School Sponsorship Annual Report
As a sponsor of community schools, Bowling Green State University (BGSU) is committed to promoting strong academic outcomes, responsible fiscal practices, sound operations, and effective governance. Our role is grounded in accountability, transparency, and a shared commitment to ensuring that students have access to high-quality educational opportunities.
Throughout the 2025–2026 school year, Toledo School for the Arts (TSA) continued to demonstrate dedication to its students, families, and school community. The school remained focused on strengthening systems of support that address both academic growth and student well-being. Through continued use of the Multi-Tiered System of Supports (MTSS) framework, TSA worked to identify student needs, provide targeted interventions, and support meaningful progress for learners. BGSU values the school’s continued commitment to improvement.
A significant accomplishment during this reporting year was TSA’s first-time qualification for Ohio’s Quality School Grant. This achievement reflects the school’s eligibility under state-established quality criteria and provides additional funding intended to support schools that meet these measures. For TSA, this grant represents an important opportunity to build upon existing strengths, expand supports for students, and further enhance programs aligned with the school’s mission and vision. It is also a meaningful recognition of the progress and intentional work taking place within the school community.
During the 2025–2026 school year, BGSU also participated in the state sponsor evaluation process. Based on projected results, BGSU is expected to earn an Exemplary rating, with anticipated scores of 4 in Compliance, 4 in Quality Practices, and 2 in Academics. Scores in compliance and quality practices reflect BGSU’s dedication to strong sponsorship practices, while the academic component aligns with TSA’s most recent report card results and remains an area in which BGSU and TSA continue to work collaboratively toward growth.
The work of sponsorship is most successful when rooted in strong relationships and shared responsibility. BGSU appreciates the collaboration of TSA’s governing authority, school leadership, faculty, staff, students, families, community partners, and other stakeholders. Together, we continue to focus on strengthening educational experiences, improving outcomes, and supporting a school environment where students can grow academically, artistically, and personally.
Ohio law requires community school sponsors to provide ongoing oversight and support to ensure that schools meet academic, financial, operational, and contractual expectations. BGSU remains committed to carrying out this responsibility with integrity, consistency, and a focus on continuous improvement.
We are proud of TSA’s accomplishments during the 2025–2026 school year and look forward to continuing our partnership in support of the school’s mission. As we move ahead, BGSU will remain dedicated to responsible sponsorship, meaningful collaboration, and the advancement of high-quality educational opportunities for all students.
Sincerely,
April L. Samberg, M.Ed.
Assistant Director of Community School Sponsorship
College of Education & Human Development
Bowling Green State University
Since 2008, Bowling Green State University (BGSU) has proudly sponsored Toledo School for the Arts (TSA), a public community school located in the heart of downtown Toledo at 333 14th Street. Founded in 1999, TSA was established to provide students with a rigorous academic education enriched by immersive, pre-professional training in the visual and performing arts.
TSA serves Ohio students through an open-enrollment lottery system and is rooted in a school culture where learning is rigorous, creativity is cultivated, and the individual is celebrated. In addition to a comprehensive college-preparatory academic program, TSA offers robust arts instruction in:
· Dance
· Music
· Theatre
· Video
· Visual Art
· Creative Writing
Students engage in both foundational and advanced coursework within their chosen disciplines, while also benefiting from opportunities to collaborate with professional artists, participate in real-world creative projects, and develop essential skills such as teamwork, time management, critical thinking, communication, and creative problem-solving.
Each year, TSA students share their learning and artistry through more than 150 performances, exhibits, and showcases. These experiences span a wide range of creative expression, including film, fashion, theatre, music, dance, visual art, and interdisciplinary work. Through these opportunities, students are able to apply their learning in authentic settings and contribute to the cultural life of the greater Toledo community.
TSA has also earned significant recognition for excellence in arts education and school quality, including:
· Exemplary School Designation by the Arts Schools Network (ASN) for 2022–2027. TSA has maintained this prestigious status since 2011.
· Semifinalist for the prestigious 2025 S. Joseph Bruno Model Charter Award.
· Named 2025 Best Art School in Toledo by Quality Business Awards.
TSA graduates are consistently accepted into respected colleges, universities, conservatories, and arts institutions, often earning significant academic and artistic scholarships. In fact, TSA has alumni teaching at universities, practicing medicine, performing all over the world, and making an impact in their communities. Their success reflects the school’s commitment to preparing students for continued education, creative careers, and meaningful contributions beyond graduation.
The completion of the Next Big Thing Campaign further strengthened TSA’s ability to serve students and support long-term growth. This major expansion included the addition of a new annex and community portal in the Uptown Toledo district, a black box theater, a new art studio, and a school store. The project also created a launchpad for arts entrepreneurship, offering students paid opportunities to gain real-world experience within the creative economy. Through these investments, TSA continues to serve not only as a school, but also as a vibrant cultural and creative hub for the region.
Building on this momentum, TSA has launched its newest fundraising effort, the Impact Campaign, a three-year initiative with a $3.6 million fundraising goal centered on three priorities: Preserve, Invest, and Sustain.
The Preserve priority focuses on protecting the long-term viability of TSA’s historic facility by upgrading all original windows and replacing the 1960s rooftop HVAC system. These improvements are designed to increase energy efficiency, enhance the learning environment, and support the continued use of the building for future generations of students.
The Invest priority supports TSA’s purchase of the lot at 14th and Adams, which will provide much-needed parking availability for students, families, patrons, and visitors attending school events and performances.
The Sustain priority ensures that TSA can continue offering meaningful educational and artistic experiences that enrich student learning. This includes support for opportunities such as Quiz Bowl, 6th Grade Camp Storer, Hocking Hills science adventures, and ongoing instrument and equipment upgrades. These investments help TSA maintain the creative culture and innovative learning environment that remain central to its mission.
