Delaware College

Preparatory Academy
From Howard to Harvard, every child prepared for college no excuses.

Delaware College Preparatory Academy

Renewal Application
Charter Renewal Period
FY2016 FY2020

September 30, 2015

510 West 28th Street

Wilmington, DE 19802
Dcpacademy.org
302-762-8384 Phone

Table of Contents
PAGE
2
3
4
5
6
13
19
20

Table of Contents
Charter Modification/ Renewal Activities
School Overview
Educational Program Overview
Academic Framework
Organizational Framework
Financial Framework
Five Year Planning

EXHIBITS
A
B
C
D
E
F
G
H
I
J
K

DCPA Performance Agreement with RCCSD

DCPA Minor Charter Modification Request
RCCSD Response to Charter Modification Request
DCPA Child Find Policy
Retention Strategy
Board of Directors
Employees
Para-Educator certification - DE
Emergency & Evacuation Procedures
SY 2012 Audit findings
Approved Budget - SY2015-2016 &
Monthly Financial Report, August 2015 YTD

APPENDIX
L
M
N

Code of Conduct
DCPA Alternate Teacher Evaluation Report
DCPA SY2013-2014 Performance Framework

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

RENEWAL ACTIVITIES
April 2015: Delaware College Preparatory Academy (DCPA) applied for minor Charter
Modifications with the Red Clay Consolidated School District (RCCSD). There
were eight (8) minor charter modification request. The minor charter
modifications were language adjustments to alleviate confusion in regards to
DCPAs charter model as well as a 15% decrease in DCPAs charter enrollment
goal. [Exhibit A]
April 2015: RCCSD met with DCPA to discuss upcoming renewal
May 2015: RCCSD sent electronic file of renewal information and format
June 2015: RCCSD replied to DCPAs eight (8) minor charter modification requests .
RCCSD approved 2 of the minor modification requests and delayed requiring
more explanation and suggesting the minor modification requests were
major modification requests versus minor charter modifications. [Exhibit B)
Approved Minor Modifications (2)
1. Ability to increase the number of classrooms in Grades K-2
2. Ability to accept scholars in Grades 3-5, if eligibility requirements are met
Minor Charter Modifications Requested and type changed to Major*
3. Clarify DCPAs 2-Teacher model (1:15 ratio) 1 Teacher and 1 ParaProfessional
4. Clarify Implementation of DCPAs 2-Teacher model
1:15 ratio 1 Teacher and 1 Para-Professional in grades K-2)
5. Align DCPAs school year with local District and State elementary schools
Declined Minor Modification Requests**
6. Decrease Enrollment Target for SY 2015- 2016 from 300 to 255
7. Adjust DCPA attrition rate target from 7% to 15%
Minor Modification Request not Needed
8. Allow for the flexibility of co-leadership at DCPA

*DCPA has made adjustments to the language for the original request
**DCPA will request for these minor/major charter modifications during the Charter Renewal review

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

SCHOOL OVERVIEW
BASIC INFORMATION

Name of School

Delaware College Preparatory Academy, Inc.

Address

510 West 28th Street

Wilmington, DE 19802

Website

www.DCPAcademy.org

District Location

Red Clay Consolidation School District

Year Opened

2008

Grade Levels

K5

Approved Enrollment

300

Waiting List

Grades K - 2: 0
Grades 3 5: 0

School Leader

Angela Dennis, M.Ed., M.Ed., MSW

angela.dennis@dcpa.k12.de.us
302-764-7424 EXT. 154

Board Chair

Yardise Jones
yardise_jones@yahoo.com
917-873-7056

Total Enrollment

186

Total Enrollment

186

Male

87

African American

186

Female

99

American Indian

IEPs

Asian American

504
Accommodations

Hispanic

Free or Reduced
Lunch Eligible

186

White

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

EDUCATIONAL PROGRAM OVERVIEW

Delaware College Preparatory Academy ensures that our kindergarten through grade five
students are prepared to succeed in the most demanding college preparatory middle and
high schools in the nation. Through a structured, disciplined and academically rigorous
environment, our students master core skills needed to succeed academically reading,
writing and math. An extended school day and an extended school year allow us to provide
more intense academic preparation than what is traditionally provided in public schools.
Students receive over 120 minutes of literacy instruction daily (which includes writing
development), and 120 minutes of mathematics instruction every day. Students also receive
instruction in science, social studies, art, and music for 90 minutes per week in each subject
area. Modeled after other successful college preparatory elementary school programs, our
goal is to provide an education that rivals that which is found in the nations most elite
private, independent and suburban schools an education that is made available from public
dollars and is accessible for all children, especially those from limited means.
Our approach to educational excellence is simple. We do what has been proven to work in
the best schools across the country.

