayton, OH 45414	                                                                                       
	 Fax: (937) 278-4613	
ies.org/dayton-community/                                                                           
r	

venport, Tiffany Tungate, Molly Stitsinger, Keith Tungate
	
	We design, develop and deliver educational opportunities in a therapeutic environment so everyone can learn.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
	 	%	
	 
		#	
	 
		Grade	
		#	
	
 Female	 
 Male	 
		28	
 	72	
		19	
	50	
		K	
 	1	
	2	
	3	
	4	
 	5	
	6	
 	7	
 	8	
	9	
	10	
 	11	
	12	
		8	
	4	
	6	
	5	
	9	
	8	
	12	
	8	
 	9	
	
	Race/Ethnicity	
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	 
 White, Non-Hispanic	 

 

  
		1	
	1	
	36	
	3	
	16	
	42	
		1	
	1	
	25	
	2	
	11	
	29	
			
	Historically Underserved	 
		%	
	 
		#	

	
 	69	
	
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	
		100	
	0	
	0	
	78	
		69	
	0	
	0	
	54	
			
			 	Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Community School – Dayton was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Community School – Dayton was placed on a Compliance Corrective Action Plan (CAP) during the 2022-23 due to non-compliance in the previous school year and satisfied the terms of the CAP.

VIII. Performance Summary

Performance Summary

Areas of Strength
	During the 2022-23 school year, Summit Academy Community School - Dayton demonstrated several areas of strength. Prior to the school year beginning, the school made staff recruitment a high priority. This intentionality resulted in starting the school year fully staffed and supported a smooth and effective start to the school year, as compared to the last school year. Additionally, Mrs. Rouhier restructured staff members for the 2022-23 school year, and the restructuring led to more consistent classroom management and more effective teaching and learning. Throughout the year, the school remained fully staffed and all current staff have indicated their plans to return for the 2023-24 school year.

During the 2022-23 school year, RTI strategies were implemented with fidelity. This is reflected in student growth from fall to spring benchmark assessments. Students demonstrated consistent growth in all grades for ELA and significant growth in middle school math.

Throughout the year, Mrs. Rouhier and staff made intentional efforts to engage parents and families back into the building as a way to strengthen parent partnerships. They hosted several family nights with various themes and learning activities. These intentional efforts likely contributed to an increase in parent survey participation, allowing the school to meet its contract goal.

Areas for Improvement
	Summit Academy Community School - Dayton has demonstrated some opportunities for growth that may contribute to overall continuous improvement. Compared to the 2021-22 school year, staff have demonstrated increased buy-in for the use of restorative practices and the PBIS framework, particularly in middle school. The staff is encouraged to continue to keep PBIS and Restorative Practices a major focus for the 2023-24 school year to see 100% of staff implementing building-wide practices with fidelity. Additionally, the administration team is encouraged to observe for consistent implementation, analyze behavior data, and provide coaching to all staff around effective implementation.

This year, several new curricular tools were implemented. In preparation for the 2023-24 school year, it will be important for the administration team to reflect on the fidelity of implementation and plan a strategic coaching approach to support teachers in the effective implementation of all curricular tools.

During parent and staff interviews, some safety concerns arose. Mrs. Little discussed the concerns with Mrs. Rouhier, and together they shared the concerns with Summit Academy Management personnel and Summit Academy governing authority members. Prior to the start of the 2023-24 school year, it will be imperative that the safety concerns are addressed and resolved. Specifically, all exterior doors should be checked for proper latching and repaired as needed. A working camera/buzzer system should be installed at the main entrance, and the office staff should be trained to observe who is at the main entrance before buzzing the person into the building. Additionally, Mrs. Rouhier and the administration team are encouraged to create a proactive communication plan to share safety information with families regularly.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Summit Academy Community School – Painesville

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000629	
		Contract Term	 
	7 Years	 

	 Contract Start Date 
	07/01/2017	
	  Contract End Date 
 	06/30/2024	
		Grades Served	
	K-8	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 268 N State St. Painesville, OH 44077	                                                                                       
 Phone: (440) 358-0877	 Fax: (440) 358-0397	
 https://summitacademies.org/painesville-elementary/                                                                     
 Kelly Cunningham, Principal	

William Epich, Dusk Haberman, Rita Martin, Maria Chavez
	
	We design, develop, and deliver educational opportunities in a therapeutic environment so everyone can learn.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
	 
		#	
		Grade	
		#	
	
 Female	
 Male	
		41	
 	59	
		13	
	19	
	 	K	
 	1	
	2	
	3	
	4	
	5	
	6	
 	7	
	8	
	9	
	10	
	11	
 	12	
		3	
	8	
	1	
	8	
	2	
	2	
	2	
	2	
	4	
	
	Race/Ethnicity	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	 
 Multiracial	 
 White, Non-Hispanic	
	 	0	
	0	
	15	
 	7	
	10	
	41.46	
		0	
	0	
	6	
	3	
	4	
	17	
			
	Historically Underserved	 
		%	
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	
		100	
	6	
 	0	
 	59	

 
 
		32	
	2	
	0	
	19	
			
				 	Total	
	 	32	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	N/A
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	N/A
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	NOT MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	NOT MET
	
Reading
	
2022-2023
	NOT MET
	
Math
	
2022-2023
	NOT MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	NOT MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	NOT MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Similar School #2
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Community School – Painesville was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Community School – Painesville was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
The staff at Summit Academy Community School-Painesville have a commitment to caring for students, understanding and meeting their needs, and being open to professional development that extends their knowledge base in curriculum and teaching practices. These strengths have enabled the school to create a safe and supportive learning environment for all students. This school year, Summit Academy Community School- Painesville had a large focus on PBIS and Restorative Practices. Teachers held daily morning meetings to encourage positive behavior choices, repair relationships, and build a sense of community among their students. Daily building and classroom informal walkthroughs took place by leadership to ensure that classrooms were using PBIS and restorative practices in their daily routines. Unfortunately, the school closed at the end of the school year due to the management company ending its contract with the Governing Authority.

Areas for Improvement
	
An area of focus for Summit Academy Community School- Painesville is its staff climate and culture. There was a staffing shortage and a lack of consistency in the assigned teachers throughout the school year. The staffing changes created an inconsistent presence in the classrooms which resulted in challenges with behavior management, instruction, and the overall morale of the staff. While staff and management worked together to overcome these obstacles, they were unable to find permanent solutions that yielded the positive climate and culture needed to foster a positive work environment.
	
Prospects for Renewal
	Not Applicable

ANNUAL PERFORMANCE REPORT Summit Academy Community School – Parma

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000302	
		Contract Term	 
	8 Years	 

	 Contract Start Date 
	07/01/2018	
	  Contract End Date 
 	06/30/2026	
		Grades Served	
	K-12	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 5868 Stumph Rd. Parma, OH 44134	                                                                                       
 Phone: (440) 888-5407	 Fax: (440) 888-5417	
 https://summitacademies.org/parma-community/                                                                            
 Saree Doyle, Director	

Dusk Haberman, Albert Charpentier, Theresa Alai, David Lang, Joseph Gagliano
	
	To empower our students to overcome social, emotional, and educational challenges by:
•	Providing an engaging learning environment that is safe, nurturing, and positive, •	Building relationships with students, families, and the community; and,
•	Continuing to improve our knowledge and skills as professionals
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
		#	
		Grade	
		#	
	
 Female	
 Male	
	 	40	
 	60	
		72	
	107	
	 	K	
 	1	
	2	
 	3	
 	4	
	5	
 	6	
	7	
	8	
	9	
	10	
	11	
 	12	
		6	
	4	
	8	
	13	
	12	
	11	
 	15	
	11	
	14	
	15	
	15	
	13	
	12	
	
	Race/Ethnicity	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	 
 White, Non-Hispanic	
	 	0	
 	0.56	
	15.64	
	8.38	
	9.5	
	65.92	
		0	
	1	
	28	
	15	
	17	
	118	
			
	Historically Underserved	 
		%	
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	 
 Students with Disabilities	
	 	100	
	0	
 	0	
	72	

 
 
		179	
	0	
	0	
	106	

		Total	
		149	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	NOT MET
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	NOT MET
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	NOT MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	NOT MET
	
Reading
	
2022-2023
	NOT MET
	
Math
	
2022-2023
	NOT MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	NOT MET
	
Grades 4-8
	
2022-2023
	NOT MET
	
Grades 9-12
	
2022-2023
	NOT MET

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Not Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Not Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Not Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Community School – Parma was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Community School – Parma was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Teachers and other staff members at Summit Academy Community School- Parma are approachable and readily available to support students both academically and emotionally. They demonstrate empathy and understanding, creating an atmosphere where students feel comfortable sharing their thoughts, challenges, and successes. This open communication and trust-building enables students to develop a strong rapport with their teachers, which positively impacts their educational experience. When parents at the school were interviewed this was the main area that stood out as a strength. All parents interviewed stated that their child is cared about and that they feel safe sending their child to the school knowing that the staff cares and is invested in their education.