Through its academic programming, arts instruction, community partnerships, and continued investment in students and facilities, TSA remains committed to preparing young people to thrive as learners, artists, and engaged citizens.
TSA does not discriminate on the basis of race, color, national origin, sex, sexual orientation, gender identity or expression, disability, or age, and provides equal access to the Boy Scouts of America and other designated youth groups.
Dr. Dawn Shinew
Dean, College of Education & Human Development
Dr. Tracy Huziak-Clark
Assistant Dean for Educator Preparation and Partnerships
April Samberg, M.Ed.
Assistant Director of Community School Sponsorship
Suzanne Gwozdz, MBA
Director of EDHD Resources and Planning
Bowling Green State University Vision:
With a spirit of innovation, Bowling Green State University is a premier, inclusive learning community that develops, transforms, and impacts individuals and communities through learning, collaboration, and discovery. As a public university, BGSU focuses on contributing to the public good and embraces its role as a national model in addressing the educational, economic, and social vitality of our region, the state of Ohio, the nation, and the world.
Bowling Green State University Mission:
Bowling Green State University provides holistic and comprehensive educational experiences that enhance the lives of our students, stakeholders, and the many publics we serve. Our graduates are prepared for lifelong personal and career growth and for engaged citizenship and leadership in a global society. Through our excellence in teaching, research, and outreach, BGSU builds a collaborative, diverse and inclusive community where creative ideas, new knowledge and entrepreneurial achievements can benefit others in our region, the state of Ohio, the nation, and the world.
BGSU Core Values:
- Intellectual and personal growth
- Creativity, innovation, and entrepreneurism
- Diversity and belonging
- Collaboration with each other and our partners
- Excellence in all we do
BGSU College of Education and Human Development Vision:
The College is committed to developing a dynamic community of lifelong learners and leaders who celebrate the interconnections among individuals and disciplines in pursuit of improving society and the human condition.
College of Education and Human Development Mission:
Bowling Green State University aspires to be the premier Learning Community in Ohio, and one of the best in the Nation. Through the interdependence of teaching, learning, scholarship, and service we will create an academic environment grounded in intellectual discovery and guided by rational discourse and civility. Bowling Green State University serves the diverse and multicultural communities of Ohio, the United States, and the world.
BGSU Office of Community School Sponsorship Mission:
The Office of Community School Sponsorship at Bowling Green State University is committed to fostering excellence in education by sponsoring high-quality community schools that uphold academic, operational, and fiscal integrity.
BGSU Office of Community School Sponsorship Vision:
The Office of Community School Sponsorship at Bowling Green State University envisions a future where every student has access to a high-performing school of choice that puts their needs first—academically, socially, and emotionally. Through strong partnerships and a commitment to quality, we strive to be a leading model of student-centered, ethical, and effective school authorizing.
Each year, BGSU produces an Annual Performance Report for its sponsored community school to provide school leadership and stakeholders with an overview of performance. The report summarizes academic achievement, fiscal performance, organizational and operational effectiveness, and legal compliance using the most recent data available. It also identifies areas of strength, opportunities for improvement, and the school's prospects for renewal.
As an Ohio community school sponsor, BGSU has a duty to monitor sponsored schools and provide oversight and technical assistance, including an assessment of each sponsored school’s academic performance on an annual basis.
Corrective Action Plans
Corrective Action Plans are implemented to address areas of concern including academics, special education, and compliance. If a school is placed on a corrective action plan, BGSU continually monitors and checks in on the progress, offering technical assistance and professional development as needed. Documentation is collected at each visit/meeting as evidence of the plan being implemented with fidelity. The Corrective Action Plan is closed when all required corrective actions are completed and identified concerns are adequately addressed. Following closure of a Corrective Action Plan, BGSU will continue to monitor the identified areas to support sustained improvement and ongoing compliance.
Looking Forward to 2026-2027
Bowling Green State University remains committed to continuous improvement and to strengthening its role as a high-quality sponsor of community schools. In alignment with national authorizing standards, BGSU continues to evaluate and refine its sponsorship practices to ensure effective oversight, meaningful support, and strong accountability for the schools it sponsors.
As part of this ongoing commitment, BGSU reviewed its established improvement processes and continued to use the Principles and Standards for Quality Charter School Authorizing, developed by the National Association of Charter School Authorizers (NACSA), as the foundation for its sponsorship priorities. These standards continue to guide BGSU’s approach to quality school sponsoring, including compliance monitoring, academic oversight, governance support, and continuous improvement.
For the 2026–2027 school year, BGSU has updated its strategic plan to reflect current priorities, data-informed goals, and continued alignment with best practices in charter school authorizing. This plan outlines the university’s focus on maintaining high standards, supporting school improvement, strengthening sponsor practices, and promoting positive outcomes for students.
Principle 1: Maintain High Standards
As a quality sponsor, the College of Education and Human Development at Bowling Green State University:
- Sets high standards for approving charter applicants.
- Maintains high standards for the schools it oversees.
- Effectively cultivates quality community schools that meet identified educational and community needs.
- Monitors community schools that, over time, meet the performance standards and targets on a range of measures and metrics set forth in our charter contracts.
- Closes schools that fail to meet standards and targets set forth in law and by contract.
Principle 2: Uphold School Autonomy
As a quality sponsor, the College of Education and Human Development at Bowling Green State University:
- Assumes responsibility not for the success or failure of individual schools, but for holding schools accountable for their performance.
- Minimizes administrative and compliance burdens on schools.
- Honors and preserves core autonomies crucial to school success including (a) governing board independence from the authorizer; (b) personnel; (c) school vision and culture; (d) instructional programming, design, and use of time; and (e) budgeting.