We hire the best teachers.

We believe that all students can achieve.
We set high academic and behavioral expectations.
We use data continuously to drive our curriculum and staffing decisions.
We make no excuses and take full responsibility for our students success.

Our educational design uses a two-instructor instructional model in grades Kindergarten

through grade two, maintains consistency in program pacing and delivery, requires a schoolwide usage of the same systems and structures, and utilizes flexible ability grouping to meet
the diverse needs of our students. We infuse character development within our more
traditional academic framework and create and maintain a school culture grounded in the
expectation that all of our students can and will go to college.
We believe that there is nothing more important than ensuring that all children have an
equal opportunity to succeed in this country. To be trusted with this responsibility is a
tremendous privilege and we appreciate the support provided by our Scholars, parents,
community organizations and citizens as we continue this important work.

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

ACADEMIC FRAMEWORK
Is the Academic program a success? See EXHIBIT A
The 2013-14 school year began with a continuation of being a superior school is defined by
the Department of Education in Delaware. Although we made significant gains this year, by a
slim margin - we missed our AYP target (Adequate Yearly Progress) as measured by the
Delaware Comprehensive Assessment in Math. However, we did meet our AYP target in
standard in English Language Arts (ELA).
Through assessments and analyses, our performance data indicated that our scholars on a
whole had a gap in math. For the 2014-2015 school year we will invest in additional tools,
resources and training in order to add the necessary rigor needed to show growth in Math.
For the 2014 2015 school year, we will continue our focus on literacy. We firmly believe that
literacy is the most essential academic skill upon which the majority of all future learning is
built. A strong concentration on fundamental literacy in the formative years of school is a
critical component of high-performing elementary schools. For reading, in order to meet our
learning goals and objectives, we have adopted the use of the 100 Book Challenge, the
computer-based program, Accelerated Reader, common core aligned curriculum, McGraw Hill
Wonders and Wordly Wise Vocabulary Curriculum. By continuing our focus on literacy, we
expect to see further development in the quality and delivery of instruction and scholar
preparedness.
Studies have conclusively linked 3rd grade reading results to high school graduation rates. A
scholar, who is not a moderately skilled reader by 3rd grade, is not likely to graduate according
to the National Reading Panel. Thus, a scholars ability to achieve mastery in ELA and become a
proficient reader is a key performance goal.

ELA PERFORMANCE INDICATOR:

Scholars will read, write, and comprehend written materials with a high level of proficiency;
scholars will develop an enthusiasm and love for reading.
Practices within these high performing schools align with the findings of the National Reading
Panel as they:
(1) Devote significant time to instructing reading and writing, specifically teaching
phonics and comprehension methods; and
(2) Develop fluency by meticulously practicing reading and writing and by
establishing a passion for reading.
Measures of Academic Progress (MAP) data and Performance Plus will allow educators to
understand each scholars academic level and gives teachers the power to help them excel.
School year, 2013-14 results yielded that although our scholars showed improvement, we need
to ensure that success occurs at all grade levels. As previously stated, we firmly believe that
literacy is the most essential academic skill upon which the majority of all future learning is
built.
Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

ACADEMIC FRAMEWORK CONT

MATH PERFORMANCE INDICATOR:
Scholars will achieve mastery in mathematics and become proficient in mathematical
computation and problem solving.
High performing schools use coherent, focused and demanding mathematical curriculum that
reflect the logical and sequential nature of mathematics.
(1) Devote significant time to conceptual understanding, basic computation, procedural skills
and problem solving.
(2) Develop a foundations of individual concepts that allows for mastery of new knowledge.
Measures of Academic Progress (MAP) data will allow educators to understand each scholars
academic level and gives teachers the power to help them excel.
School year, 2013-14 results yielded that although our scholars showed improvement, we need
to ensure that success occurs at all grade levels. Therefore, in order to meet our learning goals
and objectives, we have adopted the use of common core aligned curriculum, Singapore Math
for K-1 for the 2014-15 school year. Grades 2nd-5th will continue to use common core aligned
curriculum, Envision Math. However, the full student body will use Singapore Math in the 20152016 school year. Also, the use of computer based program, IXL allows for deeper understanding
and development of mathematical concepts.
Below, see the tables that outlines the academic progress our scholars have made over the past
several years.
DCAS Percentage of Students Making Sufficient Growth 2013-14
Year
2010-11
2011-12
2012-13
2013-14

