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Crosslake Community School
PUBLIC CHARTER SCHOOL DISTRICT # 4059
SCHOOL YEAR 2016-2017 WORLD’S BEST WORKFORCE & ANNUAL REPORT
Board approval: 10/3/2017
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Table of Contents
1. School Information – Page 3 2. Implementation of Primary and Additional Statutory Purposes – Page 4 3. Student Enrollment & Demographics – Page 5 4. Student Attendance, Attrition & Mobility – Page 6 5. Educational Approach and Curriculum – Page 9 6. Innovative Practices & Implementation – Page 12 7. Academic Performance: Goals & Benchmarks – Page 14 8. Educational Effectiveness: Assessment & Evaluation – Page 26 9. Student & Parent Satisfaction – Page 29 10. Environmental Education – Page 29 11. Governance and Management – Page 31 12. Staffing – Page 33 13. Operational Performance – Page 36 14. Finances – Page 38 15. Future Plans – Page 39
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1. School Information CONTACT INFORMATION TODD LYSCIO 36974 County Road 66 Crosslake, MN 56442 218-692-5437 [email protected] crosslakekids.org GRADES SERVED K-12 YEAR OPENED 1999 MISSION AND VISION “TO GROW ENVIRONMENTALLY AWARE, COMMUNITY CONSCIOUS LEARNERS OF EXCELLENCE” AUTHORIZER INFORMATION The Crosslake Community School has a long-standing relationship with the Audubon Center of the Northwoods, and we have recently renewed our contract with Audubon for an additional five years. Audubon has proven to be a strong supporter of our school as well as a tremendous resource for compliance, professional development and overall school program quality. The authorizing mission of ACNW is to ensure quality academic and environmental literacy outcomes for students in Minnesota by conducting effective oversight and evaluation of its authorized schools, providing strategic support to schools, and making informed and merit-based decisions about its portfolio of charter schools. The authorizing vision of ACNW is to authorize a portfolio of high performing charter schools that instill a connection and commitment to the environment in their school communities, while working towards a healthy planet where all people live in balance with the Earth. David Greenberg, Director of Charter School Authorizing Audubon Center of the North Woods Charter School Division 43 Main St. S.E., Suite #507 Minneapolis, MN 55414 612-331-4181 www.auduboncharterschools.org
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2. Implementation of Primary and Additional Statutory Purposes The Crosslake Community School addresses the statutory purposes in a number of ways:
1. Learning opportunities: a. Class size. (Classrooms are capped at 19-20 students) b. Archery program beginning with 4th grade students. c. Enrichment through a variety of field trips during the year. d. Day of Service program honoring Dr. Martin Luther King. e. Clay Target team started in 2016, continued in 2017. f. K-12 multiple grade levels all under one roof in 2015-16. (In 2017, had to
expand to an additional site due to over-crowding at current location). 2. Different and Innovative teaching strategies:
a. Multi-grade elementary classrooms. b. Inter-disciplinary instruction at the middle school level. c. Online high school learning lab, serving grades 7-12, creating flexibility and a
cohort mindset. d. Project based learning model throughout the school. e. Differentiated leveled learning opportunities in math. f. Experimental models of classroom learning stations, individual and group.
3. Measuring outcomes:
a. CCS continues to refine the processes we utilize to track student achievement and growth. Our work also includes an approach that “triangulates” data from at least three different areas. Listed below are a number of different assessment tools used:
i. NWEA. (STAR beginning fall 2017). ii. MCA.
iii. OLPA. iv. Project based learning. v. Classroom assessments.
4. Accountability measures:
a. CCS works to maintain a high level of accountability and transparency and we pride ourselves on timely reporting to the following entities. We feel this multiple-layered approach to accountability is a hallmark not only of our school but all Charter Public Schools who desire to operate at a high level of proficiency and transparency.
b. Audubon. i. Regular communication with Audubon and input from Audubon staff
has helped the Crosslake Community School adhere to all mandatory reporting requirements to state and federal entities.
c. Epicenter reporting protocols. i. On a weekly basis, updates are reported to Epicenter, creating a vast
repository of information regarding school and board operations. d. Site-based leadership.
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i. Even though CCS employs a full time Executive Director, the school has created a site-based leadership model by utilizing teaching staff and others as grade level team leaders and individual committee chairs, allowing for a diverse level of insight.
e. MDE reporting protocols. i. The Minnesota Department of Education has a comprehensive
calendar of reporting requirements that the Crosslake Community School adheres to.
5. To increase student achievement:
a. CCS is a Qcomp school and as such, we have developed internal measures of student improvement and professional development that have been tailored to our specific staff needs. Some specific examples of our work regarding professional development are listed below:
i. School-wide Marzano framework. ii. Content-specific professional opportunities (by grade or content
area). iii. Professional Learning Communities run by teachers. iv. Peer coaching model implemented in 2014-15 further developed in
2016-17. b. We believe smaller class sizes allow for more personalized instruction which
we feel leads to student achievement increases. Also, by aligning best practices in professional development, we believe our staff are better prepared to meet the individual learning needs of all of our students.
3. Student Enrollment & Demographics STUDENT ENROLLMENT In the fall of 2010, there were 124 students enrolled in the Crosslake Community School in grades K-8. In August of 2017, the preliminary enrollment at CCS in grades K-12 was 204 students. There has been an annual increase in total enrollment over the past eight years. The largest percentage of growth has occurred in grades 9-12 as the high school program continues to gain momentum.
Number of Students Enrolled 2015-16 2016-17 2017-18 (est.) Kindergarten 14 10 15 1st Grade 12 16 9 2nd Grade 13 11 18 3rd Grade 16 12 14 4th Grade 20 21 14 5th Grade 18 20 19 6th Grade 20 20 19 7th Grade 13 21 19+3 online 8th Grade 19 13 13+ 2 online 9th Grade 12 17 8 10th Grade 21 10 13 11th Grade 16 15 13 12th Grade 14 24 25
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Total 208 210 204
Total ADM (Average Daily Membership) for year
188.75 199 204
STUDENT DEMOGRAPHICS
Demographic Trends 2015-16 2016-17 2017-18 (est.) Total Enrollment 208 210 204 Male 108 111 113 Female 100 99 91 Special Education 39 57 44 English Learners 0 0 1 Free/Reduced Priced Lunch 58/20 64/27 52/27 Black, not of Hispanic Origin 0 5 6 Hispanic/Latino 0 2 1 Asian/Pacific Islander 0 0 1 American Indian/Alaskan Native 1 0 2 White, not of Hispanic Origin 207 203 194
4. Student Attendance, Attrition & Mobility STUDENT ATTENDANCE As noted below, for the first time in several years, our overall attendance rate had dropped below our desired level of 95%. A large percentage of this drop can be attributed to the addition of the high school program. We had a number of high school students who enrolled with us who were already behind in their credits and who could be considered “high risk” students for dropping out of high school and their attendance was an indicator of that risk. At the close of the 2016-17 school year and during the summer months of 2017, Crosslake Community School made some changes by bringing on additional support for students with the hiring of a social worker and bringing on our own staff as opposed to using content provider teachers as in the past. We believe these two changes will have a positive impact on student attendance and course completion rates. At the K-8 level, renewed efforts are underway to also increase our attendance rates at those levels, including the hiring of a full time social worker from a part time student services worker during the 2016-17 school year.
2014-15 2015-16 2016-17 Overall Student Attendance Rate
95.32 96.62 90.9
STUDENT ATTRITION
Percentage of students* who continued enrollment in the school from Spring 2016 to October 1, 2016.
87%
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STUDENT MOBILITY
Summer Transfers In
Number of students on Oct. 1
Mid-year Transfers
In
Mid-year Transfers
Out
Total Mid-year
Transfers
Mobility Index* (as a
percent)
2014-15 8 144 12 3 15 10.4
2015-16 8 172 72 34 106 62
2016-17 16 197 53 9 62 31.4
* Total mid-year transfers divided by number of students on October 1.
Percentage of students who were enrolled for 95% or more of the 2016-17 school year.
94%
As we note above, our Mobility Index has fluctuated greatly in the past three years. In 2014-15, the number was quite low, due in large part to a lower number of high school students, the group that is most volatile in terms of year-long attendance rates. In 2015-16, we saw a significant increase in mobility for the reason stated above, which is that we saw larger numbers in our high school program. Many of these students were with us for only a quarter or semester as they experimented with online learning. In 2016-17, even though our attendance grew last year, it appears that we were able to keep our students for the year, whereas in the past we lost them to other programs.
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5. Educational Approach & Curriculum
With the Audubon Center of the Northwoods serving as our authorizer, time and energy is
devoted during the school year to enriching the environmental awareness and knowledge of our
student population through content embedded in our curriculum. In addition, throughout the
school year, students are given opportunities to engage in experiential learning opportunities that
further enrich their understanding of the environment and our impact as humans on our
surroundings. During the 2016-17 school year, our science teacher, who is also our EE
coordinator, was given the opportunity to spend time in all of our elementary classrooms to assist
other staff in embedding Environmental Literacy throughout grades K-8.
Beyond this, Crosslake Community School has made a commitment to smaller class sizes and
multi-age classrooms as a means to enrich the learning experience for our students. This
combination of class size and multi-age classrooms allows for classroom teachers to more deeply
engage their students in the educational process. It also allows classroom teachers to develop a
greater understanding of individual students by maintaining contact over a longer period of time.