- Only collects from schools the information they are not able to reliably get from other sources.
- Focuses on holding schools accountable for outcomes rather than processes.
Principle 3: Protect Student and Public Interests
As a quality sponsor, the College of Education and Human Development at Bowling Green State University:
- Makes the well-being and interest of students the fundamental value informing all the authorizer’s actions and decisions.
- Holds schools accountable for fulfilling fundamental public-education obligations to all students, which includes providing (a) nonselective, nondiscriminatory access to all eligible students; (b) fair treatment in admissions and disciplinary actions for all students; and (c) appropriate services for all students, including those with disabilities and English learners, in accordance with applicable law.
- Holds schools accountable for fulfilling fundamental obligations to the public, which includes providing (a) sound governance, management, and stewardship of public funds; and (b) public information and operational transparency in accordance with law.
- Ensures in its own work (a) ethical conduct; (b) focus on the mission of chartering high-quality schools; (c) clarity, consistency, and public transparency in authorizing policies, practices, and decisions; (d) effective and efficient public stewardship; and (e) compliance with applicable laws and regulations.
Standard 1: Agency Commitment & Capacity
As a quality sponsor, the College of Education and Human Development at Bowling Green State University will engage in chartering to foster excellent schools that meet identified needs, clearly prioritize a commitment to excellence in education and in authorizing practices, and create organizational structures and commit human and financial resources necessary to conduct its authorizing duties effectively and efficiently.
The College of Education and Human Development at Bowling Green State University has been an authorizer of community schools since 2008. Today, Bowling Green State University provides responsible oversight, monitoring, and technical assistance to one community school located in Toledo, Ohio. The College of Education and Human Development helps to provide a focus on academic, operational, and fiscal integrity.
Community schools attract students because of the uniqueness of their educational approach to instruction, educational effectiveness, and academic achievement. Toledo School for the Arts focuses on providing students with a college-preparatory curriculum within an intense visual and performing arts environment.
Standard 2: Application Process & Decision-Making
As a quality sponsor, the College of Education and Human Development at Bowling Green State University will implement a comprehensive application process that includes clear application questions and guidance; follows fair, transparent procedures and rigorous criteria; and grants charters only to applicants who demonstrate a strong capacity to establish and operate a quality school.
Application guidance and materials can be found on Bowling Green State University’s website.
Standard 3: Performance Contracting
As a quality sponsor, the College of Education and Human Development at Bowling Green State University will establish contracts with community schools that clearly articulate the rights and responsibilities of each party regarding school autonomy, funding, administration, oversight, performance expectations, and accountability. The contract is an essential document, separate from the charter application, which establishes the legally binding agreement and terms under which the school will operate and be held accountable. Performance goals include annual measures and measures spanning the contract term.
Standard 4: Ongoing Oversight and Evaluation
As a quality sponsor, the College of Education and Human Development at Bowling Green State University will conduct contract oversight that competently evaluates performance and monitors compliance; ensures schools’ legally entitled autonomy; protects student rights; informs intervention, revocation, and renewal decisions; and provides annual public reports on school performance. The Assistant Director of Community School Sponsorship provides technical assistance and oversight through monthly site visits and attends monthly board meetings to monitor performance and compliance, review documentation, collect data, and report findings.
Standard 5: Revocation and Renewal Decision-Making
As a quality sponsor, the College of Education and Human Development at Bowling Green State University will design and implement a transparent and rigorous process that uses comprehensive academic, financial, and operational performance data to make merit-based renewal decisions, and revoke charters when necessary to protect student and public interests. The systematic renewal application process includes a written application with prescriptive requirements, including multiple sources of evidence, and rigorous criteria for approval.
Conclusion
This report fulfills the annual reporting requirement for the 2025–2026 school year regarding the performance and compliance of Toledo School for the Arts, the community school sponsored by Bowling Green State University. Based on the most recent Ohio School Report Card data, Toledo School for the Arts performs at or above a comparable level of traditional schools in the area. As the proud sponsor of Toledo School for the Arts, BGSU will continue to develop and define its internal accountability plan and improvement process. We will also adhere to all legal requirements of an authorizer, following the NACSA Principles & Standards for Quality School Authorizing.
The 2025-2026 Annual Performance Report for Toledo School for the Arts follows this report.
Source: https://qualitycharters.org/wp-content/uploads/2023/02/Principles-and-Standards.pdf
Introduction
As the sponsor of Toledo School for the Arts, Bowling Green State University (BGSU) is committed to advancing high-quality educational opportunities for public school students across Ohio. Each year, BGSU publishes an Annual Performance Report for each of its sponsored community schools. These reports are designed to inform school leadership and stakeholders by providing a comprehensive review of the school’s performance during the sponsorship contract term.
This report presents an overview of Toledo School for the Arts’ performance in the areas of academics, fiscal responsibility, organizational effectiveness, and legal compliance. It highlights the school’s strengths, identifies areas for growth, and offers insights into its overall progress under the current sponsorship agreement, which covers the 2024–2029 contract term.
As part of its oversight responsibilities, BGSU monitors and evaluates the academic performance and operational quality of each sponsored school and provides technical assistance to support continuous improvement. The evaluations are based on the most current and reliable data available.
