Philip's Academy Charter School Annual Report 2014-2015 by Philip's Academy

CHARTER SCHOOL

2015 ANNUAL REPORT AUGUST 3, 2015

2.3.d ADMISSIONS LOTTERY INFORMATION Fill in the following table:

2.3.d Admissions Lottery Information Did your school hold an admissions lottery for students and parents/guardians to enroll in the 2015-16 school year?

Yes

Date of admissions lottery for students and parents/guardians to enroll in the 2015-16 school year

2015-03-24

Location of admissions lottery for students and parents/guardians to enroll in the 2015-16 school year

The algorithm was run by Newark Public Schools at 2 Cedar Street, Newark, NJ.

Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBA Submission Date and Time: 07/28/2015 19:37:23

2.3.f ENROLLMENT PROCESS Address the following questions regarding your enrollment process:

2.3.f Enrollment Process Required documentation: What documents do you require students and their parents/guardians to produce in order to enroll in your school?

Proof of age (birth certificate, passport, or baptismal certificate); Proof of residency (multiple options, one must be from the last 30 days); Proof of immunization as required by age.

Submission timeline: What is the specific timeline for parents/ guardians to submit the required documentation?

Families selected in Round 1 have approximately 3 weeks to successfully complete registration. Those selected in Round 2 are given 2 weeks. Students chosen from the waitlist have 24 hours to accept the spot and 48 hours to complete registration.

After a student has been accepted to your school through the lottery, describe the process by which a student is officially enrolled. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters.

Once a student is selected through the lottery process to Philip’s Academy and informed of their selection, they must successfully complete registration. Immediately upon notification of acceptance by One Newark Enrolls, the Director of Enrollment sends a welcome letter to each accepted family with detailed information on the registration process. The welcome letter advises them that enrollment is contingent upon submission of proof of age, residency, immunization, pertinent medical forms, and guardianship. The welcome letter requests that the newly accepted parent/guardian contact the school to schedule a registration appointment. Once a registration appointment is set, a confirmation email is sent outlining what specific documents are needed to satisfy registration. During the registration appointment, the required documentation is collected. Also, during this appointment, the parents are asked to complete and sign a contract, a directory form, and other paperwork. If the parents/guardians do not have all the required documentation at the time of the appointment, they are allowed additional time to gather the necessary information to complete the enrollment process. After the all the necessary documentation is collected and verified, the new student is added to the school’s roster and their record is requested from their previous school.

Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBAm Submission Date and Time: 07/29/2015 17:33:54

2.3.g RECRUITMENT AND MARKETING EFFORTS Provide evidence of recruitment and marketing efforts that demonstrate that the school has made a commitment to serving all students, especially highest needs students such as special education students, English Language Learners, students who qualify for free or reduced-price lunch, and other underserved or at-risk populations. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters. NPS Website Student Backpacks TV and Radio Commercials (PreK only) Phone broadcasts School Fairs Mailed postcards to 5,000 families with children ages 311 in East Orange, Irvington & Newark. Postcards made sure to indicate that we serve East Orange and Irvington as well as Newark. Enrollment information was available on our website and Facebook page. Distributed One Newark Enrolls flyers. Held Open Houses and info sessions. Installed outdoor banners to help increase our presence in the community.

Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBZ Submission Date and Time: 07/28/2015 19:48:35

2.3.i BACKFILLING POLICY Describe your school’s policy regarding backfilling. Make sure to address the following questions in your response: Do you backfill at every grade level? Do you backfill all year, or do you stop at a particular point in the year? Do you backfill from year to year? Limit your response to 1 page maximum, which is around 550 words or 3,760 characters. Philip’s Academy will backfill any open seat during the academic year with students from the waitlist. Students will be contacted in the order in which they appear on the waitlist. Families are given 24 hours to accept the seat which has become available and 4 days to provide the necessary paperwork for enrollment. If a family is called and chooses not to enroll, the school will contact the next individual on the list. Similarly if the school does not receive a response or is unable to reach a family, the next person on the waitlist will be contacted after 24 hours. The waitlist is only valid for the academic year following the lottery. Once the academic year ends, a new wait list will be created based on the results of the next year’s lottery.

Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBA Submission Date and Time: 07/28/2015 19:51:33

2.4.a SCHOOL SUSPENSIONS AND EXPULSIONS Provide information regarding the school’s suspension and expulsion numbers for the 2014-2015 school year

2.4.a School Suspensions and Expulsions Total # students enrolled

Total # of students who had one or more out-of-school suspensions

Total days lost for out- of-school suspensions (for all students)

Total # of students expelled

Pre-K K

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9 Grade 10 Grade 11 Grade 12

Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBA Submission Date and Time: 07/28/2015 19:54:59

2.4.b DISCIPLINE POLICY REGARDING SUSPENSIONS & EXPULSIONS Briefly describe your school's discipline policy as it relates to suspensions and expulsions. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters. While the Philip’s Academy Board of Trustees believes that positive approaches to acceptable behavior are usually more effective, it is sometimes necessary to penalize students for violations of school regulations to ensure the good order of the school and to teach students the consequences of disruptive behavior. Students who indulge in disruptive behavior may be suspended or expelled. Any student who commits an assault (as defined by N.J.S.A. 2C:121) with or without a weapon upon a board member, teacher, administrator or other employee of the board of trustees shall be suspended from school immediately according to procedural due process, and suspension or expulsion proceedings shall begin no later than 30 calendar days from the date of the student's suspension. Any student who is convicted or adjudicated delinquent for possession of a firearm or a crime while armed with a firearm or found knowingly in possession of a firearm on any school property or on a school bus or at a schoolsponsored function shall be immediately removed from the school's regular education program for a period of not less than one calendar year. The lead person may modify this suspension on a casebycase basis. Each student so removed shall be placed in an alternative educational program or on home instruction and shall be entitled to a hearing before the board. The hearing shall take place no later than 30 days following the day the student is removed from the regular education program and shall be closed to the public. Inschool Suspension The board directs the administration to arrange facilities for inschool suspension whenever possible. Students will be required to occupy themselves with schoolrelated work during such suspensions. No socializing shall be permitted. Students shall be counted as present in school but absent (excused) from individual classes. General Students on home suspension shall be counted absent (excused) unless the duration of the suspension requires home instruction. Except when special considerations warrant (at the discretion of the administration), every student will be given a written warning in the form of a disciplinary notice that subsequent violation of school regulations may result in his/her exclusion or suspension. Students under suspension are prohibited from participating in or attending any schoolregulated activity during the period of their suspension. They may not enter the school buildings or grounds of the school without the permission of the lead person. Any student under suspension who enters the school buildings or grounds without the permission of the lead person may have the period of his/her suspension extended. The right to continue the suspension or to expel is reserved to the board of trustees, acting upon the recommendation of the administration. Serious violations of school regulations which create a dangerous or unsafe condition for other students shall cause a student to be suspended upon the first offense. Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBA Submission Date and Time: 07/30/2015 15:04:33

Expulsion The board will consider expulsion only if: A. The lead person with his/her staff have exhausted all means of bringing about a correction of repeated misconduct; or B. The nature of a single act presents such a clear possibility of danger to others that immediate definitive action is indicated.

Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBA Submission Date and Time: 07/30/2015 15:04:33

3.1.a MISSION AND EDUCATION PROGRAM Provide a synopsis of the school’s mission and educational program including key components of the education model and any unique or innovative features of the school. Make sure to note all of your extracurricular offerings. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters Philip’s Academy Charter School exists to provide a rigorous academic and moral education for students, enabling them upon graduation to be s uccessful at selective secondary schools across the nation and attend college. This is accomplished with a curriculum that embraces environmental sustainability, technology as a learning tool, independent research and analytical inquiry in an environment where they develop a commitment to global citizenship, environmental sustainability, and personal virtue where love is the basis of state. We strive to create within our students a love of learning, intellectual curiosity and a sense of duty to the community, thereby enabling them to make thoughtful and morally informed decisions throughout their lives. Instruction is studentcentered while mixing experiential and projectbased learning with traditional discussionbased inquiry, while fostering the development of human virtue. We seek to continue to be a progressive agent in education that will adapt to a changing world and with it, address ever more complex problems. The curriculum has been designed in harmony with the school’s mission to provide an outstanding holistic education for the children of Newark, East Orange and Irvington. We are concerned about more than scope and sequence – what is taught and when. We believe that an awareness of our children’s life conditions, needs, hopes, and desires is essential in deciding upon and delivering what they should be taught. We believe that learning is predicated upon not only course content, but also methods of teaching, studenttostudent and studenttoadult interactions, organization of the school day, classroom setup and more. Central to our academic discipline is the development of critical thinking, problem solving, and writing skills. Students are taught and encouraged to reason, inquire, and reflect in ways that help them develop a disciplined approach to their studies. The curriculum is presented to students by subject matter that is on grade level and the grade level above. To ensure this is consistent with the New Jersey Core Curriculum Content Standards, teachers review the Standards each year and compare our curriculum goals to those set in the NJCCCS. In creating curricula for each grade and subject area, administrators and teachers adhered to New Jersey’s Core Content Curriculum Standards. The NJCCCS were used as guidelines in developing each grade level program. Philip’s Academy Charter School’s believes that students need to understand the interconnectedness of subjects in order to fully absorb their meaning. Innovative Features: EcoSPACES – A multidimensional cocurricular program designed to give students the tools and skills to lead healthy and environmentally productive lives. Utilizing ten custom designed and unique learning environments, we seek to inspire students to embrace the highest principles of environmental and nutritional stewardship. Focus Thesis Program – A sixyear independent research project beginning in grade three and culminating with a thesis paper in grade seven, followed by a presentation to a panel of experts based on continued fieldwork and research. PBS Reporting Labs – Connects students with a network of public broadcasting mentors in an innovative journalism curriculum and an online collaborative space to develop digital media, critical thinking and communications skills while producing original news reports.

Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBA Submission Date and Time: 07/29/2015 15:44:17

3.1.b CURRICULUM ALIGNMENT TO STATE STANDARDS Describe how the school ensures that its curriculum is aligned to state standards. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters. Philip’s Academy Charter School exists to provide a rigorous academic and moral education for students, enabling them upon graduation to be successful at selective secondary schools across the nation. This is accomplished with a curriculum that embraces environmental sustainability, technology as a learning tool, and analytical inquiry in an environment where―love is the basis of state. We strive to create within our students a love of learning, intellectual curiosity and a sense of duty to the community, thereby enabling them to make thoughtful and morally informed decisions throughout their lives. Instruction is studentcentered while mixing experiential and projectbased learning with traditional discussionbased inquiry, while fostering the development of human virtue. We seek to continue to be a progressive agent in education that will adapt to a changing world and with it, address ever more complex problems. Our intention is to have students feel together (community), but think for themselves (intellectual independence), rather than have those who think together while feeling alone. The curriculum at Philip’s Academy Charter School has been designed in harmony with the school’s mission to provide an outstanding all around education for the children of Newark, East Orange, Irvington and surrounding communities. At Philip’s Academy Charter School we are concerned about more than scope and sequence – what is taught and when. We believe that an awareness of our children’s life conditions, needs, hopes, and desires is essential in deciding upon and delivering what they should be taught. We believe that learning is predicated upon not only course content, but also methods of teaching, studenttostudent and studenttoadult interactions, organization of the school day, classroom setup and more. Central to our academic discipline is the development of critical thinking, problem solving, and writing skills. Students are taught and encouraged to reason, inquire, and reflect in ways that help them develop a disciplined approach to their studies. Emphasis is given to providing students with motivational enrichment to be and become their personal best in all areas of learning. The curriculum is presented to students by subject matter that is on grade level and the grade level above. To ensure this is consistent with the New Jersey Core Curriculum Content Standards, teachers review the Standards each year and compare our curriculum goals to those set in the NJCCCS. Teachers also incorporate several of the standards for the grade level above into their curriculum to prepare students for the following academic year. Students who demonstrate academic ability in specific areas above those levels will receive lessons that are enriched by supplemental curricula to meet and challenge their needs. The basic tenets of the mission, objectives and goals are as follows: Academic rigor/pursuit of excellence, moral education, loveoflearning, meeting the needs of diverse learners, addressing children’s social and emotional needs, and reaching out to the world beyond Philip’s Academy Charter School. In creating curricula for each grade and subject area, administrators and teachers adhered to New Jersey’s Core Content Curriculum Standards. The NJCCCS were used as guidelines in developing each grade level program. Philip’s Academy Charter School’s believes that students need to understand the interconnectedness of subjects in order to fully absorb the meaning of their lessons and see how they relate to everyday life.

Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBA Submission Date and Time: 07/29/2015 15:59:40

3.2.b NATIONALLY-NORMED ASSESSMENT Some schools use a nationally-normed assessment, such as NWEA Map or Scantron Performance Series, to measure student growth in Reading and/or Math from the beginning to the end of the school year. If applicable, provide the name, subject(s) and testing windows of the assessment that the school administered and address the questions below regarding students’ results. As the questions below indicate, we ask that the school provide the mean test score for each grade level as the percentile rank (pctile), as opposed to the RIT Score or Scale Score. The percentile rank tells us how your students performed on the test compared to a nationally representative sample. Please note: only the test scores of students with valid pre- and post-test scores should be included in the table.

Nationally Normed Assessment Did your school administer a nationally-normed pre- and post-test in 2014-15?

Yes

What was the name of the nationally-normed assessment your school administered in 2014-15?

Northwest Education Association (NWEA) – Measure of Academic Progress (MAP) Grades 3-8 NWEA MAP for Primary Grades (K-2)

Was the test administered to all students or to certain groups of students? If the latter, please explain which groups of students were targeted.

All students

Which grade levels sat for the test and which subjects were administered to each grade level? Feel free to use bullet points to address this question

K-8; Reading and Math

When did pre- and post-testing occur for each grade level and subject? Again, feel free to use bullet points to address this question

Pre-Test: September / October 2014 Post-Test: May / June 2015

Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBA Submission Date and Time: 07/30/2015 17:13:42

Nationally Normed Assessment Results Table READING or ENGLISH LANGUAGE SUBJECT

Number Whose Scores Increased from Pre- to Post-Test 35

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Grade in 2014-15

Number of Enrolled Students

Number with Valid Pre- and Post-Test Scores

Mean Percentile Rank Pre-Test*

Mean Percentile Rank Post-Test*

* Only the test scores of students with valid pre- and post-test scores are to be included in the calculation of mean pre- and post-test percentile rank. Additionally, only include students with valid pre- and post-test scores in the number of students whose scores increased from the pre-test to the post-test.

Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBA Submission Date and Time: 07/30/2015 17:13:42

Nationally Normed Assessment Results Table MATHEMATICS

Number Whose Scores Increased from Pre- to Post-Test 35

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Grade in 2014-15

Number of Enrolled Students

Number with Valid Pre- and Post-Test Scores

Mean Percentile Rank Pre-Test*

Mean Percentile Rank Post-Test*

Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBA Submission Date and Time: 07/30/2015 17:13:42

4.c POSITIVE ASPECTS IDENTIFIED IN THE STAFF SURVEY In your latest teacher / staff survey, what positive aspects were identified? For each positive aspect, include the number and percent of teachers/staff that identified it as positive. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters Philip’s Academy provides an excellent Work Environment and resources for staff; It promotes collegiality and encourages individual professional development opportunities.

Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBA Submission Date and Time: 07/29/2015 16:51:34

4.d CHALLENGES IDENTIFIED IN THE STAFF SURVEY In your latest teacher/staff survey, what challenges were identified? For each challenge, include the percent that identified it as a challenge. For each challenge, include the number and percent of teachers/staff that identified it as positive. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters Philip’s Academy should schedule more collaboration time for teachers and staff; Peer Observation and Feedback are great; at the same time, when areas for professional growth are identified, administration should provide more opportunities for followup to ensure growth is lasting.

Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBA Submission Date and Time: 07/29/2015 16:52:19

5.a SCHOOL ENGAGEMENT OF FAMILIES/GUARDIANS Describe how the school engages families/guardians and encourages their involvement in the school. Discuss the resources that are available to students and parents/guardians. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters. Philip’s Academy encourages a free flow of communication between parents and the school and believes this is essential to ensuring the education of the whole child. The school and parents both need to be aware of significant events and issues that impact a student’s life. To that end, the school produces a family calendar listing all noteworthy events sponsored by the school and Parent Organization. The PO announces monthly meetings and encourages gradelevel breakout meetings before and/or after the general session. Timely curricular topics are discussed and participation in upcoming events is requested. The school provides Orientations for new parents and returning parents at each grade level to begin each year. It also provides an orientation to the next grade level for parents as they celebrate each child’s achievement over the course of the year. In the fall and spring of each year, teacher host parent conferences to talk with individual families about the academic and social progress of their child. At the same time, parents and teachers are encouraged to reach out to one another in a timely fashion to talk about concerns that may arise at any time during the year. Online grade books, blogs, classroom pages, progress reports and email all aid the communication and involvement of family members in the education of our students. The school also maintains a “Parent Portal” specifically designed to maintain essential parent information and produces a monthly newsletter “The Falcon Reader” announcing upcoming activities and timely family events by classroom, grade level and schoolwide as appropriate. The newsletter, regular voicemail and email blasts serve as ongoing invitations to parents, providing them with numerous ways to volunteer and be involved in their children’s education throughout the year. Some of the major events are Family Math Night, Monthly PO Meetings, Thanksgiving Feast, Multicultural Night, Community Service Days, Male Involvement Week, Black History Series, Weekly Assemblies, Classroom Publishing Parties, Science Spectacular Week, Recognition Ceremonies, Book Fairs, Graduation, Athletic Events, and Family Field Day.

Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBA Submission Date and Time: 07/29/2015 16:53:36

5.b SCHOOL PARTNERSHIPS Describe the school’s partnerships with educational or community institutions and how they enhance the school’s mission and education program. In your response, include a description of each partnership and the number of students/staff involved in each partnership. Limit your response to 2 page maximum, which is around 1,100 words or 7,520 characters Philip’s Academy values community involvement and strives to maintain ongoing relationships with professional and community organizations throughout the course of the year. To that end, Philip’s Academy has a professional partnership with William Paterson University to document, assess and revise curriculum by gradelevel regularly and ensure we remain in line with common core standards. We also rely on our Relationship with Rutgers University and St. Vincent’s Academy annually for student volunteers and interns who work with our students in both the upper and lower schools. SVA students also work with our Early Childhood Program. Philip’s Academy shares community resources with “Schools that Can” and “University Heights Charter School” to receive guidance from one another and to brainstorm the best ways to address ongoing concerns of NJ Charter Schools. Faculty and Staff members regularly attend monthly workshops sponsored by the NJCSA and NJCSF (New Jersey Charter School Fund) to collaborate on such impactful topics as PARCC preparation and administration as well as Kindergarten Readiness Programs and Special Education Planning. Within the Newark Community, Philip’s Academy reaches out annually to the Fire Department and the Police Department, NJ PAC and the NJ Performing Arts Center to organize whole school assemblies for its students on ageappropriate best practices.

Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBA Submission Date and Time: 07/29/2015 16:54:28

6.1.a BOARD OF TRUSTEES The following asks for information about each of the school's board members. Provide information for all of the school's board members: Submission Method: Online Form via http://goo.gl/forms/TfltSnvfXb

6.1.a Board of Trustees

Effective Start Date (when individual started on board)

Current Term Expiration Date (if applicable)

Dale Anglin

01/26/2013

06/30/2017

Anthony Thomas

01/26/2013

06/30/2017

Jennifer Robinson

01/26/2013

06/30/2016

William Birch

01/26/2013

06/30/2015

Cynthia Pullen‐ Thompson

01/26/2013

Tammie Reid

Officer Role (e.g. Preside nt, Vice Preside nt, Secreta ry, Treasur er)

Date of criminal background check

Date of mandatory NJSBA training

08/28/2013

07/29/2014

Kanthonythomas06@gmail.com

08/28/2013

09/11/2010

robinsonj@mail.montclair.edu

09/06/2013

08/14/2014

Wdbirch30@gmail.com

02/26/2014

06/30/2016

cdthompson@acn.net

09/04/2013

07/30/2014

07/16/2013

06/30/2015

Reid.tammie@gmail.com

10/26/2011

07/27/2015

Randy Kanter

09/19/2013

06/30/2015

rkanter@califon.com

10/02/2013

09/29/2014

Gary DeBode

01/26/2013

06/30/2015

garyd@edprop.com

09/18/2013

07/07/2014

Migdalia Dale

07/01/2013

mdale@pacsnewark.org

07/31/2013

Member’s Name

NJDOE, Office of Charter Schools Annual Report, June 2015

Preside nt

Email Address

Dranglin2003@yahoo.com

Treasur er

Board Secreta ry

Page 30

6.1.b BOARD PROCESS TO EVALUATE LEADERS Describe how the board of trustees evaluates the school leader(s) and/or management organization (CMO or EMO) on an annual basis and holds these individuals accountable for meeting specified goals. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters Evaluation Method of School Leaders The Board of Trustees will annually evaluate the performance of the employees in the positions of School Principal, School Business Administrator and Head of School (School Leaders) in order to assist both the Board and the School Leader in the proper discharge of their responsibilities and to enable the Board to provide the school with the best possible leadership. The objective of the Board’s evaluation will be to promote professional excellence and improve the skills of the School Leader, to improve the quality of the education received by the pupils of this school, and to provide a basis for the review of the School Leader’s performance. The School Leader shall be evaluated annually by the Board. The evaluation will be based on the job description for the position of the School Leader and this policy. Evaluation Criteria Criteria for the evaluation of the School Leader will be based upon the School Leader’s job description and will relate directly to each of the tasks described. Each criterion will be brief and will focus on a major function of the position, be based on observable information rather than on factors requiring subjective judgment, and be written in a consistent format. Collection and Reporting of Evaluation Data Data for the evaluation of the School Leader will be gathered by any one or more of the following methods: direct observation, the School Leader’s selfassessment of his performance, review of a document produced in the performance of the School Leader’s assigned duties; interviews with the School Leader regarding his/her knowledge of assigned duties; paper and pencil instruments (such as competency tests, staff surveys, and the like); and reference to previous performance reports. The Board will attempt to gather “360degree” feedback from parents, staff, trustees, and others. The School Leader shall be observed in the performance of his/her assigned duties at least once annually. Conduct of Annual Performance Conference An annual summary conference shall be conducted between the Board Personnel Committee and the School Leader before the annual performance report is filed. The conference will be held in private, unless the School Leader requests that it be held in public. The conference shall include but need be limited to a review of the performance of the School Leader based upon the job description; a review of the School Leader’s progress in achieving and implementing the school’s goals, program objectives, policies, instructional priorities, and statutory requirements; and a review of available indicators of pupil progress and growth toward the program objectives. Preparation of Annual Performance Report It is the intention of the board that an annual written performance report shall be prepared by the board’s Personnel Committee by April 30. The report will include, but need not be limited to, performance areas of strength; performance areas needing improvement based on the job description and evaluation criteria; the plan Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBA Submission Date and Time: 07/29/2015 17:15:18

for professional growth and development prepared by the School Leader and the Board; a summary of available indicators of pupil progress(if appropriate) and growth and a statement of how these indicators relate to the effectiveness of the overall program and the performance of the School Leader; and provision for performance data that have not been included in the report prepared by the Board to be entered into the record by the School Leader within ten working days after the completion of the report.

Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBA Submission Date and Time: 07/29/2015 17:15:18

6.1.e BOARD SELF-ASSESSMENT Describe how the board assesses its own performance annually. Limit your response to 1 page maximum, which is around 550 words or 3,760 characters The Philips Academy Board of Directors has used multiple sources to help assess its performance. We evaluate each board meeting to see if it went well for members, as well as conduct yearly assessments. We have used resources from The High Bar (Marci-Cornell Feist) and the New Jersey Charter Schools Association to help evaluate our board and its practices. The areas we evaluate include: • Leadership roles: written statement of board member roles and responsibilities that is followed. • Composition: do we have the right number of members with key expertise in areas, including a nominations process for service on the board and an orientation process for new board member • Committees: do we have functioning committees that meet regularly that have staff assigned to them. • Meetings: do we conduct the appropriate number of meetings, given advance public notice, offer an advanced agenda, and take appropriate minutes and record of attendance and publicize these notes. • Governance effectiveness: all board members have been properly trained, are prepared for the meetings, deal with appropriate school issues, pay attention to test results and other indicators of performance, adhere to by-laws, do annual strategic planning and manage change along with the school leadership appropriately. • Supervisor effectiveness: the board evaluates the principal and CEO annually. This past school year we have started to use a rubric that rates our board as strong, satisfactory or weak in these categories. This rubric will be fully in use for the 2015-16 school year.