Feedback from parents has been positive when asked about the multi-grade experience for their
children.
Crosslake Community School teachers also employ the use of personalized learning plans,
further ensuring that individual student needs are met. These plans, along with an emerging
formalized multi-tiered system of support for students, further strengthens our ability to
individualize our instruction to meet specific learner needs.
● The instructional program and curriculum:
Within each classroom, teaching staff utilize a number of strategies to assess student progress toward academic standards. While standardized testing such as NWEA and MCA assessments can help with summative and comparison data from one year to the next and between school districts, our teachers also use daily and weekly assessment strategies to gauge individual student progress. Through unit or chapter tests and quizzes and the use of individual learning plans that include individual goals, our staff are regularly assessing student progress.
Student EE engagement 2017.webp
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During the 2016-17 school year, the staff at CCS began to examine multiple measures of student success by developing a model that looks at a minimum of three data points to determine consistency in content, assessment and delivery of instruction. This will be further developed in the 2017-18 school year.
In addition, constant review of the standards as they relate to our current curriculum offerings for alignment helps to ensure that our students are on track and in alignment with state and local standards. Individual teachers, as well as grade level teams, spent the 2016-17 school year diving deeper into the content standards and assuring that our current content and instructional practices align. ● Remediation and acceleration practices or programming;
When it comes to remediation and acceleration, within the multi-grade classroom model employed by the school, we are able to blend the individual learning opportunities for those students who either need additional time or attention to stay caught up with their grade level, or conversely, those students showing the need or desire to move ahead in a relatively seamless pattern.
With our online math curriculum “Digits”, we are able to move students on a more individual basis through the curriculum if needed. Students also are able to work on enrichment opportunities beyond the regular content delivered.
Crosslake Community School offers Title I services for our students who qualify for that level of support. In addition, we work with the RtI framework as additional interventions for support to students needing that level of service. Plans are underway to further develop the Multi-Tiered System of Support that includes the use of formalized RtI services for the 2017-18 school year.
● The special education program: Crosslake Community School employs one licensed special education teacher who serves as the lead special education instructor to meet the learning needs of our students on IEP’s in grades K-8 and we recently added a second lead teacher for our online high school for the 2016-17 school year. Our overall program support comes from the Paul Bunyan Special Education Cooperative, who serves all public schools in our area of the state. Student needs are met within a primarily mainstream approach, with some students receiving pull-out services in speech, reading and math. We currently have two additional teachers working in our K-8 special education department. Both are on variances as their licensure is in other areas. In addition, special education paraprofessionals are assigned to students as indicated in student IEP’s to provide them with additional classroom support. We also have employed two high school paraprofessionals in the 2016-17 school year to meet the IEP requirements for para support for those students in need.
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● The English Learner program:
Current curriculum utilized for our Literacy plan provides parent communication options written in the native language for purposes of clear articulation of goals, etc.
As the need arises through home language surveys, intensive intervention strategies will be employed for English Language Learners who demonstrate a greater need than those typically outlined through programs such as Title I and RtI.
Every effort will be made to bring the unique cultural needs of individual students into the school day to aid in the transition from home to school. During the 2016-17 school year, there were no students identified who needed ELL support.
● How the school is staffed to meet its educational mission:
In order to maintain our class ratio of 19-20:1, meet special education guidelines, abide by MDE requirements for teacher licensure and to ensure adequate support staff needs, the Crosslake Community School employed 37 staff members during the 2016-17 school year. Included in this number were; 11 classroom teachers, one phy-ed, one music, four special ed. and one Title I teacher. There were two office staff, one building and grounds staff member, one Director of Online learning, a high school counselor, eleven paraprofessionals, a registrar, two learning coaches and one Executive Director.
CCHS – Graduation Credit Requirements Background: The Crosslake Community School Board has approved the following graduation credit requirements:
● 4 credits English
● 3.5 credits Social Studies
● 3 credits math
● 3 credits science
● 1 credit fine arts
● 1 credit physical education/health
● 6 credits electives
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6. Innovative Practices & Implementation
Innovative strategies and unique aspects of our school: The two most prominent features of our school that contribute to our school success are class sizes that are capped at 19 students per teacher and our multi-age approach to instruction. In addition, with an eye on being community-minded and environmentally conscious learners, we are continually seeking opportunities to engage our community and environment into our learning atmosphere. One example of this is our Dr. Martin Luther King Jr. Day of service program. With an increased emphasis on Environmental Literacy, we have begun to incorporate some additional time with our science teacher by bringing her into individual elementary classrooms to enhance the science curriculum with EE components. Our online high school recently completed its third year of operation, we employ a multi-tiered system of support for our students that lends itself to what we hope will demonstrate a higher course and program completion rate than typical online schools. Not only do students receive instruction from licensed online staff, CCHS also employs a part time school counselor, full time learning coaches at a ratio of 40:1 (students to coach), a full time special education teacher and a director of the program. Just like in the K-8 program, we value a small setting for our students when it comes to their schooling. Crosslake also offers an on-site online model for those students who choose to spend time in a more social setting while they do their schoolwork. Our lab is staffed with a full time learning coach who is a licensed teacher as well as a full time paraprofessional to support our students with special education support needs. After school or summer school programs: During the 2016-17 school year, our students were able to continue with a long tradition of being able to participate in a competitive archery program. In addition, sports club offerings (basketball, soccer, middle school track and field and clay target league) gave students the opportunity to participate in a variety of team and individual sports. Beyond these athletic opportunities, students are also able to participate in art and Lego clubs throughout the school year. For the first time in school history, CCS joined the Minnesota State High School League as we offered a competitive speech program. Even though we only had a handful of participants, it was exciting to be able to extend our extra-curricular offerings for high school students. We made an attempt to offer a comprehensive summer school program beginning in June of 2017, but were unable to secure enough participation to make the program run. We will continue to create opportunities for summer enrichment. Our belief is that with the construction of a new school building during the 2018-19 school year, we may see greater interest in summer programs.
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Pre-school program: CCS does not currently offer a formal pre-school program due primarily to a lack of space. If the level of interest allows, we do make available an “Introduction to Kindergarten” program for four and five year old students which brings them into school for two half days each week to help them learn how school works and how the time schedule runs, etc. In 2016-17 there were eight students who participated in the program. Of the eight, six chose to enroll in CCS as kindergarten students in the fall of 2017. Key successes: In the fall of 2014, Crosslake Community School launched our 9-12 online high school. Enrollment was projected to be around 10-12 students. The school actually had an enrollment of over 20 students throughout the year, culminating with our first high school graduate. In 2016, our enrollment at the high school level increased to 65 students served throughout the year. Also, because of this addition to our program, we have been able to serve some unique learning needs for high school students not only in our area but around the state. Beginning in the fall of 2017, CCS has been approved to add 7th and 8th grade students into our online program, giving us a unique model of meeting the educational needs of this population with either a traditional classroom setting or online based on the learner’s individual needs. Key challenges for Crosslake Community School: As shown in other areas of this report, our MCA assessment scores dropped, causing us to further examine our educational model, in particular as it relates to students needing additional academic support. On an annual basis, we review our assessment data as well as other success indicators to determine our overall performance as a school. We feel strongly that we should be among the best of the schools in our area of the state on assessments such as the MCAs and other measures. As a school board and staff, we continue to look at our various data points to determine if possible contributing factors and will be addressing these drops as we transition into the 2017-18 school year. Plans to address challenges: We believe there were a number of contributing factors to the drop in our MCA scores including the addition of high school students to the testing, issues during test administration coming from factors outside our control as well as some organizational issues we faced internally during testing (loss of internet connection, log-on issues, etc.). Our school is addressing these issues by purchasing additional laptop computers that will allow testing to take place in classrooms rather than moving students in and out of areas (such as a lunchroom) that are not ideal for testing. We will also continue to employ strategies such as RtI and Title I support for our struggling students. Beginning in the fall of the 2017-18 school year, there have been some staffing changes and program adjustments to increase the level of support for our struggling learners. For example, our staff member who was only providing part time support through our RtI model has been moved to full time. We are creating a more formalized assessment and referral process to target specific needs of those students who need additional help.
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Strategic planning: Beginning with the summer of 2014, the Crosslake Community School has embarked on a strategic planning process that is resulting in a dynamic, interactive strategic plan. Much of the plan focuses on discussions surrounding continued sound fiscal management, the growing of programs such as our online high school and kindergarten enrichment opportunities to attract and retain students, and a comprehensive look at student enrollment trends and emerging facility needs. With a new five year contract in place with Audubon, our WBWF committee will be working to craft a new strategic plan to address the re-designed academic goals and other performance measures. This document will be used to create a new strategic plan that will address those new goals. (attachment A has our current Strategic plan for review).
7. Academic Performance: Goals & Benchmarks World’s Best Workforce (WBWF) Goal Areas:
● Ready for Kindergarten [R4K]: All students are ready for kindergarten. ● Reading Well by 3rd Grade [RG3]: All students in third grade achieve grade-level literacy. ● Achievement Gap Closure [AGC]: All racial and economic achievement gaps between
students are closed. ● Career and College Ready [CCR]: All students are career- and college-ready before
graduating from high school. ● Graduate from High School [GRAD]: All students graduate from high school.