This Annual Performance Report reflects BGSU’s ongoing commitment to accountability, transparency, and excellence in community school sponsorship.
| School Name | Toledo School for the Arts | ||||
| IRN | Contract Term | Contract Start Date | Contract End Date | Grades Served | |
| 133942 | 5 Years | 7-1-2024 | 6-30-2029 | 6-12 | |
| Address | 333 14th Street, Toledo, OH 43604 | ||||
| Contact Information | Phone: 419-246-8732 | Fax: 419-724-4295 | |||
| Website | https://ts4arts.org | ||||
| School Leadership | Rob Koenig, Director
Letha Ferguson, Principal | ||||
| Governing Authority | https://ts4arts.org/about-us/governing-board/ | ||||
| Mission Statement | Toledo School for the Arts serves as an inclusive community where learning is rigorous, creativity is cultivated, and the individual is celebrated. | ||||
| TOTAL ENROLLMENT IN 2025-2026 (as of last day of school) | 763 | ||||
| STUDENT DEMOGRAPHICS | ENROLLMENT BY GRADE | ||||
| GENDER | K | NA | |||
| Female 554 / 72.6% | Male 209 / 27.4% | 1 | NA | ||
| RACE/ETHNICITY | 2 | NA | |||
| Asian/Pacific Islander | 5 / <1% | 3 | NA | ||
| African American | 154 / 20.2% | 4 | NA | ||
| Hispanic/Latino | 105 / 13.8% | 5 | NA | ||
| Multiracial & Other | 83 / 10.9% | 6 | 118 / 15.5% | ||
| Native American | 0 / 0% | 7 | 118 / 15.5% | ||
| White/Caucasian | 416 / 54.5% | 8 | 116 / 15.2% | ||
| HISTORICALLY UNDERSERVED POPULATIONS | 9 | 112 / 14.7% | |||
| Free or Reduced-Price Lunch | 401 / 52.6% | 10 | 109 / 14.3% | ||
| Students with Disabilities | 85 / 11.1% | 11 | 101 / 13.2% | ||
| English Language Learners | 1 / <1% | 12 | 89 / 11.7% | ||
| School Academic/Non-Academic Performance | |||||||||
| Traditional Ohio State School Report Card | 2024-2025 | 2025-2026 | 2026-2027 | 2027-2028 | 2028-2029 | ||||
| Overall Rating | Meets the Standard | Meets the Standard | |||||||
| Achievement Component | Meets the Standard | Meets the Standard | |||||||
| Performance Index | Meets the Standard | Meets the Standard | |||||||
| Progress Component | Meets the Standard | Approaches the Standard | |||||||
| Overall Value-Added Progress Measure | Meets the Standard | Approaches the Standard | |||||||
| Gap Closing Component | Approaches the Standard | Meets the Standard | |||||||
| English Language Arts Achievement by Student Group |
Exceeds the Standard |
Exceeds the Standard | |||||||
| Math Achievement by Student Group | Approaches the Standard | Falls Below the Standard | |||||||
| English Language Arts Growth by Student Group |
Falls Below the Standard |
Falls Below the Standard | |||||||
|
Math Growth by Student Group |
Falls Below the Standard |
Falls Below the Standard | |||||||
| Graduation Goals by Student Group |
Exceeds the Standard |
Exceeds the Standard | |||||||
|
Chronic Absenteeism (Met/Not Met) | Not Met | Met | |||||||
| Gifted Performance | NA | NA | NA | NA | NA | ||||
| Graduation Component | Exceeds the Standard | Exceeds the Standard | |||||||
| 4-Year Graduation Rate | Exceeds the Standard | Exceeds the Standard | |||||||
| 5-Year Graduation Rate | Meets the Standard | Exceeds the Standard | |||||||
| Early Literacy Component | NA | NA | NA | NA | NA | ||||
| Proficiency in 3rd Grade | NA | NA | NA | NA | NA | ||||
| Promotion to 4th Grade | NA | NA | NA | NA | NA | ||||
| Improving K-3 Literacy | NA | NA | NA | NA | NA | ||||
| College, Career, Workforce,and Military Readiness | Exceeds the Standard | Meets the Standard | |||||||
| PBIS | Yes | Yes | |||||||
| PI vs Similar School #1 | Exceeds the Standard | Exceeds the Standard | |||||||
| PI vs Similar School #2 | Exceeds the Standard | Exceeds the Standard | |||||||
| School Academic Achievement Targets and Metrics | 2024-2025 | 2025-2026 | 2026-2027 | 2027-2028 | 2028-2029 | ||||
| Nationally-Normed Assessment Achievement 6-8 Reading/ELA (STAR) | Meets the Standard | Exceeds the Standard | |||||||
| Nationally-Normed Assessment Achievement 6-8 Math (STAR) | Approaches the Standard | Meets the Standard | |||||||
| Sixth Grade ELA | Meets the Standard | Meets the Standard | |||||||
| Sixth Grade Math | Approaches the Standard | Approaches the Standard | |||||||
| Seventh Grade ELA | Meets the Standard | Meets the Standard | |||||||
| Seventh Grade Math | Falls Below the Standard | Falls Below the Standard | |||||||
| Eighth Grade ELA | Approaches the Standard | Meets the Standard | |||||||
| Eighth Grade Math | Approaches the Standard | Falls Below the Standard | |||||||
| Eighth Grade Science | Meets the Standard | Meets the Standard | |||||||
| 9-12 EOC Algebra I | Meets the Standard | Approaches the Standard | |||||||
| 9-12 EOC American US Government | Exceeds the Standard | Exceeds the Standard | |||||||
| 9-12 EOC American US History | Exceeds the Standard | Exceeds the Standard | |||||||
| 9-12 EOC Biology | Exceeds the Standard | Exceeds the Standard | |||||||
| 9-12 EOC ELA II | Exceeds the Standard | Exceeds the Standard | |||||||
| 9-12 EOC Geometry | Falls Below the Standard | Falls Below the Standard | |||||||
| 9-12 Credit Earning Rate | Exceeds the Standard | Exceeds the Standard | |||||||
| School Academic Growth Targets and Metrics | 2024-2025 | 2025-2026 | 2026-2027 | 2027-2028 | 2028-2029 | ||||
| Nationally-Normed Assessment Growth 6th-8th Reading | Meets the Standard | Falls Below the Standard | |||||||
| Nationally-Normed Assessment Growth 6th-8th Math | Meets the Standard | Meets the Standard | |||||||
| Nationally-Normed Assessment Growth 6th-8th Reading - SUBGROUP |
Falls Below the Standard (SWD, Math) |
Approaches the Standard (SWD, ELA) | |||||||
| School performance ratings are identified as Exceeds, Meets, Approaches or Falls Below the Standard |
| School Academic/Non-Academic Performance | |||||
| School Fiscal Performance Targets and Metrics | 2024-2025 | 2025-2026 | 2026-2027 | 2027-2028 | 2028-2029 |