Math
32.5%
55.4%
63.9%
62.3%

ELA
32.5%
55.4%
73.5%
77.8%

(MAP Measure B) of Students Making Sufficient Growth 2014-15

Grade
MAP/ELA
K
83.8%
1
70.7%
2
54.3%
3
50%
4
60%
5
*
Sub-group below 10 students

MAP/Math
76.5%
76.5%
59.2%
34.8%
64.3%
*

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

ACADEMIC FRAMEWORK CONT

Over the past three school years, we have seen a steady increase in the number of
scholars meeting their annual growth targets in Math and ELA.
Ensuring that all of our children are prepared to score proficient or advanced on
the DCAS and above the 23rd percentile on the NWEA continues to be our main
challenge. While, we saw across the board increases in many areas and grades,
there was a drop in scores of our 3rd and 4th grade reading classes. This was a direct
result of having to transitioned new teaching staff in the middle of the school year.
Therefore, recruiting and retaining the best teaching staff will be a priority for the
organization.
After a comprehensive needs assessment was performed, it was apparent that our
teaching staff needed additional support and knowledge in regards to instructional
strategies, implementation of the new common core standards, and addressing the
six instructional shifts required with CCSS:
1)
2)
3)
4)
5)
6)

Focus
Coherence
Fluency
Deep understanding
Applications and dual intensity
Shift to Smarter Balance Assessment

Core Strategies:
Provide a learning organization which helps to build a school wide culture of
learning as evidenced by peer evaluations, self-assessments, and student and
parent feedback.
Provide high-quality educational experience that is rigorous that promotes
critical thinking and inquiry in a student-led learning environment
Provide appropriate resources and a continuum of learning opportunities for
all students and staff
Analyze data to drive effective and rigorous instruction
Build authentic relationships with students, families, community members
and stakeholders

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

ACADEMIC FRAMEWORK CONT

Is the school preparing students for college and career?
Even though DCPA scholars are in grades K 5, we believe that all students deserve the
opportunity to be prepared to succeed academically in college. This success should not be
predicated on receiving a private school education, nor should it be limited to public schools .
within affluent neighborhoods. All public schools, especially those that serve the most
disadvantaged students, must prepare students to compete academically in a world in which
college completion is an increasing necessity and not a luxury.
The reality is that disadvantaged children are often left out of the college education picture.
Attempts to bring them back in often occur much later, in middle and high school programs,
when it becomes far more difficult to convince .students that college is possible and to close
the achievement gap that makes that reality attainable.
All students will have a clear and convincing understanding that they are college bound. This
expectation will be infused in the school's culture and supported by the culture present within
the classroom, teacher-student interactions and teacher-parent interactions. Visual aids will
support this culture such as college banners and bulletin boards displaying pictures of college
campuses. Through the use of chants and common language students will also reinforce this
expectation within themselves. Listed below are additional ways in which the expectation
that our students will attend college will be set:

Classes will be addressed by their year of college graduation

Rooms will bear the names of colleges and universities
Classrooms will/ can adopt the mascots of colleges and universities
Students will attend trips to colleges and universities
Parents will be strongly encouraged to begin investing early for their child's college
education, even if minimally and will receive information on steps they can take
Money and donations will be solicited for college savings bonds
School chants and expressions will reflect college matriculation and graduation
expectations
All students and parents will know and understand the mission of Delaware College Prep
All staff will consistently reinforce and link college expectations to lessons and
interactions in scripted and casual conversations