Indicator 1: Mission Related Outcomes
Goal:
Goal Results Explanation of Results
By 2017, 100% of the students at Crosslake Community School will have engaged in a minimum of 3 different community activities with a minimal time commitment to be 10 hours.
Log Village.
Roadside clean up.
Martin Luther King Jr. Day
of Service.
Pennies for Patients.
Cabin Fever.
Public Library on a weekly
basis.
Pumpkin growing and Chili
cook-off participation.
Halloween parade.
St. Patrick’s Day parade.
Students at Crosslake
Community School have
several opportunities annually
to connect with our
community. 100% of our
students participated in at
least three of these activities
in grades K-8. High school
students, on an individual
basis were able to engage
their own communities with
various service projects, etc.
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By 2017, the parents of Crosslake Community School will indicate a 92% satisfaction rating for school communication through the annual parent survey.
Based on a parent survey
conducted in February of
2017, 91.3% of parents are
satisfied with the level of
communication from their
teachers and 95.6% are
satisfied with schoolwide
communication.
Effective communication is
an area we continue to refine.
We are gradually moving
closer to a fully paperless
level of communication,
utilizing our website, text
messaging and formal
communications via our JMC
system.
By 2017, the number of office behavioral reports will decrease by 20% from the baseline established at the end of the 2012 school year.
During the 2016-17 school
year, there were two incidents
that required use of the DIRS
with MDE. In spite of these
two reports, daily disciplinary
incidents remained at a very
low rate.
With the implementation of
our PBIS program that
focuses on our four character
points of Kindness, Integrity,
Discipline and Service has
created a positive dynamic
school-wide.
By 2017, Crosslake Community School will have an increase of 10% student satisfaction or reach 95% in the areas of school safety and overall student satisfaction from the baseline established in the 2012 student survey.
97.1% of parents and students
reported that they feel safe at
school based on the parent
survey conducted in February
of 2017.
This measure represents a
score above 95%, but our
hope is that our students and
families would all feel 100%
safe at school at all times.
Indicator 2: English Language Learners
Goal: During the 2016-17 school year, the Crosslake Community School did not have any students enrolled who needed English as a Second Language support. No goal has been established here.
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Indicator 3: Reading Growth
The reading growth goal is: A 2.82% yearly increase of CCS students will meet growth projections for the next 5 years from our 2011 NWEA Map scores to achieve a 75% goal.
In 2016 64.23% of students
met the growth projections.
In 2017, Fall to Spring in
grades K-8 67.15% met or
exceeded growth goals.
While our performance on
growth projections was
higher than in 2016, we did
not meet the 75% goal we
had originally established. In
the fall of 2017 CCS is
shifting to the STAR
assessment, so new goals will
be established for growth.
WBWF Goal Areas Addressed by this Goal:
- Reads well by Third Grade. - Achievement gap reduction.
Key Measures & Results for this Goal: - NWEA assessment results during the course of the school year. - As shown above,
Indicator 4: Math Growth
Goal:
The math growth goal is: a. 2.33% yearly increase of CCS students will meet growth projections for the next 5 years from our 2011 NWEA Map scores to achieve a 75% goal.
Spring 2016 NWEA testing
revealed 61.76% of students
achieving growth goals.
Spring 2017 NWEA testing
revealed 67.16% of students
achieving growth goals.
Similar to reading, while we
did see an increase in
students meeting growth
goals, we still did not meet
our target of 75%.
WBWF Goal Areas Addressed by this Goal:
- Achievement gap reduction. Key Measures & Results for this Goal:
- NWEA scores.
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Indicator 5: Reading Proficiency
Goals:
By 2017, 65% of Crosslake Community School students in grades kindergarten through grade 2 will achieve grade level or higher on school administered tests in reading and math. (Proficiency score)
Spring testing information
from grades K-2 for 2017:
Math: 67.6% of our K-2
students met or exceeded
their growth goals from fall
to spring using NWEA data.
Reading: 56.8% of our K-2
students met or exceeded
growth using data from fall to
spring using NWEA data.
Analysis:
When we broke the numbers
down further, we realized that
one section of our 1st grade
students performed at a lower
rate on both assessments,
which had an impact on the
whole group. With only 37
students tested in the full
group, a small handful of
students had a significant
impact on schoolwide results.
By 2017, 65% of Crosslake Community School students in grades 3 through 8 will earn an achievement level of Meets or Exceeds proficiency in reading according to state standards as measured by the MCA.
59.2% of Crosslake
Community School students
have met or exceeded
proficiency on the Spring
2017 MCA test.
Historically, our students
have performed at or near the
state average. The 2016-17
school year represented the
first year with a full time
Language Arts teacher in
grades 5-8 and we believe we
will see continued
improvement at the middle
school level here.
Using data from students enrolled on October 1 who take the statewide accountability tests, the CCHS 10th grade reading proficiency rate will meet or exceed the state rate or will improve from the 2015 baseline rate by 5 percentage points each school year for the contract ending 7/1/17.
Spring 2017 MCA reading
scores for 10th grade showed
the following:
Crosslake Community
School did not have enough
students to generate the
necessary data for
schoolwide performance.
State level was 60.5%.
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WBWF Goal Areas Addressed by this Goal:
- Reads well by Third Grade. - Achievement gap reduction. - College and career ready. - All students graduate.
Key Measures & Results for this Goal:
- MCA test results as indicated below:
Proficiency Rates, Reading MCA’s
Charter School
State Local
District Comparison
School Comparison
School
2017 59.2% 60.2% 73.5% 63.5% 59.0%
2016 61.3% 59.9% 65.2% 56.7% 60.0%
2015 51.6% 59.5% 73.3% 53.6% 58.9%
2014 66.3% 58.8% 71% 49.7% 53%
2013 58.3% 57.6% 64.9% 44.3% 54.2%
Indicator 6: Math Proficiency
Goals:
By 2017, 65% of Crosslake Community School students in grades 3 through 8 will earn an achievement level of Meets or Exceeds proficiency in math according to MCA test results.
45.2% of Crosslake Community School students have met or exceeded based on most recent MCA data.
In the spring of 2017 we had a large percentage of 8th grade students who did not meet proficiency on the math portion of the MCA which had a strong impact on our overall performance.
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Using data from students enrolled on October 1 who take the statewide accountability tests, the CCHS 11th grade math proficiency rate will meet or exceed the state rate or will improve from the 2015 baseline rate by 5 percentage points each school year during the contract ending 7/1/17.
Spring 2017 MCA math scores for 11th grade showed the following: 0%.
State average for 2016-17 was 48.4%.
Crosslake had a total of 14
students who were assessed
in the spring of 2017. We will
be focusing on the individual
students who did not pass for
additional support during the
2017-18 school year.
WBWF Goal Areas Addressed by this Goal:
- College and Career Ready. - High School graduation.
Key Measures & Results for this Goal: - Student proficiency scores.
Proficiency Rates, Math MCA’s
Charter School
State Local
District Comparison
School Comparison
School
2017 45.2% 58.7% 67.0% 59.2% 61.7%
2016 48.6% 59.5% 80.2% 53.4% 52.9%
2015 53.8% 60.2% 86.3% 64.5% 51.6%
2014 68.8% 60.5% 71.8% 45.6% 54.1%
2013 62.5% 60.2% 66.0% 45.0% 53.5%
Indicator 7: Science Proficiency (and Growth)
Goal: From FY17 to FY21, the school’s aggregate proficiency index score for students in grades 5, 8, and High School will increase by at least 3.0 points from the baseline proficiency index score (FY15-16 baseline – 74.6) OR will be greater than that of the state for the same grades (5, 8 & High School). WBWF Goal Areas Addressed by this Goal:
- College and Career Ready. Key Measures & Results for this Goal:
- See test scores below.
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Proficiency Rates, Science MCA’s (grade 5)
Charter School
State Local
District Comparison
School Comparison
School
2017 55.0% 60.0% 76.1% 63.9% 54.2%
2016 64.7% 61.6% 79.7% 59.5% 64.4%
2015 52.4% 59.3% 70.6% 70.0% 62.9%
The chart below shows overall proficiency scores for Crosslake Community School over the past few years.
Indicator 8: Proficiency or Growth in Other Curricular Areas or Educational Programs
Goal:
By 2017, the number of office behavioral reports will decrease by 20% from a baseline established at the end of the 2012 school year. WBWF Goal Areas Addressed by this Goal:
- Career and College Ready. - Achievement Gap Closure.
Key Measures & Results for this Goal: This goal was established beginning in 2013. In 2014 and 2015, there were no incidents that would require posting to the MDE Disciplinary Incident Reporting System, which takes data on student suspensions, expulsions, etc. In 2016, there was one incident that required reporting into the DIRS with MDE. In the spring of 2017, there were two incidents that met reporting guidelines into the DIRS system.
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CCS has implemented a strong Positive Behavior Intervention System, which is having a positive impact on the overall atmosphere of the school in grades K-8. In addition, CCS has implemented RADkids, an anti-bullying training module for all elementary students which has helped reduce reports of bullying behavior at school. For our high school students: Because we are an online program, our biggest area of concern that relates to student behavior is attendance and course completion rates as well as graduation rates. We are still a fairly young program, so our historical data is still a work in progress. Information on graduation rates is below:
The CCHS graduation rate will meet or exceed the 4, 5, and 6 year state graduation rate or will improve from the school's 2016 baseline rate by 3 percentage points each school year for duration of the contract ending on July 1, 2017.
