2013-14 Charter Renewal Report

Roots
Public Charter School

March 18, 2014

DC Public Charter School Board

3333 14th Street, NW, Suite 210
Washington, DC 20010
(202) 328-2660
www.dcpcsb.org

TABLE OF CONTENTS

FINDINGS AND RECOMMENDATION ................................................................................. 1

INTRODUCTION....................................................................................................................... 1
SECTION ONE: GOALS AND ACADEMIC ACHIEVEMENT EXPECTATIONS ............... 4
SECTION TWO: COMPLIANCE WITH APPLICABLE LAWS ........................................... 21
SECTION THREE: FISCAL MANAGEMENT AND ECONOMIC VIABILITY ................. 27

FINDINGS AND RECOMMENDATION

After reviewing the renewal application 1 submitted by Roots Public Charter School (Roots PCS), as
well as the schools record established by the District of Columbia Public Charter School Board
(PCSB), PCSB has determined that Roots PCS has substantially met its goals and student academic
achievement expectations and has not materially violated the law, and as such meets the standard for
charter renewal set out in the District of Columbia School Reform Act of 1995 (the School Reform
Act or the SRA). 2
Based on the above determinations, the PCSB Board voted 6-0 on March 18, 2014 to approve Roots
PCS renewal application, on the condition that its renewed charter agreement contain specific goals
regarding (a) special education compliance and (b) math growth and proficiency.

INTRODUCTION
School Overview
Roots PCS began operation under the charter authority of the District of Columbia Board of Education
(DC BOE) in 1999. In 2007, after the passage of the Public Education Reform Amendment Act
dissolved the DC BOE, PCSB became the authorizer of the school, which serves students in grades prekindergarten through eighth grade. Roots PCS current demographics and past three years of
performance data are summarized in the table below.
Performance Management
Framework score (grades 3-8)
and Accountability Plan targets
(grades PK3-2)
Campus

Roots
PCS

Ward

Year
Opened

1999

Grades
Served

PK3 8

2013-14
Enrollment

2010-11

2011-12

2012-13

58.5%
(Tier 2)

48.4%
(Tier 2)

43.1%
(Tier 2)

3 of 7
Targets

5 of 5
Targets

6 of 6
Targets

118

See Roots PCS Renewal application, attached to this report as Appendix A.

[T]he eligible chartering authority shall not approve such [renewal] application if the eligible chartering authority
determines that[t]he school failed to meet the goals and student academic achievement expectations set forth in its charter.
SRA 38-1802.12.(c)(2). Sections 1 and 2 of this report serve as the analytical support for this recommendation.

Previous Charter Reviews

In 2006-07, as it transitioned from the DC BOE to PCSBs authorization, the school underwent a charter
review, in which it was noted that (1) the schools curriculum was not aligned with state standards; (2)
the school needed to increase its academic expectations of students; (3) teachers did not differentiate
their instruction; and (4) teachers worked informally with parents to remediate special education
students. 3
PCSB conducted a second charter review of Roots PCS in the 2011-12 school year. As a result of this
review, the PCSB Board voted to continue the schools charter in January 2012. 4 However, it was noted
in this review that the school had not served special education students from 2008-09 through 2011-12,
and that of six students that had undergone the special education eligibility process, four had been
determined as ineligible for special education services, and the two students deemed eligible transferred
to other schools. Based on this finding, PCSB conducted an extensive special education review in
February 2012, in which it found that the school was not violating special education laws, but that it
could strengthen its special education practices. 5 This special education review is discussed below in the
compliance section of this report.
2013-14 Renewal Process
On June 30, 2014, Roots PCS charter will expire, and on November 18, 2013, PCSB received the
schools complete application for charter renewal for a second fifteen-year term. The standard for
charter renewal, as established by the SRA, is that PCSB shall approve a schools renewal application,
except that PCSB shall not approve the application if it determines one or both of the following:
(1) The school committed a material violation of applicable laws or a material violation of the
conditions, terms, standards, or procedures set forth in its charter, including violations
relating to the education of children with disabilities; or
(2) The school failed to meet the goals and student academic achievement expectations set forth
in its charter. 6
Separate and apart from the renewal process, PCSB is required by the SRA to revoke a schools charter
if PCSB determines that the school (1) has engaged in a pattern of nonadherence to generally accepted

See Roots PCS, 5-Year Review, attached to this report as Appendix B. This report was completed by a consulting firm,
according to PCSBs review process in place at that time. The consultant conducted the charter reviews that year for all
schools transitioning from the DC BOE to PCSB.
4
See Roots PCS 10-Year Charter Review, attached to this report as Appendix C; see also Board Action Proposal, Roots PCS
Candidacy for Charter Continuance, dated January 23, 2012, attached to this report as Appendix D.
5
See Letter to Ms. Gilda Sherrod-Ali, Board Chair, Roots PCS, from Brian Jones, Board Chair, PCSB, dated January 25,
2012, attached to this report as Appendix E; see also Letter to Ms. Gilda Sherrod-Ali, Board Chair, Roots PCS, from Scott
Pearson, Executive Director, PCSB, dated February 1, 2012, attached to this report as Appendix F.
6
SRA 38-1802.12(c).

accounting principles; (2) has engaged in a pattern of fiscal mismanagement; and/or (3) is no longer
economically viable. 7
Given the SRAs standard for charter renewal, as well as PCSBs obligation to revoke a schools charter
if it has engaged in the above types of fiscal misconduct, this report is organized into three sections.
Sections One and Two are analyses of the schools academic performance and legal compliance,
respectively, and serve as the basis for PCSBs renewal decision. Section Three is an analysis of the
schools fiscal performance included so that in the case that a school is found to have met the standard
for charter renewal but not to have met the standard for fiscal performance, PCSB staff can advise the
PCSB Board accordingly.
PCSB renewal analysis and determination
After reviewing the renewal application 8 submitted by Roots PCS, as well as the schools record
established by PCSB, PCSB has determined that Roots PCS has substantially met its goals and student
academic achievement expectations and has not materially violated the law, and as such meets the
standard for charter renewal set out in the SRA. 9
Various special education reviews, as detailed below, find numerous instances of poor compliance with
special education compliance indicators and procedures. Because of the seriousness of these findings it
is important that any renewed charter agreement contain specific goals and commitments in the area of
special education compliance. Additionally, given the schools subpar performance in mathematics, a
specific goal in this area is also warranted.
Based on the above determinations, the PCSB Board voted 6-0 on March 18, 2014 to approve Roots
PCS renewal application, on the condition that its renewed charter agreement contain specific goals
regarding (a) special education compliance and (b) math growth and proficiency.