Areas for Improvement
	
An area for improvement noted this school year for Summit Academy Community School- Parma is the staff climate and culture. To cultivate a work environment that promotes positivity, inclusivity, respect, and support among employees, leadership is encouraged to promote teamwork, recognize achievements, and maintain open lines of communication. Another way to improve staff culture is to foster a sense of collaboration, trust, and empowerment among employees. This involves promoting teamwork and involving employees in decision-making processes. By prioritizing staff culture as a performance area of improvement, Summit Academy Community School-Parma will be able to create a positive and engaging work environment that fosters employee satisfaction, productivity, and overall success.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Summit Academy Community School – Warren

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000305	
		Contract Term	 
	8 Years	

	 Contract Start Date 
	07/01/2017	
	  Contract End Date 
 	06/30/2025	
		Grades Served	
	K-7	
	
	Address	
	Contact	
	Website	 

Leadership
	 2106 Arbor Ave. SE Warren, OH 44484	                                                                                       
 Phone: (330) 369-4233	  Fax: (330) 369-4299	
 https://summitacademies.org/warren-elementary/                                                                            
Mrs. Kimberly Vrabel, Behavior Specialist Mrs. Amber DeSantis, IEP Coordinator Mrs. Diana Napolitan, Instructional Coach
Mrs. Sara Robinson, Instructional Coach/Lead IS Jennifer Costarell, Martial Arts Instructor
Mrs. Patricial Smith, Administrative Assistant
 Mrs. Allison Glass, Principal	

Miss Amber Bodrick, Mr. Joseph Gagliano, Eric Jones, Kendra Godiciu, Nicole Forte
	
Governing
	Authority	

Mission Statement
		
	Summit Academy Schools build hope, success, and well-being through education and advocacy for children with special needs.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
		%	
		#	
	 	Grade	
		#	
	
 Female	
 Male	

		35	
	65	
		34	
	63	
		K	
	1	
 	2	
	3	
	4	
 	5	
	6	
	7	
	8	
	9	
	10	
	11	
 	12	
		11	
	4	
 	14	
	14	
	18	
	8	
	10	
	18	
	
	Race/Ethnicity	
	 	%	
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	
 Hispanic	 
 Multiracial	
 White, Non-Hispanic	
		0	
	0	
 	12.4	
	9.2	
	13.4	
	65	

 

 
		0	
	0	
	12	
	9	
	13	
	63	

	Historically Underserved	 
	 
		%	
		#	
			
 Economically Disadvantaged	 
 English Learner	 
 Migrant	
 Students with Disabilities	
	 	100	
	0	
 	0	
	69	

 
 
		97	
	0	
	0	
	67	
			
					Total	
		97	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	NOT MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-7
	
2022-2023
	MET
	
Grades 8-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Similar School #2
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Community School – Warren was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Community School – Warren was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Summit Academy Community School - Warren prides itself on the frequency of communication with families. They utilize a variety of communications including REMIND, One Call, ClassTag, and traditional phone calls to involve families in day-to-day happenings. Approximately every three weeks, teachers provide families with ongoing conferences via phone to discuss progress throughout the year.

Summit Academy Community School - Warren has eight staff members who have completed the LETRS Training Units 1-4; the instructional coach and principal finished units 5-8 as well for Science of Reading.

Staff retention is generally strong for this school. One of the many things they pride themselves on is the positive school culture. They intentionally have procedures in place so that every child is greeted multiple times upon arrival, heavily supported throughout the day, and ends their day on a positive note by a meaningful dismissal process that closes the day. The school provides a safe environment with support throughout the building and offers ways for students to resolve conflict in a peaceful, meaningful way contributing to the overall school experience.

Student morale is maintained through building a community with Morning Meetings daily. As part of Responsive Classroom, students are exposed to the importance of building community in their classrooms and also as a school. At the end of the year, they do a building-wide community cleanup day. Restorative Practices have provided a way to resolve conflicts in a safe environment by providing opportunities to express feelings and repair damage together.

To provide students and their families with a positive, well-rounded experience, Summit Academy Community School - Warren relies on many community partners. They provide confidential space in the building for Village Network, which is an outside counseling agency. The Village Network provides an opportunity for parents to sign up for their services which address areas that are not serviced through the behavior specialist. Village also provides afterschool programming as well as summer programming. They do home visits and work with students as well as their families. In addition, they also work with Oakwood Counseling which is an agency where parents can sign up for a behavior technician to come into the school and work with their child as a support in the classroom. Steel Valley Warriors is another entity that has assisted families.

Internal monitoring is conducted quarterly by the IEP Coordinator, Lead Intervention Specialist, Intervention Specialist, and General Education Teacher. Monthly Internal Monitoring yielded 100% compliance each month for the 2022-23 school year.

Extended Learning Opportunities are offered in the fall and spring three days/week, for an additional hour each session, free of charge. Teachers provide explicit, targeted interventions to address achievement gaps. An additional Extended Learning Opportunity was provided for all students to participate in STEM Saturdays.

Performance Summary

Areas for Improvement
	
Attendance continues to be a challenge for this school; this is an ongoing, targeted area for improvement each year.

Although they are seeing big areas of improvement as they increase their understanding of restorative practices, discipline strategies and proactive practice need to be defined for 2023-24. By establishing common practices and procedures for daily routines school-wide, class management will benefit. Teachers need a better understanding of disability vs. choice behavior.

A challenge they faced this school year was the quality of instruction. They have non-classically trained teachers who needed a lot of support using different instructional strategies this past school year. In several classrooms, there was a lot of downtime and a lack of student engagement. To address these issues, they are making a schedule for each classroom to follow. They will analyze the instructional strategies and student engagement in TBT meetings. Instructional coaches support those teachers who are struggling with instructional strategies and student engagement. Summit Academy Community School - Warren will continue to monitor and adjust its MTSS program to meet the needs of its students.

Staff are experiencing challenges in effectively differentiating core content topics in response to a student’s readiness and interest. Through TBTs, they plan to help teachers design and analyze assessments to effectively determine student readiness with upcoming topics and skills. The goal is to increase teacher understanding of differentiation resulting in tiered assignments that are designed to instruct students on essential skills that are provided at different levels. The curricular content and objective(s) are the same, but the process and/or product are varied according to individual student readiness.

A final area of challenge is consistency in grading procedures. Each teacher has a different style of grading, which impacts student’s understanding of the grading process. They plan to review and enhance their grading policy to increase consistency in the weight of assignments, participation points, and students with Individualized Education Programs. The goal is to derive clearly stated grading criteria to ensure students understand their grades and teachers can use these clearly stated goals to enhance learning.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT
Summit Academy Community School for Alternative Learners – Canton

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	133306	
		Contract Term	 
	8 Years	 

	 Contract Start Date 
	07/01/2017	
	  Contract End Date 
 	06/30/2025	
		Grades Served	
	K-8	
	
	Address	
	Contact	
	Website	 

Leadership
	 1620 Market Avenue S Canton, OH 44707	                                                                                       
 Phone: (330) 458-0393	 Fax: (330) 458-0518	
 https://summitacademies.org/canton-elementary/                                                                            
Tiffany George, Director; Lisa Merry, Kelly Addessi, Jason West, Sue Carpenter, Delores Spencer, Kristi McDermitt, Sarah Kwasnicka
	
Governing
	Authority	

Mission Statement
	Tiffany Biedenbach, Jacqueline Trainor, Rachel Murphy, Derrick Wyman, Jennifer
 Rainey	
Summit Academy Schools build hope, success, and well-being through education and advocacy for children with special needs.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
		%	
		#	
	 	Grade	
		#	
	
 Female	
 Male	 

		37	
	63	

		38	
	65	
		K	
	1	
	2	
 	3	
	4	
 	5	
 	6	
	7	
	8	
	9	
	10	
	11	
	12	
		10	
	11	
	10	
	10	
	9	
	9	
	14	
	14	
	16	
	
	Race/Ethnicity	 
		%	
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	
	 	0	
	0	
 	15	
 	0	
	22	
 	62	
		0	
	0	
	16	
	0	
	23	
	64	
			
	Historically Underserved	
	 	%	
	 
		#	

	
	103	
	
 Economically Disadvantaged	 
 English Learner	 
 Migrant	 
 Students with Disabilities	
		100	
 	0	
	0	
	66	
		103	
	0	
	0	
	68	

		Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	NOT MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	NOT MET
	
Similar School #2
	
2022-2023
	N/A
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Similar School #2
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Community School for Alternative Learners – Canton was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Community School for Alternative Learners – Canton was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
While this was the second year of MTSS implementation for Summit Academy Community School for Alternative Learners - Canton teachers, they followed the MTSS blueprint with fidelity (explicit teaching, tiered forms, etc.) Students were able to close a lot of learning gaps this year with teachers focusing on foundational skills/lower grade level skills that areas identified as needs for students. Because they had dedicated time within the schedule to implement daily, they experienced significant student growth.

In addition, test preparation was incorporated into daily learning; teachers were intentional in their planning. By following the test prep blueprint, OST scores showed improvement as well. To continue on this path of success and growth, they have ordered an approved science of reading ELA curriculum for 2023-24.

A sense of family was facilitated through the joining of Summit Academy Community School for Alternative Learners - Canton and Summit Academy Secondary School -Canton, sharing common family events and training. Eventually, the school plans to move to a common K-12 building. Communication among staff and with families was improved this year; as a result, teacher feedback was much more positive and constructive as well.