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

ACADEMIC FRAMEWORK CONT

Is the school meeting its mission?
Delaware College Preparatory Academy was founded with a specific mission in mind - to
eliminate the achievement gap by providing a high-quality elementary education to urban
students. Highlighted below are DCPAs key missions:
2 Teacher Model
The teacher/student ratio will vary by subject and grade. Our core instructional focus is on
literacy and math instruction. As a result, a dual teacher instructional model will be used in the
earliest grades, K-2. This model affords us an opportunity to offer three classes of literacy
instruction and two classes of math instruction daily. Most importantly, this will afford us an
opportunity to provide smaller sized instructional groups in the core content areas more
effectively than a more traditional 1 to 21 ratio.
In literacy instruction specifically, we will have three small learning groups rotating within the
same class, between two teachers and will use a computer based literacy program that aligns
with Delaware state content standards. This will ensure that no reading group in grades K-2 will
have teacher/student ratio no larger than 1 to 10. See figure on next page that illustrates the
teacher/student ratio by subject for grades K-2.*
Due to questions and confusion on how DCPA executes its 2 Teacher model, it became evident
that the 2 Teacher Model title has caused some confusion. We loosely refer to instructors in
the classroom as Teachers to ensure consistent instruction and acknowledgements in and
outside of the classroom (by parents & scholars). Therefore, in order to avoid additional
confusion of DCPAs intent and execution of its 2 Teacher Model, we are proactively adjusting
the description of the model. The 2 Teacher (or Instructor) Model approach is NOT changing.
In the state of Delaware, DOE, has a formal process to certify Title I Para-educators. In order to
be hired in the state of DE, the Para-educator must hold a Title I Para-educator permit. And the
permit must be submitted as evidence to the school district, charter school, etc., to be hired.
There are other eligibility requirements. ** [See EXHIBIT B]

*DCPA language used in initial Charter Authorization in 2008

**DE Dept of Education website;

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

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ACDEMIC FRAMEWORK CONT

Earlier this year, DCPA requested a minor modification to change the 2 Teacher Model
description to 2 Instructor Model. Since the start of DCPAs charter school , we have
maintained at least 1 certified teacher and 1 para-professional** in K-2 classrooms
based on the Teacher/Student Ratio chart noted below.* If a K-2 classroom has only
15 scholars , based on the approved teacher/ student ration, then only 1 Teacher would
be allocated to support the class. The teacher/ Student ration was approved in 2008
during DCPA charter application and later for renewal in 2011. See chart below.*

K-2 TWO INSTRUCTIONAL MODEL*

GRADE

SUBJECT

TEACHER/ STUDENT
RATIO

K -2

ELA

1 TO 10

K -2

MATH

1 TO 15

K -2

WRITING

1 TO 15

K -2

SOCIAL STUDIES

1 TO 15

K -2

SCIENCE

1 TO 15

In grades 4-5, students will have one teacher per class. Since a strong foundation In literacy
has been established and the behavioral norms have been set, such a change in
teacher/student ratio will not impact student achievement.
Extended School Day
Delaware College Prep will have an extended school year and an extended school day. The
extra hours of instruction afforded by this model will allow us to provide 120 minutes of
literacy instruction and 120 minutes of math instruction daily while still providing classes in
art, music, physical education, science and social studies. In addition, scholars can
participate in DCPAs 21st Century after-school program for additional learning and
development. On Mondays through Thursday, the school's hours of operation are 7:30
a.m. to 3:30 p.m. Students may begin arriving at the school as early as 7:15 a.m.
For the 2015-2016 school year DCPA requested a minor modification to document the
shifting start of DCPAs school year. The request is to align the start of our school year so
that it is closer to other charter and district schools. This modification does not change
DCPA motto of an extended school year or longer school days.
*DCPA language used in initial Charter Authorization in 2008

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

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ACDEMIC FRAMEWORK CONT

The genesis behind this request is due to parents unwillingness to manage different
school calendars for their children specifically as it relates to different start dates for
their childrens schools. Based on parental survey data, our parents responded
unfavorably toward some of their children schools year starting 1-2 weeks prior to
other local schools.
DCPA parents commented that the difference impacted daycare arrangements &
summer vacations when one sibling has a school day start 2 weeks prior to other
siblings. In addition, DCPA has experienced absenteeism for scholars with siblings
attending different schools. Fortunately, the shift of the school year start does not
change or impact our mission DCPA will continue to have an extended school year
and an extended school day.
At DCPA, we pride ourselves for acting on feedback and using data to drive results and
to adjust policies based on feedback and survey data. DCPA scholars have a longer
school year and a longer school day than other district schools. However, DCPA would
like The school year will last 182 days. And scholars have a minimum of 1,176 of
instructional hours which does not include the after school program (21 st Century
Program). [See EXHIBIT B Minor Charter Modification request]
Extended Learning 21st Century Program
The 21st Century Program provide scholars with academic enrichment opportunities along
with activities designed to complement the scholar's regular academic program in addition
to a range of high-quality services to support student learning and development.
These services include but are not limited to tutoring and mentoring, homework assistance,
academic enrichment (such as hands-on science or technology programs) community
service opportunities, music, art, sports, and cultural activities. Centers also provide safe
environments for scholars during non-school hours.
College Preparedness
All students will have a .clear and convincing understanding that they are college bound.
This expectation will be infused in the school's culture and supported by the culture
present within the classroom, teacher-student interactions and teacher-parent interactions.
Classes will be addressed by their year of college graduation
Rooms will bear the names of colleges and universities
Classrooms will adopt the mascots of colleges and universities
Students will attend trips to colleges and universities
Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