| Unrestricted Days Cash | Exceeds the Standard | Meets the Standard | |||
| Current Year Enrollment Variance | Exceeds the Standard | Exceeds the Standard | |||
| Debt Management | Meets the Standard | Meets the Standard | |||
| Total Expense Variance | Meets the Standard | Approaches the Standard | |||
| Sponsor Financial Reporting | Exceeds the Standard | Exceeds the Standard | |||
| Audit Findings | Meets the Standard | Meets the Standard | |||
| Enrollment Sustainment | Exceeds the Standard | Exceeds the Standard | |||
| Sustainability | Exceeds the Standard | Meets the Standard | |||
| School Governance Performance Targets and Metrics | 2024-2025 | 2025-2026 | 2026-2027 | 2027-2028 | 2028-2029 |
| Board Engagement | Exceeds the Standard | Exceeds the Standard | |||
| Required # of Reg. Board Meetings | Meets the Standard | Meets the Standard | |||
| Required # of Board Members | Meets the Standard | Meets the Standard | |||
| Required Board Documents | Meets the Standard | Meets the Standard | |||
| Proper Meeting Notice | Meets the Standard | Meets the Standard | |||
| Board Member Training | Meets the Standard | Meets the Standard | |||
| Board Member Attendance | Meets the Standard | Approaches the Standard | |||
| Compliance/Organizational & Operational Performance Targets and Metrics | 2024-2025 | 2025-2026 | 2026-2027 | 2027-2028 | 2028-2029 |
| On-Time Records Submissions | Meets the Standard | Meets the Standard | |||
| Accuracy of Records Submissions | Exceeds the Standard | Exceeds the Standard | |||
| Financial Forecast Submission | Meets the Standard | Meets the Standard | |||
| Annual Budget | Meets the Standard | Meets the Standard | |||
| Annual Report | Meets the Standard | Meets the Standard | |||
| Emergency Management Plan | Meets the Standard | Meets the Standard | |||
| Out of School Suspension 6-8 | Falls Below the Standard | Meets the Standard | |||
| Out of School Suspension 9-12 | Falls Below the Standard | Meets the Standard | |||
| Mission Specific | Exceeds the Standard | Approaches the Standard | |||
| School performance ratings are identified as Exceeds, Meets, Approaches or Falls Below the Standard |
Section I- Performance on the State Report Card Component
Bowling Green State University (BGSU) will use data reported by the Ohio School Report Card to analyze school performance on state-mandated assessments. All applicable measures and indicators of student performance on the report card will receive a rating based on performance. To successfully meet the target for each measure and indicator, the school must be rated Meets the Standard or higher.
| School Academic Performance on the Traditional Ohio School Report Card | ||||||
| Academic Indicators | Exceeds Standard
(6 points) | Meets Standard
(4 points) | Approaches Standard
(2 Points) | Falls Below Standard
(0 points) | ||
| Overall Rating | 4 - 5 Stars | 3 – 3.5 Stars | 2 – 2.5 Stars | 1 – 1.5 Stars | ||
| Achievement Component | 4 - 5 Stars | 3 – 3.5 Stars | 2 – 2.5 Stars | 1 – 1.5 Stars | ||
| Performance Index | ≥80% of maximum score | ≥70% but ＜80% of maximum score
71.2% | ≥50% but＜70% of maximum score | ＜50% of maximum score | ||
| Progress Component | 4 - 5 Stars | 3 – 3.5 Stars | 2 – 2.5 Stars | 1 – 1.5 Stars | ||
| Overall Value-Added Progress Measure | 4 - 5 Stars | 3 – 3.5 Stars | 2 – 2.5 Stars | 1 – 1.5 Stars | ||
| Gap Closing Component | 4 - 5 Stars | 3 – 3.5 Stars | 2 – 2.5 Stars | 1 – 1.5 Stars | ||
| English Language Arts Achievement by Student Group |
≥45% of maximum score |
≥30% but <45% of maximum score |
≥10% but<30% of maximum score | <10% of maximum score | ||
| Math Achievement by Student Group |
≥45% of maximum score |
≥30% but <45% of maximum score |
≥10% but<30% of maximum score | <10% of maximum score | ||
| English Language Arts Growth by Student Group |
≥45% of maximum score |
≥30% but <45% of maximum score |
≥10% but<30% of maximum score | <10% of maximum score | ||
| Math Growth by Student Group |
≥45% of maximum score |
≥30% but <45% of maximum score |
≥10% but<30% of maximum score | <10% of maximum score | ||
| Graduation Goals by Student Group |
≥45% of maximum score |
≥30% but <45% of maximum score |
≥10% but<30% of maximum score | <10% of maximum score | ||
| Chronic Absenteeism | Met | Not Met
| ||||
| Gifted Performance | N/A | N/A | N/A | N/A | ||
| Graduation Component | 4 - 5 Stars | 3 – 3.5 Stars | 2 – 2.5 Stars | 1 – 1.5 Stars | ||
| 4-Year Graduation Rate | ≥93.5%
95.3% | ≥90% but＜93.5% | ≥84% but ＜90% | ＜84% | ||
| 5-Year Graduation. Rate |
≥ 93.5% 97.7% | ≥90% but＜93.5% | ≥84% but ＜90% | ＜84% | ||
| Early Literacy Component | NA | NA | NA | NA | ||
| Proficiency in 3 rd Grade | NA | NA | NA | NA | ||
| Promotion to 4 th Grade | NA | NA | NA | NA | ||
| Improving K-3 Literacy | NA | NA | NA | NA | ||
| College, Career, Workforce, and Military Readiness | 4 - 5 Stars | 3 – 3.5 Stars | 2 – 2.5 Stars | 1 – 1.5 Stars | ||
| PBIS | Yes | No | ||||
Performance Index vs. Similarly Situated Local Schools
| Exceeds performance index average gathered from two (2) similar schools in the local market | Meets performance index average gathered from two (2) similar schools in the local market | Meets performance index gathered from one (1) similar school in the local market | Falls below performance index gathered from two (2) similar schools in the local market |
Section II- Academic Achievement Targets & Metrics Component
Bowling Green State University will use data reported by the school to analyze additional applicable academic measures of student performance. All goals will receive a rating of Exceeds, Meets, Approaches, or Falls Below the Standard based on performance. All locally administered norm-referenced assessments must be on the Ohio Department of Education and Workforce approved vendor list.