RIMPs were developed in a much more meaningful way and progress was more closely and consistently monitored. Employing research-based strategies and materials supported most students to improve their reading closer to, or on target with, where they needed to be academically in reading. Teachers scheduled RIMP intervention time within their ELA block daily as well; this focused instruction resulted in students making large academic gains.

Performance Summary

Areas for Improvement
	
Increased focus and efforts resulted in the early signs of consistent, meaningful growth for Summit Academy School for Alternative Learners - Canton students. With increased focus on implementing current and new curriculum with fidelity, growth may continue to gain. In addition, as PLCs meet, it is important to pace the content throughout the school year and align the curriculum vertically. The staff needs to receive more training on the support and supplemental resources that accompany the curriculum and use what the school has paid for to enhance student learning.

While the use of instructional assistants is a big support in the classroom, they generally do not receive any formalized training to know how to effectively support learning. This team could benefit from targeted training for their instructional assistants.

With staff gaining a better understanding of choice vs. disability behaviors, more student reactions could and should be redirected in the classroom which would result in fewer office referrals. Also, when all staff provide feedback on what does and doesn’t work with their PBIS program, it can be tweaked to work for more students. It would be important to include their local State Support Team as they work directly with PBIS programming.

Shifting the mindset to positive, proactive conversations and planning this year resulted in a much more positive building culture and overall morale. This needs to continue as a priority for the school to benefit staff and students.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT
Summit Academy Community School for Alternative Learners – Lorain

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	133322	
		Contract Term	 
	6 Years	 

	 Contract Start Date 
	07/01/2018	
	  Contract End Date 
 	06/30/2024	
		Grades Served	
	K-5	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	2140 E 36th St. Lorain, OH 44055
	
	 Phone: (440) 277-4110	
	 Fax: (440) 277-4112	
	
	 https://summitacademies.org/lorain-elementary/                                                                              
 Jasmine Rengh, Principal	

Regina Kynard, Diane Longstreth Jennifer Thai, Albert Charpentier, Kammera Rice
	
	Summit Academy Schools build hope, success, and well-being though education and advocacy for students with special needs.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
	 
		#	
		Grade	
		#	
	
 Female	
 Male	
		45.76	
 	54.24	
		27	
	32	
	 	K	
 	1	
	2	
	3	
	4	
	5	
	6	
 	7	
	8	
	9	
 	10	
	11	
 	12	
		6	
	8	
	9	
	4	
	16	
	16	
	
	Race/Ethnicity	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	 
 Hispanic	
 Multiracial	
 White, Non-Hispanic	
	 	3.39	
 	0	
	13.56	
	20.03	
	6.78	
	54.24	
		2	
	0	
	8	
	13	
	4	
	32	

	Historically Underserved	 
	 	%	
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	 
		84.75	
	0	
 	0	
	64.41	

 
 
		50	
	0	
	0	
	38	

		Total	
	 
		59	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	NOT MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	NOT MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Community School for Alternative Learners – Lorain was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Community School for Alternative Learners – Lorain was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Summit Academy Community School for Alternative Learners- Lorain excels in creating a positive climate and culture that fosters a sense of belonging, respect, and engagement among its students, staff, and community. The school recognizes the importance of strong partnerships between the school, parents, and the local community. The school emphasizes building positive relationships among students, teachers, administrators, and support staff. Teachers and staff members are approachable, caring, and dedicated to fostering strong connections with students. Students feel comfortable seeking guidance and support, which contributes to a healthy and nurturing school environment. Regular communication channels are established to keep parents informed about their child's progress, school events, and opportunities for involvement. By prioritizing positive relationships, and parent/community involvement, the school ensures a supportive environment conducive to academic success and personal growth.

Areas for Improvement
	
To improve school performance, one area of focus for Summit Academy Community School for Alternative Learners-Lorain is teacher professional development. The school can provide additional training on strategies to cater to diverse learning needs within the classroom. Teachers can build on their knowledge of how to adapt their teaching methods and materials to accommodate students with varying abilities, interests, and learning styles. Teachers should continue to work on using assessment results, identify student strengths and weaknesses, and adjust their teaching accordingly to better meet individual student needs. By investing in ongoing professional development opportunities for teachers in these areas, the school can enhance teacher effectiveness and ultimately improve overall school performance.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT
Summit Academy Community School for Alternative Learners – Middletown

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	132746	
		Contract Term	 
	5 Years	 

	 Contract Start Date 
	07/01/2019	
	  Contract End Date 
 	06/30/2024	
		Grades Served	
	K-8	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 4700 Central Ave. Middletown, OH 45044	                                                                                       
 Phone: (513) 422-8540	 Fax: (513) 423-6352	
 https://summitacademies.org/middletown-community/                                                                  
 Kristen Parkes, Principal	

Brian Roth, Faustino Zapata, Jennifer Frey, Michael Dailey, Andrew Davenport
	
	We design, develop, and deliver educational opportunities in a therapeutic environment so everyone can learn.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
	 
		#	
		Grade	
		#	
	
 Female	
 Male	
		37	
 	63	
		34	
	57	
	 	K	
 	1	
	2	
	3	
 	4	
	5	
	6	
	7	
	8	
	9	
 	10	
	11	
 	12	
		13	
	15	
	10	
	13	
	16	
	8	
	16	
	
	Race/Ethnicity	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	 
 Hispanic	
 Multiracial	 
 White, Non-Hispanic	
		0	
 	0	
	3	
 	7	
	11	
	79	
		0	
	0	
	3	
	6	
	10	
	72	

	Historically Underserved	 
	 	%	
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	 
		52	
	0	
 	0	
	66	

 
 
		47	
	0	
	0	
	60	

		Total	
	 
		91	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	N/A
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	NOT MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Community School for Alternative Learners – Middletown was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Community School for Alternative Learners – Middletown was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
The teachers and administration have had to work very closely together this year for several reasons. Teacher absences created a need to staff classrooms filled by both administration and fellow teachers. BLTs and TBTs reviewed processes and procedures and in some cases either revamped them or created new procedures to meet student needs. Student achievement and accelerating student growth towards profiency were the school’s major emphasis this year.

Areas for Improvement
	
Math scores may be an area for improvement next school year. Student and staff absences this year created unique problems for the school. Student absences created logistical issues, but the staff and administration kept the parents informed by text messages, emails, phone calls, and by using ClassDojo to keep them informed of absences and outstanding classroom work. They will not have the facilities issues to contend with next year which presented its own challenges.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT
Summit Academy Community School for Alternative Learners – Xenia

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	132761	
		Contract Term	 
	5 Years	 

	 Contract Start Date 
	07/01/2020	
	  Contract End Date 
 	06/30/2025	
		Grades Served	
	K-12	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 1694 Pawnee Dr. Xenia, OH 45385	                                                                                       
 Phone: (937) 372-5210	 Fax: (937) 372-5250	
 https://summitacademies.org/xenia/                                                                                                     
 Marissa Raux, Principal	

Brian Roth, Faustino Zapata, Jennifer Frey, Andrew Davenport, and Michael Dailey
	
	We design, develop, and deliver education opportunities in a therapeutic environment so everyone can learn.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
	 
		#	
		Grade	
		#	
	
 Female	
 Male	
		32.3	
 	67.7	
		52	
	109	
	 	K	
 	1	
	2	
	3	
 	4	
	5	
	6	
	7	
	8	
	9	
	10	
	11	
	12	
		7	
	3	
	7	
	7	
	5	
	12	
	10	
	16	
	22	
	19	
	14	
	10	
	22	
	
	Race/Ethnicity	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	 
 Hispanic	
 Multiracial	
 White, Non-Hispanic	
	 	0	
 	1.86	
	6.21	
 	1.24	
 	9.32	
	81.37	
		0	
	3	
	10	
	2	
	15	
	131	
			
	Historically Underserved	 
	 	%	
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	 
	 	100	
	0	
	0	
	70.19	

 
 
		161	
	0	
	0	
	113	

		Total	
	 
		161	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	NOT MET
	
4-Yr. Graduation Rate
	
2022-2023
	MET
	
5-Yr. Graduation Rate
	
2022-2023
	MET
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	NOT MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	N/A
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	N/A

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	NOT MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	MET

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Not Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Not Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Community School for Alternative Learners – Xenia was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Community School for Alternative Learners – Xenia was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
This year, the teachers and administration staff have worked extremely closely together in order to provide classroom instruction, tutoring, and other student opportunities and activities due to staff illnesses. Besides providing classroom instruction, the teachers and administration reviewed, revised and developed new programs and processes to better assist students in achieving academic improvements after being taught virtually for two years. TBTs, BLTs, and groups of both teachers and administrators worked together to accelerate student growth towards proficiency.