Submitting School: Phillip's Academy Charter School Submitted by: Migdalia Dale SBA Submission Date and Time: 07/30/2015 16:48:24

Philip's Academy Charter School Appendix A 2.3.a INITIAL STUDENT APPLICATIONS

Philip’s Academy Charter School does not have an initial student application. The City of Newark handles the applications through their One Newark enrollment lottery.

Appendix B

Su M 2 9 16 23 30

3 10 17 24 31

August 2015 Tu W Th

4 11 18 25

7 14 21 28

5 12 19 26

6 13 20 27

August

Sa 1 8 15 22 29

September 2015 Su M 6

96 101 112 12

24‐28 Kindergarten Half Days 29

US Parent Orienta on 9:00 AM (Grades 5‐8)

School Closed ‐ Professional Development

27 281 292 303 October 2015

= School Closed

= Half Day of School Half Day Dismissal: 12:30 PM = Half Day —Kindergarten ONLY = Cycle Day Noted in Subscript

21 days including 2 half days

First Day of School

Parent Organiza on Mee ng 6:00 PM

Half Day of School

Cap & Gown Pictures (Grade 8)

LS Back to School Night (Grades K‐4)

Board of Trustees Mee ng 5:30 PM

Half Day of School (Grades 5‐8)

Open House 6:00 PM

US Back to School Night

Dress Down Day (Math Theme)

School Closed ‐ Labor Day

Family Math Night 6:00 PM

October

21 days including 1 half day; 1 PD

5‐9

Week of Respect

Half Day ‐ Professional Development

26‐30 Fall Book Fair

Dress Down Day (Orange—Week of Respect)

Board of Trustees Mee ng 5:30 PM

11 12 135 146 151 162 17

School Closed ‐ Columbus Day

Open House 6:00 PM

18 193 204 215 226 231 24

Parent Organiza on Mee ng 6:00 PM

Dress Down Day (Fall Theme)

Skate Night & Trunk‐or‐Treat

20 212 223 234 245 256 26

Board of Trustees Mee ng 5:30 PM

September

13 143 154 165 176 181 19

Su M

Notes

25 262 273 284 295 306 31 November

November 2015 Su M

96 101 112 123 134 14

15 165 176 181 192 203 21 22 234 245 25

29 306

18 days including 2 half day

End of Quarter 1

23‐24 Parent Teacher Conferences (Grades K‐5)

COOP Exam ‐ Grade 8

Cap, Gown & Ring Measurements

Open House 6:00 PM

Half Day of School

Parent Organiza on Mee ng 6:00 PM

Thanksgiving Feast

18‐20 P/T Conference Sign Up Open (Grades K‐5)

25‐27 School Closed ‐ Thanksgiving

Board of Trustees Mee ng 5:30 PM

Classes Resume

23‐24 Half Day of School

December 2015 Su M

Whole School Picture Day

91 102 113 12

13 144 155 166 171 182 19 20 21

27 28

December

14 days including 1 half day; 1 PD

Half Day ‐ Professional Development

Alumni Night

Parent Organiza on Mee ng 6:00 PM

21‐31 School Closed ‐ Winter Break

Open House 6:00 PM

Board of Trustees Mee ng 5:30 PM

Mul cultural Night

January 2016

Su 3

M 4

Tu 53

W 64

Th 75

F 1 86

Sa 2 9

10 111 122 133 144 155 16 17 18 196 201 212 223 23 24 254 265 276 281 292 30 31 February 2016

93 104 115 126 13

14 15

16 171 182 193 20

January

School Closed ‐ Winter Break

19‐25 US Exams (Grades 5‐8)

Classes Resume

Board of Trustees Mee ng 5:30 PM

Dress Down Day (School Spirt Theme)

End of Quarter 2

Pep Rally—Falcons Basketball Season

Fridays: Dress Down Days (Student Gov’t)

Parent Organiza on Mee ng 6:00 PM

18 days; 1 PD School Closed ‐ MLK Day

February

1‐29 Black History Series

Classes Resume

Report Cards Available

Board of Trustees Mee ng 5:30 PM

Parent Organiza on Mee ng 6:00 PM

Dress Down Day (Black History Month)

Half Day ‐ Professional Development

Black History Series Closing Ceremony

19 days including 1 half day; 2 PD

21 224 235 246 251 262 27

School Closed ‐ President's Day

Skate Night

School Closed ‐ Professional Development

PARCC (Grades 7‐8)

28 293

Make Up Snow Day #1

29‐4 Winter Book Fair

March 2016

Su 6

M 72

94 105 116 12 163 174 185 19

13 141 152 20 216 221 232 24 25 27 28 293 304 315

April 2016

Su 3

March

1‐4 PARCC (Grades 7 & 8)

School Closed ‐ Professional Development

7‐11 PARCC (Grades 5 & 6)

Make Up Snow Day #2

Parent Organiza on Mee ng 6:00 PM

20 days; 1 PD

School Closed ‐ Good Friday

14‐18 PARCC (Grades 3 & 4)

School Closed ‐ Easter Monday

Board of Trustees Mee ng 5:30 PM

Dress Down Day (Purple—Epilepsy Day)

April

Spring Picture Day—Dress UP Day

20‐22 Placement Day Trips (Grade 7)

15 days including 1 half day; 1 PD

Parent Organiza on Mee ng 6:00 PM

Board of Trustees Mee ng 5:30 PM

End of Quarter 3

Report Cards Available

11‐15 School Closed ‐ Spring Break

27‐28 P/T Conference Sign Up (Grades K‐5)

10 11

School Closed ‐ Professional Development

Half Day

17 18 196 201 212 223 23

Placement Panel 6:00 PM

Parent/Teacher Conferences (Grades K‐5)

24 254 265 276 281 292

Placement Fair 9:00 AM

Skate Night (Spring Celebra on)

Classes Resume

Promise Ball

May 2016

92 103 114 125 136 14 15 161 172 183 194 205 21 22 236 241 252 263 27 29 30 314

June 2016

Su 5

M 62

Tu 73

95 106 11 164 175 18

12 131 142 153

19 206 211 222 233 24 26 27 28 29 30

May

2‐26 PARCC

Parent Organiza on Mee ng 6:00 PM

2‐6

Spring Book Fair (Final, BOGO)

Board of Trustees Mee ng 5:30 PM

2‐6

Teacher Apprecia on Week

School Closed ‐ Professional Development

20 days; 1 PD

9‐13 Male Involvement Week

Make Up Snow Day #3

Dress Down Day

School Closed ‐ Memorial Day

Concert Under the Stars

June

13‐22 Gradua on Rehearsals

US Recogni on Ceremonies

Half Day of School

15‐20 Final Exams (Grades 5‐8)