Spring 2017 results:
4 year rate: %
5 year rate: %
6 year rate: n/a
The attached graph shows
our graduation percentage
for 2017. There were 15
seniors total.
WBWF Goal Areas Addressed by this Goal:
- College and Career Ready. - All students graduate.
Key Measures & Results for this Goal:
- Graduation rates here.
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Indicator 9: Post Secondary Readiness
Goal:
Using the data from students enrolled on October 1, the CCHS student course completion rate will meet or exceed the average course completion rate for Minnesota online schools for the prior year or will improve from the school's 2015 baseline amount by 3 percentage points each school year for duration of the contract ending on July 1, 2017.
In 2015, our course
completion rate was over
80%. During the 2015-16
school year, our completion
rate was 64.46%. The
statewide average in 2016 was
70.47%
For the 2016-17 school year,
our completion rate was 72%.
The state average course
completion rate has not been
released as of 9/25/2017.
80% of students who have lower than a 100% course completion rate will improve their course completion rates by 10 percentage points each year in which they are enrolled at CCHS. 80% of students with a 100% course completion rate will maintain that course completion rate each year in which they are enrolled at CCHS.
There were only four students
from 14-15 to 15-16 that were
under 100% completion that
we had in year two. Their
average completion rate was
25%.
Of the students who
completed 100% of their
courses in 2014-15, only 50%
of students achieved 100% in
year two or 2015-16.
For 2017: 60% of students
enrolled for FY 16 to FY 17
achieved 100% course
completion. 100% of students
enrolled for three years
achieved 100% course
completion.
Of the 40% who did not have
100% completion for two
years, one student dropped
their percentage, one student
maintained at 90% and one
student went up from 25%
completion rate in 15-16 to
46% completion in 16-17.
WBWF Goal Areas Addressed by this Goal: - College and Career Ready. - All students graduate from high school.
Key Measures & Results for this Goal: - Course completion rates.
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Indicator 10: Attendance
Goal: Crosslake Community School will maintain a 95% or better attendance rate. As shown earlier in this report, the attendance rate at CCS was 90.9% for the 201-17 school year. WBWF Goal Areas Addressed by this Goal: - College and Career Ready. - All students graduate. Key Measures & Results for this Goal: It is worth noting that with a total enrollment at the close of the 2016-17 school year of 208 students, we are still a relatively small school. Because of that, it does not take many students to impact percentages on performance in a number of categories. With a high school enrollment that is still somewhat volatile as we grow, the overall attendance rate of better than 90.9% is decent. However, our goal is to continue to work to improve our K-12 attendance rates to be above 95%.
Indicator A: Federal and State Accountability – World’s Best Workforce
Following is information that was used to create the 2016-17 WBWF plan for Crosslake Community School:
a. All students ready for K.
i. Each student will be formally oriented to school prior to day 1.
1. Status: In the spring of 2016, all in-coming kindergarten students
came to school for kindergarten round-up, where they had a
chance to tour the school, learn how to use the school bus and
what a typical day looks like.
2. Through our 4 and 5 year old program that is run two afternoons
each week, children are also introduced to kindergarten. Not all
students choose this program as it is elective only and run through
fund 04 on a fee-based system. Those students who do participate
and choose to attend our school the following year also have a nice
transition to kindergarten.
ii. All students will complete the NWEA assessment in September.
1. Status: Our fall NWEA results are posted earlier in this report.
b. All students reading by 3rd grade.
i. By May 1st of 2017 all students in 3rd grade will be reading at or above
grade level.
1. Status: 62.5% of 3rd grade students met 3rd grade reading
proficiency as measured by the Rigby Literacy by Design
assessment tool.
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c. 8th grade math scores:
i. In the spring of 2017, only 4 out of 12 students met proficiency goals in
math. This is much lower than what we would have anticipated and this
sub-group had a significant impact on our overall performance as a school
due to cell size.
d. Teacher equity data:
i. For our kindergarten students, we have a single kindergarten room
staffed by a fully licensed teacher. In grades 1-4, we have two teachers for
each level and in all cases, the teachers are fully licensed for the grade
levels they teach, which gives all of our students in elementary equal
access to highly qualified teachers.
ii. In grades 5-8, we have one teacher for each grade level, all fully licensed,
with the exception of our social studies teacher, who requires a variance
for two of the classes he teaches. Again, all students have equal access to
all these teachers.
e. Closing achievement gap.
i. Reduce achievement gap by 50% by 2020.
1. Status: See charts below.
ii. Our F/R lunch scores vs. Statewide scores.
1. Status: See charts below.
Crosslake Community School Free and Reduced lunch:
Statewide Free and Reduced Lunch:
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Based on the information shown between the two graphs above, an area of consideration both now and in the future is to identify earlier in the year those students who are free and reduced lunch status and determine what additional support services are in place to address this discrepancy. Future goals will look to reduce specific percentage gaps between the general population and our F/R lunch population.
f. Students career and college ready.
i. 65% of 8th grade students meet or exceed proficiency in reading.
1. Status: 33.3% (only 4 out of 12 students reached proficiency).
ii. Ninety percent (90%) of 8th graders will have filled in the "Postsecondary
Plan - Middle School" and the "8th Grade Readiness Rubric" (Ramp Up
forms) by the end of 8th grade.
1. Status: 100% of 8th grade students met these goals. (7-31-17)
g. All students graduate.
Our goals: 1. The CCHS graduation rate will meet or exceed the 4, 5, and 6 year
state graduation rate or will improve from the school's 2016 baseline rate by 3 percentage points each school year for duration of the contract ending on July 1, 2017.
a. Status: Our graduation rate for 2017 was 13%.
2. Using the data from students enrolled on October 1, the CCHS student course completion rate will meet or exceed the average course completion rate for Minnesota online schools for the prior year or will improve from the school's 2015 baseline amount by 3 percentage points each school year for duration of the contract ending on July 1, 2017.
a. Status: Our completion rate for the 2016-17 school year was 72%. The state average in 2016 was 70.47%.
3. 80% of students who have lower than a 100% course completion
rate will improve their course completion rates by 10 percentage points each year in which they are enrolled at CCHS. 80% of students with a 100% course completion rate will maintain that course completion rate each year in which they are enrolled at CCHS.
a. Status: Of the 40% who did not have 100% completion for
two years, one student dropped their percentage, one
student maintained at 90% and one student went up from
25% completion rate in 15-16 to 46% completion in 16-17.
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8. Educational Effectiveness: Assessment & Evaluation
Data-Based needs:
NWEA assessment data. (From 2015-16 school year):
- Grade K-2: 65% meet or exceed grade level (by 2017)( 54.3% math
and 60.0% reading actual 2016)
- Reading growth: 65% of students in grades 3-8 meeting growth
goals by 2017. (62.13% 2016)
- Math growth: 75% of students in grades 3-8 meeting growth goals
by 2017. (61.3% 2016)
MCA test data. (From Spring 2016 testing)
Math goals:
- 65% in grades 3-8 will meet or exceed (by 2017) (48% actual
2016).
- Using data from students enrolled on October 1 who take the
statewide accountability tests, the CCHS 11th grade math
proficiency rate will meet or exceed the state rate or will improve
from the 2015 baseline rate by 5 percentage points each school
year for duration of the contract ending on July 1, 2017. 0 % in
2016 (3 students tested). 50% in 2015 (4 students tested).
Reading goals:
- 65% in grades 3-8 will meet or exceed (by 2017) (60% actual
2016).
- Using data from students enrolled on October 1 who take the
statewide accountability tests, the CCHS 10th grade reading
proficiency rate will meet or exceed the state rate or will improve
from the 2015 baseline rate by 5 percentage points each school
year for duration of the contract ending on July 1, 2017. 60% in
2016 (5 students tested), 33.3% in 2015 (3 students tested).
● Process for assessing and evaluating each student’s progress toward meeting state and
local academic standards;
Crosslake Community School utilizes NWEA and MCA assessment data as our primary measures of student growth and proficiency. During the 2016-17 school year we will be researching other possible models of assessment for student growth measures that may more accurately align with MCA testing. ● Process for disaggregating data by student group in order to assess the school’s
educational effectiveness in relation to these groups;
With the help of our district assessment coordinator and support from staff at our regional education service cooperative, staff receive training on data collection and the breaking down of information based on school-wide, grade level and individual student performance as well as comparison data of area school districts.
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● Process for providing high quality instruction in a collaborative atmosphere;
The Crosslake Community School utilizes a Staff Development/Curriculum committee that meets on a monthly basis to review and evaluate our curriculum. Annually, CCS staff engage in school-wide professional development focused on instructional best practices, as well as a Qcomp model that allows for grade level and/or interest-based professional development in a Professional Learning Community format. Listed below is the current cycle for curriculum review. In evaluating our core content, our committee, as well as classroom teachers, take into consideration what the Department of Education requires, what our board and authorizer indicate as being important features of our program, formal assessment results and the age of the materials are also contributing factors in our review of curriculum. The Executive Director of the school has a separate set of goals and performance expectations as outlined in the management section of this report.