Areas for Improvement
	
One area that a lot of schools have found challenging is math scores or achievement. Absences threw the school off of their routine, but they quickly devised plans and procedures to assist the students. Attendance at times was an issue, but the teachers and administration called, texted, and used ClassDojo to keep parents informed of student absences as well as notifying parents of outstanding work.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Summit Academy Middle School – Columbus

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000610	
		Contract Term	 
	6 Years	 

	 Contract Start Date 
	07/01/2019	
	  Contract End Date 
 	06/30/2025	
		Grades Served	
	6-8	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 2521 Fairwood Avenue Columbus OH 43207	
 Phone: (614) 237-5497	 Fax: (614) 237-6519	
 https://summitacademies.org/columbus-middle/                                                                               
 Mrs. Cheryl Elliott	

Anthon Brooks, Terry Kleman, Derrick Wyman, Erin Bentz, Kimberly Black
	
	Summit Academy Schools build hope, success, and well-being through education and advocacy for children with special needs.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
	 
		#	
		Grade	
		#	

	
	
 Female	
 Male	
	 	45	
	55	
		14	
	17	
		K	
	1	
	2	
	3	
 	4	
	5	
	6	
 	7	
	8	
	9	
 	10	
	11	
	12	
		
	Race/Ethnicity	 
	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	 
 Multiracial	 
 White, Non-Hispanic	
	 	0	
	0	
	58	
 	3	
	0	
	39	
		0	
	0	
	18	
	1	
	0	
	12	
			
					10	
	14	
	7	
	
	Historically Underserved	 
		%	
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	 
 Students with Disabilities	
		32	
	3	
	0	
 	68	

 
 
		10	
	1	
	0	
	21	

		Total	
	 
		31	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	N/A
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	N/A

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	N/A
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	N/A
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Middle School – Columbus was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Middle School – Columbus was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	During the 2022-23 school year, Summit Academy Middle School - Columbus demonstrated several areas of strength. Throughout the year, Mrs. Elliott and the academic coaches completed daily observations and followed up with coaching conversations. As a result, they observed growth in instructional delivery. Additionally, an above-average percentage of middle school students showed academic growth, and all of the school’s 11.6 academic contract goals were met.

Chronic absenteeism continues to pose challenges due to transportation problems and the effects of the COVID-19 virus. Despite these challenges, the middle school was able to decrease the chronic absenteeism rate from the previous year. They are encouraged to continue their efforts in student attendance to further decrease the chronic absenteeism rate next school year.

Areas for Improvement
	Summit Academy Middle School - Columbus has demonstrated some opportunities for growth that may contribute to overall continuous improvement. Most staff will not be returning to their positions next school year. In preparation for the 2023-24 school year, Summit Academy Management and Mrs. Elliott are encouraged to make staff recruitment a high priority to ensure the school is fully staffed at the start of the school year.

With a completely new middle school staff, it will be crucial to develop a plan for building a positive staff culture, and a plan to establish building expectations and instructional protocols at the beginning of the school year. Additionally, the administration team is encouraged to discuss ways to create clarity around roles and responsibilities, how to uphold building expectations and protocols, and proactively consider ways in which new staff members may need to be supported and coached throughout the year.

During the 2022-23 school year, staff have shown improvements in effectively engaging parents and families. Mrs. Elliott held a bi-weekly parent meeting in person, encouraging parents to come into the building to hear updates and discuss any concerns. Additionally, the staff made weekly positive parent phone calls and planned several family engagement activities. Moving into next year, the administration team is encouraged to reflect on the successes of their efforts this year, as well as areas they can continue to build on and improve parent partnerships.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Summit Academy School – Lorain

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000609	
		Contract Term	 
	7 Years	 

	 Contract Start Date 
	07/01/2017	
	  Contract End Date 
 	06/30/2024	
		Grades Served	
	6-12	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 346 Illinois Ave. Lorain, OH 44052	                                                                                       
 Phone: (440) 288-0448	 Fax: (440) 288-0997	
 https://summitacademies.org/lorain-middle-secondary/                                                                 
 Amy Smialek, Principal	

Regina Kynard, Diane Longstreth, Jennifer Thai, Albert Charpentier, Kammera Rice
	
	The mission of Summit Academy schools is to build hope, success, and well-being through education and advocacy for students with special needs.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
	 
		#	
		Grade	
		#	

	
	
 Female	
 Male	
	 	38	
	62	
		24	
	40	
		K	
	1	
	2	
	3	
	4	
	5	
	6	
	7	
	8	
 	9	
	10	
	11	
	12	
		
	Race/Ethnicity	 
	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	 
 Hispanic	 
 Multiracial	 
 White, Non-Hispanic	
	 	6	
	0	
	0	
 	20	
	19	
	55	
		4	
	0	
	0	
	13	
	12	
	35	
			
					6	
	9	
	11	
	11	
	15	
	5	
	7	
	
	Historically Underserved	
		%	
		#	
			
 Economically Disadvantaged	 
 English Learner	
 Migrant	 
 Students with Disabilities	

 
  
		100	
	0	
	0	
	70.80	

 
 
		64	
	0	
	0	
	46	

		Total	
	 	64	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	NOT MET
	
4-Yr. Graduation Rate
	
2022-2023
	NOT MET
	
5-Yr. Graduation Rate
	
2022-2023
	NOT MET
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	N/A
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	NOT MET
	
Reading
	
2022-2023
	NOT MET
	
Math
	
2022-2023
	NOT MET
	
Improving K-3 Literacy
	
2022-2023
	N/A

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	N/A
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	NOT MET

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	N/A
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy School – Lorain was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy School – Lorain was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
The faculty and staff at Summit Academy School-Lorain actively engage in professional development opportunities to build upon their teaching skills and stay updated on the latest educational trends and best practices. The school encourages its educators to attend professional development that focuses on teaching methods, data analysis, and student engagement strategies. The school has formed a strong partnership with the local State Support Team that provides them with targeted support that is tailored to their needs. By investing in the professional growth of its staff and leveraging external support, the school has been able to support its current staff needs and address any areas identified as requiring improvement.

Areas for Improvement
	
Two key areas of improvement at Summit Academy School-Lorain are staffing and reducing the number of out-of-school suspensions. Staffing plays a crucial role in the overall performance and success of students. To improve in the area of staffing the school will need to focus on teacher recruitment, retention, support staff and professional development opportunities for staff to enhance their skill sets. The school did not meet its 11.6 discipline goal and will need to focus on its PBIS and Restorative Practices program to reduce the number of out-of-school suspensions. Improving staffing and reducing suspensions require a multi-faceted approach that involves collaboration among school administrators, teachers, support staff, students, and parents. By investing in these areas, the school can create a more supportive and inclusive learning environment, leading to improved overall performance and student outcomes.
	
Prospects for Renewal
	Not Applicable

ANNUAL PERFORMANCE REPORT
Summit Academy School for Alternative Learners – Warren Middle and Secondary

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000616	
		Contract Term	 
	6 Years	 

	 Contract Start Date 
	07/01/2018	
	  Contract End Date 
 	06/30/2024	
		Grades Served	
	8-12	
	
	Address	
	Contact	
	Website	 

Leadership
	 1461 Moncrest Dr. NW Warren, OH 44485 	
 Phone: (330) 399-1692	 Fax: (330) 399-1768	
 https://summitacademies.org/warren-middle-secondary/                                                               
Erin Bradley – Principal
Daniel Stella – Dean of Students Allison Garisto – Data Coach Melissa Weaver – IEP Coordinator
Sam Musser – Administrative Assistant Cary Anderson – Performance Coach Maria Winbush – Behavioral Specialist
 Jim Ihnat – Lead Intervention Specialist	

Joe Gagliano, Amber Bodrick, Kendra Godiciu, Nicole Forte and Eric Jones
	
Governing
	Authority	

Mission Statement
		
	We design, develop, and deliver educational opportunities in a therapeutic environment so everyone can learn.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
	 
		#	
		Grade	
		#	
	
 Female	
 Male	 
		39	
	61	
		29	
	45	
	 	K	
	1	
	2	
 	3	
	4	
	5	
	6	
	7	
	8	
	9	
 	10	
	11	
 	12	
		
	Race/Ethnicity	
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	 
 White, Non-Hispanic	
	 	0	
	0	
	.08	
	.03	
	15	
	74	
		0	
	0	
	6	
	2	
	11	
	55	
			
					17	
	16	
	21	
	12	
	8	
	
	Historically Underserved	 
		%	
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	 
 Students with Disabilities	
	 	100	
	0	
	0	
	77	
		74	
	0	
	0	
	57	

		Total	
		74	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	NOT MET
	
4-Yr. Graduation Rate
	
2022-2023
	NOT MET
	
5-Yr. Graduation Rate
	
2022-2023
	NOT MET
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	N/A
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	N/A

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	N/A
	
Grades 4-7
	
2022-2023
	N/A
	
Grades 8-12
	
2022-2023
	MET

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	N/A
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Not Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy School for Alternative Learners – Warren Middle and Secondary was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy School for Alternative Learners – Warren Middle and Secondary was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
This year, the school held a wide variety of both in-school and out-of-school events for students and families. In-school events included quarterly honor roll parties, school dances/celebrations, talent shows, and staff-vs-student sports tournaments. Out-of-school events included their annual School Showcase and Fundraising Spaghetti Dinner. The school had great participation and turnout for these events.

To enhance learning opportunities, they participated in several field trips connected to PBIS, including an incentive trip to a local bowling alley. To increase consistency with meetings, they followed through with holding weekly administration meetings, as well as consistent TBTs and IATs.

The special education team followed through on their deadlines and completed work with minimal mistakes, increasing their overall compliance with the school all while providing support to one another and having open and positive interactions that facilitated necessary change. Overall, staff morale has improved since last year with better communication and better teamwork.

End of Course testing procedures went smoothly this year. The school saw increases in proficient, advanced, and accelerated scores, particularly in Biology and American History.

