2019-2020 Sponsor Quality Practices Rubric
Transcript Of 2019-2020 Sponsor Quality Practices Rubric
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2019-2020 Sponsor Quality Practices Rubric
The Ohio Department of Education uses the Quality Practices Rubric to evaluate community school sponsors on their adherence to quality sponsoring practices for the 2019-2020 review year. The rubric is composed of 33 standards designed to evaluate sponsors on various sponsoring practices. The standards are informed by both the National Association of Charter School Authorizers (NACSA) and Ohio laws and rules. To complete the rubric, sponsors must:
1. Carefully read each standard. Some standards have specific instructions on what sponsors need to do.
2. Refer to the glossary below when directed. Some standards have one or more words for which a definition is provided. If the standard directs the sponsor to refer to the glossary for the definition of a specific word, the sponsor should do so.
3. Upload all documents that best demonstrate the standard in question. Document files uploaded into Epicenter should be named to indicate exactly what information is included in the file.
4. If necessary, upload the same documents for more than one standard. Sponsors should upload all documents they believe are responsive for each standard. The same document can be uploaded for multiple standards.
5. Include explanatory memos with larger documents. All documents submitted for a quality standard that exceed 25 pages in length must be accompanied by a memo that references the specific page numbers to be reviewed for the standard in question. Failure to include a memo with the page numbers listed with documents longer than 25 pages could result in a lower score on a particular standard. Sponsors may highlight relevant text if they wish, but highlighting is not required.
6. If a memo is required, sponsors must use the template provided by the Department.
7. If a narrative explanation is needed, sponsors must use the narrative form provided by the Department. For the 2019-2020 quality review, sponsors have the option to upload a narrative explanation for 31 of the 33 standards. For Standards C.01 and C.02, which do not require document uploads, sponsors have the option to enter brief narratives in the narrative fields of these standards in Epicenter. Sponsors must use the Department's narrative template form when completing the narrative explanation for each standard. Narratives can be no longer than two, single-sided pages and must indicate the standard and number (e.g., A.03) in question (as indicated on the template form). While narratives are not evidence, evaluators may use narrative explanations in the scoring process if they are substantiated by documentary evidence.
8. Make sure documents and files are easy to open and easy to read. It is the sponsor’s responsibility to make sure all uploaded documents and files work properly. Documents and files that cannot be opened or are unreadable could result in a lower score on a particular standard.
Glossary of Definitions
For the purposes of the 2019-2020 Quality Practices Rubric, the definitions for the words as used for the standards indicated (in parentheses) are listed below.
• Budget narrative (A.07): The budget narrative is referred to as the budget justification. The narrative serves two purposes: 1) It explains how the costs are estimated; and 2) It justifies the need for the cost as it relates to the sponsoring responsibilities and sponsoring revenues. The narrative may include tables for clarification purposes.
• Business plan (B.02, B.03): A formal statement of business goals, reasons they are attainable and plans for reaching them while containing background information on the academic, financial and operational position of the organization over multiple years.
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• Data analysis (A.06, A.07, D.05): A process of inspecting, cleaning, transforming and modeling data with the goal of discovering useful information, suggesting conclusions and supporting decision-making.
• Deficiency (B.03, D.06): The state of falling short or demonstrating inadequate performance in the contract, academic, financial and/or organizational/operational areas.
• Guidance (A.03, B.01, D.01, D.03, D.06, E.05, F.02, F.04): Written directions that help users understand the purpose, guide implementation and answer questions on topics that include, but are not limited to, applications, oversight, monitoring, interventions and responsibilities.
• High-stakes review (C.02, E.01, E.06): A rigorous evaluation of a school’s performance (academic, financial and organizational/operational) against the performance framework included in its contract with its sponsor over the entire contract term.
• Intervention policy (D.06): A course or principle of action adopted by a sponsor's governing authority that defines the conditions for intervention, the actions or consequences when intervention is triggered and the process for resolving the issue that maintains school autonomy. An intervention policy is not limited to timeframes for remedying the deficiency, benchmarks to measure progress, etc.
• Market research (B.02, B.03): The process of gathering and analyzing data regarding sufficient demand or need for a new school in the proposed area or community. Market research should address the following: o Analysis of student and student subgroup(s) academic needs to be served by the proposed community school that are not met by existing schools in the area or community. o Demonstrated demand for the proposed community school (for example, list of maps of all current school options, including capacity/seats currently available, evidence of existing wait lists or lack of capacity from existing schools, letters of commitment to the proposed school from parents, community stakeholders). o Evidence of data collection and analysis in the following areas: real estate market (rental property, insurance rates, property taxes), availability of transportation (such as bus lines), enrollment fluctuation in surrounding schools, job growth, number and age range of students in the surrounding area of the proposed facility, crime rates, etc.
• Measures (A.01, C.01, C.02, C.03, D.03, D.05, E.01, E.02): Categories of performance included within the components making up the Ohio School Report Cards, Dropout Prevention and Recovery Report Cards and the Career-Technical Report Cards. The measures, some of which are graded and some of which are rated, vary for each type of report card and are used to provide information regarding student academic success and progress.
• Metrics (A.01, C.01, C.02, D.05): General means of evaluating an aspect of a measure.
• Needs assessment (A.07, F.01, F.03): A planning process used by the sponsor to determine deficiencies, set technical assistance priorities, make organizational improvements and/or allocate resources.
• Organizational chart (A.04, A.05): A visual depiction of how an organization is structured. It outlines the roles, responsibilities and relationships between individuals within an organization. An organizational chart can be used to depict the structure of an organization as a whole or broken down by department or unit. The organizational chart must include the sponsor's staff with sponsoring responsibilities, contractors with sponsoring responsibilities and the sponsor's board members.
• Organizational/operational (C.01, D.05, D.06, D.07): The routine functioning and activities of a community school. Organizational/operational areas may include, but are not limited to, governance, leadership, compliance, faithfulness to the contract, human resources, litigation, education plan implementation, etc.