● Process for reviewing and evaluating the strengths and weaknesses of instruction and curriculum;
Listed below is our curriculum review cycle. Crosslake Community School has a committee charged not only with the review of our curriculum assuring alignment with state required standards, etc. but since this committee is also charged with the staff development model for the school, we have been able to develop consistency in our review cycle and best practice models as they relate to effective instructional practices, etc. At the high school level, our Director of Online Programming works closely with our content provider and the Minnesota Department of Education to ensure that our current coursework meets the requirements for graduation and workforce preparation as outlined in statute.
Crosslake Curriculum Review Cycle
Core Standards Curriculum Areas:
● Language Arts (reading, writing, handwriting, spelling)
● Math (Elementary, Middle School, Algebra)
● Music, Physical Education, Health, Art
● Social Studies
● Science
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Year Review & Evaluate
against current
standards.
Include
technology and
RTI/ Sped needs.
Implement new
standards and
curriculum
Monitor 1 Monitor 2 Monitor 3
2013-2014 Music, P.E.,
Health, Art
Math Language Arts Science Social Studies
2014-2015 Social Studies Music, P.E.,
Health, Art
Math Language Arts Science
2015-2016 Science Social Studies Music, P.E.,
Health, Art
Math Language Arts
2016-2017 Language Arts Science Social Studies Music, P.E.,
Health, Art
Math
2017-2018 Math Language Arts Science Social Studies Music, P.E., Health,
Art
● The school’s system for periodically reviewing and evaluating the effectiveness of all instruction and curriculum;
o Our curriculum review cycle. ▪ As indicated above, the review cycle is our tool to constantly review
and evaluate existing curriculum to determine effectiveness. o Teacher evaluation through Q-comp.
▪ Beginning in the spring of 2014, CCS began implementing Marzano protocols for effective instruction and best practices. On-going professional development through support of a consultant as well as peer-coaching models have been implemented. This model is still in effect following the 2016-17 school year.
▪ As a Q-comp school, teaching staff are also involved in Professional Learning Communities that focus on best practices in classroom management and instruction. These learning communities meet on a weekly basis throughout the year.
o Principal evaluation tool. ▪ See attachment B for Principal Evaluation tool.
● Education effectiveness practices that integrate high-quality instruction, rigorous curriculum, technology, and a collaborative professional culture that develops and supports teacher quality, performance, and effectiveness.
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As indicated above, our school employs a Qcomp model, placing strong emphasis on teacher development and best practices that are aligned throughout our program in grades K-12. Staff receive specific training 3-4 times per year from outside providers as well as weekly meetings that are staff-driven. We have worked hard for several years to bring a common language and framework of professional development that crosses content and grade level areas.
● Process for examining the distribution of experienced and qualified teachers across the district and within school sites using data.
Since we are a single section school for the most part, we do not have multiple sites. Students at one point or another actually work with all teachers at given grade levels, so we do not currently have a process for distributing staff across the district. Further explanation is located in the section of this report on the Worlds Best Workforce.
9. Student & Parent Satisfaction:
Annually, during spring conferences, Crosslake Community School surveys parents with the use of a computer-generated anonymous survey. There are 39 questions covering eleven broad categories in the survey including: Financial management, Facilities, Leadership (board and director), Curriculum, Special Education services, Teachers, Technology, Community Engagement, Environmental Education and School Climate. In all categories, there were only two areas where parents rated their overall satisfaction lower than 85%. The two areas were food service and breadth of instruction. Relating to food service, CCS must contract with outside vendors, who are required to meet all the same standards with the departments of education and health. However, we do not always have control over the quality of food that is prepared. This will change when we enter a new school building where we intend to prepare our own meals. In digging deeper into the concerns of breadth of curriculum, parents indicated they wanted more art for their students. For the 2017-18 school year, CCS will be adding a specialist to bring formal art instruction into our middle school elective offerings. We will continue to embed art throughout our elementary classrooms as we have in the past. The complete survey results are located on the school website at www.crosslakekids.org. under the school board tab.
10. Environmental Education The mission of Crosslake Community School’s authorizer, the Audubon Center of the North Woods, is to instill a connection and commitment to the environment in people of all communities through experiential learning. ACNW defines environmental education as the implementation of values and strategies that foster learning and create environmentally literate citizens who engage in creating healthy outcomes for individuals, communities, and the Earth. The overarching goal of environmental education is an environmentally literate citizenry. The test of environmental literacy is the capacity of an individual to work individually and collectively toward sustaining a healthy natural environment. This requires sufficient awareness, knowledge, skills, and attitudes in order to create a healthy planet where all people live in balance with the Earth.
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Our approach to environmental education; Staff, students and parents at Crosslake Community School will increase their environmental literacy, and develop the knowledge, skills and attitudes to support a sustainable, healthy environment. The Audubon Center of the North Woods defines environmental education as the implementation of values and strategies that foster learning and create environmentally literate citizens who engage in creating healthy outcomes for individuals, communities, and the earth. Environmental literacy is the knowledge, skills, attitudes, motivation, and commitment to work individually and collectively toward sustaining a healthy natural and social environment. To meet the above goal, Crosslake Community School has agreed to provide opportunities to instill a connection and commitment to the environment through experiential learning. At Crosslake Community School, a portion of our mission is to not only increase environmental literacy, but more so to create a level of awareness for our students and families on how our actions impact our environment with the hopes that we will increase the positive behaviors and reduce the negative. Because we value a hands-on, experiential learning environment, we take advantage of whatever opportunities we have during the year to engage our students in activities that foster their understanding of the environment. Whether through regular water testing in our area of the state to a study of phenology or working with our compost bins, students have a chance to learn by doing when it comes to issues of our environment. How do we know students are becoming more environmentally literate? Several items stand out here. One is the level of engagement our students have with our recycling and waste reduction program at our school. Students are actively involved in the collection of recyclable items and seeing they are properly placed in recycling containers. Students are responsible for our composting bins and students are actively involved in programs such as “Project Feeder Watch” and on-going phenology activities. We also take what might be considered a “science only” topic and have worked to embed environmental literacy throughout our curriculum, embedding it whenever possible into all disciplines. Beginning with the 2017-18 school year, CCS has engaged in a new five year contract with Audubon. As a portion of this contract, a new set of goals and evaluation tools will be implemented, allowing CCS to more accurately report on student environmental literacy standards and achievement.
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11. Governance & Management Initial Board MemberTraining:
Initial Training
Board Member
Name
Original Date Seated
Board’s Role & Responsibilities
Employment Policies & Practices
Financial Management
Lisa Schumacher
01/21/2014 10/26/2015 MSBA staff
8/24/2016 MACS staff
08/24/2015 MACS Staff
Beverly Loeffler
01/20/2015 03/24/2012 MACS Staff
03/24/2012 MACS staff
03/24/2012 MACS staff
Kate Davis 01/20/2015 03/24/2012 MACS staff
03/24/2012 MACS staff
03/24/2012 MACS staff
Jeremy Max 01/20/2015 08/24/2015 MSBA staff
08/24/2015 MSBA staff
08/24/2015 MSBA staff
Sheila York 01/20/2015 07/28/2015
Clifton Larson Allen 12/02/2015 MACS staff
01/15/2015 MACS online
Karen Larson 01/20/2015 08/24/2015 MSBA staff
08/24/2015 MSBA staff
08/24/2015 MSBA staff
Patty Durham 01/19/2016 11/7/2015 MACS staff
11/7/2015 MACS staff
11/13/2015 MACS staff
Lori Scharenbroich
06/13/2016 11/2016 MACS staff
8/2017 PENDING MACS
8/2017 PENDING MACS
Kysa Corbett 01/09/2017 11/2016 MACS staff
01/11/2017 MSBA Staff
01/11/2017 MSBA Staff
Angela Schultz
01/09/2017 1/11/2017 MSBA staff
1/11/2017 MSBA Staff
01/112017 MSBA staff
Annual Training
Annual Training – FY17 YTD
Board Member
Name
Training #1: School finance
Mick Justin 12/12/2016
Training #2: Reauthorization Process
Rhiannon Sargent 2/13/2017
Training #3: Assessment Jen Miller
3/13/2017
Lisa Schumacher
Attended? YES Attended? YES Attended? YES
Beverly Loeffler
Attended? YES Attended? YES Attended? NO
Kate Davis Attended? YES Attended? YES Attended? YES
Jeremy Max Attended? YES Attended? YES Attended? YES
Sheila York Attended? YES Attended? NO (off board) Attended? NO (off board)
Kysa Corbett Attended? NO (Not on board) Attended? YES Attended? YES
Karen Larson Attended? YES Attended? YES Attended? YES
Patty Durham Attended? YES Attended? YES Attended? YES
Lori Scharenbroich
Attended? YES Attended? YES Attended? YES
Angela Schultz
Attended? Not on board Attended? YES Attended? YES
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MANAGEMENT The Crosslake Community School employs a full time Executive Director who is licensed as a
superintendent in the state of Minnesota. This individual serves as superintendent, director and
principal of the school and provides all site leadership aspects of the school operation.
The Executive Director is responsible for direct oversight of all staff, licensed and non-licensed
and is responsible for all student discipline and behavioral expectations. The Executive Director
answers directly to the board of directors of the school.