Last Day of School

Gradua on (Grade 8)

Alumni Panel

Alumni Induc on & Athle c Banquet

17 days including 1 half day; 183 days of school

US Field Trips

Family Field Day

End of Quarter 4

Board of Trustees Mee ng 5:30 PM

Appendix C

3.2.a 2013‐14 ACADEMIC PERFORMANCE

Since Philip’s Academy Charter School completed its initial year of conversion from an independent school, in 2013-14, students took the NJASK assessments for the first time. In 2014-15, Philip’s Academy students took the PARCC exams. Upon reviewing the data from NJASK and in preparation for PARCC, the teachers identified skills areas in which their students would benefit from individual, small group tutoring, and/or additional classroom skills exercises each quarter. All students, grades 3-8, were given quarterly assessments to validate and determine the effectiveness of each intervention and to determine if students should continue with each intervention or implement additional interventions for the next eight week period. These interventions and assessments were also used to determine if students should participate in summer programs for further skills development. While our goals were that 80% or more of our students would score in the proficient level or above in ELA and Math; we are pleased to say that we were within approximately 5 % of reaching our goal and believe that the interventions that we implemented will help us attain our goal.

Appendix D

Philip’s Academy Charter School 3.2.c MISSION‐SPECIFIC ACADEMIC GOALS Mission Specific Academic Goal, number 1

Goal

Graduates will attend selective secondary schools

Number of students attending independent day and Measure/Metric boarding schools, parochial schools and public magnet schools 70% of graduates will attend competitive, selective Target schools Total students – 38 Selective independent boarding schools – 15 (60%) Selective Catholic schools – 21 (55%) Relocating out of state – 2 (5%) Actual Outcome 95% of graduating students will matriculate at selective secondary schools and will receive $633,037 in financial aid.

Mission Specific Academic Goal, number 2

Graduates will attend post-secondary educational programs Percent of graduates attending two or four year colleges Measure/Metric and universities 90% of the graduates from the class of 2011 will enroll in Target two or four year colleges 100% of the respondents (33 or 34) are enrolled in four year colleges and universities, including Columbia University, University of Pennsylvania, Colgate Actual Outcome University, Rutgers University, Fisk University and Muhlenberg College Goal

Appendix E: Tool Used to Evaluate School Leaders

Philip’s Academy Charter School Self Assessment for School Leaders School Year 2014-15

Name: I.

Date:

Leadership Skills A. Personnel – Selection and assignment; on-going support/professional development; monitoring/evaluation of personnel B. Curriculum, Instruction, Assessment – Vision for the overall program; knowledge of content, national and state standards; success with implementation; technology integration; student and program assessment C. Communication – Collaboration with teachers, administrators, students and central office administrators/personnel; department climate; parent communication; community relations D. Budget and Resource Management – Textbook/equipment inventories, annual budget recommendations, requisition processing/ tracking of supplies; facilities utilization E. Technology/Use of Data-Uses technology effectively and appropriately; uses data to inform decisions regarding instruction, programs, and assessment; enables staff to effectively use technology and data F. Professional Development – Knowledgeable about current trends/research in field; participation in professional development activities

II. Progress Toward Job Targets

III. Summary and Recommendations _____________ is recommended for a contract renewal with for the 2015-2016 school year.

Signature: ____________________________

Date: __________________

Conference Date: ______________________ Signature of Evaluator: ____________________ Date:_______________ Effective 2013.14 School Year

Philip's Academy Charter School Appendix F

6.1.d BOARD TOOL USED TO EVALUATE THE CMO OR EMO

Not applicable. The school does not have a CMO or EMO.

Philip's Academy Charter School Appendix G Board Evaluation Tool

Philip's Academy Charter School Appendix H

6.1.g AMENDMENT TO BYLAWS ADOPTED IN 2014‐15

Not applicable. The school did not amend its bylaws in 2014‐15.

Philip's Academy Charter School Appendix I

6.2.b SCHOOL LEADER / ADMIN TEAM RESUMES

Miguel J. Brito 290 Redmond Road

South Orange, NJ 07079

brito48@yahoo.com

Head of School Educational Excellence/Visionary Leadership/Fundraising

Areas of Expertise Development, Capital Campaigns Green School Construction, LEED Certification Green School Programming School vision, Innovative Management Public relations Disadvantaged/Minority Populations

EDUCATION

University of Massachusetts Amherst, Massachusetts, B.A., Latin American History, 1971 Goddard College

Plainfield, Vermont, M.A., Colonial African History, 1975

University of Coimbra

Coimbra, Portugal, Portuguese Colonial History, 1975

Columbia University

NY, NY, Teachers College, Klingenstein Center for Independent School Leadership, Head of School Program, 2009

PROFESSIONAL EXPERIENCE Philip’s Academy Charter School, Newark NJ Executive Director

6/2013 to Present

Philip’s Education Partners, Newark, NJ

6/2013 to Present

Chief Executive Officer

St. Philip's Academy, Newark, New Jersey 07103,

6/2000 to Present

Kindergarten-Eight, 372 students, serving the city of Newark, 96% of population is African-American, 68% of operating budget is subsidized through philanthropic gifts and grants. Head of School, Chief Executive Officer Key Contributions:

              

Increase annual fund, $608,000 to $5,213,000 Pay off $14,000,000, 30 year mortgage in less than five years (2011) Capital Campaign (announced at $7.5 million, completed $18,207,000) Construction of new physical plant ($23 million) completed 1/2/07 (LEED, silver certified) Increase student body 179 to 372 Seed-to-Table Sustainable Community Lunch Program Rooftop school gardens and certified wildlife habitat Photo-voltaic panels and electronic monitoring system available on every computer in the world Kitchen Classroom for Healthy Living ECO-SPACES Sustainable Green Living Curriculum Center for Outreach and Research in Minority Achievement Educational Planning Service (Parent/Family resources) St. Philip’s Summer High Achievement Academy STARS and Explorers summer camps Affiliate, Horizons National Program

Dwight-Englewood School, Englewood, New Jersey 07631

9/83 to 6/2000

Administrative     

Director of College Guidance Director of Testing Grade Level Dean Director of Community Service Programs (84-86 and 95-96) Summer School (curriculum development and course design)

Teaching  America Since 1945  United States History, AP  Senior Research Seminar Coaching (1983-1995)   

Middle School Football Varsity Girls’ Basketball Varsity Golf

The New Jersey SEEDS Program, Newark, New Jersey

6/1993 to 6/2000

The NJ SEEDS program is a non-profit academic program for academically gifted students from financially disadvantaged families. Graduates of the three-phased program are placed in independent schools across the nation.    