• Performance Framework (C.01, C.02, D.05, D.07, E.01, E.06): Metrics, targets and ratings of all applicable academic, financial and organizational/operational measures for multiple years and over the term of the contract.
• Planning stage (B.01): The period between the date a sponsor provides written notification to the school of
application approval and the school's first day of instruction.
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• Policy (A.04, C.03, D.01, D.02, D.06, E.04, E.05, F.02): A written course or principle of action adopted by a sponsor's governing authority.
• Procedures (D.03, D.06, E.04, E.05): A series of actions or steps taken to carry out the board-adopted policy (synonymous with “process”).
• Process (A.01, A.02, A.04, B.01, B.03, C.02, C.03, D.01, D.02, D.06, E.01, E.02, E.05, F.01, F.03): A series of actions or steps taken to carry out the board-adopted policy (synonymous with "procedures”).
• Protocol (B.05, D.03, E.06): A plan or written guidance prescribing strict adherence to a specific set of actions, which includes an evaluative instrument/tool.
• Ratings (C.01): An assignment of performance into categories/scoring based on the performance against framework targets.
• Review year (A.01, A.02, A.03, A.04, A.06, B.04, B.05, B.06, D.03, D.04, D.05, E.02, E.03, E.04, E.05, E.06): The review year begins on July 1 of each calendar year and ends on June 30 of the succeeding calendar year.
• Rubric (B.05, E.01, E.02, E.06): An evaluation instrument used to rate and score the quality of each individual criteria within the application, as well as the application as a whole. Rubrics contain evaluative ratings and scores, definitions for those ratings and scores at particular levels of achievement for each individual criterion and a scoring strategy.
• Sponsoring priorities (A.01, A.07, B.01): The core values, goals, guiding principles and responsibilities aligned to the sponsor's mission, vision and strategic plan that take precedence when considering authorizing new or existing community schools or reauthorizing currently sponsored schools.
• Sponsoring responsibilities (A.03, A.04, A.05, A.06, A.07, D.06): The obligations of the sponsor for all the standards within each of the six critical areas of the Quality Rubric including, but not limited to, reviewing applications, overseeing school performance and legal compliance, making renewal decisions and providing technical assistance.
• Staff (A.04, A.05, A.06, B.04, B.06, D.03, E.02): May consist of employees of the sponsor and contracted resources. Community school staff and administrators shall not be considered “sponsor staff” for the purpose of this quality evaluation.
• Staffing plan (B.02): A written plan for the recruitment, selection, training and retention of individuals for specific job functions and charging them with the associated responsibilities based on need, capacity and financial and human resources.
• Survey (A.06, F.01): A predetermined list of written questions aimed at extracting specific data from a particular group of people to assess thoughts, opinions and feelings.
• Targets (A.01, C.01, C.02, D.05, E.02): Thresholds that signify success in meeting the standard for a specific metric.
• Technical assistance (F.01): The provision of targeted and customized supports by professionals with subject matter expertise relevant to the operations of a community school toward successfully fulfilling its obligations under applicable rules, laws and the terms of its community school contract (per Ohio Administrative Code 3301-102-02).
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A. Commitment and Capacity
A.01 Mission and Strategic Plan: The sponsor has a clear mission and a strategic plan for sponsoring community schools.
Key Indicators:
• The mission cites sponsoring practices and is available on the sponsor’s website. • The strategic plan articulates clear sponsoring priorities. • The strategic plan is in operation by Jan. 1 of the review year. • The strategic plan includes goals, strategies and actions steps with specific measures and metrics and
timeframes for achievement.
***Please refer to the Glossary of Definitions located at the beginning of this document for the definitions of “measures,” “metrics,” “review year,” “targets” and “sponsoring priorities.”
FAILURE OF THE SPONSOR TO SUBMIT EVIDENCE OF A SPONSORING MISSION WILL RESULT IN THE SPONSOR RECEIVING 0 POINTS FOR THIS STANDARD.
1 Point
The sponsor submitted a mission that cites sponsoring practices,
–but–
The mission is not available on the sponsor’s website.
2 Points
The sponsor submitted a mission that cites sponsoring practices.
–and–
The mission is available on the sponsor’s website.
3 Points
2-Point Requirements –and–
The sponsor submitted a strategic plan that includes goals, strategies and action steps that align with sponsoring priorities.
–and–
The sponsor submitted evidence the strategic plan was in operation by Jan.1 of the review year.
4 Points
3-Point Requirements –and–
The strategic plan includes specific measures, metrics, targets and timeframes for achievement and a defined improvement process.
Optional: The sponsor may submit a narrative explanation of how the submitted documents support the sponsor’s practice as it pertains to this standard. Evaluators may use narrative explanations in the scoring process if they are substantiated by documentary evidence.
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A.02 Goals and Self-Evaluation: The sponsor uses a defined improvement process to evaluate its work and to implement strategic actions based on the findings.
Key Indicators: • The improvement process occurs annually according to a defined process and is implemented prior to Jan. 1 of the review year. • The sponsor uses the findings from this process to develop goals and implement strategic action steps. • The sponsor uses this process to evaluate its work against national standards for community school sponsors (e.g., National Association of Charter School Authorizers).
***Please refer to the Glossary of Definitions located at the beginning of this document for the definitions of “process” and “review year.”
FAILURE OF THE SPONSOR TO SUBMIT EVIDENCE OF EVALUATING ITS SPONSORING OBLIGATIONS WILL RESULT IN THE SPONSOR RECEIVING 0 POINTS FOR THIS STANDARD.
1 Point
The sponsor submitted evidence that it evaluates its sponsoring obligations,
–but–
The sponsor did not submit evidence of using a defined improvement process to do so.
2 Points
The sponsor submitted evidence that it uses a defined improvement process to evaluate its sponsoring obligations.