SRA 38-1802.13(b).
See Appendix A.
9
[T]he eligible chartering authority shall not approve such [renewal] application if the eligible chartering authority
determines that[t]he school failed to meet the goals and student academic achievement expectations set forth in its charter.
SRA 38-1802.12.(c)(2). Sections 1 and 2 of this report serve as the analytical support for this recommendation.
8

SECTION ONE: GOALS AND ACADEMIC ACHIEVEMENT EXPECTATIONS

The SRA provides that PCSB shall not approve a charter renewal application if the school has failed to
meet its goals and student academic achievement expectations (academic expectations) in its charter
agreement. 10 Goals are general aims (usually related to a schools mission), which may be categorized as
academic, non-academic, and organizational, whereas academic expectations are student academic aims
measured by assessments.
In its renewal assessment, PCSB only analyzes goals and academic expectations that were included in a
schools charter, charter amendment, or accountability plans that were originally included in a schools
charter application and periodically updated and approved by the PCSB Board (collectively, the
Charter). For goals and expectations that were not consistently pursued over the course of the schools
Charter, or were not historically measured by the school, it is noted in this report that they were not
historically measured.
PCSB has determined that, of the nine goals and academic expectations consistently pursued by the
school and measured by PCSB, Roots PCS has fully met seven goals, and partially met one additional
(one goal was not historically measured and was not considered in this renewal analysis). The table
below summarizes these determinations, which are detailed in the body of this report.

3
4

10

Goal or Expectation
The major non-academic goal of the Roots Public
Charter School is to provide Washington, DC
students with the option to select a culturally relevant
school. The Roots Public Charter School will seek to
empower youth by exposing them to their great
heritage and instilling in them African centered
values and beliefs that support exemplary character
and social responsibility.
Provide academic excellence in language arts, math,
social studies, science, music, art, and physical
education.
The academic focus for the primary and middle
school divisions will be one of acquiring a strong
grasp of the basic academic skills.
The foreign languages taught on an exposure level
will be Spanish, French, and Kiswahili.
Students will also be exposed to computer
technology, and the middle schoolers (5th-8th
grades) will be exposed to woodworking, cooking,
and sewing.

Met?

Yes

Yes

Yes
Not historically
measured

SRA 38-1802.12(c)(2).

6
7
8
9

Prepare students to attend quality high schools of

their choice.
Students will demonstrate positive social behaviors
and responsibility.
Students will attend school regularly.
Staff will express satisfaction with Roots PCS.
Parents will express satisfaction with Roots PCS and
its culturally relevant school model/design.

Yes
Yes
Yes
Yes
Partially Met

1. The major non-academic goal of the Roots Public Charter School is to provide Washington,
DC students with the option to select a culturally relevant school. The Roots Public Charter
School will seek to empower youth by exposing them to their great heritage and instilling in
them African centered values and beliefs that support exemplary character and social
responsibility.
Assessment: Roots PCS has met this goal. The schools curriculum and community activities
demonstrate a strong focus on African-centered values and beliefs.
Curriculum
The schools curriculum promotes African-centered values. In its renewal application, the school notes
that it uses the following texts:

African-Centered Interdisciplinary Multi-Level Hands-on Science (written by the schools

founder, Dr. Bernida Thompson);
In Our Own Image (a social studies textbook focused on black American social and cultural
history From World War II to 1991); and
African American History: A Journey of Liberation.

School Events and Activities

In its renewal application, the school notes several African-centered school activities and events,
including:

Each morning, students participate in the morning culture circle, during which they sing songs,
recite pledges and poems, and review famous ancestor birthdays;
Students participate in an African Dance and Drumming class, as well as DC hand dancing (a
form of swing dance developed in DC in the 1950s);
Students compete in the schools annual Malcolm X Oratorical Contest; and
Students present African-centered speeches and plays for their parents and community as part of
a partnership with African playwright Obi Egbuna Jr.

Nguzo Saba Principles

The school describes in its renewal application that the seven cultural principles of Nguzo Saba (1)
umoji (unity); (2) kujichagulia (self-determination); (3) ujima (collective work and responsibility); (4)
ujamaa (cooperative economics); (5) nia (purpose); (6) kuumba (creativity); and (7) imani (faith) are
implemented within each day as [the schools] code of behavior. 11 It provides examples of student
participation in the following activities that it cites as embodying these principles:

A recycling project sponsored by Earth Force;

The Caring for our Watershed Summit;
Community service through the organization Friends and Food;
The Neighborhood Block Party; and
The annual March for the Homeless.

Qualitative Evidence
In May 2013, PCSB conducted a Qualitative Site Review (QSR) of Roots PCS. Reviewers noted the
following.

[T]he only culturally specific teaching observed was the Roots PCS daily opening chant
the pre-primary students recited, [which] included a cultural message of strength, unity, and
family based on the African culture. 12

[T]he Afro-centered focus was not observed in the classroom activities of the [first through
eighth grade] classrooms, which focused on the Common Core [State Standards].

The review team also observed the following:

All students participating in cultural dance and drumming;

Posters and poems in the hallway depicting African heritage and history; and
A large student-made quilt that included African symbols of love and family.

2. Provide academic excellence in language arts, math, social studies, science, music, art, and
physical education.
3. The academic focus for the primary and middle school divisions will be one of acquiring a
strong grasp of the basic academic skills.

11
12

See Appendix A, p. 5.
See Roots PCS QSR Report, dated June 11, 2013, attached to this report as Appendix G.

Assessment: Roots PCS has met these goal.