The administrative team devoted their previous summer to writing, planning, and executing a specific, effective Code of Conduct which fostered clear consequences for behavior. It has also assisted teachers to know better how and what behaviors to address in the classroom. While they still have work to do with enforcing and reinforcing this, the foundation has been established.

Areas for Improvement
	
Summit Academy School for Alternative Learners - Warren Middle and Secondary would benefit from building a more comprehensive, effective PBIS program in conjunction with State Support Team Region 5 support. Upon recommendation, they have a plan to work with the local State Support Team to improve the PBIS systems. In an effort to reinforce the new Code of Conduct implemented, they need to revisit and reinforce these measures for staff and students. The goal would be to see more effective classroom management.

This school was designated as a priority school back in 2019 and will be reevaluated following the release of the 2022-23 report card. The students would benefit from improving rigor, utilizing research-based strategies, and quality assessment in classrooms. Through OTES, they have determined that they need increasing grade-level Tier 1 instruction in the classrooms. They plan to put together guidance for grading and assessments within the classrooms to help improve teachers' rigor and collect meaningful data on each student, then adjust instruction accordingly.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Summit Academy Secondary School – Akron

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000298	
		Contract Term	 
	5 Years	 

	 Contract Start Date 
	07/01/2020	
	  Contract End Date 
 	06/30/2025	
		Grades Served	
	9-12	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 464 S Hawkins Ave. Akron, OH 44320	                                                                                       
 Phone: (330) 434-2343	 Fax: (330) 434-5295	
 https://summitacademies.org/akron-secondary/                                                                                
 Ralph E. Grant – Principal, Sarah Pavis, Mary Reville	

Jacqueline Trainor, David Lang, Gretchen Himes, Robert Rhoads
	
	Summit Academy Schools build hope, success, and well-being through education and advocacy for students with special needs.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
	 
		#	
		Grade	
		#	

	
	
 Female	
 Male	
	 	19.64	
	80.36	
		11	
	45	
		K	
	1	
	2	
	3	
	4	
	5	
 	6	
	7	
	8	
 	9	
	10	
	11	
	12	
		
	Race/Ethnicity	 
	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	 
 Hispanic	 
 Multiracial	 
 White, Non-Hispanic	
	 	0	
	0	
	25	
	0	
	12.5	
	62.5	
		0	
	0	
	14	
	0	
	7	
	35	
			
	Historically Underserved	
	 	%	
		#	
			17	
	12	
	14	
	13	
	
 Economically Disadvantaged	 
 English Learner	
 Migrant	 
 Students with Disabilities	
		55.36	
	0	
	0	
 	82.14	

 
 
		31	
	0	
	0	
	46	

		Total	
	 	56	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	MET
	
4-Yr. Graduation Rate
	
2022-2023
	MET
	
5-Yr. Graduation Rate
	
2022-2023
	MET
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	N/A
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	N/A

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	N/A
	
Grades 4-8
	
2022-2023
	N/A
	
Grades 9-12
	
2022-2023
	MET

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Not Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	N/A
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Secondary School – Akron was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Secondary School – Akron was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
This school year, despite not having a Behavior Intervention Specialist, the staff and administrative team worked together to implement and support their PBIS system successfully. This year showed more staff and student buy-in vs. all previous years. Students were encouraged by gaining points in the classroom with the ability to access a consistently open school store. The school store had items that were of high interest to the students. Staff required students to fill out surveys to determine what they preferred in the store. Students were also greatly motivated by the monthly events. These events included ice skating, bowling, movies, field days, a Halloween party and a game truck. Staff consistently filled out point sheets and gave students “extra” points if they went above and beyond in the classroom. Overall, the PBIS system was more organized, effectively implemented, and better received by staff and students than in previous years.

During the 2022-23 school year, Summit Academy Secondary School - Akron developed and maintained many community partnerships. An ongoing partnership the school has had for four years now is the National Association of Mental Illness (NAMI). They will provide mental health support and services to the community and the school. The school has also developed partnerships with Stewart’s Caring Place, Replay for Kids, Compassion Delivered, Grace House Hospice and Traditions Hospice. With these partnerships, students and staff learned the importance of community outreach, making connections, building lasting relationships, and meeting deadlines. The school worked closely within these partnerships to support the students in obtaining their required seals for graduation.

2022-23 brought the fourth consecutive year of 100% special education compliance. The special education team works closely with the management company in developing and creating compliant and meaningful goals for students and families. The team prides itself in taking feedback from the students, families, and staff, and turning the feedback into attainable and applicable plans for students to foster overall growth and success.

During the 2022-23 school year, Summit Academy Secondary School - Akron staff increased their participation in after-school programs. Programming included a Dungeons and Dragons theme literacy course, a basketball team with a literacy course, and a steel drum after-school program with accompanying language arts-based teaching. There was a high participation rate from staff and students. Attendance was consistent throughout the school year, and the parent feedback was positive as well. Students also played chess after school with Justin Bruce, a star chess player and history teacher at the school. The staff looks forward to creating and implementing new extended learning opportunities after school during the 2023-24 school year.

This school year showed a great deal of growth utilizing STARS benchmarking. The school believes with teacher-based incentives, goal setting, and student incentives, they will continue to see further growth. An average of 55% of Tier 1 and Tier 2 students met or exceeded growth expectations this school year.

Performance Summary

Areas for Improvement
	
Classroom management is an area that staff could continue to develop. Looking forward to the 2023-24 school year, they are hopeful to continue strengthening this area with more professional development opportunities that target restorative and trauma-informed practices. The administration would like to see a shift to teachers using more of these practices in their daily routines. Also, they plan to initiate more project-based learning throughout the school year.

MTSS is an area that could benefit from being further strengthened every year. This was a great year in implementing the practice and delivery of MTSS services. They plan to continue to develop and deliver more meaningful interventions to reach students. With the support of the Summit Academy Management curriculum coach, they are confident that this system will continue to develop to support student growth and learning.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Summit Academy Secondary School – Canton

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000300	
		Contract Term	 
	5 Years	 

	 Contract Start Date 
	07/01/2020	
	  Contract End Date 
 	06/30/2025	
		Grades Served	
	9-12	
	
	Address	
	Contact	
	Website	 

Leadership
	 2400 Cleveland Avenue NW Canton, OH 44709	
 Phone: (330) 453-8517	 Fax: (330) 453-8924	
 https://summitacademies.org/canton-secondary/                                                                              
Tiffany George, Principal, Jason West, Kara Smith, Briana Reasonover, Heather White,
 Jaymie Milton, and Sarah Kwasnicka	
Tiffany Biedenbach, Jennifer Rainey, Rachel Murphy, Jacqueline Trainor, Derrick
 Wyman	
The mission of Summit Academy Schools is to build hope, success, and well-being through education and advocacy for students with special needs.
	
Governing
	Authority	

Mission Statement
		
	Student Demographics	                               
		Enrollment	
	
	Gender	 
	 	%	
	 
		#	
	  
		Grade	
		#	
	
 Female	
 Male	 
		32.2	
	67.8	
		20	
	42	
		K	
 	1	
	2	
	3	
	4	
	5	
	6	
	7	
 	8	
	9	
	10	
	11	
	12	
		
	Race/Ethnicity	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	 
 Hispanic	
 Multiracial	 
 White, Non-Hispanic	
		0	
	0	
	17.8	
	0	
	19.4	
	62.8	
		0	
	0	
	11	
	0	
	12	
	39	
			
	Historically Underserved	
	 
		%	
	 
		#	
			22	
	13	
	13	
	14	
	
 Economically Disadvantaged	 
 English Learner	
 Migrant	
 Students with Disabilities	 
		100	
 	0	
	0	
 	73	
		62	
	0	
	0	
	45	
			
			 	Total	
	 	62	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	NOT MET
	
4-Yr. Graduation Rate
	
2022-2023
	NOT MET
	
5-Yr. Graduation Rate
	
2022-2023
	NOT MET
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	N/A
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	N/A
	
Similar School #2
	
2022-2023
	N/A
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	N/A

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	N/A
	
Grades 4-8
	
2022-2023
	N/A
	
Grades 9-12
	
2022-2023
	NOT MET

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
		
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
5-Yr. Graduation Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	N/A
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Secondary School – Canton was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Secondary School – Canton was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Based on needs assessment data, Summit Academy Secondary School - Canton purchased a new curriculum for both science and social Studies for the 2023-24 school year. With proper training for teachers on all components of these new programs, they are hoping to see more student growth in both Science and Social Studies in class, with diagnostic data, and on the End-of-Course Exams.

The PBIS program was better received by students this year vs. previous years. The administration team worked closely with staff and students to develop a program that was meaningful for all. This year, with the involvement of the local State Support Team to review the program, they are looking forward to continued success. With specific input from the Behavior Intervention Specialist, more behavior intervention ideas specific to student needs were updated in the IEP paperwork.

Summit Academy Secondary School - Canton has been working very closely in the community to spread awareness for the school and also expose students to resources in their community for themselves and their families. Several community members were invited to work with students in and out of the building on various projects; it was a beneficial program for both community members and students. This practice also reached families as many activities were planned throughout the year with the elementary families in the community. The events were well attended, positive feedback was shared, and the school became more unified as one K-12 entity.