12

ORGANIZATIONAL FRAMEWORK
Is the school implementing the essential terms of the charters education
program and complying with applicable state and federal requirements?
Pursuant to DCPAs approved charter, DCPA has an extended school year and extended
school day. On Mondays through Thursday, the school's hours of operation are 7:30
a.m. to 3:30 p.m. And on Fridays there is an abbreviated day of instruction and
professional development; the school day ends at 12:30pm. This charter renewal
includes a charter minor modification to shift DCPAs school year closer to local district
schools. [APPENDIX C]
We believe in hiring the best teachers. The best teachers in our minds are those who
uncompromisingly believe that our students will be successful, have the instructional
strength to lead them towards that objective, and embrace a spirit of continuous
improvement of their craft. They are therefore thirsty for feedback, opportunities to
learn and grow, and tools that will allow them to do their job more effectively.
As an organization we intend to meet their needs. Our class schedule is organized to
provide an abbreviated day of instruction on Fridays so that teachers and
administrators can meet to discuss individual instructor and team needs as well as the
performance successes and challenges. Every year DCPAs teachers and para-educators
participate in 2 -3 weeks of orientation and staff development that occur prior to the
beginning of the school year.
Moreover, as the state has made shifts to the Common Core State Standards (CCSS),
DCPA has adjusted instructional materials to align with the shift of state standards.
DCPA also follows Child Find screening and tools in order to identify scholars that may
need accommodations in the classroom.

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

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ORGANIZATIONAL ACTIVITIVES CONT

Is the school protecting the rights of students with disabilities and
English language learners? See EXHIBIT D
Delaware College Preparatory Academy (DCPA) has in effect several policies and procedures to
ensure that the school district will identify, locate, and evaluate all children residing in the
county with disabilities who may be in need of special education and related services. This
includes all children ages 3 to 21 who attend public or private schools; those who are home
schooled; those who are homeless or are wards of the state. Child Find Activities implemented
in DCPA include screening and general education intervention.
Screening & General Education Intervention
A screening process, which may lead to a more comprehensive assessment, is provided through
DCPA licensed contracted professionals, depending on grade level of child.
A general education intervention process for children kindergarten through grade 12 is provided
at each school site by the school's SS Team and the school's 504 team. The purpose of general
education intervention is to intervene for any child who is presenting academic, behavior,
functional, or medical concerns that are significantly impacting the student's access to the
curriculum or school activities. This intervention leads to a better understanding of the supports
students need in order to be successful in the general education curriculum and school setting.
The data collected during general education intervention assists the SS Team or 504 Team in
determining if the student may need to be referred for a comprehensive evaluation. Parents
must be provided with notice of their child's referral to either the SS Team or a 504 Team.
The Child Find process is a collaborative one with school personnel working in conjunction
with parents to locate, evaluate, and identify children who may need special education and
related services. Children in need of special education services or an accommodation for a
disability should be identified in a timely manner. If the child is referred for a comprehensive
evaluation, informed parental consent must be obtained prior to beginning the evaluation.
The initial evaluation must be conducted within 45 school days or 90 calendar days, whichever
come first, once receiving parental consent for the evaluation.
Procedures for New Students Eligible for Special Education Services or 504 Accommodation
Plans: As part of the enrollment process for new students entering DCPA, parents are required
to complete an enrollment form on his/her child. The Student Enrollment Form) includes
several questions inquiring of the student's need for Student Support Services. According to
district policy, school personnel will review the Student Enrollment Form and immediately
notify appropriate school and district personnel regarding the provision of special education
services (IEP) or a 504 Accommodation Plan. When school personnel are notified of the
student's previous special education or 504 eligibility, they will secure available information
from the sending school for the purpose of developing and implementing an IEP or 504 Plan.