| School Academic Achievement Targets & Metrics | ||||||
| Measure Domain | Assessment | Grades | Exceeds the Standard
(6 points) | Meets the Standard
(4 points) | Approaches the Standard
(2 points) | Falls Below the Standard
(0 points) |
| Achievement | Schools locally administered norm-referenced assessment Reading/ELA (STAR) | 6th-8th |
50% at or above grade level on schools locally administered norm-referenced assessment 52% | 41-49% at or above grade level on schools locally administered norm-referenced assessment | 30-40% at or above grade level on schools locally administered norm-referenced assessment | ＜30% at or above grade level on schools locally administered norm-referenced assessment |
| Achievement | Schools locally administered norm-referenced assessment
Math (STAR) | 6th-8th | 50% at or above grade level on schools locally administered norm-referenced assessment |
41-49% at or above grade level on schools locally administered norm-referenced assessment 43% | 30-40% at or above grade level on schools locally administered norm-referenced assessment
| ＜30% at or above grade level on schools locally administered norm-referenced assessment |
| Achievement | Sixth Grade English Language Arts | 6th | 70-100% of students are proficient or higher |
50-69% of students are proficient or higher 62.7% | 40-49% of students are proficient or higher | <40% of students are proficient or higher |
| Achievement | Sixth Grade Math | 6th | 70-100% of students are proficient or higher | 50-69% of students are proficient or higher |
40-49% of students are proficient or higher 45.2% | <40% of students are proficient or higher |
| Achievement | Seventh Grade English Language Arts | 7th | 70-100% of students are proficient or higher |
50-69% of students are proficient or higher 61.9% | 40-49% of students are proficient or higher |
<40% of students are proficient or higher |
| Achievement | Seventh Grade Math | 7th | 70-100% of students are proficient or higher | 50-69% of students are proficient or higher | 40-49% of students are proficient or higher |
<40% of students are proficient or higher 30.6% |
| Achievement | Eighth Grade English Language Arts | 8th | 70-100% of students are proficient or higher |
50-69% of students are proficient or higher 58.4% | 40-49% of students are proficient or higher | <40% of students are proficient or higher |
| Achievement | Eighth Grade Math | 8th | 70-100% of students are proficient or higher | 50-69% of students are proficient or higher | 40-49% of students are proficient or higher |
<40% of students are proficient or higher 36% |
| Achievement | Eighth Grade Science | 8th | 70-100% of students are proficient or higher |
50-69% of students are proficient or higher 56.5% | 40-49% of students are proficient or higher | <40% of students are proficient or higher |
| Achievement | Algebra I EOC pass rates | 9th-12th | 70-100% of students pass EOC exam in Algebra I | 50-69% of students pass EOC exam in Algebra I
|
40-49% of students pass EOC exam in Algebra I 46.8% | ＜40% of students pass EOC exam in Algebra I |
| Achievement | American US Government EOC pass rates | 9th-12th | 70-100% of students pass EOC exam in American US Government
90.2% | 50-69% of students pass EOC exam in American US Government | 40-49% of students pass EOC exam in American US Government | ＜40% of students pass EOC exam in American US Government |
| Achievement | American US History EOC pass rates | 9th-12th | 70-100% of students pass EOC exam in American US History
83.2% | 50-69% of students pass EOC exam in American US History | 40-49% of students pass EOC exam in American US History | ＜40% of students pass EOC exam in American US History |
| Achievement | Biology EOC pass rates | 9th-12th | 70-100% of students pass EOC exam in Biology
74.8% | 50-69% of students pass EOC exam in Biology | 40-49% of students pass EOC exam in Biology | ＜40% of students pass EOC exam in Biology |
| Achievement | English Language Arts II EOC pass rates | 9th-12th | 70-100% of students pass EOC exam in ELA II
79.1% | 50-69% of students pass EOC exam in ELA II | 40-49% of students pass EOC exam in ELA II | ＜40% of students pass EOC exam in ELA II |
| Achievement | Geometry EOC pass rates | 9th-12th | 70-100% of students pass EOC exam in Geometry | 50-69% of students pass EOC exam in Geometry | 40-49% of students pass EOC exam in Geometry | ＜40% of students pass EOC exam in Geometry
24.1% |
| Achievement | Credit Earning Rate | 9th-12th | The average credit earning rate for HS students is 90-100%
97.59% | The average credit earning rate for HS students is 80-89% | The average credit earning rate for HS students is 60-79% | The average credit earning rate for HS students is below 60% |
Section III- Academic Growth Component
Bowling Green State University will use data reported by the school to analyze additional applicable academic measures of student performance. All goals will receive a rating of Exceeds, Meets, Approaches, or Falls Below the Standard based on performance. All locally administered norm-referenced assessments must be on the Ohio
Department of Education and Workforce approved vendor list.