The schools third through eighth grade reading proficiency rate exceeds the state average and its math
proficiency, which in the past was both above and below the state average, is at the state average for
2013. After failing to meet most of its early childhood goals in 2010-11 the school has since consistently
met all its early childhood goals. There were, however, some sources of concern: the schools
individual student growth rate (measured by Median Growth Percentile) is below average, and some of
the qualitative evidence found teaching quality to be uneven.
While this performance is mixed, PCSB staff concludes that the overall academic performance was
sufficient to meet the broad goal defined by the school. Staff recommends that any renewed charter
agreement contain more specific goals around the schools academic performance. Specifically, as a
condition of renewal, PCSB insists that the school create specific early childhood targets for math and
that it create and report on internal targets for its third through eighth grade math proficiency and growth
targets.
Literacy Targets
Early Childhood Targets (grades PK-2)
Since 2011-12, Roots PCS has met all literacy and math targets in its early childhood accountability
plans, as detailed in the tables below.
Roots PCS Early Childhood Literacy Achievement
Year

Target
70% of first and second-grade students will
score proficient on the SRA Reading Mastery
Test.

Target Met?
No
47% of students demonstrated
proficiency.

2011-12

75% of first and second-grade students will

score proficient on the SRA Reading Mastery
Test.

Yes
82.4% of students scored
proficient.

2012-13

75% of first and second-grade students will

score proficient on the SRA Reading Mastery
Test.

Yes
82.5% of students scored
proficient.

2010-11

Year

2010-11

2011-12

2012-13

Roots PCS Early Childhood Literacy Progress

Target
Target Met?
75% of preschool and pre-kindergarten
students will increase by 8 and 11 objectives,
No
respectively, from the fall administration to the
17% of preschool and prespring administration on the Roots PCS Prekindergarten students increased by
primary Language Arts Objectives
the targeted number of objectives.
Assessment.
75% of kindergarten through second-grade
students scoring below basic in the fall
No
administration of the SRA Reading Mastery
45% of students scoring below
Test will demonstrate proficiency in the spring
basic increased to proficiency.
administration.
75% of PK3 and PK4 students will increase
Yes
their score by 8 points or master all items by
94.4% of students increased their
the spring administration on the Roots PCS
score by 8 points or mastered all
Pre-primary Language Arts Objectives
items.
Assessment.
75% of kindergarten through second-grade
Yes
students will increase by at least one reading
96.6% of students increased by
level or maintain proficiency by the spring
one level or maintained
administration on the SRA Reading Mastery
proficiency.
Test.
75% of PK3 and PK4 students will increase
Yes
their score by 8 points or master all items by
97.4% of prekindergarten students
the spring administration on the Roots PCS
increased their score by 8 points or
Pre-primary Language Arts Objectives
mastered all items
Assessment.
75% of kindergarten through second-grade
Yes
students will increase by at least one reading
92.5% of students increased by
level or maintain proficiency by the spring
one level or maintained
administration on the SRA Reading Mastery
proficiency.
Test.

Reading Proficiency Grades 3-8

Roots PCS reading proficiency rates have improved over the past four years, from two years at about
58% proficient to 70% and 62% respectively in 2011-12 and 2012-13. Proficiency rates have been above
the state average for third through eighth grade students in each of the past four years, ranging from 12.1
percentage points above average in 2012-13 to 24.5 percentage points above the state average in 201112.

Roots PCS: Grades 3-8

DC CAS Reading Proficiency
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

57.9%
(21 of 36
students)

58.3%
(22 of 38
students)

70.5%
(31 of 44
students)

64.5%
(20 of 32
students)

2009-10
2010-11
2011-12
2012-13
Roots PCS
State Average (Grades 3-8)

Reading Growth Grades 4-8

The graph below represents Roots PCS reading median growth percentile (MGP), the median of its
individual students growth percentiles. 13 An MGP of 50 indicates that a schools students have
average growth in reading proficiency, as compared to other DC students in the same grades and with
the same initial DC CAS performance. Roots PCS reading MGP has remained at or around 50 each
year since 2010-11. Its MGP from its most recent year indicates that in 2012-13 Roots PCS students
have grown slightly less in reading than students with the same initial reading levels at other DC
schools.

Roots PCS: Grades 3-8

Reading MGP
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

56.9

2010-11
Roots

47.9

45.2

2011-12

2012-13

50th Percentile

13

A students growth percentile (SGP) can range from 1 to 99, and reflects that students academic growth compared to
that of other DC students in their grade with similar initial proficiency. For example, a student with a reading SGP of 77 has
grown in reading proficiency (as measured by the DC CAS), as much or more than 77% of his/her peers.

Math Proficiency
Math Achievement Grades PK-2
Roots PCS met one of two early childhood numeracy targets it set in 2010-11 (the school did not set
numeracy targets in subsequent years).
Roots PCS Early Childhood Numeracy Achievement
Year

Target
70% of kindergarten students will score
proficient on the SRA Distar Math Test.

2010-11

75% of first and second-grade students will

score proficient on the SRA Connecting Math
Concepts Test.

Target Met?
Yes
94% of students demonstrated
proficiency.
No
33% of students demonstrated
proficiency.

Roots PCS math proficiency rate was well above the state average in 2010, below the state average
since 2011 and 2013, and at the state average in 2013.

Roots PCS: Grades 3-8

DC CAS Math Proficiency
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

68.4%

38.9%

(26 of 38
students)

(14 of 36
students)

2009-10

2010-11

Roots PCS

47.7%

54.8%

(21 of 44
students)

(17 of 32)
students

2011-12

2012-13

State Average (Grades 3-8)

10

Math Growth
The graph below represents Roots PCS math median growth percentile (MGP), the median of its
individual students growth percentiles. 14 An MGP of 50 indicates that a schools students have
average growth in math proficiency, as compared to other DC students in the same grades and with
the same initial DC CAS performance. After being well above 50 in 2011, Roots PCS math MGP has
been below 50 in 2012 and 2013. This indicates that Roots PCS students have grown less in math than
students with the same initial math levels at other DC schools.