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

14

Is the school monitoring and minimizing attrition rates and maintaining

enrollment stability? See EXHIBIT E

SY2013-2012 SY2013-2014 SY2014-2015 SY2015-2016

September
30th Count

September
30th Count

September
30th Count

September
30th Count

Kindergarten

40

40

58

35

Grade 1

54

54

44

41

Grade 2

54

54

44

34

Grade 3

37

37

25

29

Grade 4

32

32

20

30

Grade 5

29

29

12

17

TOTAL

246

218

203

186

September 30th
Count

Enrollment as
of June 15th

Attrition Rate

SY2011-2012

221

215

2.7%

SY2013-2014

246

240

2.4%

SY2014-2015
SY2014-2015

218

207

5.0%

203

197

3.0%

See DCPA Retention Plans. EXHIBIT E

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

15

Is the school meeting financial reporting and compliance requirements?

Delaware College Preparatory Academy is in compliance with applicable laws or
requirements mandated by the stare rules or regulations.
DCPA formed an oversight committee as required by DOE called the Citizens
Budget Oversight Committee.
DCPA provides monthly financial reporting to the Board of Directors and the
DCPAs financial committee; reports are posted monthly on DCPAs website
o DCPA also has a monthly financial meeting with members from DOE &
RCCDs CFO
Reports available on DCPAs website
o I.R.S Form 990
o Monthly Financial Report

Are the school and the Board complying with governance and reporting
requirements?
A list of DCPAs Board of Directors EXHIBIT F
A list of Delaware College Preparatory- EXHIBIT G
The head of DCPA is the Executive Director of the school. The Executive Director is
also a member of the board of directors (non voting member) and is accountable for
the operations of the school (day to day activities) and is accountable to the Board
of Directors for all financial matters. Employees report directly or indirectly to the
Executive Director. Employees of DCPA have annual contracts.

The duties of the Executive Director and the Board of Directors are established in
DCPA By-Laws. By-laws are reviewed and approved annually at DCPAs annual
meeting. The board of directors evaluates the President annually based on goals
performance of the school and compliance with regulations.
DCPAs annual meeting is held in April however, any new board of directors are
voted at that time or held until October. Board training occurs every two years (if
necessary) and board members attend required financial or other board training
held by DOE.

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

16

Is the school protecting the rights of all students and employees?

See EXHIBIT H
DCPA hires the best teachers. DCPA teachers and Para-educators are required to meet Highly
Qualified Teacher status. Documentation supporting a teachers or Para-educators
qualifications are required to provide the materials to DCPAs Human Resources department.
Records are maintained and validated in DDOE DEEDS database and monitored closely by
DCPA HR personnel. DCPA will also work with professionals (or teachers) seeking alternative
routes to certification in the state of Delaware. DCPA uses the state-mandated DPASS II
evaluation system.

We believe that exceptional teachers drive exceptional results. Studies consistently indicate that
while curriculum choices are important, the most important factor in strong academic
achievement lies with the quality of instruction that the student receives from their teacher. One
study finds that students with teachers who rank in the top quartile in effectiveness make gains
over the school year that nearly quadruple those of the students with the least effective 25% of
teachers. Therefore, we will hire the best instructional talent. The best teachers are ones who:

Believe that all children can learn

Do whatever it takes for every student to learn
Are warm and strict regarding all academic and behavioral expectations .
Understand how young students learn - and especially how they learn to read with
fluency and comprehension
Demonstrate teamwork and a strong work ethic
Seek feedback and continuous professional improvement
Are committed to executing the school's core mission
Focus on results

We will hire teachers who believe that all children can and must be academically successful. We
will hire teachers whose love for learning is so infectious that they infuse their students with the
same passion and joy. We will also invest the time and financial resources necessary to ensure
that the talents our teachers possess continue to expand. Professional development will be a
frequent and dedicated part of our school calendar, and will be focused on ensuring the strongest
instructional practices in the classroom and the most dramatic of student academic outcomes.
Teachers will have an opportunity to develop their leadership abilities by leading professional
development sessions and participating in frequent peer reviews on effective instructional
delivery and classroom management. Teachers will also visit high performing schools to study
the implementation of best practice systems, structures, and teaching methodologies. By creating
a culture that demonstrates that only the best teachers work here and continually providing
opportunities to demonstrate leadership, observe best practices, and participate in specific
customized training sessions, teachers will realize that they are valued. This in tum will have a
positive impact on staff retention. DCPA will also maintain a competitive edge with regards to
compensation and work diligently to maintain a strong sense of staff pride and morale throughout
the school.
Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020 17