| School Academic Growth Targets & Metrics | |||||||
| Measure Domain | Assessment | Grades | Overall Goal | Exceeds the Standard
(6 points) | Meets the Standard
(4 points) | Approaches the Standard
(2 points) | Falls Below the Standard
(0 points) |
| Locally Administered Norm-Referenced Assessment: | STAR Reading | ||||||
| Growth |
School’s locally administered norm-referenced assessment Reading | 6th-8th | Students grow 1.0 or more in grade equivalency from the beginning of year to end of year administration | 80-100% | 50-79% | 40-49% |
＜40% 39% |
| Locally Administered Norm-Referenced Assessment: | STAR MATH | ||||||
| Growth |
School’s locally administered norm-referenced assessment Math | 6th-8th | Students grow 1.0 or more in grade equivalency from the beginning of year to end of year administration | 80-100% | 50-79%
59% | 40-49% | ＜40% |
| Locally Administered Norm-Referenced Assessment: | STAR | ||||||
| Growth |
School’s locally administered norm-referenced assessment Subgroup Identified Subgroup: Students with Disabilities | 6th-8th |
Students grow 1.0 or more in grade equivalency from the beginning of year to end of year administration in Reading/ELA or Math Identified Subject: Reading/ELA | 80-100% | 50-79% | 40-49%
44% | ＜40% |
Section IV- Performance on Other Fiscal, Governance, Organizational, and Operational Components
Bowling Green State University (BGSU) will use data reported by the school to evaluate performance on non-academic fiscal, governance, organizational, operational, and compliance goals. All goals will receive a rating of Exceeds, Meets, Approaches, or Falls Below the Standard based on performance.
As part of Section IV, the school must establish an annual Mission-Specific SMART Goal that aligns with its stated mission and demonstrates how the school supports and reinforces that mission throughout the academic year. The goal must be specific, measurable, achievable, relevant, and time-bound (SMART) and include measurable student outcomes and supporting data to evaluate progress.
Mission-specific goals may focus on areas such as student attendance, discipline, academic achievement, community service, or student honors and awards, provided they align with the school's mission and demonstrate progress toward improved student outcomes.
| School Fiscal Performance Targets and Metrics | ||||
| Measure Domain | Exceeds the Standard
(6 points) | Meets the Standard
(4 points) | Approaches the Standard
(2 points) | Falls Below the Standard
(0 points) |
| Unrestricted Days of Cash | School has 60 days cash available |
School has between 30 and 59 days cash available 50 days | School has between 15 and 29 days cash available | School has＜15 days cash available |
| Current-year Enrollment Variance |
Actual enrollment equals or is within 95% of budgeted enrollment in most recent year
Budget: 750; ADM: 763 | Actual enrollment is 90–95% of budgeted enrollment in most recent year | Actual enrollment is 80–90% of budgeted enrollment in most recent year | Actual enrollment is less than 80% of budgeted enrollment in most recent year |
| Debt Management | School carries no debt | School meets all debt requirements and is not delinquent on payments | School has missed payments | School is in default on any debt service |
| Total Expense Variance | School expenses are less than 95% of projected | School expenses are between 95-100% of projected |
School expenses are between 100-110% of projected 109% | School expenses are more than 110% of projected |
| Sponsor Financial Reporting | All reports submitted by deadline | No more than two (2) reports or responses submitted no more than five (5) days late | Between three (3) to four (4) reports submitted no more than five (5) days late | More than four (4) reports submitted late or more than five (5) days late |
| Audit Findings | School's most recent audit contains zero (0) findings AND zero (0) management letter comments |
School's most recent audit contains zero (0) findings and no more than two (2)management letter comments 1 management letter | School's most recent audit contains zero (0) findings and between two (2) to five (5) management letter comments | School's most recent audit contains any findings and/or five (5) or more management letter comments |
| Enrollment Sustainment |
Final FTE is >95% of beginning FTE
| Final FTE is between 90% and 95% of beginning FTE | Final FTE is between 85% and 90% of beginning FTE | Final FTE is <85% of beginning FTE |
| Sustainability | The % of eligible students remaining enrolled from one year to the next (October to October) will be at least 90% |
The % of eligible students remaining enrolled from one year to the next (October to October) will be 80-89% 89.46% | The % of eligible students remaining enrolled from one year to the next (October to October) will be at least 70-79% | The % of eligible students remaining enrolled from one year to the next (October to October) below 70% |
| School Governance Performance Targets and Metrics | |||||
| Measure Domain | Assessment | Exceeds the Standard
(6 points) | Meets the Standard
(4 points) | Approaches the Standard
(2 points) | Falls Below the Standard
(0 points) |
| School Governance | Board Engagement | 100% of board members attend two (2) or more school visits or school-sponsored events | 100% of board members attend at least one (1) school visit or school-sponsored event | At least one board member attends at least one (1) school visit or school-sponsored event | Zero (0) board members attend a school visit or school-sponsored event |
| School Governance | Required Number of Regular Board Meetings | Six (6) or more Meetings held per year | Five (5) meetings held per year | Four (4) or fewer meetings held per year | |
| School Governance | Required Number of Board Members | Five (5) or more sponsor approved board members for all meetings | Fewer than five (5) sponsor approved board members for one (1) or more meetings | ||
| School Governance | Required Board Documents | All board members have a current BCI/FBI criminal background check and COI Disclosure on file with the sponsor prior to expiration. | All board members have a current BCI/FBI criminal background check and COI Disclosure on file with the sponsor,but not prior to expiration. | All board members do NOT have a current BCI/FBI criminal background check and COI Disclosure on file with the sponsor prior to expiration | |