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Roots PCS: Grades 3-8

Math MGP

56.0

43.8

2010-11
Roots

43.0

2011-12
2012-13
50th Percentile

In other subjects, the schools composition proficiency has been inconsistent over the past four years
while science proficiency has been consistently near or above the state average. Some of the
inconsistency lies in the small number of test takers each year.

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Roots PCS: Grades 4 and 7

Composition Proficiency

< 10
students
2009-10
Roots PCS

26.7%
(4 of 15
students)
2010-11

73.3%
(11 of 15
students)
2011-12
Charter Average

40.0%
(4 of 10
students)
2012-13

14

A students growth percentile (SGP) can range from 1 to 99, and reflects that students academic growth compared to
that of other DC students in their grade with similar initial proficiency. For example, a student with a reading SGP of 77%
has grown in reading proficiency (as measured by the DC CAS), as much or more than 77% of his/her peers.

11

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Roots PCS: Grades 5 and 8

Science Proficiency

41.7%
(7 of 12
students)

<10
students

2009-10

2010-11
Roots PCS

40.0%
(8 of 20
students)

70.0%
(7 of 10
students)

2011-12
2012-13
Charter Average

Reading and Math Proficiency among Students with Disabilities

In school year 2012-13, 2.5% of Roots PCS total student population was identified as students with
disabilities (SWD) requiring special education programming, compared to the state rate of 13.3%. The
table on the following page compares the percentage of the schools SWD population at each special
education service level to that of the state average. The schools special education population is too
small for its reading or math proficiency to be reported separately.
Percentage of Students with Disabilities Identified
at Each Special Education Service Level 15
Level 1 Level 2 Level 3 Level 4
Roots
50%
25%
25%
PCS
District of
36.1%
32.1%
11.5%
20.3%
Columbia
Curriculum and Programming
The school described its curriculum and programming in support that it has met its goal:
We [meet this goal] by exposing our students to each of these
[subjects] in enjoyable ways (hands-on manipulatives; field trips;
texts, videos, projects, etc.). Our curriculum is interdisciplinary
respecting the talents, interests, and strengths of everyone. 16

15

2013-14 Special Education demographic data as of October 2013 from OSSEs Statewide Longitudinal Education Data
System (SLED).
16
See Appendix A, p. 8.

12

School Grading system

The school also cites its grading system as support that it has met this goal:
We have performance objective sheets in these areas for each child
and a grid by which the teacher marks when the objective is
mastered. Theres an area for each subject on the report card. 17
However, PCSB was unable to conclude that the grading system is done as described. A review of a
random selection of student records showed inconsistently completed performance objectives sheets.

Qualitative Site Reviews

The school has one pre-kindergarten and kindergarten class, which is housed at a satellite classroom. In
Roots PCS May 2013 Qualitative Site Review (QSR) report, staff observed that instruction in the prekindergarten and kindergarten class was stronger than that in grades one through eight. 18
In the class of pre-kindergarten and kindergarten students,

Teachers had a better handle on being persistent to support student learning. Teachers would
rephrase a question or present alternative questions to help students understand. 19

In the pre-primary grades, teachers exhibited high expectations for students, supported through
verbal and non-verbal behaviors.

However, several of the QSR teams observations described weaker teaching, particularly in the
elementary and middle school classrooms:
Instruction observed in Grades 1-8 limited student-to-student
interaction. The review team observed teachers only using
questions from the teachers manual in language arts and social
studies. The questions were not linked to students lives or the
mission of the school and students had trouble staying engaged at
times. The observation team did not observe any direct math
instruction, only students completing math worksheets with
teachers helping students through math problems. When a student
was struggling with a concept, the review team observed teachers
repeating the instructions to the student directly or writing them
out on the whiteboard. The teachers did not try to teach the concept

17

See Appendix A, p. 8.
See Appendix G, p. 1.
19
See Appendix G, p. 7.
18

13

in a different way, use manipulatives to demonstrate the concept,

or look for other resources to assist students.20

Most questions were lower-level questions when prompted by the

teacher and there was a lack of choice or multiple approaches to
answering questions. Question and answer sessions were mostly
teacher-oriented and read directly out of the teachers manual. The
review team observed that this did not create an environment that
promoted student thinking or exchange of ideas. 21

Lesson objectives or goals were not explicitly written, stated, or

referred to in grades 1-8 and goals were not clear to observers. The
goal in one lesson was how to complete the workbook page, rather
than understanding the concept. The language arts and social
studies classes observed in grades 1-8 consisted of Round Robin
reading with the teacher not referring to any focus for the reading.
Questions after the reading were teacher led which did not engage
the students. During independent work, not all students were
focused and on task. When not directly supervised, students tended
to socialize and misbehave with other students. 22

4.

The foreign languages taught on an exposure level will be Spanish, French, and Kiswahili.

Assessment: Roots PCS has met this goal.

Roots PCS includes the following in its renewal application to support that it has met this goal:
Roots has continually used the exposure level approach each year
to teach in rotating years the 12 curriculum lessons of Spanish,
French, and Kiswahili, and it is documented on their report cards
with a letter grade. Students who have been with us at least three
years know in all three languages how to say greetings & popular
phrases, sing a song, ask and tell their name and age, recite

20

See Appendix G, p. 1.
See Appendix G, p. 9.
22
See Appendix G, p. 10.
21

14

numbers and days of the week, name various colors, name objects,
clothing, and parts of the body. 23
It also provided students foreign language grades from 2011-12 and 2012-13 in support of this goal. In
both academic years, a majority of Roots PCS students earned As in foreign language.
5. Students will also be exposed to computer technology, and the middle schoolers (5th-8th
grades) will be exposed to woodworking, cooking, and sewing.
Assessment: This goal was not historically measured.