Chairperson, Educational and Program Advisory Council Dean/Director Dwight-Englewood School site (summers, Saturdays) Admissions Committee (statewide) Curriculum Committee

Thayer Academy, Braintree, Massachusetts

9/1979 to 6/1983

Administrative   

Director of College Guidance Director of Testing Chairperson, History Department

 

United States History, AP Economics, Sociology, World History.

Teaching

Coaching Varsity Football, Varsity Basketball, Varsity Golf

United States Embassy, Lisbon, Portugal

6/1977 to 6/1979

General Directing Manager, English as a Second Language Program Responsibilities       

American Language Institute, Lisbon (4,500 students) American Language Institute, Oporto (2,500 students) American Cultural Center, Lisbon Educational Testing Service Programs Aid for International Development Tutoring Program American Language Institute Library Liaison, Portuguese Ministry of Education

Portuguese National Junior Basketball Program

9/1977 to 4/1979

Coach

St. George’s School, Newport, Rhode Island

9/1974 to 6/1977

Administrative  

Assistant Dean of Students Assistant Housemaster, Third Form Dormitory Supervisor



American Studies, Economics, Twentieth Century Africa



Varsity Football, Varsity Basketball, Varsity Golf

Teaching Coaching

New Bedford High School, New Bedford, Massachusetts

9/1971-6/1974

History teacher and coach

Professional Boards and Committees

National Association of Episcopal Schools NY, NY

2007

Search Committee, Executive Director

Episcopal Diocese of Newark

2004-2006

Commission to Dismantle Racism”

Educational Records Bureau (ERB), NY, NY

2003 to present

Board of Trustees

National Association of Episcopal Schools, NY, NY

2002 to 2008

Governing Board

Greater Newark Conservancy, Newark, New Jersey

2002 to 2008

Board of Trustees

The Willow School, Gladstone, New Jersey

2002 to present

Advisory Council

Gill-St. Bernard’s School, Gladstone, New Jersey

2002 to present

Board of Trustees

The College Board

2001 - 2003

Committee on the Usages of SAT Test Scores and Related Data

Englewood Community Foundation

1998 to 2002

Board of Trustees Chairperson, Committee of Youth and Community Education

Independent Teaching Project, Philadelphia, PA

1997-2000

Board of Trustees, This non-profit corporation recruits, prepares and mentors teachers of color for careers in independent schools

National Merit Scholarship Corporation Selection Committee

1997-2000

This committee selects the 2000 winners of the National Merit Scholarships among the from the NMSQT/PSAT program)

The College Board: the College Scholarship Service Committee

finalists

1997-2000

This committee oversees the policies of the College Scholarship Service, sets the agenda for the College Scholarship Assembly, and provides advice to the Board of Trustees and the College Board staff. It is an elected position based on a national ballot of College Board Members.

The College Board: the SAT Review Committee

1991- 1998

This committee works directly with the Educational Testing Service on the development of the SAT. The committee’s specific charges are to review the test and its specifications, the monitoring of the test for its purposes, and the improvement of communications with the public about the test’s proper interpretation and use.

SELECTED PRESENTATIONS OF NOTE

New Jersey Department of Health, Annual meeting, “Nutrition, Physical Activity and Obesity” Mercersville, NJ Featuring “NJ Pioneers in Obesity and Chronic Disease Prevention” 1/2010 The Eco-SPACES Program at St. Philip’s Academy

United State Senate Help Committee Briefing, Washington, D.C.

4/2009

Green Schools and Healthy Food Service

Community Foundation of Washington, D.C.

10/2008

Green School Building and,Seed-to-Table Food Service

NAES Biennial Conference, Washington, D.C.

11/2004

Leadership and Governance Institute, Faculty “The Administrative Team in an Episcopal School”

NAES Biennial Conference, Houston, Texas

11/2002

“Urban Independent Schools”

New Jersey Seeds, Peddie School, Hightstown, NJ

8/2001

Graduation speaker

National Forum of the College Board, Orlando, Florida

10/1998

“Colliding Values with Students Caught in the Middle”

National Forum of the College Board, Chicago, Illinois

10/1997

“Ethics in Financial Aid”

SSATB, Annual Meeting, Phoenix, Arizona

10/1997

“Dealing with Difference in the Secondary School Admission Office”

National Admission Colloquium, College Board Washington, D.C.

10/1996

“Admissions and Financial Aid Working Together: Opportunity or Chaos?”

Migdalia Dale, CPA 29 Wayland Drive Matawan, New Jersey 07747 Home: 732.566.1707; Work: 973.624.4661 E‐mail: mignjnj@optimum.net EXPERIENCE: SCHOOL BUSINESS ADMINISTRATOR

Philip’s Academy Charter School, Newark, New Jersey July 2014 to present          

Manage the day‐to‐day operations of the Business Office (general accounting, purchasing, accounts payable, human resources). Responsible for cash management. Prepare, administer and monitor a $4M instructional, operating and capital budget. Update and maintain the CDK general ledger system. Investigate and reconcile discrepancies in the general ledger. Act as liaison between departments and the Business Office. Coordinate Department of Education reporting and filings. Supervise annual audit. Implement internal control procedures to ensure the accuracy and relevance of financial data. Establish goals and objectives for the Business Office and ensure that they are met. Supervise a staff of two.

CONTROLLER

St. Philip’s Academy Newark, Inc. Newark, New Jersey ($6M not for profit, independent K‐8 school) July 2006 to June 2013      

Managed the day‐to‐day operations of the Business Office (general accounting, student receivables, purchasing, accounts payable, human resources). Responsible for cash management. Prepare a daily cash report. This report helps to monitor cash and helps with strategic planning. Prepared financial projections for the creation of new academic programs and for management decision‐making. Prepared, administered and monitored a $6M instructional, administrative and capital budget. Update and maintain the Financial Edge general ledger system. Investigated and reconciled discrepancies in the general ledger. Act as liaison between departments and the Business Office.