| School Governance | Proper Meeting Notice | Timely public notice for all meetings, reschedules, and cancellations | Timely public notice not provided for one (1) meeting, reschedule, or cancellation | Timely public notice not provided for two (2) or more meetings, reschedules, or cancellations | |
| School Governance | Required Board Member Training | Completion of Open Meetings and Public Records for 100% of board members | Completion of Open Meetings and Public Records for 80-99% of board members | Completion of Open Meetings and Public Records for less than 80% of board members | |
| School Governance | Board Member Attendance | Overall member attendance is ＞90% | Overall member attendance is between 80-90% |
Overall member attendance is between 70-79% 75.63% | Overall member attendance is ＜70% |
| Compliance/Organizational/Operational Performance Targets and Metrics | |||||
| Measure Domain | Goal | Exceeds the Standard
(6 points) | Meets the Standard
(4 points) | Approaches the Standard
(2 points) | Falls Below the Standard
(0 points) |
| Legal Compliance | On-time Records Submission | School is compliant for 100% of ORC/OAC required items | School is compliant for 94-99% of ORC/OAC required items
(99%) | School is compliant for 90-93% of ORC/OAC required items | School is compliant for less than 90% of ORC/OAC required items |
| Legal Compliance | Accuracy of Records Submission | School is compliant for 100% of ORC/OAC required items | School is compliant for 94-99% of ORC/OAC required items | School is compliant for 90-93% of ORC/OAC required items | School is compliant for less than 90% of ORC/OAC required items |
| Legal Compliance | Financial Forecast Submission | October & February forecasts approved and submitted on-time | October & February forecasts approved and submitted 1-15 days after deadline | October & Februray forecasts approved and submitted 16 or more days after deadline | |
| Legal Compliance | Annual Budget | Annual Budget approved and submitted on-time | Annual Budget approved and submitted 1-15 days after deadline | Annual Budget approved and submitted 16 or more days after deadline | |
| Legal Compliance | Annual Report | School Annual Report submitted AND made available to parents by the due date | School Annual Report not submitted OR not made available to parents by the due date |
| Measure Domain | Goal | Exceeds the Standard
(6 points) | Meets the Standard
(4 points) | Approaches the Standard
(2 points) | Falls Below the Standard
(0 points) |
| Legal Compliance | Emergency Management Plan | Emergency management plan approved and current | Emergency management plan not submitted on time, approved or expired | ||
| Student Discipline 6-8 | The school will show an overall decrease in out-of-school suspensions (OSS) from the previous school year. The percent will be calculated using the total number of suspension incidents divided by the total student enrollment. | OSS has decreased by 50% or more from the previous school year. |
OSS has decreased from the previous school year. 28% decrease | OSS remains the same from the previous school year. | OSS increased from the previous school year.
|
| Student Discipline 9-12 | The school will show an overall decrease in out-of-school suspensions (OSS) from the previous school year. The percent will be calculated using the total number of suspension incidents divided by the total student enrollment. | OSS is decreased by 50% or more from the previous school year. |
OSS is decreased from the previous school year. 29.3% decrease | OSS remains the same from the previous school year. | OSS increased from the previous school year.
|
| Mission Specific | At least 75% of TSA students will meet the statewide proficient score on the Business of Arts and Communications WebXam. | School shows evidence of exceeding mission-specific contract SMART goal | School shows evidence of meeting mission-specific contract SMART goal |
School shows evidence of meeting some, but not all, of its mission-specific contract SMART goal 73.49% proficient | Evidence of meeting mission-specific SMART goals is not provided, or school is not meeting the goal |
|
Performance Summary & Prospect for Renewal:
• Probable – The school meets or exceeds minimum performance expectations and is likely to qualify for renewal, subject to the formal renewal review process.
| |
| Areas of Strength |
Graduation and Student Success: Strong graduation outcomes, with four-year and five-year graduation rates of 95.3% and 97.7%, respectively, exceeding performance standards. Academic Achievement: Strong performance in high school end-of-course assessments, particularly Government, History, Biology, and English Language Arts II. Enrollment and Financial Stability: Enrollment exceeded budgeted projections, with 98.06% enrollment sustainment and 50 days of unrestricted cash available. Compliance and Governance: Strong compliance with required reporting, board documentation, and financial submissions, including 100% accuracy of records submitted. Student Discipline: Out-of-school suspensions decreased by 28% in grades 6–8 and 29.3% in grades 9–12. |
| Areas for Improvement |
Mathematics Achievement: Continue to strengthen mathematics instruction and targeted interventions to increase student proficiency in sixth-, seventh- and eighth-grade mathematics, Algebra I, and Geometry. Academic Growth: Focus on improving student academic growth, particularly in reading, with an emphasis on increasing overall STAR Reading growth and supporting reading progress among students with disabilities. Continue implementing strategies to strengthen performance on the state Progress Component. Board Attendance: Work toward increasing overall board member attendance at board meetings from 75.63% to at least 80%. |
| Prospect for Renewal |
Probable Based on the school's overall performance and progress toward meeting the goals established in the Performance Accountability Framework, TSA's prospect for renewal is considered probable. TSA continues to demonstrate strengths in academic achievement, graduation rates, financial stability, and compliance with applicable requirements. While opportunities for improvement remain, the school's overall performance and continued commitment to student success align with BGSU's expectations and support a probable renewal determination. |
Updated: 10/21/2026 02:55PM