Their dedicated MTSS block increases in success as the principal has specific experience with this programming and has trained her staff well. She also provides specific follow-ups to ensure program success with fidelity. With a Data Coach on staff, which is a new role added to this team, academic initiatives are further supported and drive instruction. The school has built a circle of communication to provide feedback and adjust programming as needed to foster student success.

Performance Summary

Areas for Improvement
	
With the new curriculum, the administration needs to ensure complete staff training for all components in order to expect implementation with fidelity. Along with that same expectation, MTSS blocks need to be monitored for explicit instruction, intentional vocabulary, and small groups to ensure that time for the blocks is used effectively.

To confirm that SDI and Title 1 instruction goals are being met regularly for all students, accountability needs to be increased and monitored more closely. The documentation for services should be accurate and current.

The instructional assistants are a big support in the classroom but generally do not receive any formalized training to know what to do to support learning. This team could benefit from targeted training for their instructional assistants with follow-up monitoring to ensure implementation success.

With staff gaining a better understanding of choice vs. disability behaviors, more student reactions could and should be redirected in the classroom which would result in fewer office referrals. Also, when all staff provide feedback on what does and doesn’t work with their PBIS program, it can be tweaked to work for more students. It would be important to include the local State Support Team as they work directly with PBIS programming. The PBIS program should focus on desired behaviors and alternatives to discipline.

With the added role of an instructional coach to the team, the pacing of core content should be guided and monitored throughout the school within TBT meetings. Vertical curriculum alignment should also be considered to drive effective instruction.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Summit Academy Secondary School – Middletown

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000634	
		Contract Term	 
	6 Years	 

	 Contract Start Date 
	07/01/2019	
	  Contract End Date 
 	06/30/2025	
		Grades Served	
	7 - 12	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 7 Marshall S Rd. Middletown, OH 45044	                                                                                       
 Phone: (513) 420-9767	 Fax: (513) 727-1520	
 https://summitacademies.org/middletown-secondary/                                                                    
 Kelli Frisby, Principal	

Brian Roth, Foustino Zapata, Jennifer Frey, Michael Dailey and Andrew Davenport
	
	We design, develop, and deliver educational opportunities in a therapeutic environment so everyone can learn.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
	 
		#	
		Grade	
		#	
	
 Female	
 Male	 
	 	30	
	70	
		23	
	56	
		K	
	1	
	2	
	3	
	4	
	5	
 	6	
	7	
	8	
 	9	
	10	
	11	
 	12	
	23	

	

	
	
	Race/Ethnicity	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	
	 	0	
 	0	
	2.5	
	5	
 	5	
	87	
		0	
	0	
	2	
	4	
	4	
	69	
			
					14	
	13	
	14	
	14	
	10	
	11	
 	3	
	
	Historically Underserved	
	 	%	
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	
	 	60	
	0	
	0	
 	73	

 

		48	
	0	
	0	
	58	

				 
		Total	
		79	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	NOT MET
	
4-Yr. Graduation Rate
	
2022-2023
	MET
	
5-Yr. Graduation Rate
	
2022-2023
	MET
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	N/A
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	NOT MET
	
Reading
	
2022-2023
	NOT MET
	
Math
	
2022-2023
	NOT MET
	
Improving K-3 Literacy
	
2022-2023
	N/A

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	N/A
	
Grades 4-8
	
2022-2023
	N/A
	
Grades 9-12
	
2022-2023
	NOT MET

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
5-Yr. Graduation Rate
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	N/A
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Secondary School – Middletown was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Secondary School – Middletown was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
This year has been unique to most schools in Ohio and the Summit Academy Secondary School - Middletown was no exception. Staff absences saw both the remaining teachers and administration work together to cover teacher classrooms. The physical school move also saw coordination and cooperation to make the changes smooth. Being in a different building saw the teachers and administration work together to review their former procedures and programs and revise them for the new building. Being in a new building allowed students a new start to improve their academics or at least a new opportunity to learn.

Areas for Improvement
	
Some academic areas such as math will need additional work to improve test scores and academic achievement. Student absences were a problem at times which also compounded their academic challenges. Facility repairs over the summer will allow the school to begin on time which will set a normal routine and expectations for the school year. The teachers and administration will continue to accelerate student academic growth towards proficiency and promote a healthy school atmosphere.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Summit Academy Secondary School – Youngstown

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000303	
		Contract Term	 
	6 Years	

	 Contract Start Date 
	07/01/2018	
	  Contract End Date 
 	06/30/2024	
		Grades Served	
	8-12	
	
	Address	
	Contact	
	Website	 

Leadership
	 2800 Shady Run Rd. Youngstown, OH 44502	
 Phone: (234) 228-8235	  Fax: (234) 228-8239	
 https://summitacademies.org/youngstown-secondary/                                                                    
Ashley Martin – principal, Audrianna Phillips – administrative assistant, Clark Cretella – behavior specialist, Jarrell Lemons – dean of students, Greta Glenellen – culture
 coordinator, Kara Kendall – IEP coordinator, Tabbatha Bennett – performance coach	

Eric Jones, Amber Bodrick, Kendra Godiciu, Joseph Gagliano and Nicole Forte
	
Governing
	Authority	

Mission Statement
		
	Our mission is to meet the academic, social, and emotional growth of high school students dealing with ADD, AD/HD, Aspergers, and other emotional challenges. Our small student to teacher ratio in every classroom helps our students experience academic growth. We incorporate Physical Education, Art, Music, and sports to further enrich our students’ learning potential. It is our job to help students achieve a high school diploma, while finding a path for their future.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
		%	
	 
		#	
	  
		Grade	
		#	
	
 Female	 
 Male	 

		45	
	55	
		45	
	54	
		K	
 	1	
	2	
	3	
 	4	
	5	
	6	
 	7	
	8	
	9	
 	10	
	11	
	12	
		
	Race/Ethnicity	
	 	%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	
		0	
 	0	
	42	
	11	
	9	
	37	
		0	
	0	
	42	
	11	
	9	
	37	
			
					25	
	17	
	22	
	21	
	14	
	
	Historically Underserved	
	 
		%	
	 
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	 
 Students with Disabilities	 
		100	
	2	
	0	
	81	
		99	
	2	
	0	
	80	

		Total	
		99	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	NOT MET
	
4-Yr. Graduation Rate
	
2022-2023
	MET
	
5-Yr. Graduation Rate
	
2022-2023
	MET
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	N/A
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	N/A

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	N/A
	
Grades 4-7
	
2022-2023
	N/A
	
Grades 8-12
	
2022-2023
	MET

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	Not Met
	
5-Yr. Graduation Rate
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	N/A
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-7
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 8
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Not Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Secondary School - Youngstown was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Secondary School – Youngstown was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
Changes made to the PBIS matrix in conjunction with the local State Support Team made it more meaningful and comprehensive. Students are beginning to understand more in-depth how they receive points and their behavioral expectations at school. The school store is open more consistently.

Test preparation has been incorporated in the classrooms with test-taking strategies, study habits, and intentional vocabulary. Students took more time on their testing this year than any other previous year, as stated by returning staff. They do hope this is reflected in the release of the 2022-23 report card.

The master instructional schedule has been modified to add an MTSS block as well as incorporating RISE up into the classroom to help juniors and seniors with alternative pathways as needed.

Staff development has been a positive component for staff at this building. The professional growth is evident in all staff. In addition, they received a new curriculum in both social studies and science; they are excited about these changes going into the new school year.

Staff, student, and family relationships have been enhanced through the fourth year of utilizing Restorative Practices. In previous years, they always assumed lower engagement with families and students. With changes, they have experienced a true gift among students and staff. Despite the issue, not even one parent refused to come to restorative circles since they started them four years ago.

The majority of classrooms have excelled in their classroom management this year. They have many returning students and staff, with a great system in place. Their new staff needs additional coaching with classroom management and implementing classroom expectations. Technology integration is being used consistently in all classrooms.

They are retaining the majority of their students and staff. Enrollment was slightly higher at the end of the year vs. the beginning and at this time last year. They had a significant turnout for graduation. The school hosted three family nights that all had great turnouts with around 120 people per event, which is a huge growth from previous years. Staff attendance has improved significantly with the staff work days on Fridays. Students who were placed on plans for attendance to improve showed improvement with attendance, which shows that their process is working.

Summit Academy Secondary School - Youngstown continued with Nathan Maynard for Restorative Practices and Lori Elliot for academics in their PD school-wide plan. They will continue with them next year and will be adding PD with different people for Trauma and Restorative Practices. There was a strong turnout for ELOs with more focus placed on state testing. Students took more pride in their school building this year. All seniors participated in the senior trip. Teacher appreciation was celebrated each day of the week and over a few months to show appreciation for teachers.

They conducted a book study in their TBTs this year that was engaging and beneficial for the staff; it generated a lot of great conversation and higher-level thinking, which contributed to the positive culture in the building. New staff and new admin have taken time to find their footing, so everyone is looking forward to starting the new year. They started using modules from Nathan Maynard for certain behaviors that have students work through what they did, who they harmed, and how to fix it. This added practice has facilitated ownership of behaviors and choices.