6. Prepare students to attend quality high schools of their choice.

Assessment: Roots PCS has met this goal. The fact that graduating Roots PCS students have
matriculated at high performing DC high schools supports that the school has met this goal.
High School Acceptance
The school has reported that its graduating eighth-grade students have matriculated at the high schools
listed below from 2009-10 to present. Roots PCS has had 23 graduating 8th graders since 2009-10, as
reported in their annual reports. Of those students, more than 50% (12) went to selective DCPS high
schools. Ten went to public charter schools, of which two were Tier 1 in 2013. This shows that the
majority of students who stay at Roots PCS through eighth grade attend admission-only DCPS or Tier 1
charter high schools of their choice.

School
Banneker Academic High School
Capital City PCS
Cesar Chavez PCS
Duke Ellington School of the Arts
Friendship Collegiate Academy PCS
Ideal PCS
McKinley Technology High School
Perry Street Preparatory PCS
Richard Wright PCS
School Without Walls
Washington Math Science Tech PCS
Wilson High School
Total
23
24

Number of
students
(2009-10 to
2011-12) 24
3
1
2
3
2
1
5
2
1
1
1
1
23

See Appendix A, p. 8-9.

See Roots PCS 2009-10, 2010-11, and 2011-12 Annual Reports, attached to this report as Appendix H.

15

7. Students will demonstrate positive social behaviors and responsibility.

Assessment: Roots PCS has met this goal. The schools low suspension rates and observed student
behavior during PCSBs qualitative site review supports that the school has met this goal.
Suspension Rate
Roots PCS has reported zero student suspensions each of the past four school years. The table below
summarizes Roots PCS out of school suspension rate, as well as the public charter average rate.

Roots PCS
Charter Sector

Roots PCS
Out-of-School Suspensions
09-10
10-11
11-12
0%
0%
0%
12.6%
-

Roots Academy PCS

Long-Term Suspensions (10+ Days)
09-10
10-11
11-12
Roots PCS
0%
0%
0%
Charter Sector
1%

12-13
0%
14.5%

12-13 25
0%
0.3%

Citizenship Grades
In its renewal application, Roots PCS discussed its students citizenship grades in support that it had met
this goal. 26 However, in response for a request of this supporting documentation, the school did not
produce documentation of these grades, so they were not considered in PCSBs assessment of this goal.
Qualitative Evidence
During the May 2013 QSR, most of the review teams observations about student behavior supported
that the school met this goal.
Overall, the students were well-behaved and respectful. The preprimary grades were welcoming to the reviewers; every child gave
a PCSB staff member a hug, high five or fist bump (with the okay
from the teacher). Teachers held students responsible for having
their work completed on time and being ready to work with the
correct supplies. During all observations, teachers reminded
students about responsibility, to complete their work, have
materials ready, and be prepared to work on tasks.
25
26

In the 2012-13 school year, PCSB defined long-term suspension as 11or more days.
See Appendix A, p. 6.

16


Most students adhered to general standards of conduct and many
teachers were proactive in anticipation and remediation of problem
areas. For example, some teachers changed students seats before
behavior problems started.

During independent work, not all students were focused and on

task. When not directly supervised, students tended to socialize
and misbehave with other students. 27

8.

Students will attend school regularly.

Assessment: Roots PCS has met this goal. The schools average daily attendance is above charter
sector average, and its in-seat attendance rate has consistently tracked the charter average.
Pre-Kindergarten Attendance
Roots PCS pre-kindergarten average daily attendance rate has been above the public charter average in
each of the past four years, with its in-seat rate at or slightly above the average.

Roots PCS: Pre-K

Attendance Rate
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

27

95.3%93.7%

100.0%97.1%

97.8%92.4%

98.2%90.8%

2009-10

2010-11

2011-12

2012-13

ADA rate

In-seat rate

PK Charter Average (ADA)

See Appendix G, p .2.

17

K-8 Attendance
Roots PCS kindergarten through eighth grade average daily attendance rate has been above the charter
average in each of the past four years, with its in-seat rate similar to that of its pre-kindergarten students.

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Roots PCS: Grades K-8

Attendance Rate

99.0% 95.6%

99.6% 94.0%

2009-10
ADA rate

2010-11
In-seat rate

99.4% 95.9%

98.4% 93.9%

2011-12
2012-13
ES/MS Charter Average (ADA)

9. Staff will express satisfaction with Roots PCS.

Assessment: Roots PCS has met this goal. Low teacher attrition rates and long staff tenure indicates
staff satisfaction with the school.
Teacher Attrition Rate
From the 2009-10 school year through the 2012-13 school year, teacher attrition rates remained low,
with only one teacher leaving the school during that the school year. The table below includes year-byyear teacher attrition data for the previous four school years.

School Year
Number of
teachers
Number of
Teachers Leaving
Attrition Rate

28

Roots PCS
Teacher Attrition 28
2009-10 2010-11 2011-12

2012-13

10

13

0%

0%

7%

0%

See Appendix H; Roots PCS 2012-13 Annual Report, attached to this report as Appendix I.

18

Staff Survey
In its renewal application, Roots PCS discussed its high ratings on staff surveys in 2012-13 in support
that it had met this goal. However, the school did not produce these surveys in full, so they were not
considered in PCSBs assessment of this goal.

10. Parents will express satisfaction with Roots PCS and its culturally relevant school
model/design.
Assessment: Roots PCS has partially met this goal. Parent satisfaction with its early childhood
program supports that the school has met this goal, while its below-average third through eighth grade
reenrollment rate weighs against the school meeting this goal.
Parent Satisfaction with Early Childhood program
Over the past three years, Roots PCS early childhood parents have indicated satisfaction with the school
in surveys that were validated by PCSB as part of the early childhood accountability system.
Roots PCS discussed in its renewal application its high ratings on 2012-13 parent surveys in support that
it had met this goal. However, because the school did not produce these surveys in full, they were not
considered in PCSBs assessment of this goal.
Roots PCS Early Childhood Parent Satisfaction
Year
2010-11

2011-12

2012-13

Target
95% of parents of preschool through second-grade
students will report being Frequently Satisfied
or Always Satisfied with the school on the endof-year Parent Survey.
90% of parents of pre-kindergarten through
second-grade students will report being
Frequently Satisfied or Always Satisfied with
implementation of the African-Centered program
on the end-of-year Parent Survey.
90% of parents of pre-kindergarten through
second-grade students will report being
Frequently Satisfied or Always Satisfied with
implementation of the African-Centered program
on the end-of-year Parent Survey.