–and–
The sponsor has written goals for improvement.
3 Points
2-Point Requirements –and–
The sponsor submitted evidence that prior to Jan. 1 of the review year it develops and implements action steps based on the findings from its improvement process.
4 Points
3-Point Requirements –and–
The sponsor provided evidence that it compares its work to national standards for sponsoring.
Optional: The sponsor may submit a narrative explanation of how the submitted documents support the sponsor’s practice as it pertains to this standard. Evaluators may use narrative explanations in the scoring process if they are substantiated by documentary evidence.
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A.03 Roles and Responsibilities: The sponsor provides guidance and offers training to assist schools in understanding the roles and responsibilities outlined in the contract.
Key Indicators: • The sponsor publishes guidance that complements the contract and delineates and defines the roles and responsibilities of the sponsor and the school. • The sponsor shares this guidance with school administrators and governing authority members prior to the first day of school. • The sponsor offers training to school administrators and school governing authority members on the written guidance by Nov. 30 of the review year.
***Please refer to the Glossary of Definitions located at the beginning of this document for the definitions of “guidance,” “review year” and “sponsoring responsibilities.”
FAILURE OF THE SPONSOR TO SUBMIT EVIDENCE OF COMMUNICATING INFORMATION TO ITS SCHOOLS THAT COMPLEMENTS THE CONTRACT AND DELINEATES THE ROLES AND RESPONSIBILITIES OF THE SPONSOR AND THE SCHOOL WILL RESULT IN THE SPONSOR RECEIVING 0 POINTS FOR THIS STANDARD.
1 Point
The sponsor submitted evidence of communicating information to its schools that complements the contract and delineates the roles and responsibilities of the sponsor and the school,
–but–
The sponsor did not submit a written guidance document.
2 Points
The sponsor submitted evidence of having written guidance that complements the contract and delineates the roles and responsibilities of the sponsor and the school.
3 Points
2-Point Requirements –and–
The sponsor submitted evidence of sharing the written guidance with school administrators and governing authority members prior to the first day of school.
4 Points
3-Point Requirements –and–
The sponsor submitted evidence of offering training on the written guidance for school administrators and school governing authority members by Nov. 30 of the review year.
Note: The sponsor must submit evidence for a specific set of its sponsored schools that was randomly selected by the vendor. The list includes at least one of each type of sponsored school (e-schools, dropout prevention and recovery schools, etc.). All sponsors received a list of the selected schools, and the list is available to sponsors in Epicenter.
Optional: The sponsor may submit a narrative explanation of how the submitted documents support the sponsor’s practice as it pertains to this standard. Evaluators may use narrative explanations in the scoring process if they are substantiated by documentary evidence.
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A.04 Conflicts of Interest: No conflicts of interest exist between the sponsor and its community schools or within the sponsor’s board or staff, and the sponsor collects signed conflict of interest statements from its staff and board members.
Key Indicators: • The sponsor has a written policy to disclose potential or existing conflicts of interest. • The sponsor has an established process it follows if a conflict of interest is discovered. • No unaddressed conflicts of interest exist between the sponsor and its community schools. • No unaddressed conflicts of interest exist within the sponsor’s board or staff. • If a potential conflict of interest is discovered, the sponsor follows its policy to resolve the potential conflict. • Staff members, contractors and board members must sign conflict of interest statements for each of its sponsoring responsibilities.
***Please refer to the Glossary of Definitions located at the beginning of this document for the definitions of “policy,” “process,” “review year,” “staff,” “sponsoring responsibilities” and “organizational chart.”
FAILURE OF THE SPONSOR TO SUBMIT EVIDENCE OF A CONFLICT OF INTEREST POLICY OR IDENTIFICATION OF AN UNADDRESSED CONFLICT OF INTEREST WILL RESULT IN THE SPONSOR RECEIVING 0 POINTS FOR THIS STANDARD.
1 Point
The sponsor submitted a conflict of interest policy.
–and–
There is no evidence of an unaddressed conflict of interest.
2 Points
1-Point Requirements –and–
The submitted policy addresses internal AND external conflicts of interest between the sponsor and its community schools and within the sponsor’s board, staff and contractors.
–and–
The sponsor submitted evidence of following its policy to determine if any potential conflicts of interest exist.
3 Points
2-Point Requirements –and–
The sponsor’s conflict of interest policy requires the submission of conflict of interest statements from each board member (when applicable), as well as staff members and contractors with sponsoring responsibilities once they begin those sponsoring responsibilities.
-–and–
The sponsor submitted evidence of collecting signed conflict of interest statements by Sept. 30 of the review year (or within 14 calendar days of a person starting the position if hired after Sept. 30) from each board member and staff members and contractors with sponsoring responsibilities as listed in the organizational chart in standard A.05.
4 Points
3-Point Requirements – and–
The sponsor submitted an established policy that prescribes the process it follows if a conflict of interest is discovered.
–and–
If a potential conflict of interest was discovered, the sponsor submitted evidence of adhering to its policy and process to resolve the potential conflict.
NOTE: The entire body of submitted documentation may be taken into account during the review of this standard.
Optional: The sponsor may submit a narrative explanation of how the submitted documents support the sponsor’s practice as it pertains to this standard. Evaluators may use narrative explanations in the scoring process if they are substantiated by documentary evidence.
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A.05 Staff Expertise: The sponsor has sufficient expertise and sponsoring experience to carry out its sponsoring responsibilities.
Key Indicators: • The organizational chart and job descriptions indicate a clear structure of sponsoring responsibilities and reflect designated staff for each sponsoring responsibility. • Résumés and/or bios demonstrate the sponsor has some staff members with several years of sponsoring experience, and its regular staff includes a member who is a licensed school treasurer (or its equivalent). • The sponsor's staff has expertise in the areas pertinent to sponsoring obligations or it contracts with external sources as needed. The areas of expertise include curriculum, instruction, assessment, special education, school accountability, school governance, and, as needed, English language learner instruction, school facilities and community school law.