How is the school ensuring compliance with regulations governing

school facilities, grounds, transportation, safety and health related
services?
See APPENDIX I: SCHOOL EMERGENCY MANAGEMENT PLAN
DCPA purchased our existing school building in 2010. The existing building has a
range of issues with require frequent investments in its repair. The building is
inspected annually and any issues that need to be addressed are addressed
immediately. Some of the challenges with the existing is exacerbated by the fact that
the building is above a live, running creek. Any flash flooding or heavy rainfall causes
the creek water level to rise and cause water damage to our basement. We are
currently working with the Construction company that managed the preparation for
the building in order to repair damages and put preventive measures in place to
protect the building.
DCPA employs a full time nurse who follows the guidelines set forth by the State of
Delaware.
DCPA offers school breakfast and lunch for scholars as well as snacks during its after
school program.
DCPAs emergency plan is attached and is consistent with other charter and district
schools. (see APPENDIX I)

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

18

FINANCIAL FRAMEWORK
Is the school fiscally viable?

Notes

SY2011-12

SY2012-13

SY2013-14

Current Ratio

1.38

2.13

1.79

Days Cash
Unrestricted

63

76

68

Enrollment
Variance

94%

Total Margin

Not Rated

77%
1YR: 2.96%;
3YR: -1.46%

73%
1 YR: -0.04%
3 YR: -2.97%

Liabilities-toAssets Ratio

1.06

Cash Flow

1.14
1 YR: $10,243
Not Rated 3 YR: -$241,746

1.15
1 YR: -$57,640
3 YR: -$47.397

Loan Default

No

No

No

Debt Service

0.31

1.51

1.19

Attached

None

None

Audit Findings

Perfromance
Framework
SY2014-15 Standard
Not
Available < 1.10
Not
Available > 60 days
Not
Available >0.95
Not
Available 3-yr +
Not
Available <0.90
Not
Available 3-yr Positive
Not
Available
Not
Available >1.10

TBD

Note 1: 2012-2014 declined due to building maintenance expenditures

Note 2: 2012-2014 significant decline due to change in leadership and negative
PR as well as instability of leadership in place
Note 3: Same as Note 1
Note 4: Increased ratio due to mortgage payments from bond agreement; most
charter schools dont have a bond agreement/ mortgage
Note 5: Same as Note 1
See EXHIBIT J: SY 2012 Audit findings
See EXHIBIT K: APPROVED BUDGET 2014 2015 & Aug 2015 Financial Report

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

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FIVE-YEAR PLANNING
Projected Enrollment
DCPAs attrition rate varies from year to year often due to the changing needs for the
population it serves. On average, DCPA has seen attrition rates between 10-20% due
to family relocations (out state moves), homelessness and due to the engagement of
child and family services. In addition, DCPA does not actively solicit enrollments for
scholars in grades 3-5 except for out of state charter school transfers, siblings, and
within state charter transfers.
2015-2016 was an unusual year for local charter schools for Kindergartens since some
school districts have started enrolling students for their pre-kindergarten programs.
This change greatly impacted DCPAs Kindergarten enrollments since the parents our
community serves have communicated that pre-kindergarten reduces child care
expenses and is more convenient.
Therefore, DCPA will request a major Charter modification in 2017 in order to add Early
Childhood Learning to its charter. By including Pre-kindergarten students DCPA would
create a natural feeder populations for Kindergarten.
GRADE

2015-16

2016-17

2017-18

2018-19

2019-20

Pre-Kindergarten

15

15

15

Kindergarten

35

60

60

60

60

1st

41

37

59

59

59

2nd

34

42

38

58

58

3rd

29

33

40

36

54

4th

30

28

31

38

34

5th

17

29

27

30

36

TOTAL

186

228

270

296

317

Assumption: Attrition of 10% student per grade year.

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

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FIVE YEAR PLANNING CONT

What are the schools plans for the next five years of the charter?
DCPA will continue to focus on student performance outcomes and continue
to enforce our model
DCPA research and consider the option of adjusting Charter to include Early
Learning for pre-Kindergarten students
Rebuild financial reserves to ensure viability of the school
Locate a more reliable learning space that ensures the safety of our scholars;
Sell or rent existing school building
Continue to make necessary repairs to existing building to prepare for sell
Exit Bond agreement

Delaware College Preparatory Academy | Charter Renewal SY2016 - 2020

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