Target Met?
Yes
100.0% of parents surveyed
reported being always or
frequently satisfied.
Yes
97.9% of parents surveyed
reported being always or
frequently satisfied.
Yes
99.0% of parents surveyed
reported being always or
frequently satisfied.

Reenrollment
Roots PCS student reenrollment has been below the elementary and middle charter rate since 2010-11,

19

ranging from 13.3 percentage points below the average in 2010-11 to 3.5 percentage points below the
average in 2011-12.

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Roots PCS
Reenrollment

61.1%

2010-11
Roots PCS

100%
80%

74.0%

69.0%

2011-12
2012-13
ES/MS Charter Average

2012-13 Ward 4 Public Charter

Elementary / Middle School Reenrollment
Roots PCS
69.0%

60%
40%
20%
0%

Qualitative Evidence
The following was observed in the schools May 2013 QSR.
During the afternoon, the PCSB staff member had a chance to talk
with a few of the parents at the event. Many of the parents already
had a child or two graduate from the school. The parents said they
liked the African heritage focus of the school and the multi-age
learning environments.

20

SECTION TWO: COMPLIANCE WITH APPLICABLE LAWS

The SRA requires that PCSB not approve a renewal application if it determines that the school has
materially violated applicable laws. 29 The SRA contains a non-exhaustive list of applicable laws, and
PCSB also monitors charter schools for compliance with additional laws. The following section
identifies these laws and includes a determination of whether Roots PCS has complied with these laws.
Since 2009-10, Roots PCS has been in compliance with all applicable laws assessed in PCSBs annual
compliance review, as detailed in the table below.
Description

Schools Compliance
Status from 2009-10 to
present

DC charter schools must have a fair and

open enrollment process that randomly
selects applicants and does not discriminate
against students.

Compliant since 2009-10

DC charter school discipline policies must

afford students due process 30 and the school
must distribute such policies to students and
parents.

Compliant since 2009-10

The SRA requires DC charter schools to

maintain the health and safety of its
students. 31 To ensure that schools adhere to
this clause, PCSB monitors schools for
various indicators, including but not limited
to whether schools:
- have qualified staff members that can
administer medications;
- conduct background checks for all
school employees and volunteers; and
- have an emergency response plan in
place and conduct emergency drills as
required by DC code and regulations.

Compliant since 2009-10

A DC charter schools employment policies

must comply with federal and local
employment laws and regulations.

Compliant since 2009-10

Compliance
Item
Fair enrollment
process
SRA 381802.06
Notice and due
process for
suspensions and
expulsions
SRA 381802.06(g)

Student health
and safety
SRA 381802.04 (c)(4);
DC Code 41321.02; DC
Code 38-651

Equal
employment
SRA 381802(c)(5)

29

SRA 38.1802.12 (c).

See Goss v. Lopez, 419 U.S. 565 (1975).
31
SRA 38.1802.04 (c)(4)(A).
30

21

Insurance
As required by
the schools
charter
Facility licenses
DC code 472851.03(d); DC
regulation 141401
High Quality
Teachers
Elementary and
Secondary
Education Act
(ESEA)

A DC charter school must be adequately

insured.

Compliant since 2009-10

A DC charter school must possess all

required local licenses.

Compliant since 2009-10

DC charter schools receiving Title I funding

must employ Highly Qualified Teachers
as defined by ESEA.

Compliant since 2009-10

Proper
composition of
board of
trustees
SRA 381802.05

A DC charter schools Board of Trustees

must have:
an odd number of members that does not
exceed 15;
a majority of members that are DC
residents; and
at least two members that are parents of a
student attending the school.

Compliant since 2009-10

Articles of
incorporation
and by-laws
SRA 381802.02(8)

A DC charter school must have up-to-date

articles of incorporation and by-laws.

Compliant since 2009-10

Accreditation
Status
SRA 381802.02(16)

A DC charter school must maintain

accreditation from an SRA-approved
accrediting body approved by the SRA.

Compliant since 2009-10

Procurement Contracts
SRA 38-1802.04(c)(1) requires DC charter schools to utilize a competitive bidding process for any
procurement contract valued at $25,000 or more, and within three days of awarding such a contract, to
submit to PCSB all bids received, the contractor selected, and the rationale for which contractor was
selected. To ensure compliance with this law, PCSB requires schools to submit a Determinations and
Findings form to detail any qualifying procurement contract that the school has executed.
Since FY2010, Roots PCS reported 16 $25,000+ expenditures in its financial audits. 11 of these
expenditures are exempt from the SRAs requirement detailed above. The other five expenditures were
22

renewed contracts, which were exempt from reporting requirements according to PCSBs policies in
place at that time.
Special Education Compliance
Charter schools are required to comply with all federal and local special education laws, including,
among others, the Individuals with Disabilities Education Act 32 (IDEA) and the Rehabilitation Act of
1973. 33 As permitted by the SRA, 34 Roots PCS elected to operate as a dependent charter for federal
special education purposes, meaning that DC Public Schools works with Roots PCS as it would a
traditional DCPS school to service the schools special education students.
Because of its dependent charter status, the schools special education compliance performance is, for
the most part, reported by OSSE as part of DCPS overall compliance performance, and compliance data
specific to Roots PCS students is limited. The following section summarizes Roots PCS special
education compliance from 2010 to the present.
References to Special Education in School Charter
References in a schools Charter to special education must comply with special education laws. Roots
PCS included a sentence in its Charter that is discriminatory towards special education students:
Students with physical or other disabilities that Roots is unable to handle will be referred to schools
better equipped to serve them. 35
In its renewed Charter, the school must adhere to special education laws by including that it services all
students with disabilities, and that all student applicants, regardless of a disability, are eligible to apply
to enroll at the school.
PCSB Intensive Special Education Review
In the 2011-2012, PCSB conducted an intensive special education site review due to concern that the
school had no students with disabilities enrolled. The purpose of the review was twofold: 1) to
determine if there was a violation of free and appropriate public education (FAPE) pursuant to IDEA
and, 2) if there were any exclusionary practices against students with disabilities. 36 After the review, the
team determined that Roots PCS was in compliance with IDEA and did not have enrollment practices
that discriminated against students with disabilities.
Quarterly Findings
OSSE submits quarterly reports to the U.S. Department of Education detailing DC LEAs compliance in
32