***Please refer to the Glossary of Definitions located at the beginning of this document for the definitions of “staff,” “organizational chart” and “sponsoring responsibilities.”
FAILURE OF THE SPONSOR TO SUBMIT AN ORGANIZATIONAL CHART AND JOB DESCRIPTIONS THAT INDICATE A CLEAR STRUCTURE OF SPONSORING RESPONSIBILITIES WILL RESULT IN THE SPONSOR RECEIVING 0 POINTS FOR THIS STANDARD.
1 Point
The sponsor’s submitted organizational chart and job descriptions indicate a clear structure of sponsoring responsibilities.
2 Points
1-Point Requirements –and–
Sponsoring responsibilities are designated to specific staff and contractors.
3 Points
2-Point Requirements –and–
The sponsor submitted evidence that at least one of its staff members has two or more years of sponsoring experience and that it has a staff member who is a licensed school treasurer or its equivalent.
–and–
There is evidence that staff members have expertise in the areas of curriculum, instruction, assessment, special education, school accountability, school governance, and, as needed, English language learner instruction, school facilities and community school law.
4 Points
3-Point Requirements –and–
The sponsor submitted evidence that at least two staff members each have three or more years of experience in sponsoring community schools.
Optional: The sponsor may submit a narrative explanation of how the submitted documents support the sponsor’s practice as it pertains to this standard. Evaluators may use narrative explanations in the scoring process if they are substantiated by documentary evidence.
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A.06 Staff Development: The sponsor makes evidence-based selections of professional development activities that align to sponsoring responsibilities for its staff members.
Key Indicators: • The sponsor’s staff members regularly participate in professional development that is aligned to sponsoring responsibilities (for example, compliance monitoring of current community school laws and rules; state and federal funding, including grants; educational programs; instructional delivery, including blended and online instruction; requirements of special education; governance; state assessments; health and safety). • The sponsor collects and analyzes evidence (for example, needs survey, details from staff résumés, goals from the strategic plan, school performance data) to select professional development activities for its staff members.
***Please refer to the Glossary of Definitions located at the beginning of this document for the definitions of “review year,” “sponsoring responsibilities,” “staff,” “survey” and “data analysis.”
FAILURE OF THE SPONSOR TO SUBMIT EVIDENCE OF ITS STAFF PARTICIPATING IN PROFESSIONAL DEVELOPMENT WILL RESULT IN THE SPONSOR RECEIVING 0 POINTS FOR THIS STANDARD.
1 Point
The sponsor submitted evidence that demonstrates at least one member of the sponsoring staff identified in standard A.05 of this rubric participated in at least one professional development session.
2 Points
The sponsor submitted evidence that demonstrates a majority of the sponsoring staff identified in standard A.05 of this rubric participated in at least one professional development session prior to Jan. 1 of the review year.
3 Points
2-Point Requirements –and–
The professional development sessions attended align to sponsoring responsibilities.
4 Points
3-Point Requirements –and–
The sponsor submitted evidence that it collects and analyzes data or other documentation to select professional development activities for its staff that aligns to its strategic plan.
NOTE: The entire body of submitted documentation may be taken into account during the review of this standard.
Optional: The sponsor may submit a narrative explanation of how the submitted documents support the sponsor’s practice as it pertains to this standard. Evaluators may use narrative explanations in the scoring process if they are substantiated by documentary evidence.
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A.07 Allocation of Resources: The sponsor has a budget commensurate with its sponsoring responsibilities and has a plan to allocate resources to support its priorities and the needs of its schools.
Key Indicators: • The budget demonstrates that revenues are sufficient for fulfilling sponsoring responsibilities. • The sponsor’s fees and/or separate agreements do not include inducements, incentives or disincentives that compromise its judgment in approval and accountability decision-making. • The sponsor’s budget includes a budget narrative that explicitly addresses how revenues and expenditures relate to and align with its sponsoring responsibilities. • The sponsor conducts a needs assessment and data analysis to allocate resources that align with its strategic plan and to support school improvement and fulfill its responsibilities. • The sponsor makes data-driven decisions regarding resource allocation based on its needs assessment.
***Please refer to the Glossary of Definitions located at the beginning of this document for the definitions of “sponsoring responsibilities,” “budget narrative,” “needs assessment” and “data analysis.”
FAILURE OF THE SPONSOR TO SUBMIT A BUDGET THAT REFLECTS REVENUES AND EXPENDITURES THAT RELATE TO SPONSORING RESPONSIBILITIES WILL RESULT IN THE SPONSOR RECEIVING 0 POINTS FOR THIS STANDARD.
1 Point
The sponsor submitted a budget that reflects revenues and expenditures related to sponsoring,
–but–
The sponsor's fees and/or separate agreements contain inducements, incentives or disincentives that may compromise its objective judgment.
2 Points
The sponsor submitted a budget that reflects revenues and expenditures related to sponsoring.
–and–
There is no evidence of the sponsor’s fees and/or separate agreements creating a potential conflict of interest.
3 Points
2-Point Requirements –and–
The sponsor’s budget reflects sufficient funds for fulfilling its sponsoring responsibilities.
–and–
The sponsor's budget includes a budget narrative that explicitly addresses how revenues and expenditures relate to and align with its sponsoring responsibilities.
4 Points
3-Point Requirements –and–
The sponsor submitted evidence of implementing a needs assessment and conducting a data analysis for resource allocation by March 1 that aligns with its strategic plan and the needs of its sponsored schools.
–and–
The sponsor submitted evidence of making datadriven decisions regarding resource allocation from its needs assessment.
NOTE: The entire body of submitted documentation may be taken into account during the review of this standard.
Optional: The sponsor may submit a narrative explanation of how the submitted documents support the sponsor’s practice as it pertains to this standard. Evaluators may use narrative explanations in the scoring process if they are substantiated by documentary evidence.
