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«Camden Prep 1575 Mt Ephraim Ave Camden, NJ 08104 Jason Javier-Watson, Principal Julie Jackson, Chief Administrative Officer Michael Ambriz, Chief ...»

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Parental Involvement At Camden Prep our parents are our partners. Parents have daily interactions with the staff and are encouraged to visit and volunteer within the school on a regular basis. In addition to our regular daily and weekly communication, we also have 2 quarterly parent engagement events to offer us the opportunity to get some face time with our parents. The first event is of an academic and can take the form of a report card night. The second quarterly event engages the family community at large, and consists of activities such as our Thanksgiving Potluck. These events gives us a direct pathway to our parents in not only discussing academics, but also in building relationships.

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School Leadership Evaluations For School Leader evaluations, see Appendix C for summary for NJDOE-approved evaluation model.

Board Self-Assessment During the summer, Camden Prep’s Managing Director will provide a presentation on the “State of Camden Prep” which reviews the highlights and challenges of the previous year. Based on those results, the board works jointly with the managing director to build the strategic priorities for the coming school year, as well as enrollment growth targets, leadership changes, mobility and state test data. Based on the review, strategic priorities are set related to student achievement (i.e., assessment data), staff or student culture (i.e., creation of new teacher training), growth (i.e., facilities acquisition), etc.

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6.1. Funding Camden Prep does not anticipate any changes in its facility financing at this time.

6.2 Structural Changes

a) List renaissance school project sites that will be undergoing construction between July 2015 and June 2016.

The Bonsall School 1575 Mount Ephraim Avenue Camden, New Jersey 08104

b) Provide assurances that site plans and/or substantial reconstruction plans have been submitted for each site.

Camden Prep provides assurance for the submission of the Substantial Reconstruction Plan submitted to the New Jersey Department of Education on July 15, 2015.

c) Please provide any modifications to existing site plans and/or substantial reconstruction plans. (If there are no modifications to the existing plans, simply indicate that here and put “N/A” next to numbers 1-4.)

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2. Provide a description of changes/modifications to the facility(ies). N/A

3. Provide assurances that the facility meets regulations pertaining to the health and safety of pupils, per N.J.S.A. 18A:36C-4.b(11). N/A

4. As Appendix F, provide a revised timeline for implementing the changes. N/A

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In accordance with the Core Curriculum Content Standards regulations specified in N.J.A.C. 6:8-1.1, 8-2.1 and 3-3.1, Uncommon Schools’ teachers and instructional leaders developed the school’s curricula directly from the NJ State Core Curriculum Content Standards (NJCCCS) through a common, network-wide approach.

I attest to the accuracy of the information provided in the table above in meeting the existing state regulations.

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August 2015 (1 school day) 31—First Day of School September 2015 (21school days) 7—Labor Day, no school October 2015 (21 school days) 12—Columbus Day, no school November 2015 (19 school days) 26, 27—Thanksgiving, no school December 2015 (14 school days) 21-31—Winter Holiday, no school January 2016 (19 school days) 1—Winter Holiday, no school 18—Martin Luther King Jr. Day, no school February 2016 (19 school days) 15-16—Presidents Day, no school March 2016 (19 school days) 28-31 – Spring Break, no school April 2016 (20 school days) 1—Spring Break, no school May 2016 (21 school days) 30—Memorial Day, no school June 2016 (13 school days) 17—Last day of school TOTAL: 187 days

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Uncommon Camden Prep 2014-15 Principal Evaluation Model June 10, 2015 SUMMARY As a New Jersey State approved tool, The Leverage Leadership Performance Model is a set of performance management tools that drive excellent principal performance and can lead to a summative evaluation. This performance model has been published in Leverage Leadership and Driven by Data and has been used in work with over 7,000 school leaders nationwide. The tools utilized in this performance model have been formally embraced by Chicago Public Schools and the New York State Department of Education and they have been embedded in many other districts across the country. When implemented, the tools have successfully led to highest gaining or highest achieving schools in thirteen major urban districts across the country: Baltimore, Chicago, D.C., Memphis, New Orleans, Oakland, Milwaukee, Minneapolis, New York City, Newark, New Orleans, Rochester, and Sacramento.

The model is built around the seven highest leverage actions that a leader takes to achieve extraordinary

student results:


 Lever 1: Data-Driven Instruction  Lever 2: Observation And Feedback  Lever 3: Instructional Planning  Lever 4: Professional Development


 Lever 5: Student Culture  Lever 6: Staff Culture  Lever 7: Managing School Leadership Teams All seven levers have been carefully studied and proven to identify the most important instructional and cultural aspects to systematize and implement to guarantee strong student learning.


Each lever has a rubric, and each rubric has four performance levels:

 Advanced Proficient  Proficient  Working Towards  Needs Improvement The heart of the Leverage Leadership performance model is the continual self-improvement of the school leader, and the model reflects that emphasis with a continuous flow of data collection throughout the year.

The scores for the rubrics are collected at periodic intervals throughout the year and are stored in an overall dashboard for a global review. For example, student culture rubric scores are gathered in the Fall. Data Driven Instruction Implementation Rubric Scores are captured after the first round of interim assessments, Camden Prep Annual Report Page 17 typically 6 weeks into the school year and the Professional Development Rubric Scores are collected in the mid-winter months. Staff Culture Scores are collected in the late winter before the mid-year evaluation.

To score, read across the four levels of performance for each standard, find the level that best describes the principal’s performance and circle or highlight it. After evaluating for the entire rubric, summarize the best level that describes the principal’s proficiency.



 Principal weekly check-in schedule is set with superintendent  Superintendent sets key levers of focus with each principal in check-in


 Campus walkthrough with superintendent and other grade-span principals  Principal receives feedback on campus walkthrough results


 Staff survey is administered for principal feedback  Peer survey is administered for principal feedback  Self-evaluations are sent out to principals with guidelines for how to complete evaluation


 Superintendent writes principal evaluations  Principals complete self-evaluations


 Superintendent conducts additional school walkthrough with principal  Superintendent schedules and conducts principal evaluations


 Rubrics will be revised in the summer of each year

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