Lawrence Family Development Charter School (continued) Key design elements for LFDCS are: 1. Parent Engagement - Parent are engaged as “advocates for their children” as an essential element of our history. 2. Dual Language - LFDCS designs its school with a dual-language mission to respond to the wish of the founding parents that their language and culture would be taught. 3. Effective Teaching is Key - LFDCS hires certified teachers in required fields who also hold high expectations for all students. LFDCS supports effective teaching through grade-level planning and school-wide lesson plan templates using standards-based instruction. Instructional delivery is organized in grade-level units and lesson plans which are tiered to meet the needs of all students. 4. Partnerships - LFDCS recognizes and utilizes community partners which bring additional learning, enrichment and opportunities to our students, and LFDCS is consistent in inviting partners who support growth and achievement. 5. Governance and Leadership Structure – Governance supports the vision and mission of LFDCS. A thirteen-member board, comprised of six members of LFDEF, Inc., the Management Organization, six parent members and the parent chair of the School Site Council (ex officio), meet regularly at monthly board meetings about all aspects of curriculum, programs, student academic growth and any need for new policies. The key evidence of how LFDCS implemented these design elements was demonstrated in FY’2013-14 by: Parent satisfaction, cultivated and evaluated through use of annual parent surveys and parent participation at School Site Council and Special Education PAC meetings (evenings) and morning coffees which provide important ways in which parents can be involved with the school. Parents worked in partnership for academic achievement this past year in new Title Three workshops, an Engineering Celebration, Family Write Nights and the High School and Science Fairs and 100% of parents participated in report card conferences. Parents obtained citizenship attainment and personal fulfillment and took advantage at no cost to themselves (due to Title One support for fees) ESL and Citizenship classes at the Maria del Pilar Quintana Family Center (over 450 adult learners, including parents, improved literacy skills over the past year). Two teachers were appointment to Co-chair the RTI process to assure foundational skills and fully integrate ESL and Special Education staff into the RTI process. This interdepartmental effort fine-tuned academic interventions for Tier III students in the Summer and Saturday Academies which provide, beyond-the-school-day, specialized instruction resulting in academic progress for students in grades 1-7. Professional development for staff this past year assured the foundational skills for students which included Sheltered English Immersion (SEI) endorsement workshops attracting 23 teachers, while Teacher Orientation and Mentoring focused on the new Teacher Evaluation tool and Social Skills support and assessment for young children. Partnerships infused the STEM curriculum—such as, NECC, Mechanical and Civil Engineering Societies, UMass Lowell, Quarrybrook and the Museum of Science—which further developed applied learning and interdisciplinary practices. 19
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