UCP Downtown Charter presents improvement plan after F grade; leaders point to co‑location and high ESE needs
Summary
UCP Downtown leaders told the board the school's F grade followed a co‑location technicality with an OCPS Beta program and does not reflect the school's learning gains; UCP presented a detailed SIP focused on ELL gains, reading interventions, professional learning, math practice and attendance supports for high‑needs students.
UCP Downtown Charter School leaders presented their school improvement plan during the Dec. 16 work session and defended the school's performance context, saying state cell‑count rules and co‑location with an OCPS Beta program contributed to an F grade despite documented learning gains.
Dr. Eileen Wilkins, CEO of UCP Charter Schools, said UCP Downtown serves a high‑needs population: "We are a network of charter schools ... UCP Downtown is probably one of our highest support needs schools ... 72% of our students are ESE students," the presentation noted. Principal Teresa Daniels detailed SIP goals and interventions: targeted ELL tutoring (SPIRE, OG training for tutors), structured literacy and guided reading, monthly progress monitoring with Performance Matters, certified‑teacher tutors providing push‑in/pull‑out interventions, and weekly MTSS reviews.
Wilkins explained that the F grade resulted from a co‑location computation: because OCPS Beta (co‑located at the same address) lacked sufficient tested cell counts, the state combined counts and assigned school grades that produced an F for both colocated entities; UCP said it appealed with OCPS but the state denied the appeal. UCP staff told the board their internal PM3 data showed learning gains and that the school would have been rated "maintaining" but for the co‑location rule.
Board members asked about enrollment, the share of ESE students and how UCP manages absences and medical/therapy-related out‑of‑school time. UCP said its population includes many students who need outside therapies and that those absences contribute to elevated absence counts; the school reported recent internal gains and said PM2 data this year shows more green and blue (positive movement) than prior years.
Trustees responded positively to the presentation's level of detail and evidence-based interventions; staff and board members agreed to continue partnership and monitoring as UCP implements the SIP and participates in state processes.