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2019-2020 Sponsor Quality Practices Rubric
The Ohio Department of Education uses the Quality Practices Rubric to evaluate community school sponsors on their adherence to quality sponsoring practices for the 2019-2020 review year. The rubric is composed of 33 standards designed to evaluate sponsors on various sponsoring practices. The standards are informed by both the National Association of Charter School Authorizers (NACSA) and Ohio laws and rules. To complete the rubric, sponsors must:
1. Carefully read each standard. Some standards have specific instructions on what sponsors need to do.
2. Refer to the glossary below when directed. Some standards have one or more words for which a definition is provided. If the standard directs the sponsor to refer to the glossary for the definition of a specific word, the sponsor should do so.
3. Upload all documents that best demonstrate the standard in question. Document files uploaded into Epicenter should be named to indicate exactly what information is included in the file.
4. If necessary, upload the same documents for more than one standard. Sponsors should upload all documents they believe are responsive for each standard. The same document can be uploaded for multiple standards.
5. Include explanatory memos with larger documents. All documents submitted for a quality standard that exceed 25 pages in length must be accompanied by a memo that references the specific page numbers to be reviewed for the standard in question. Failure to include a memo with the page numbers listed with documents longer than 25 pages could result in a lower score on a particular standard. Sponsors may highlight relevant text if they wish, but highlighting is not required.
6. If a memo is required, sponsors must use the template provided by the Department.
7. If a narrative explanation is needed, sponsors must use the narrative form provided by the Department. For the 2019-2020 quality review, sponsors have the option to upload a narrative explanation for 31 of the 33 standards. For Standards C.01 and C.02, which do not require document uploads, sponsors have the option to enter brief narratives in the narrative fields of these standards in Epicenter. Sponsors must use the Department's narrative template form when completing the narrative explanation for each standard. Narratives can be no longer than two, single-sided pages and must indicate the standard and number (e.g., A.03) in question (as indicated on the template form). While narratives are not evidence, evaluators may use narrative explanations in the scoring process if they are substantiated by documentary evidence.
8. Make sure documents and files are easy to open and easy to read. It is the sponsor’s responsibility to make sure all uploaded documents and files work properly. Documents and files that cannot be opened or are unreadable could result in a lower score on a particular standard.
Glossary of Definitions
For the purposes of the 2019-2020 Quality Practices Rubric, the definitions for the words as used for the standards indicated (in parentheses) are listed below.
• Budget narrative (A.07): The budget narrative is referred to as the budget justification. The narrative serves two purposes: 1) It explains how the costs are estimated; and 2) It justifies the need for the cost as it relates to the sponsoring responsibilities and sponsoring revenues. The narrative may include tables for clarification purposes.
• Business plan (B.02, B.03): A formal statement of business goals, reasons they are attainable and plans for reaching them while containing background information on the academic, financial and operational position of the organization over multiple years.
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• Data analysis (A.06, A.07, D.05): A process of inspecting, cleaning, transforming and modeling data with the goal of discovering useful information, suggesting conclusions and supporting decision-making.
• Deficiency (B.03, D.06): The state of falling short or demonstrating inadequate performance in the contract, academic, financial and/or organizational/operational areas.
• Guidance (A.03, B.01, D.01, D.03, D.06, E.05, F.02, F.04): Written directions that help users understand the purpose, guide implementation and answer questions on topics that include, but are not limited to, applications, oversight, monitoring, interventions and responsibilities.
• High-stakes review (C.02, E.01, E.06): A rigorous evaluation of a school’s performance (academic, financial and organizational/operational) against the performance framework included in its contract with its sponsor over the entire contract term.
• Intervention policy (D.06): A course or principle of action adopted by a sponsor's governing authority that defines the conditions for intervention, the actions or consequences when intervention is triggered and the process for resolving the issue that maintains school autonomy. An intervention policy is not limited to timeframes for remedying the deficiency, benchmarks to measure progress, etc.
• Market research (B.02, B.03): The process of gathering and analyzing data regarding sufficient demand or need for a new school in the proposed area or community. Market research should address the following: o Analysis of student and student subgroup(s) academic needs to be served by the proposed community school that are not met by existing schools in the area or community. o Demonstrated demand for the proposed community school (for example, list of maps of all current school options, including capacity/seats currently available, evidence of existing wait lists or lack of capacity from existing schools, letters of commitment to the proposed school from parents, community stakeholders). o Evidence of data collection and analysis in the following areas: real estate market (rental property, insurance rates, property taxes), availability of transportation (such as bus lines), enrollment fluctuation in surrounding schools, job growth, number and age range of students in the surrounding area of the proposed facility, crime rates, etc.
• Measures (A.01, C.01, C.02, C.03, D.03, D.05, E.01, E.02): Categories of performance included within the components making up the Ohio School Report Cards, Dropout Prevention and Recovery Report Cards and the Career-Technical Report Cards. The measures, some of which are graded and some of which are rated, vary for each type of report card and are used to provide information regarding student academic success and progress.
• Metrics (A.01, C.01, C.02, D.05): General means of evaluating an aspect of a measure.
• Needs assessment (A.07, F.01, F.03): A planning process used by the sponsor to determine deficiencies, set technical assistance priorities, make organizational improvements and/or allocate resources.
• Organizational chart (A.04, A.05): A visual depiction of how an organization is structured. It outlines the roles, responsibilities and relationships between individuals within an organization. An organizational chart can be used to depict the structure of an organization as a whole or broken down by department or unit. The organizational chart must include the sponsor's staff with sponsoring responsibilities, contractors with sponsoring responsibilities and the sponsor's board members.
• Organizational/operational (C.01, D.05, D.06, D.07): The routine functioning and activities of a community school. Organizational/operational areas may include, but are not limited to, governance, leadership, compliance, faithfulness to the contract, human resources, litigation, education plan implementation, etc.