In addition, the Crosslake Community School contracts for services from a number of entities for
purposes of school operations. DIECI School Finance has provided the financial management for
the school under the direction of the board, school director and members of the finance
committee. The board also contracts with an outside provider (Crosby Ironton Transportation)
for purposes of transporting students.
The Executive Director is subject to an annual review as outlined in the at-will agreement signed
by the Executive Director and board. LIST OF ADMINISTRATORS/QUALIFICATIONS Executive Director: (Oversight of all school programming and operations) Todd Lyscio License #291775 Areas of Licensure: K-12 principal, Community Education, Superintendent PROFESSIONAL DEVELOPMENT PLAN FOR Todd Lyscio; Executive Director Because the current Executive Director is licensed as an administrator in the State of Minnesota, a professional development plan is not required. However, the Board of Directors of Crosslake Community School values on-going professional development not only for teachers and other support staff as well as board members, the following goals and objectives are set before the Executive Director as a method of gauging professional goals and achievement of those goals as they apply to the overall effectiveness of leadership and school success. Director goals for 2016-17 are included at the end of this report as Attachment C.
33
12. Staffing 2016-17 Staffing
2016-17 Licensed Teaching Staff Name File # License and
Assignment (subject/grades)
2017-18 Status*
Comments Additional information:
Patricia Durham 414607 Grades 1-2 R Lance Swanson 180100 Grades 5-8 Social R Annette Klang 313830 Grades 1-2 R Beverly Loeffler 432910 Grades 3-4 R Miranda Graceffa 432464 Grades 5-8 Science R Angela Schultz 380005 Grades 5-8 Math NR Took a position in
another school district Marie Waschek 432852 Grades 3-4 R Lisa Steffen 315201 Kindergarten R Heidi O’Brien 482836 ECFE/ R Lisa Schumacher 434080 PE/Health/DAPE R Kate Davis 388183 Music R Robb Reed 470980 Special Education R Community Expert Victoria Beasley 451676 Special Education R John Richards 286829 High School lab R Mara Powers 491598 Special Education R Gena Jacobson 350222 Special Education R Courtney Guck 492235 German/High School
learning coach NR Took a position in
another district * R = Returning, NR = Not Returning 2016-17 Teacher Professional Development Activities: During the 2016-17 school year, staff engaged in four sessions of professional development provided by the National Joint Powers Alliance, our regional service cooperative for the second year in a row. The primary emphasis of our work was on the Marzano protocols for instructional best practices, targeting learning goals and targets for student learning. Toward the end of the school year, we were also introduced to EnVoy non-verbal classroom management techniques and as a staff we have decided to work to educate all CCS staff on these protocols. During the summer of 2017 staff were trained in a three day data retreat and that will comprise a core emphasis during the 2017-18 school year. As noted in other areas of this report, our standardized assessment results are not what we want them to be. We will be using the data from spring 2017 testing to further develop an action plan to move our school to the level we believe we can attain. As a Qcomp school, weekly professional development in professional learning communities took place. These weekly sessions were broken down into time spent with the full K-8 group and also grade-level teams. With the addition of our own teaching staff beginning in the fall of 2017, we will be expanding our learning communities to include high school staff.
34
Our staff development advisory committee members for 2016-17 include: - Bev Loeffler – Lead elementary (teacher) - John Richards – Lead middle school (teacher) - Todd Lyscio – Executive Director (administration) - Lisa Schumacher – Q comp coordinator (teacher) - Annette Klang – elementary (teacher) - Miranda Graceffa (parent) - Victoria Beasley – Special Education (teacher)
Teacher Retention: CCS has been fortunate over the past four years with very little staff turnover. Instead, with increasing enrollment, we have needed to add staff on an annual basis. When we do lose staff members, it is often due to teachers who desire to be in a larger school district with improved salary and benefit structures, things that we have difficulty competing with. In addition, we have lost some paraprofessional staff over the years to other employment opportunities, or needs to be closer to where their own children attend school, etc.
Percentage of Licensed Teachers from 2016-17 not returning in 2017-18 (non-returning teachers/total teachers from 2016-17 X 100)
11.76%
2016-17 Other Licensed (non-teaching) Staff Name License and Assignment 2017-18
Status* Comments
Stacy Bender 406560 Director of Online Learning
R
Holly Garnell 417843 High School Counselor
R
Todd Lyscio 291775 Executive Director R * R = Returning, NR = Not Returning
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2016-17 Non-Licensed Staff Name Assignment 2017-18
Status* Comments
Jodi Schott Office Manager R
Jennifer Miller Assessment and
Technology R
Doug Moan Maintenance R
Kristy Steele Paraprofessional R
Kris Fjelstul Paraprofessional R
Paulette Sievert Paraprofessional R
Marie Strand Paraprofessional R
Lori Olson Paraprofessional R
Phyllis Ritter Paraprofessional R
Barb Flynn Paraprofessional R
Lisa Young Paraprofessional R
Hannah Keranen Paraprofessional NR
Julie Friday Paraprofessional R
Callista Larson Learning Coach R
Stephanie White Administrative Assistant R
Amy Scheuman High School Admissions R
Crystal Sam Paraprofessional NR
* R = Returning, NR = Not Returning CURRENT YEAR - 2017-18 Staffing
2017-18 Licensed Teaching Staff Name File # License and
Assignment (subject/grades)
Comments Include information regarding special licensure (e.g., Community Expert) or other relevant information.
Patricia Durham 414607 Grades 1-2 Lance Swanson 180100 Grades 5-8 Social Annette Klang 313830 Grades 1-2 Beverly Loeffler 432910 Grades 3-4 Miranda Graceffa 432464 Grades 5-8 Science Tracy Moreland 387515 Grades 5-8 Math Marie Waschek 432852 Grades 3-4 Lisa Steffen 315201 Kindergarten Heidi O’Brien 482836 ECFE/ Lisa Schumacher 434080 PE/Health/DAPE Kate Davis 388183 Music Robb Reed 470980 Special Education Victoria Beasley 451676 Special Education John Richards 286829 High School Social Mara Powers 491598 Special Education
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Gena Jacobson 350222 Special Education Amy Hendrickson 359254 High School Science Paige Jahnke 427101 Special Education Amy Schuemann 443567 High School L.A. Jenney Grover 497120 High School Emily Stull-Richardson
426852 Curriculum Coordinator
2017-18 Other Licensed (non-teaching) Staff Name License and Assignment Comments Kris Fjelstul Social Worker (K-8) Jill Burch Social Worker (high school)
2017-18 Non-Licensed Staff Name Assignment Comments Callista Klaus Lead Learning Coach Jodi Schott Office Manager
Jennifer Miller Technology Coordinator
Doug Moan Maintenance
Kristy Steele Paraprofessional
Ann Johnson Paraprofessional
Paulette Sievert RtI and Enrichment intervention
Marie Strand Paraprofessional
Lori Olson Paraprofessional
Phyllis Ritter Paraprofessional
Barb Flynn Paraprofessional
Lisa Young Paraprofessional
Beth Buckentin Paraprofessional
Julie Friday Paraprofessional
Mandy Mitchell Administrative Assistant
Stephanie White Administrative Assistant
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13. Operational Performance
● Health and safety at the school The school annually trains staff with issues such as bloodborne pathogens and Right to Know as well as general first aid and CPR. The school employs a full time maintenance person charged with the task of seeing to it that proper cleaning processes are in place. With the support of our Special Education cooperative, we are able to individualize this training through the use of a program called Infinitec, which is an online training module. While we do not have a school nurse on site, we do have staff trained in proper dispensing of medications to our students. Accurate and meticulous record-keeping of medication dispensing enables us to ensure that we are following medical community guidelines. All of which is done under close, on-going communication with our parents. Our medication is only dispensed by the trained personnel and all medications are kept under lock and key. Maintenance staff also receive annual training on health and safety protocols as outlined by the state.
● Transportation
Crosslake Community School contracts with Crosby-Ironton Transportation Inc. for all of our transportation needs. At one point in time, CCS owned its own buses, but a few years ago, the decision was made to contract that service out. C-I Transportation purchased the three buses from CCS and this is what we use to transport our students. This arrangement has been a very positive one for our school. C-I Transportation treats us with the same respect and care as their own school district and we greatly appreciate the level of service we receive. We remain very pleased with the peformance and safety of our students through Crosby Ironton Transportation.
● Facilities
At the close of the 2015-16 school year, the Crosslake Community School experienced significant space issues at the current location. The campus, which consists of two buildings, one for grades K-4th and the other that is home to 5-8th grade students, music and physical education as well as the online high school lab, was overflowing. In the fall of 2016-17, the school made arrangements to lease additional space near the existing campus to accommodate the high school lab. This arrangement created a much better learning environment for our high school students. In the future section of this report, you will see information on the construction of a new school facility that will house students grades K-12. Plans have this facility tentatively open in late fall of 2018.
● Food service programs
Due to space constraints, CCS must contract out for our food service. Currently, our vendor is a local restaurant, Maucieri's. This arrangement has worked out well, but does present some challenges in terms of what food might be available that meets with MDE approved guidelines. Not having total control over what is prepared has been challenging at times, but for the most part, it has worked out well. What continues to be an issue is finding outside food service that is affordable to our families. This year, our communications with our vendor have improved greatly. However, in order for the vendor to meet cost, our prices per meal are higher than what we would like them to be. As in other areas, we look forward to a new school facility that will allow us to prepare our own meals.