    

Supervise annual audit. Draft audit report. Implemented internal control procedures to ensure the accuracy and relevance of financial data. Implemented internal control procedures in the Accounts Payable and Accounts Receivable Departments to ensure prompt and accurate billing and payments to clients and vendors. Established goals and objectives for the Business Office and ensure that they are met. Supervise a staff of two.

CONTROLLER

School of VISUAL ARTS, Inc. New York, New York ($100M for profit, proprietary Art College) February 1998 to July 2006                

Managed the day‐to‐day operations of the Finance Department (general accounting and accounts payable). Supervised monthly closings and prepare monthly consolidated financial statements in accordance with GAAP. Responsible for cash management. Prepare a daily cash report. This report helps to monitor cash and helps with strategic planning. Prepared financial projections for the creation of new academic programs and for management decision‐making. Prepared, administered and monitored a $50M instructional, operating and capital budget. Monitor a $50M salary budget. Updated and maintained the Colleague general ledger system. Investigated and reconciled discrepancies in the general ledger. Act as liaison between departments and the Finance Department. Coordinated external filings and reporting ‐ commercial rent tax, sales tax, real estate filings and Department of Education filings. Coordinated and resolve all external audits – sales tax, unclaimed funds, IRS. Supervised annual audit. Draft audit report. Assisted tax accountants with preparation of annual tax return. Implemented internal control procedures to ensure the accuracy and relevance of financial data. Implemented internal control procedures in the Accounts Payable and Accounts Receivable Departments to ensure prompt and accurate billing and payments to clients and vendors. Established goals and objectives for the Finance Department and ensure that they are met. Promoted to Controller in May 1999. Supervise a staff of seven.

ACCOUNTING MANAGER – Caribbean S.I.T.A. (Societe Internationale De Telecommunications Aeronautiques), Bohemia, New York

June 1997 to February 1998          

Responsible for the accounting and administration of fifteen countries with separate books, different laws, different filing requirements and different local currencies. Monitored compliance with US GAAP and implemented applicable policies and procedures. Performed monthly closings. Performed general accounting functions. Updated and maintained the Regional Accounting System (RAS) general ledger. Investigated and reconciled discrepancies in the general ledger. Acted as liaison between countries and the Accounting department. Analyzed balance sheet and profit and loss a0ccounts. Prepared Monthly Budget Comparison (MBC) report to monitor budget to actual variances over $5,000. Coordinated external reporting and filings. Assisted independent auditors with annual audit. Supervised a staff of two.

ASSISTANT CONTROLLER The Carlyle Hotel, New York, New York October 1995 to May 1997

         

Performed monthly closings and prepared financial statements with detailed explanations for variances over $1,000. Performed general accounting functions. Updated and maintained the Computer Lodging System (CLS). Investigated and reconciled discrepancies in the general ledger. Acted as liaison between outlet departments and the Accounting department. Prepared two annual budgets utilizing zero‐based budgeting. Monitored budget to actual variances. Analyzed balance sheet and profit and loss accounts. Maintained inventories and performed monthly physical counts. Prepared monthly and year to date inventory usage analyses. Prepared Food & Beverage cost statistics. Updated and maintained fixed assets on FAS for Windows and recorded monthly depreciation. Assisted independent auditors with annual audit. Supervised a staff of four.

SENIOR ACCOUNTANT, OFFICE OF THE TREASURER The College Board, New York, New York September 1992 to September 1995

          

Assisted in monthly closings and preparation of financial statements. Performed general accounting functions. Updated and maintained the SOTAS general ledger system. Investigated and reconciled discrepancies in the general ledger. Acted as liaison between program departments and the Finance department. Prepared budgets and financial projections. Prepared monthly budget variance reports with detailed explanations. Updated and maintained salary/benefit budget database on Microsoft Access 2.0. Acted as liaison between Human Resources and the Finance Department. Updated and maintained fixed assets on FAS2000. Audited and authorized the release of account payable system generated checks. Monitored the financial progress of externally funded projects for compliance with the terms of the governing grant or contract documents. Maintained appropriate internal controls over projects funded with external funds. Utilized Lotus 1‐2‐3 and Excel to summarize staff activity reports. Recorded and monitored staff activity chargeable to federal grants.



Assisted independent auditors with the A-133 audit. Monitored sub recipient reporting for compliance with government grants.

  

Coordinated and supervised special projects and prepared analyses as requested. Utilized Microsoft Access 2.0 to design and install salary/benefit budget database. Installed and utilized FAS2000 to monitor fixed assets.

SENIOR AUDITOR, AUDIT STAFF

Mitchell/Titus & Co. CPA’S, New York, New York May 1989 to August 1992     

Conducted financial audits of not‐for‐profit, government and commercial organizations. Documented and evaluated internal control systems. Prepared financial statements and management letters for audit engagements. Planned fieldwork and supervised staff. Utilized Lotus 1‐2‐3, Pre audit, FAST, WordPerfect, Harvard Graphics and Easyflow for audit and report presentations.

SENIOR AUDITOR, AUDIT & ANALYSIS UNIT Metropolitan Transportation Authority (Office of the Inspector General) New York, New York June 1986 to May 1989

       

Conducted operational and financial audits of the MTA and its constituent agencies. Conducted interviews and inquiries of agency executives and officials. Developed audit programs and prepared audit workpapers. Supervised junior auditor and coordinated fieldwork. Assisted in writing audit reports detailing audit findings and recommendations. Utilized Lotus 1‐2‐3 and dBase III for audit analysis. Analyzed overtime practices and recommended cost saving measures to curtail $3.2 million in excessive overtime payments. Reviewed productivity standards at bus depots operated by the New York City Transit Authority. Recommendations led to a system‐wide reevaluation of maintenance procedures and productivity standards.

EDUCATION

Pace University

BBA, Business Administration, May 1985

LANGUAGE SKILLS

Fluent in Spanish

COMPUTER SKILLS

Windows ‐ Excel, Word, Access; Filemaker Pro, PowerPoint

CERTIFICATION

New Jersey School Business Administrator Certificate

Appendix J Philip's Academy Charter School Organization Chart 2014-2015

Board of Trustees

Lead Person/Executive Director Principal

Head Teachers

Teachers

Learning Specialist RTI Coordinator Literacy Specialist Special & Supplemental Education School Social Worker

Nurse

School Business Administrator Accountants