• Performance Framework (C.01, C.02, D.05, D.07, E.01, E.06): Metrics, targets and ratings of all applicable academic, financial and organizational/operational measures for multiple years and over the term of the contract.
• Planning stage (B.01): The period between the date a sponsor provides written notification to the school of
application approval and the school's first day of instruction.
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• Policy (A.04, C.03, D.01, D.02, D.06, E.04, E.05, F.02): A written course or principle of action adopted by a sponsor's governing authority.
• Procedures (D.03, D.06, E.04, E.05): A series of actions or steps taken to carry out the board-adopted policy (synonymous with “process”).
• Process (A.01, A.02, A.04, B.01, B.03, C.02, C.03, D.01, D.02, D.06, E.01, E.02, E.05, F.01, F.03): A series of actions or steps taken to carry out the board-adopted policy (synonymous with "procedures”).
• Protocol (B.05, D.03, E.06): A plan or written guidance prescribing strict adherence to a specific set of actions, which includes an evaluative instrument/tool.
• Ratings (C.01): An assignment of performance into categories/scoring based on the performance against framework targets.
• Review year (A.01, A.02, A.03, A.04, A.06, B.04, B.05, B.06, D.03, D.04, D.05, E.02, E.03, E.04, E.05, E.06): The review year begins on July 1 of each calendar year and ends on June 30 of the succeeding calendar year.
• Rubric (B.05, E.01, E.02, E.06): An evaluation instrument used to rate and score the quality of each individual criteria within the application, as well as the application as a whole. Rubrics contain evaluative ratings and scores, definitions for those ratings and scores at particular levels of achievement for each individual criterion and a scoring strategy.
• Sponsoring priorities (A.01, A.07, B.01): The core values, goals, guiding principles and responsibilities aligned to the sponsor's mission, vision and strategic plan that take precedence when considering authorizing new or existing community schools or reauthorizing currently sponsored schools.
• Sponsoring responsibilities (A.03, A.04, A.05, A.06, A.07, D.06): The obligations of the sponsor for all the standards within each of the six critical areas of the Quality Rubric including, but not limited to, reviewing applications, overseeing school performance and legal compliance, making renewal decisions and providing technical assistance.
• Staff (A.04, A.05, A.06, B.04, B.06, D.03, E.02): May consist of employees of the sponsor and contracted resources. Community school staff and administrators shall not be considered “sponsor staff” for the purpose of this quality evaluation.
• Staffing plan (B.02): A written plan for the recruitment, selection, training and retention of individuals for specific job functions and charging them with the associated responsibilities based on need, capacity and financial and human resources.
• Survey (A.06, F.01): A predetermined list of written questions aimed at extracting specific data from a particular group of people to assess thoughts, opinions and feelings.
• Targets (A.01, C.01, C.02, D.05, E.02): Thresholds that signify success in meeting the standard for a specific metric.
• Technical assistance (F.01): The provision of targeted and customized supports by professionals with subject matter expertise relevant to the operations of a community school toward successfully fulfilling its obligations under applicable rules, laws and the terms of its community school contract (per Ohio Administrative Code 3301-102-02).
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A. Commitment and Capacity
A.01 Mission and Strategic Plan: The sponsor has a clear mission and a strategic plan for sponsoring community schools.
Key Indicators:
• The mission cites sponsoring practices and is available on the sponsor’s website. • The strategic plan articulates clear sponsoring priorities. • The strategic plan is in operation by Jan. 1 of the review year. • The strategic plan includes goals, strategies and actions steps with specific measures and metrics and
timeframes for achievement.
***Please refer to the Glossary of Definitions located at the beginning of this document for the definitions of “measures,” “metrics,” “review year,” “targets” and “sponsoring priorities.”
FAILURE OF THE SPONSOR TO SUBMIT EVIDENCE OF A SPONSORING MISSION WILL RESULT IN THE SPONSOR RECEIVING 0 POINTS FOR THIS STANDARD.
1 Point
The sponsor submitted a mission that cites sponsoring practices,
–but–
The mission is not available on the sponsor’s website.
2 Points
The sponsor submitted a mission that cites sponsoring practices.
–and–
The mission is available on the sponsor’s website.
3 Points
2-Point Requirements –and–
The sponsor submitted a strategic plan that includes goals, strategies and action steps that align with sponsoring priorities.
–and–
The sponsor submitted evidence the strategic plan was in operation by Jan.1 of the review year.
4 Points
3-Point Requirements –and–
The strategic plan includes specific measures, metrics, targets and timeframes for achievement and a defined improvement process.
Optional: The sponsor may submit a narrative explanation of how the submitted documents support the sponsor’s practice as it pertains to this standard. Evaluators may use narrative explanations in the scoring process if they are substantiated by documentary evidence.
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A.02 Goals and Self-Evaluation: The sponsor uses a defined improvement process to evaluate its work and to implement strategic actions based on the findings.
Key Indicators: • The improvement process occurs annually according to a defined process and is implemented prior to Jan. 1 of the review year. • The sponsor uses the findings from this process to develop goals and implement strategic action steps. • The sponsor uses this process to evaluate its work against national standards for community school sponsors (e.g., National Association of Charter School Authorizers).
***Please refer to the Glossary of Definitions located at the beginning of this document for the definitions of “process” and “review year.”
FAILURE OF THE SPONSOR TO SUBMIT EVIDENCE OF EVALUATING ITS SPONSORING OBLIGATIONS WILL RESULT IN THE SPONSOR RECEIVING 0 POINTS FOR THIS STANDARD.
1 Point
The sponsor submitted evidence that it evaluates its sponsoring obligations,
–but–
The sponsor did not submit evidence of using a defined improvement process to do so.
2 Points
The sponsor submitted evidence that it uses a defined improvement process to evaluate its sponsoring obligations.
–and–
The sponsor has written goals for improvement.