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● Due process – student discipline data
Our school has a clear discipline policy in place that outlines consequences for student behavior. When it becomes necessary to suspend students, Pupil Fair Dismissal protocols are followed. If a student with an IEP is in need of consequences, prior to any suspension taking place, a manifestation determination will be held to identify whether or not the student behavior falls within the guidelines of the IEP. Minor infractions or disruptions are handled through in-school suspension and detention models. Students on IEP's are typically referred to the special education teacher for intervention strategies aligned with IEP guidelines.
● Parent engagement
A key component of any successful school is the level of parent engagement attained. During the 2016-17 school year, the students and staff of CCS benefitted from significant parent involvement in terms of:
- Parent Teacher Organization involvement. - Key PTO fundraisers that supported programs such as field trips. - Time spent as classroom volunteers. - A major push and fundraising efforts for a brand new school building
set to open in late fall 2018.
● Community engagement Similar to parent engagement, to be an effective community school, there needs to be a strong presence from the community into the school as well as opportunities for the school to engage outside of the walls of the building and into the community. Some examples of community engagement included:
- Annual pumpkin growing and fundraiser. - Involvement with Golden Horizons Senior Living Center. - Our Martin Luther King Jr. Day of service. - Our Evening for Education fundraiser. - Assisting the County with storm drain identification.
● Hiring practices
Our board has policies in place relative to specific hiring practices that include required licensure and education based on position as well as veterans preference hiring. Staff openings are typically offered to internal staff at the outset and then posted externally should there not be any internal interest. Our school website is a key form of communicating job openings as well as local newspapers and where appropriate, services such as EdPost out of St. Cloud State University.
● Background check process for staff, board, and volunteers Background checks are performed on all staff hired by the school. In addition, any volunteers, including current parents of students, who spend any amount of time in the school are also subject to those background checks.
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14. Finances For questions regarding school finances and for complete financials for 2016-17 and/or an organizational budget for 2017-18, contact: Name: Joe Aliperto Position: Owner Contact info: Phone: 651-251-6980 Email [email protected] Information presented below is derived from preliminary audit figures. The full financial audit will be completed and presented to the Minnesota Department of Education and Audubon Center of the North Woods no later than December 31, 2017.
FY17 Finances Fund 1 Fund 2 Fund 4
Total Revenues 2,590,199.53 72,144.53 28,627.25
Total Expenditures 2,562,118.28 72,144.53 31,000.69
Net Income 28,081.25 - (2,373.44)
Total Fund Balance 549,829.85 0 962.70
Overview
FY17 was another successful year for Crosslake Community Charter School. We approved a budgeted net loss of $45,333 but through increased enrollment and frugal spending, the year ended with a positive net income of $25,708.
Revenues
This year was our first year of the CSP grant for building our high school program. This was a huge success not only for the school, but the students as well. Through strategic spending, we were able to grow this program and created additional revenue for the school from the increased enrollment. Grants like this allow the school to build in critical areas and be a more attractive school for students and parents in the district.
Expenses
Areas that continue to grow in expenditures are our special education and high school program. We strategically spend our money to ensure the highest quality of education for the students while being cost effective. Expenses for these programs are critical in our growth of the school.
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Net Surplus or Deficit and Fund Balance
The school was able to add $28,081 to the fund balance in the General Fund this year. This ended the school year with a fund balance of over 21%. As programs continue to grow, it is important to maintain a healthy fund balance and continue to grow reserves to ensure continued financial health.
World’s Best Workforce Annual Budget
Each year the school assesses the goals in the WBWF plan and ensures that adequate expenditures are used to meet these goals. When these strategic goals are met the school is able to ensure continued growth financially and academically.
15. Future Plans
Expansion plans; For a number of years, the Crosslake Community School board of directors has desired to add formal pre-kindergarten programming. Space limitations have prevented the school from adding this component. With the development of a new school facility opening in the fall or early winter of 2018, CCS is moving forward with plans to add pre-Kindergarten programming for the 2018-19 school year.
Facility changes; The biggest and most exciting change in facilities will be the construction of a brand new school building in Crosslake. Beginning late August of 2017, plans are underway to construct a new building for our students. Completion date is anticipated late fall of 2018. This new building will bring all CCS programs and students under one K-12 building, with many features that will enhance our learning, in particular with our EE program.
Program changes; In the fall of 2017, Crosslake Community School was approved to add two new grade levels to our online high school program. We can now serve students in grades 7-12 with an online platform. We feel this addition will further assist us in our efforts to bring individualized instruction to those students and families who desire an online learning platform for their students. In the summer of 2017, the Crosslake Community School board of directors made the decision to increase levels of support for our learners who need additional resources. We have added an interventionist who will be focusing on specific learners and any deficiencies they are experiencing as well as working with students who need additional enrichment opportunities to further their growth as well.
Technology updates. As our school grows, we continue to add technology access into all of our classrooms. We now have classroom sets of Chromebooks in all of our middle school classrooms and we have two portable sets of laptops to be used in our K-4 classrooms. We added a Smartboard into our middle school math classroom in 2016-17 and continue to explore ways to use this technology in our middle school. Our high school is completely wireless and we provide Chromebooks for all 64 of our current high school students who call CCS home.
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Attachment A
Crosslake Community School Strategic Plan
2014-2017
Our Purpose:
“Improve Pupil Learning and Student Achievement” Our Mission:
“To grow environmentally aware, community-conscious learners of excellence” Our Vision:
“CCS: Where academics lead to a stronger, healthier community” Guiding Principle:
“Excellence in academics with an emphasis on Environmental Awareness and Community Engagement”
Reviewed: 1/4/16 (Vision and Planning Committee) Revised: 6/30/2016 Approved: 3/16/2015
Core Goals relating to Audubon contract:
1. Academic Excellence:
By 2017, 75% of Crosslake Community School students in grades 3 through 8 will earn an achievement level of Meets or Exceeds proficiency in math according to state standards as measured by the spring MCA test. By 2017, 65% of Crosslake Community School students in grades 3 through 8 will earn an achievement level of Meets or Exceeds proficiency in reading according to state standards as measured by the spring MCA test. (amended in April 2016) By 2017, 65% of Crosslake Community School students in grades kindergarten through grade 2 will achieve grade level or higher on school administered tests in reading and math facts.
2. Environmental Awareness:
By 2017, CCS will have environmental education embedded throughout our curriculum and students will demonstrate environmental literacy through a variety of classroom and school-wide activities.
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3. Community Connections.
By 2017, CCS students will engage in large-scale community involvement events such as Martin Luther King Jr. Day of service and will gain an understanding of the importance of giving back to their community.
4. College and Career Readiness (World’s Best Workforce)
By the end of third grade, all students enrolled in 3rd grade at Crosslake Community School will achieve a reading level O on the Rigby benchmark assessment. 50% of Crosslake Community School students receiving free or reduced lunch will achieve proficiency on the spring MCA Reading assessment. Using data from students enrolled on October 1 who take the statewide accountability tests, the CCHS 11th grade math proficiency rate will meet or exceed the state rate or will improve from the 2015 baseline rate by 5 percentage points each school year for duration of the contract ending on July 1, 2017. Using data from students enrolled on October 1 who take the statewide accountability tests, the CCHS 10th grade reading proficiency rate will meet or exceed the state rate or will improve from the 2015 baseline rate by 5 percentage points each school year for duration of the contract ending on July 1, 2017.
The CCHS graduation rate will meet or exceed the 4, 5, and 6 year state graduation rate or will improve from the school's 2016 baseline rate by 3 percentage points each school year for duration of the contract ending on July 1, 2017.
Using the data from students enrolled on October 1, the CCHS student course completion rate will meet or exceed the average course completion rate for Minnesota online schools for the prior year or will improve from the school's 2015 baseline amount by percentage points each school year for duration of the contract ending on July 1, 2017.
80% of students who have lower than a 100% course completion rate will improve their course completion rates by 10 percentage points each year in which they are enrolled at CCHS. 80% of students with a 100% course completion rate will maintain that course completion rate each year in which they are enrolled at CCHS.
Board centered goal area 1:
Finances Goals: 1. Create a working budget that fully supports our Vision and Mission as a school. 2. Maintain no less than a 23% fund balance. 3. Ensure that resources are allocated to support the efforts relating to the Worlds’ Best Workforce Strategies: 1. On a monthly basis, review expenditures with our finance committee members and make necessary recommendations to the board for any revisions that may be needed to maintain necessary fund balance. 2. Receive regular updates regarding budget use directed to WBWF activities.
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Actions: 1. Monitor student attendance and growth projections. Director to provide monthly updates to board to assist in the tracking of total student count. 2. Establish a new timeline for priorities for the next fiscal year in the cycle. Plan ahead for next year. 3. Work through the technology, curriculum and staff development, environmental education and other committees to ensure alignment.