20 USC 1413(a)(5).
20 USC 794.
34
SRA 38-1802.10(c).
35
See Roots PCS Charter Application, p. 21, attached to this report as Appendix J. This portion of its application was
incorporated into the schools Charter per SRA 38-1802.03(h)(2).
36
PCSB Intensive Special Education Review Report, attached to this report as Appendix K.
33

23

three areas: (1) Initial and Reevaluation Timelines; (2) Early Childhood Transition Timelines; and (3)
Secondary Transition Requirements.
Roots PCS was noncompliant for timely completion of student initial and reevaluations during the FFY
2013 Quarter 1 report period (April 1- June 30, 2013). 37 Per OSSE, these points of noncompliance
remain uncured, and the school is required to correct these findings by September 11, 2014.
On-Site Monitoring Report
OSSE periodically conducts an on-site assessment of an LEAs special education compliance with
student-level and LEA-level indicators, and publishes its findings in an On-Site Monitoring Report. If a
school is found to be anything less than 100% compliant with a student-level or LEA-level indicator, it
must implement corrections and report these corrections to OSSE within 365 days.
In 2012-2013, there were three students enrolled at Roots PCS requiring special education services.
OSSE completed an on-site Compliance Monitoring Report of Roots PCS regarding its student-level
compliance, finding the school to be less than 100% compliant in the following 10 of 25 student-level
compliance indicators for these three students 38 Per OSSE, at the time of this reports publication these
points of noncompliance remain uncured, and the school is required to correct these findings by June 4,
2014.

37

See Roots PCS Quarterly Findings Reports, attached to this document as Appendix L.
If the school was found to be less than 80% compliant with a student-level indicator that was impossible for the school to
cure retroactively, OSSE would identify the point of noncompliance as an LEA-level violation.
38

24

Compliance
Category

Initial
Evaluation and
Reevaluation

Compliance Indicator
Parent provided procedural safeguards
document
Use of a variety of assessment tools and
strategies as part of students initial evaluation
IEP team must review existing data to
determine special education eligibility and
student needs
Use of a variety of assessment and tools to
determine as part of students reevaluation
Notify parent in advance of IEP meeting

Individualized
Education
Program
(IEP)

Least
Restrictive
Environment

Discuss in IEP meeting how disability affects

involvement and progress in general curriculum
Determine whether an extended school year is
appropriate for a student
Develop a compensatory education plan that
address mission related services or specialized
instruction hours.

Roots PCS
compliance rate
0%
(0 of 2 students)
50%
(1 of 2 students)
0%
(0 of 1 student)
50%
(1 of 2 students)
50%
(1 of 2 students)
67%
(2 of 3 students)
67%
(2 of 3 students)
33%
(1 of 3 students)

Conduct an annual IEP review.

67%
(2 of 3 students)

When selecting a least restrictive environment

for a special education, consider potential
harmful effects on the student

67%
(2 of 3 students)

Given the seriousness of these findings it is important that any renewed charter agreement includes
specific commitments around special education compliance.
Blackman Jones Implementation Review
With compliance requirements pursuant to IDEA and the 2006 Blackman Jones Consent Decree, OSSE
manages and oversees the Blackman Jones database that tracks each LEAs timely implementation of
Hearing Officer Determinations (HODs) and Settlement Agreements (SAs). Per OSSE, Roots PCS
does not currently have any open HODs/SAs.
Blackman Jones Accuracy Audit
During the 2011-12 school year, OSSE conducted compliance audits regarding the accuracy of a sample
of special education data from OSSEs special education database system (SEDS). This audit was

25

used to diagnose and identify appropriate special education training and technical assistance to best
support each LEA. 39
While dependent charters data was included in DCPS overall compliance performance in this audit
report, OSSE produced Roots PCS disaggregated audit data for this renewal analysis. According to the
chart below, the audit revealed that Roots PCS did not have any issues of noncompliance in the
following areas:

Performance on related service component;

Rate of students educated in separate settings
Rate of evaluations completed in a timely manner (120 days)
Number of overdue student records; and
Number of overdue HODs.

DCPS assessment of timely special education evaluations and reevaluations

The following table details the timely completion rate of Roots PCS in (a) conducting eligibility
determinations; and (2) creating and implementing Individualized Education Plans (IEPs).
Timely Completion Rates
Eligibility
Determinations IEPs
2010-11
0%
0%
2011-12
100%
100%
2012-13
33%
33%

39

See OSSEs Blackman Jones briefing memorandum, attached to this report as Appendix M.

26

SECTION THREE: FISCAL MANAGEMENT AND ECONOMIC VIABILITY

Separate and apart from the standard for charter renewal, the SRA requires the Board to revoke a charter
at any time if it determines that the school:

Has engaged in a pattern of nonadherence to generally accepted accounting principles;

Has engaged in a pattern of fiscal mismanagement; or
Is no longer economically viable.