3 Points
2-Point Requirements –and–
The sponsor submitted evidence that prior to Jan. 1 of the review year it develops and implements action steps based on the findings from its improvement process.
4 Points
3-Point Requirements –and–
The sponsor provided evidence that it compares its work to national standards for sponsoring.
Optional: The sponsor may submit a narrative explanation of how the submitted documents support the sponsor’s practice as it pertains to this standard. Evaluators may use narrative explanations in the scoring process if they are substantiated by documentary evidence.
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A.03 Roles and Responsibilities: The sponsor provides guidance and offers training to assist schools in understanding the roles and responsibilities outlined in the contract.
Key Indicators: • The sponsor publishes guidance that complements the contract and delineates and defines the roles and responsibilities of the sponsor and the school. • The sponsor shares this guidance with school administrators and governing authority members prior to the first day of school. • The sponsor offers training to school administrators and school governing authority members on the written guidance by Nov. 30 of the review year.
***Please refer to the Glossary of Definitions located at the beginning of this document for the definitions of “guidance,” “review year” and “sponsoring responsibilities.”
FAILURE OF THE SPONSOR TO SUBMIT EVIDENCE OF COMMUNICATING INFORMATION TO ITS SCHOOLS THAT COMPLEMENTS THE CONTRACT AND DELINEATES THE ROLES AND RESPONSIBILITIES OF THE SPONSOR AND THE SCHOOL WILL RESULT IN THE SPONSOR RECEIVING 0 POINTS FOR THIS STANDARD.
1 Point
The sponsor submitted evidence of communicating information to its schools that complements the contract and delineates the roles and responsibilities of the sponsor and the school,
–but–
The sponsor did not submit a written guidance document.
2 Points
The sponsor submitted evidence of having written guidance that complements the contract and delineates the roles and responsibilities of the sponsor and the school.
3 Points
2-Point Requirements –and–
The sponsor submitted evidence of sharing the written guidance with school administrators and governing authority members prior to the first day of school.
4 Points
3-Point Requirements –and–
The sponsor submitted evidence of offering training on the written guidance for school administrators and school governing authority members by Nov. 30 of the review year.
Note: The sponsor must submit evidence for a specific set of its sponsored schools that was randomly selected by the vendor. The list includes at least one of each type of sponsored school (e-schools, dropout prevention and recovery schools, etc.). All sponsors received a list of the selected schools, and the list is available to sponsors in Epicenter.
Optional: The sponsor may submit a narrative explanation of how the submitted documents support the sponsor’s practice as it pertains to this standard. Evaluators may use narrative explanations in the scoring process if they are substantiated by documentary evidence.
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A.04 Conflicts of Interest: No conflicts of interest exist between the sponsor and its community schools or within the sponsor’s board or staff, and the sponsor collects signed conflict of interest statements from its staff and board members.
Key Indicators: • The sponsor has a written policy to disclose potential or existing conflicts of interest. • The sponsor has an established process it follows if a conflict of interest is discovered. • No unaddressed conflicts of interest exist between the sponsor and its community schools. • No unaddressed conflicts of interest exist within the sponsor’s board or staff. • If a potential conflict of interest is discovered, the sponsor follows its policy to resolve the potential conflict. • Staff members, contractors and board members must sign conflict of interest statements for each of its sponsoring responsibilities.
***Please refer to the Glossary of Definitions located at the beginning of this document for the definitions of “policy,” “process,” “review year,” “staff,” “sponsoring responsibilities” and “organizational chart.”
FAILURE OF THE SPONSOR TO SUBMIT EVIDENCE OF A CONFLICT OF INTEREST POLICY OR IDENTIFICATION OF AN UNADDRESSED CONFLICT OF INTEREST WILL RESULT IN THE SPONSOR RECEIVING 0 POINTS FOR THIS STANDARD.
1 Point
The sponsor submitted a conflict of interest policy.
–and–
There is no evidence of an unaddressed conflict of interest.
2 Points
1-Point Requirements –and–
The submitted policy addresses internal AND external conflicts of interest between the sponsor and its community schools and within the sponsor’s board, staff and contractors.
–and–
The sponsor submitted evidence of following its policy to determine if any potential conflicts of interest exist.
3 Points
2-Point Requirements –and–
The sponsor’s conflict of interest policy requires the submission of conflict of interest statements from each board member (when applicable), as well as staff members and contractors with sponsoring responsibilities once they begin those sponsoring responsibilities.
-–and–
The sponsor submitted evidence of collecting signed conflict of interest statements by Sept. 30 of the review year (or within 14 calendar days of a person starting the position if hired after Sept. 30) from each board member and staff members and contractors with sponsoring responsibilities as listed in the organizational chart in standard A.05.
4 Points
3-Point Requirements – and–
The sponsor submitted an established policy that prescribes the process it follows if a conflict of interest is discovered.
–and–
If a potential conflict of interest was discovered, the sponsor submitted evidence of adhering to its policy and process to resolve the potential conflict.
NOTE: The entire body of submitted documentation may be taken into account during the review of this standard.
Optional: The sponsor may submit a narrative explanation of how the submitted documents support the sponsor’s practice as it pertains to this standard. Evaluators may use narrative explanations in the scoring process if they are substantiated by documentary evidence.
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A.05 Staff Expertise: The sponsor has sufficient expertise and sponsoring experience to carry out its sponsoring responsibilities.
Key Indicators: • The organizational chart and job descriptions indicate a clear structure of sponsoring responsibilities and reflect designated staff for each sponsoring responsibility. • Résumés and/or bios demonstrate the sponsor has some staff members with several years of sponsoring experience, and its regular staff includes a member who is a licensed school treasurer (or its equivalent). • The sponsor's staff has expertise in the areas pertinent to sponsoring obligations or it contracts with external sources as needed. The areas of expertise include curriculum, instruction, assessment, special education, school accountability, school governance, and, as needed, English language learner instruction, school facilities and community school law.