Performance Summary

Areas for Improvement
	
Summit Academy Secondary School - Youngstown would benefit from improving MTSS across content areas. The math and ELA departments have a grasp but need continued coaching; the other content areas need additional support because they are new to education and do not know enough about MTSS. A new instructional coach brings a lot to the table with MTSS; they look forward to learning from her.

They have several classrooms that are strong with tiered instruction and assessment; however, there are new staff without teaching backgrounds who require additional training and support. Differentiation is important to the success of their population; they need to continue to monitor instruction for fidelity.

Analyzing data-driven assessment was a challenge not having a coach this year. They will need to focus on analyzing data and using that to drive instruction and assessment. Quality instruction is present in the majority of rooms; however, a few rooms need coaching and modeling to make instruction meaningful. The teachers know the content but need help developing varied ways to deliver the information to students.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Summit Academy Transition High School – Cincinnati

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

	                                             School Information 
	
	IRN	
	000608	

		Contract Term	 
	6 Years	 
	 Contract Start Date 
	07/01/2019	
	 Contract End Date 
 	06/30/2025	
		Grades Served	
	9-12	
	
	Address	 
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 5800 Salvia Ave. Cincinnati, OH 45224	                                                                                       
 Phone: (513) 541-4000	 Fax: (513) 541-4075	
 http://summitacademies.org/schools/Cincinnati-high                                                                      
 Stephen Geresy. Principal	
Thomas Hargis, Caleb Brunner, Jeffery Anderson, Walter Henry, Josephine Howard,
 Cheryl Lee	
The mission of Summit academy schools is to build hope, success, and well-being through education and advocacy for students with special needs.
	
	Student Demographics	                               
		Enrollment	
	
	Gender	
	 	%	
	 
		#	
	  
		Grade	
		#	

	
	
 Female	 
 Male	 
		29.925	
	74.074	
		14	
	40	
		K	
	1	
	2	
	3	
	4	
 	5	
	6	
	7	
 	8	
	9	
 	10	
 	11	
	12	
		
	Race/Ethnicity	
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	

 

  
		0	
	0	
	53.70	
	1.851	
	9.259	
	35.185	
		0	
	0	
	29	
	1	
	5	
	19	
			
	Historically Underserved	 
		%	
	 
		#	

 
 
		13	
	20	
	10	
	11	
	
 Economically Disadvantaged	 
 English Learner	
 Migrant	
 Students with Disabilities	
	 	49	
 	0	
	0	
	81	
		26	
	0	
	0	
	44	
				
			 	Total	
	 	54	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	MET
	
4-Yr. Graduation Rate
	
2022-2023
	MET
	
5-Yr. Graduation Rate
	
2022-2023
	MET
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	N/A
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	NOT MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	N/A

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	N/A
	
Grades 4-8
	
2022-2023
	N/A
	
Grades 9-12
	
2022-2023
	MET

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
5-Yr. Graduation Rate
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	Met

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Not Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Not Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	N/A
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	Met
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Summit Academy Transition High School - Cincinnati was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Summit Academy Transition High School - Cincinnati was placed on a Compliance Corrective Action Plan (CAP) during the 2022-23 due to non-compliance in the previous school year and satisfied the terms of the CAP.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
The administration and teachers have worked together this year to accelerate student academic growth towards proficiency. The teachers and administration have worked through their TBTs and BLTs to provide daily instruction and improve student academics despite teacher absences. Student assessments have grown in several areas following the two-year virtual learning process which has been due to the collaboration between the teachers and administrators.

Areas for Improvement
	
The school has made progress academically, but math assessments still need improvement. Assessment scores show progress. Student absences are still a problem for the school.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT The Autism Academy of Learning

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	143297	
		Contract Term	 
	8 Years	 

	 Contract Start Date 
	07/01/2019	
	  Contract End Date 
 	06/30/2027	
		Grades Served	
	K-12	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 110 Arco Dr. Toledo, OH 43607	                                                                                       
 Phone: (419) 865-7487	 Fax: (419) 865-8360	
 http://www.theautismacademy.org/home.html                                                                                  
 Jim Jones-Superintendent/Principal	

Jim Sworden, Sommer Clayborne, Robert Schwartz, and Eric Yacks
	
	The Autism Academy of Learning is a year-round, public school with programming designed around the needs of students with autism spectrum disorder.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
	 
		#	
		Grade	
		#	
	
 Female	
 Male	
		27	
 	73	
		14	
	38	
	 	K	
 	1	
	2	
	3	
 	4	
	5	
	6	
	7	
	8	
	9	
	10	
	11	
	12/13	
		0	
	2	
	1	
	1	
	3	
	3	
	6	
	4	
	6	
	3	
	5	
	4	
	5/9	
	
	Race/Ethnicity	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	
 Black, Non-Hispanic	 
 Hispanic	
 Multiracial	
 White, Non-Hispanic	
	 	0	
 	0	
	37	
 	0	
 	17	
	46	
		0	
	0	
	19	
	0	
	9	
	24	
			
	Historically Underserved	 
	 	%	
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	 
	 	56	
	0	
	0	
	100	

 
 
		29	
	0	
	0	
	52	

		Total	
	 
		52	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	N/A
	
Achievement Component
	
2022-2023
	N/A
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	N/A
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	N/A
	
Positive Behavior Intervention and Supports
	
2022-2023
	NOT MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	N/A
	
Proficiency in 3rd Grade Reading
	
2022-2023
	N/A
	
Promotion to Fourth Grade
	
2022-2023
	N/A
	
Improving K-3 Literacy
	
2022-2023
	N/A
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	MET

Governing Board Performance
	
2022-2023
	NOT MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Met
	
Nationally Normed Assessment – Math
	
2021-2022
	Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Similar School #2
	
2021-2022
	N/A
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Not Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Not Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Not Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
The Autism Academy of Learning was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
The Autism Academy of Learning was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
The Autism Academy of Learning continually meets deadlines and is always prepared for site visits. They are open to implementing new ideas and adapting tasks to ensure student success. The teachers have a collaborative mentality and strive to provide the best education to the students they serve. The families are very satisfied with The Autism Academy of Learning as evident in their annual survey results and parent interviews.

The Autism Academy of Learning has been diligent in following its behavior plans to maintain a low number of suspensions for the 2022-23 school year. They are preparing for the next school year by scheduling in-service days, reviewing safety plans with their staff, adjusting and modifying documents, and interviewing for open positions.

Areas for Improvement
	
The Autism Academy of Learning can continue to improve in the area of PBIS. Although they are diligent at following individual behavior plans, they do not have a school-wide PBIS system. The administration is encouraged to provide professional development, ongoing coaching, and support to staff around PBIS strategies to ensure fidelity and effectiveness of implementation.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT The Intergenerational School

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	133215	
		Contract Term	 
	8 Years	 

	 Contract Start Date 
	07/01/2017	
	  Contract End Date 
 	06/30/2025	
		Grades Served	
	K-8	
	
	Address	
	Contact	
	Website	 

Leadership
	 11327 Shaker Blvd. Suite 200E Cleveland, OH 44104	
 Phone: (216) 721-0120	 Fax: (216) 721-0126	
 https://www.igschools.org/east/                                                                                                             
Brooke King – Executive Director
 Dr. Mario Clopton-Zymler	
Lynn Carpenter, Stacy Miller, Joanna Lopez-Inman, Richaun Bunton, Danielle Clark,
 Mark Olson and Lee Trotter	
The Intergenerational Schools connect, create, and guide a multi-generational community of lifelong learners and spirited citizens as they strive for academic excellence.
	
Governing
	Authority	

Mission Statement
		
	Student Demographics	                               
		Enrollment	
	
	Gender	 
	 	%	
	 
		#	
	  
		Grade	
		#	
	
 Female	
 Male	 
	 	53	
	47	
		100	
	90	
		K	
 	1	
	2	
	3	
	4	
 	5	
	6	
 	7	
	8	
	9	
	10	
 	11	
	12	
		13	
	18	
	23	
	26	
	20	
	20	
	26	
	20	
 	24	
	
	Race/Ethnicity	
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	
 Multiracial	
 White, Non-Hispanic	 

  

  
		0	
	0	
	93	
	1	
	5	
	2	
		0	
	0	
	176	
	1	
	10	
	3	
			
	Historically Underserved	
		%	
	 
		#	

	
 	190	
	
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	
		65	
	0	
	0	
	17	
		123	
	0	
	0	
	32	
			
			 	Total	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	NOT MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	NOT MET
	
Progress
	
2022-2023
	NOT MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	NOT MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	NOT MET
	
Improving K-3 Literacy
	
2022-2023
	MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	NOT MET
	
Improving K-3 Literacy
	
2022-2023
	NOT MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	NOT MET
	
Grades 4-8
	
2022-2023
	NOT MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	MET
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	NOT MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Not Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Not Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Not Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Not Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	N/A

VI. Legal Compliance
The Intergenerational School failed to complete training on the public records and open meetings laws, as required by section 3314.037 of the Ohio Revised Code and Article II, Section 2.2 of the Sponsorship Contract and will be placed on a Corrective Action Plan for the 2023-24 school year.