As part of the renewal process, PCSB has reviewed Roots PCS financial performance regarding these
areas. Since fiscal year 2009, the school has adhered to generally accepted accounting principles, has not
engaged in fiscal mismanagement, and is economically viable.
Adherence to Accounting Principles
The school has consistently adhered to generally accepted accounting principles, as established by the
Financial Accounting Standards Board.
Fiscal Management
Per its audited financial statements, Roots PCS has not engaged in fiscal mismanagement. The schools
audit reports reflect sound accounting and internal controls, and no instances of noncompliance that are
required to be reported per the U.S. Government Accountability Offices Auditing Standards.
Related Party Transactions
Roots PCS is a party to five business transactions with related parties as defined by the Internal
Revenue Service (IRS), all of which are allowable under DC nonprofit law:
1. Two lease agreements - one for its main school building located at 15 Kennedy St., NW, owned
by 15 Kennedy Street Associates, LLP, of which Roots PCS founder and principal, Ms. Bernida
Thompson, is a principal partner; and a sublease with Roots Activity Learning Center, which is
owned by Ms. Thompson. Neither of these leases exceeds current market rates.
2. Since FY2009, on an annual basis, the school paid between $56,000 to $83,470 to Roots Activity
Learning Center, Inc., for operations and administration of Roots PCS summer school program
(as stated above, this corporation is owned by Ms. Thompson).
3. Roots PCS, each year from FY2009 paid between $17,350 and $24,000 to the Chairperson of
Roots PCS Board of Directors, who also serves as the schools legal counsel, representing [the
school] on legal issues and train[ing] the staff in child abuse and child neglect issues.
4. Roots PCS has contracted for insurance services each year since FY2009 with a separate member
of its Board of Directors, with contracts ranging from $14,432 in FY 2009 to $3,463 in FY2013.
27

As a registered nonprofit organization with the federal government, Roots PCS is required to submit
annually to the IRS the IRS Form 990 (Form 990), which requires federally recognized nonprofit
organizations to disclose related party transactions, among other things. PCSBs review of the schools
financial records revealed that Roots PCS had not disclosed the above related party transactions in its
submitted Form 990s in 2009, 2010, and 2011. In response to this finding, Roots PCS corrected these
Form 990s to reflect its related party transactions and submitted the corrected documents to the IRS in
February 2014.
Economic Viability
Roots PCS is economically viable, based on the schools financial performance, expenditures,
sustainability, liquidity, and debt burden, as described below. 40
Financial Performance
PCSB assesses a schools financial performance with two key indicators. The first indicator is a schools
operating result, which is how much the schools total annual revenues exceed total annual expenditures.
In general, PCSB recommends that a schools annual operating result at least equal zero. During the past
five financial periods, Roots PCS has produced four operating surpluses, detailed in the table below. The
$64,044 operating surplus in FY2013 was mainly driven by the schools cost containment measures and
relatively stable enrollment between school years 2012 and 2013.
Another indicator of a schools financial performance is its earnings before depreciation (EBAD), 41 a
financial performance measure that excludes the effects of financing and accounting decisions. Roots
Public Charter School had a positive EBAD in four of the past five fiscal years.

Fiscal Period

2009

2010

2011

2012

2013

Operating Result

$15,469

$12,876

$(46,617)

$83,304

$64,044

EBAD

$35,604

$34,748

$(13,571)

$120,779

$131,340

Expenditures
Root Public Charter Schools spending decisions, illustrated in the graph on the following page, are
aligned with PCSBs financial metrics for general education public charter schools.

40
41

See Roots Public Charter School activities and financial analysis sheet, attached to this report as Appendix N.
EBAD equals change in net assets plus amortization and depreciation.

28

Expenditures as % of Revenues
(FY2009 - FY2013 averages)
Personnel expenses
Direct student costs
Occupany expenses

56%

0%

20%

17%

40%

60%

20%

6%

80%

Office and General

expenses

100%

42

Sustainability
A schools net assets 43 and primary reserve ratio demonstrate its sustainability. 44 PCSB recommends
that schools accrue net asset reserves equal to three to six months of operational expenditures. In
FY2013, the schools net asset reserves equal approximately 7.6 months of expenditures at about $1.2
million, with monthly expenditures averaging approximately $155,260. Roots PCS established a reserve
fund for future operations, with a balance of $822,415 in 2013.
The schools FY2013 primary reserve ratio was 0.64, meaning that its net asset reserves equals 64% of
its annual expenditures, which was stable from FY2012. The table below details the schools net assets
and primary reserve ratios over the past five years.
Fiscal Period

2009

2010

2011

2012

2013

Net Assets

$1,071,354

$1,084,230

$1,037,613

$1,120,917

$1,184,961

Primary
Reserve Ratio

0.67

0.69

0.64

0.64

0.64

Liquidity
Two indicators of a schools short-term economic viability are its current ratio 45 and its days of cash on
hand. 46 A current ratio greater than one points to a schools ability to satisfy its immediate financial

42

Note that the percentage does not equal 100% because revenue exceeded expenditures on average.
Net Assets equals total assets minus total liabilities.
44
Primary Reserve Ratio equals total net assets divided by total annual expenses.
45
Current assets divided by current liabilities. Current refers to the 12 months or normal operating cycles that a school can
convert certain assets into cash or use up or settle certain obligations.
46
Unrestricted cash and cash equivalents divided by total expenditures divided by 360 days. If cash and cash equivalents
were not specified as unrestricted, the total cash amount was used.
43

29

obligations. Since FY2009, Roots PCS current ratio has been at least one. This indicates that the school
can meet its short-term financial obligations with current assets.
Typically, 90 days or more of cash on hands indicate a school can satisfy immediate obligations with
cash. Roots PCS days of cash-on-hand maintained more than 200 days of cash-on-hand over the past
five fiscal years, which is indicative of strong cash liquidity. Roots PCS liquidity ratio and days of cash
on-hand are detailed in the table below.
Fiscal Period 2009
Current Ratio 7.35
Days of Cash
236
on-Hand

2010
7.15

2011
7.52

2012
6.19

2013
5.48

246

208

220

235

Cash flow from operations and cumulative cash flow indicate whether a school can meet its operating
needs. PCSB recommends that a school have positive cash flow from operations. Roots PCS has
maintained positive cash flow from operations in four of the past five financial periods, as detailed in the
below table.
Fiscal Period
Cash Flow from
Operations

2009

2010

2011

2012

2013

$57,745

$46,411

$(64,166)

$161,879

$183,312

Debt Burden
A schools debt ratio 47 indicates the extent to which a school relies on borrowed funds to finance its
operations. Roots PCS debt ratio remained low from FY2009 to FY2013, as detailed in the following
table.
Fiscal Period
Debt Ratio

47

2009
0.12

2010
0.12

2011
0.11

2012
0.14

2013
0.16

Debt ratio equals total liabilities divided by total assets.

30