***Please refer to the Glossary of Definitions located at the beginning of this document for the definitions of “staff,” “organizational chart” and “sponsoring responsibilities.”
FAILURE OF THE SPONSOR TO SUBMIT AN ORGANIZATIONAL CHART AND JOB DESCRIPTIONS THAT INDICATE A CLEAR STRUCTURE OF SPONSORING RESPONSIBILITIES WILL RESULT IN THE SPONSOR RECEIVING 0 POINTS FOR THIS STANDARD.
1 Point
The sponsor’s submitted organizational chart and job descriptions indicate a clear structure of sponsoring responsibilities.
2 Points
1-Point Requirements –and–
Sponsoring responsibilities are designated to specific staff and contractors.
3 Points
2-Point Requirements –and–
The sponsor submitted evidence that at least one of its staff members has two or more years of sponsoring experience and that it has a staff member who is a licensed school treasurer or its equivalent.
–and–
There is evidence that staff members have expertise in the areas of curriculum, instruction, assessment, special education, school accountability, school governance, and, as needed, English language learner instruction, school facilities and community school law.
4 Points
3-Point Requirements –and–
The sponsor submitted evidence that at least two staff members each have three or more years of experience in sponsoring community schools.
Optional: The sponsor may submit a narrative explanation of how the submitted documents support the sponsor’s practice as it pertains to this standard. Evaluators may use narrative explanations in the scoring process if they are substantiated by documentary evidence.
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A.06 Staff Development: The sponsor makes evidence-based selections of professional development activities that align to sponsoring responsibilities for its staff members.
Key Indicators: • The sponsor’s staff members regularly participate in professional development that is aligned to sponsoring responsibilities (for example, compliance monitoring of current community school laws and rules; state and federal funding, including grants; educational programs; instructional delivery, including blended and online instruction; requirements of special education; governance; state assessments; health and safety). • The sponsor collects and analyzes evidence (for example, needs survey, details from staff résumés, goals from the strategic plan, school performance data) to select professional development activities for its staff members.
***Please refer to the Glossary of Definitions located at the beginning of this document for the definitions of “review year,” “sponsoring responsibilities,” “staff,” “survey” and “data analysis.”
FAILURE OF THE SPONSOR TO SUBMIT EVIDENCE OF ITS STAFF PARTICIPATING IN PROFESSIONAL DEVELOPMENT WILL RESULT IN THE SPONSOR RECEIVING 0 POINTS FOR THIS STANDARD.
1 Point
The sponsor submitted evidence that demonstrates at least one member of the sponsoring staff identified in standard A.05 of this rubric participated in at least one professional development session.
2 Points
The sponsor submitted evidence that demonstrates a majority of the sponsoring staff identified in standard A.05 of this rubric participated in at least one professional development session prior to Jan. 1 of the review year.
3 Points
2-Point Requirements –and–
The professional development sessions attended align to sponsoring responsibilities.
4 Points
3-Point Requirements –and–
The sponsor submitted evidence that it collects and analyzes data or other documentation to select professional development activities for its staff that aligns to its strategic plan.
NOTE: The entire body of submitted documentation may be taken into account during the review of this standard.
Optional: The sponsor may submit a narrative explanation of how the submitted documents support the sponsor’s practice as it pertains to this standard. Evaluators may use narrative explanations in the scoring process if they are substantiated by documentary evidence.
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A.07 Allocation of Resources: The sponsor has a budget commensurate with its sponsoring responsibilities and has a plan to allocate resources to support its priorities and the needs of its schools.
Key Indicators: • The budget demonstrates that revenues are sufficient for fulfilling sponsoring responsibilities. • The sponsor’s fees and/or separate agreements do not include inducements, incentives or disincentives that compromise its judgment in approval and accountability decision-making. • The sponsor’s budget includes a budget narrative that explicitly addresses how revenues and expenditures relate to and align with its sponsoring responsibilities. • The sponsor conducts a needs assessment and data analysis to allocate resources that align with its strategic plan and to support school improvement and fulfill its responsibilities. • The sponsor makes data-driven decisions regarding resource allocation based on its needs assessment.
***Please refer to the Glossary of Definitions located at the beginning of this document for the definitions of “sponsoring responsibilities,” “budget narrative,” “needs assessment” and “data analysis.”
FAILURE OF THE SPONSOR TO SUBMIT A BUDGET THAT REFLECTS REVENUES AND EXPENDITURES THAT RELATE TO SPONSORING RESPONSIBILITIES WILL RESULT IN THE SPONSOR RECEIVING 0 POINTS FOR THIS STANDARD.
1 Point
The sponsor submitted a budget that reflects revenues and expenditures related to sponsoring,
–but–
The sponsor's fees and/or separate agreements contain inducements, incentives or disincentives that may compromise its objective judgment.
2 Points
The sponsor submitted a budget that reflects revenues and expenditures related to sponsoring.
–and–
There is no evidence of the sponsor’s fees and/or separate agreements creating a potential conflict of interest.
3 Points
2-Point Requirements –and–
The sponsor’s budget reflects sufficient funds for fulfilling its sponsoring responsibilities.
–and–
The sponsor's budget includes a budget narrative that explicitly addresses how revenues and expenditures relate to and align with its sponsoring responsibilities.
4 Points
3-Point Requirements –and–
The sponsor submitted evidence of implementing a needs assessment and conducting a data analysis for resource allocation by March 1 that aligns with its strategic plan and the needs of its sponsored schools.
–and–
The sponsor submitted evidence of making datadriven decisions regarding resource allocation from its needs assessment.
NOTE: The entire body of submitted documentation may be taken into account during the review of this standard.
Optional: The sponsor may submit a narrative explanation of how the submitted documents support the sponsor’s practice as it pertains to this standard. Evaluators may use narrative explanations in the scoring process if they are substantiated by documentary evidence.
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