VII. Corrective Action Plan (CAP)
The Intergenerational School was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	
One of the notable strengths of The Intergenerational School is the school's emphasis on building a restorative approach to discipline. The school's principal has taken a proactive approach to discipline, moving away from punitive measures such as suspensions and instead prioritizing restorative practices that foster positive relationships and understanding among students. By emphasizing dialogue and understanding rather than punishment, the school has created a more inclusive and supportive learning environment for all students. This approach is evidence of the school's commitment to meeting the needs of all students and prioritizing their social-emotional development alongside academic success.

Areas for Improvement
	
The principal at The Intergenerational School has a very strong understanding of using data to drive instruction. He consistently monitors student data and shares his findings with his staff to guide instruction and support student success. Looking ahead, there is an opportunity to build on this strength by providing teachers with dedicated time and support to connect the dots between various data sources. By providing targeted professional development on how to analyze and synthesize district, grade level, and state assessments, teachers can gain a deeper understanding of their students' performance and identify critical areas for improvement. This will allow for a more targeted and effective approach to instruction, helping to ensure that all students receive the support they need to reach their full potential.
	
Prospects for Renewal
	Probable

ANNUAL PERFORMANCE REPORT Winterfield Venture Academy

The ESC of Lake Erie West Community Schools Center is a student-centered authorizer of charter schools, advancing quality educational opportunities throughout the state of Ohio. Every year, the ESC of Lake Erie West (ESCLEW) produces an Annual Performance Report for each sponsored community school. The report provides an overview of the school and a summary of its performance in academics, non-academics (fiscal and organizational/operational), and legal compliance over the current contract term. The report also identifies the school’s strengths, areas for improvement, and prospects for renewal.

As an Ohio community school authorizer, ESCLEW has a duty to monitor and provide oversight and technical assistance to all sponsored schools which includes an assessment of each sponsored school’s academic performance. Due to a lack of academic data, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2020–21 school year. Due to changes in the data and reporting on the Ohio School Report Card, ESCLEW was unable to complete its assessment of the academic performance of its sponsored schools for the 2021–22 school year. The 2022–23 school year academic performance data is displayed separately from the previous year’s academic performance data for ease of review.

I. Overview

 School Information 	                                           
	
	IRN	
	000546	
		Contract Term	 
	6 Years	 

	 Contract Start Date 
	07/01/2018	
	  Contract End Date 
 	06/30/2024	
		Grades Served	
	K-8	
	
	Address	
	Contact	
	Website	 
	Leadership	
Governing
	Authority	

Mission Statement
	 305 Wenz Rd. Toledo, OH 43615	                                                                                       
 Phone: (419) 531-3285	 Fax: (419) 531-3637	
 https://www.nhaschools.com/schools/Winterfield-Venture-Academy/en                                 
 Kimberly Scribner, Principal	

Kathy Kirby, Martha Kleinberg, Terry Mc.Leary, Helen Cabianca
	
	Winterfield Venture Academy exists to transform the lives of children and enrich our community by delivering high-quality education choice to Toledo families.
	
	Student Demographics	                               
	 	Enrollment	
	
	Gender	 
		%	
	 
		#	
		Grade	
		#	
	
 Female	
 Male	
		54.5	
 	45.5	
		229	
	191	
	 	K	
 	1	
	2	
	3	
	4	
	5	
	6	
 	7	
	8	
	9	
	10	
	11	
 	12	
		54	
	47	
	45	
	56	
	42	
	43	
	54	
	42	
	37	
	
	Race/Ethnicity	 
		%	
	 
		#	
			
 American Indian/Alaskan Native 
 Asian/Pacific Islander	 
 Black, Non-Hispanic	
 Hispanic	 
 Multiracial	 
 White, Non-Hispanic	
	 	0.4	
	0	
	87.6	
 	6	
	0	
	6	
		2	
	0	
	368	
	25	
	0	
	25	
			
	Historically Underserved	 
		%	
		#	
			
 Economically Disadvantaged	
 English Learner	
 Migrant	
 Students with Disabilities	
		88	
	0.2	
 	0	
 	19.5	

 
 
		371	
	1	
	0	
	82	
			
				 	Total	
	 	420	

II. 2022 – 2023 Academic Performance

Achievement
	
Performance Index
	
2022-2023
	MET
	
Achievement Component
	
2022-2023
	NOT MET
	
Chronic Absenteeism
	
2022-2023
	MET
	
Progress
	
2022-2023
	MET
	
Gifted Performance Index
	
 2022-2023	
	N/A

Graduation Rate
	
Graduation Component
	
2022-2023
	N/A
	
4-Yr. Graduation Rate
	
2022-2023
	N/A
	
5-Yr. Graduation Rate
	
2022-2023
	N/A
	
Gap Closing
	
Gap Closing Component
	
2022-2023
	MET
	
Positive Behavior Intervention and Supports
	
2022-2023
	MET

Early Literacy
	
Early Literacy Component
	
2022-2023
	NOT MET
	
Proficiency in 3rd Grade Reading
	
2022-2023
	MET
	
Promotion to Fourth Grade
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	NOT MET
	
Comparative Schools Data
	
Similar School #1
	
2022-2023
	MET
	
Similar School #2
	
2022-2023
	NOT MET
	
Other Academic Measures
	
Subgroup
	
2022-2023
	MET
	
Reading
	
2022-2023
	MET
	
Math
	
2022-2023
	MET
	
Improving K-3 Literacy
	
2022-2023
	MET

III. 2022 – 2023 Non-Academic Performance

Mission Specific
	
2022-2023
	MET
	
Parent Satisfaction
	
2022-2023
	MET
	
Student Discipline
	
Grades K-3
	
2022-2023
	NOT MET
	
Grades 4-8
	
2022-2023
	MET
	
Grades 9-12
	
2022-2023
	N/A

Governing Board Performance
	
2022-2023
	MET
	
Organizational & Operational
	
On-Time Rate
	
2022-2023
	EXCEEDS
	
Accuracy Percentage
	
2022-2023
	EXCEEDS
	
Financial Performance
	
2022-2023
	MET
	
Financial Sustainability
	
2022-2023
	MET

IV. Academic Performance

Achievement
	
Performance Index
	
2021-2022
	Met
	
2020-2021
	Not Met
	
2019-2020
	N/A
	
2018-2019
	Met
	
Indicators Met
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Chronic Absenteeism
	
2021-2022
	N/A
	
2020-2021
	Not Met
	
2019-2020
	Not Met
	
2018-2019
	N/A
	
Progress
	
Value-Added Overall
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Gifted Students
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Students with Disabilities
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Lowest 20% in Achievement
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Graduation Rate
	
4-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
5-Yr. Graduation Rate
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Gap Closing

2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
Improving At-Risk K-3 Readers
	
Lit. Improvement Moved to On-Track
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	Met
	
3rd Grade Reading Guarantee
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
State Reading/ELA Test Proficiency
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Prepared for Success
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Other Academic Measures
	
Specific Subgroup
	
2021-2022
	Not Met
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A
	
Nationally Normed Assessment - Reading
	
2021-2022
	Not Met
	
Nationally Normed Assessment - Math
	
2021-2022
	Not Met
	
Nationally Normed Assessment - K-3 Lit.
	
2021-2022
	Not Met
	
Other Academic Measures
	
Similar School #1
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	Not Met
	
Similar School #2
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	N/A
	
2018-2019
	N/A

V. Non-Academic Performance

Mission Specific
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Parent Satisfaction
	
2021-2022
	Not Met
	
2020-2021
	Not Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Student Discipline
	
Grades K-3
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 4-8
	
2021-2022
	Not Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Grades 9-12
	
2021-2022
	N/A
	
2020-2021
	N/A
	
2019-2020
	N/A
	
2018-2019
	N/A

Governing Board Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Not Met
	
2018-2019
	Met
	
Organizational & Operational
	
On-Time Rate
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Accuracy Percentage
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	Met
	
Financial Performance
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A
	
Financial Sustainability
	
2021-2022
	Met
	
2020-2021
	Met
	
2019-2020
	Met
	
2018-2019
	N/A

VI. Legal Compliance
Winterfield Venture Academy was in compliance with all applicable state and federal laws, rules, and regulations for the 2022-23 school year.

VII. Corrective Action Plan (CAP)
Winterfield Venture Academy was not on a Corrective Action Plan (CAP) during the 2022-23 school year.

VIII. Performance Summary

Performance Summary

Areas of Strength
	Winterfield Venture Academy has significantly reduced its suspensions for the 2022-23 school year. They have partnered with an alternative to suspension program within their building. This program has not only reduced out-of-school suspensions, but it has helped the students with self-regulation and ownership of their behavior. They have also implemented a strong character education program with a focus on social-emotional lessons.

The building leader at Winterfield Venture Academy has also partnered with a local preschool to increase enrollment for the 2023-24 school year. They hosted the preschool’s graduation at Winterfield Venture Academy and allowed students and families to tour the building.

Areas for Improvement
	
The administrative team at Winterfield Venture Academy established a focus group to receive additional PBIS training during the 2023-24 school year. Moving forward, they are encouraged to provide ongoing coaching and support to staff around classroom management and PBIS strategies to ensure fidelity and effectiveness of implementation so they can fully implement during the 2024-25 school year.

Winterfield Venture Academy has also struggled with student attendance. The administrative team is encouraged to collaborate with their staff and new attendance liaison to discuss how they, as a team, can respond to the attendance challenges to increase the attendance rate during the 2023-24 school year.
	
Prospects for Renewal
	Probable