Community College Preparatory Academy Public Charter School

“The executive director and director of operations review the 990 and then forward the form 990 to the treasurer for review and presentation to the board of directors for approval. Once approved the treasurer notifies the executive director of the board's approval to file the 990 tax return.”

“The conflict of interest policy is reviewed annually for all board members and key employees. The review requires disclosure of any interest by anyone that may have a conflict of interest. As there are changes in board members or key employees the policy is disclosed and complied with.”

“The executive director's compensation is reviewed annually by the board of directors at a regular meeting. There is a performance review and a comparison of salary to market for determination of salary.”

“The documents are available upon request for inspection at the school and a copy may be obtained at a cost per copy for reproduction. The financial statements are also made available on the website of the d.c. Public charter school board.”

“The mission of the community college preparatory academy public charter school is to provide the education and skills development to empower and prepare under-credited adults for postsecondary educational success, viable employment and lifelong learning.”

“The charter school is the first adult charter school east of the anacostia river and is designed to support the education and training needs of residents of the district of columbia as they seek to transition to college or careers. Special focus has been given to residents of wards 7 and 8 where there is the greatest concentration of adults with challenges in education and workforce preparedness and the fewest programs. The charter school provides education and training services to adults (18 years and older). The design of the school was in response to two major challenges confronting the district of columbia, namely: 1.the increasing number of adults in their prime wage earning years, entering post-secondary education unprepared to successfully complete an associate degree or advanced vocational certifications; and 2.the overwhelming number of dc residents unable to be employed in the city due to the lack of core academic skills and the lack of certificated workforce skills required by the city's knowledge-based economy. The instructional model for cc prep responds to these challenges by providing a comprehensive, proven, blended learning approach. Programming includes: remediation in core academic skills; core skills in computer literacy; on-line learning that leads to a high school diploma via the new ged exam, college entry at freshman level via successful preparation for the acuplacer examination. The career pathways program includes preparation for a range of highly portable, national certifications to support entry to the city's knowledge-based economy and job market. Special focus prepares students for employment in the technology and tech-related fields. This focus was selected as it offers the broadest range of options for entry-level employment, including everything from a data entry clerk to certified help desk and cabling technician. Cc prep has a staff of 38 and school year 2019 operating budget of over 7.0 million this year. Cc prep was approved by the dc public charter school board in january 2012 and classes began in september 2013. The founder and executive director, c. Vannessa (connie) spinner, has more than 30 years of experience in education and workforce development. Cc prep is able to maintain administrative and fiscal infrastructure as part of the city's ongoing public dollar funding commitment established by the charter school legislation. The charter school's charter has been approved for the next five years with graduated funding based on student enrollment. The charter school's programming is based on the four outcomes for cc prep adult learners: 1.successful high school completion via the new high school equivalency examination (ged); 2.successful entry into community college at freshman level as a result of preparation for the accuplacer entry examination; 3.successful completion of national entry-level employment certifications in the emerging fields for the district of columbia (i.e., technology, administrative support and careers); and/or 4.successful attainment of necessary skills in reasoning, mathematics, computers, and on- line research required for life-long learning in the twenty-first century. In our third year, we continued to expand our role as a microsoft office academy school. We are currently the most productive mos academy school in the city. This year we are beginning a pilot program in coding called launch code. Based upon review of our student data, we continued as a year-round school and operated from 9:00 am to 9:00 pm daily, providing instruction in three-hour sessions: 9:00 am to 12:00 noon, 1:00 pm to 4:00 pm and 5:00 pm to 8:45 pm, monday through thursday evenings. All adult learners are assessed initially and at regular intervals (every 6 to 8 weeks based on initial grade equivalent scores) using the etabe (test of adult basic education). The etabe was selected as it is aligned with my foundations lab, the core curriculum and the new ged. The new ged preparation program”