Board centered goal area 2: Facilities
Goals: 1. To have space for a second section of 7/8th. (completed fall 2015) 2. Develop plans for a new school to serve 200-250 students by the fall of 2018. 3. See school site enrollment increase to fill each classroom (K-8) to 19 students by 2017. Strategies: 1. Work with building ownership to create a workable lease arrangement for the 2015-16 and 2016-17 school years. 2. Work with a community-based leadership team to develop a major fundraising and finance campaign for a new building. (LAKE foundation board formed and fundraising efforts underway as of 10/3/2016). 3. Work with building ownership to secure more land to increase buildable space. (completed fall 2014) Actions: 1. Survey parents to determine their intentions for student enrollment for the next 3-5 years. (FY 2015) 2. Conduct a study of enrollment trends to map out space needs for the next 5-10 years. (summer 2014) 3. Secure a buildable lot in Crosslake and create drawings for a new facility. (Complete 1/2016).
Board centered goal area 3: Policy development/Governance
Goals: 1. All new board members fully oriented on board practices prior to January organizational meeting. 2. Create a meeting format that maximizes planning time at regularly scheduled board meetings. 3. By January of 2015, all policies are clearly identified and updated onto existing website. Strategies: 1. Participate in MSBA or MACS sponsored board trainings annually. 2. Board packets prepared and distributed well in advance of board meetings. (5-10 days). 3. Identify a timekeeper, whether board chair or other, for purposes of staying on time. Actions: 1. Realize that 100% consensus does not need to be reached in order to move a project along. 2. Clarify the existing MSBA recommendation for board policy review and updating (by fall 2014) 3. Unbind, re-label and organize existing board approved policies onto website (summer 2014) 4. Director to clarify intent of board materials and recommendations beyond current model. (Director submits materials in advance of board meetings with detailed notes on the content of the agenda – ongoing).
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Staff driven goal area 1: Student Achievement
Goals: 1. Reading: 65% of students in grades 3-8 will achieve proficiency by 2017. (60.0% in 2016) 2. Math goal: 65% of students in grades 3-8 will achieve proficiency by 2017 (48% in 2016) 3. Grade k-2: 65% of students at or above grade level on local assessments by 2017. (61.2% in 2014) 4. Engage all students in service learning opportunities. Strategies: 1. Effective instructional practices Marzano. All staff trained in elements of instructional best practices as well as peer observation protocols. 2. Title I program, RtI, Special Education services, PBIS 3. Martin Luther King Day of Service. High school students and Crosslake experience class. Actions: 1. Engage in several half-day trainings with support from NJPA staff annually. 2. Regular updates from Student Success committee and special education on student progress. 3. Work with school climate committee to create a set of activities to engage students on MLKing Jr. Day.
Staff driven goal area 2: Curriculum Development
Goals: 1. For 2014-15 implement new content and standards in music, phy-ed, health and art. New subject areas annually based on curriculum review cycle. 2. Develop a clear process for new curriculum brought into CCS including board review and approval. On-going. 3. Have a technology plan in place that mirrors our curriculum cycle by September 2014. Strategies: 1. Utilize resources from Evening for Education spring fundraisers to enhance curriculum and equipment needs. 2. Align with technology committee to see that we have proper technology in place to meet curricular needs. 3. Engage in a process of including Environmental Education embedded throughout curriculum. Actions: 1. Update curriculum and materials for music and phy-ed and health for 2014-15. 2. Convene joint curriculum and technology committees to ensure that both plans mirror the needed supports from both sides relative to finances, professional development, etc. 3. EE committee to review current practices and develop topics for classroom teachers.
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Staff driven goal area 3: Professional Development
Goals: 1. Learning goals and daily targets articulated and present in all classrooms. 2. To have in place a model that supports academic achievement in all students. 3. To create a system-wide framework of professional development designed to improve teaching and learning by the fall of 2014. Strategies: 1. Use prompts by teachers to engage students in day to day targets for learning. 2. Peer to peer observations and review as part of the regular school day. 3. Half-day training sessions with Marilyn on Marzano protocols. Actions: 1. Coaching model employed utilizing lead teachers as observers. Consult with Marilyn regularly. 2. Director to spend time intentionally in classrooms observing for evidence of best practice. 3. All teaching staff trained with the Marzano Art and Science of Teaching framework (summer 2014)
Director Driven Goal Area 1: Program Development/School Growth
1. Create and implement an online high school program to open in the fall of 2014.
a. Graduation rates.
b. Course completion rates. (2015 0ver 80%)
c. Staff growth model.
d. Enrollment growth projections.
e. ACT test scores.
2. Generate plans to open a new K-12 school by the fall of 2017.
a. Design process.
b. Funding.
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Attachment B:
CROSSLAKE COMMUNITY SCHOOL
DIRECTOR EVALUATION PROCESS
2016-17
The charter school director plays a crucial role in managing and carrying out the mission and vision of the school. Directors who are committed to excellence regularly assess every aspect of the school’s performance to enable continuous improvement. They set standards and strive to achieve goals. While Crosslake Community School aims for excellence through continuous assessment, formal director evaluations are also an important step towards improvement, the growth of human resources and achieving success. Formal performance assessment of the director is regarded as a means of promoting excellence in this school.
I. Who Evaluates Whom? The Crosslake Community School Board conducts the performance assessment of the director per MN STATUTE 123B.147 PRINCIPALS. II. Purpose of Performance Evaluation The main goal of the performance evaluation is professional growth. The purpose of the performance evaluation is to measure the effectiveness of the director and ensure that the director’s performance conforms to the predetermined job description, annual goals, and the school’s strategic priorities. The evaluation process should acknowledge competence and excellence, as well as areas in need of growth and improvement. III. Premises for an Effective Performance Evaluation
1. Professional growth should be the main goal of the performance evaluation.
2. The director will be provided with evaluation materials and will be informed about the evaluation process, including the evaluation process timeline.
IV. Performance Evaluation Process Timeline Step 1. August – September: Initial Meeting between Board and Director
The process for evaluation should be reviewed so that board members and director are familiar with the process and required components, tools and timeframe. The following assessment tools will be used for successful performance evaluation.
# Weighting Evaluation Tools
1 50% Board Assessment using Priority Duties and Director Performance Appraisal (FormPA-1)
2 35% Academic Growth using School-wide Q-Comp Goal (5 = Meets goal, 3 = Within 10% of goal, 1 = More than 10% from goal)
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3 10% Parent Survey (From director-related questions of Annual Family Survey)
4 5% Teacher Survey (FormPA-2.1), Paraprofessional Survey (FormPA-2.2), Office Staff Survey (FormPA-2.3)
5 Not Weighted
Summary Rating of Director Performance (Form SR-1)
Other Tools
6 Not Weighted
Mgt tool - Director Self Evaluation (Form PA-3)
7 Not Weighted
Mgt tool - Individual Director Goals (Form DG-1)
8 Not Weighted
Mgt tool – Plan to Improve Directors Performance if Not Meeting Standards of Professional Practice (Form IP-4)
The evaluation process and tools in place should be periodically reviewed by the school board to ensure that they continue to meet objectives. Step 2. October - November: Finalizing Assessment Tools Any changes to assessment tools are finalized and Individual Director Goals are proposed by director and approved by board. Step 3. December – January: Mid-Year Evaluation Director meets with supervisor to receive feedback regarding job description and to discuss progress in achieving goals, including strategies to achieve unmet goals. Additional goals may be set, if needed, at this time. Annual Surveys (PA-2.1, PA-2.2, PA-2.3, Director-related questions of Annual Family Survey) are completed. Step 4. April: Preparation for Summative Meeting Director prepares materials for the summative meeting, including progress on achieving individual goals (Individual Director Goals) and completing Director Self Evaluation (PA-3). Board members complete Director Performance Appraisal (PA-1). Step 5. May: Summative Meeting Director meets with board to finalize performance evaluation. All performance evaluation tools are discussed. Step 6. June: Finalizing Performance Evaluation by Written Report The board will finalize the performance assessment by written report including commendations and recommendations (Summary Rating of Director Performance, SR-1). Goals for the following year may be identified.
V. Performance Evaluation Tools Job Description/Priority Duties The job description of the director reflects the general expectations of performance of duties on a daily and annual basis. The Priority Duties are specific job description items identified as highest priority for the school year.
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The director will meet annually with the board to review the job description and identify priority duties. The agreed-upon priority duties will be the basis for an annual summative evaluation of job performance. Performance Appraisal The director’s performance will be evaluated by the school board (Director Performance Appraisal, form PA-1), the staff (Annual Staff Surveys, forms PA-2.1, PA-2.2, PA2.3), the parents (Director-related questions of Annual Family Survey), and by the director (Director Self-Evaluation, form PA-3). Each component of the appraisal system will evaluate all areas of job performance with a consistent rating scale. Individual Director Goals The director, in cooperation with his/her immediate supervisor, will annually develop a minimum of three individual goals. The director’s goals should be related to the school’s mission, priorities, needs and strategic plan. The director’s performance will be evaluated in terms of his/her success in meeting these goals. (form DG-1) Summary Rating of Director Performance The summary rating, completed by the board of directors, is the final component of the performance appraisal process and should be consistent with comments and ratings in other sections.
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Attachment C
Professional Development Goals/Areas of Focus for 2016-17:
Goal Area I: Safety 1. Crisis Manual updated by August 2016 to include new protocols for lockdown procedures,
etc.
a. Actions:
b. Status on goal: On 12/12/16 the crisis manual was updated to reflect new
protocols for lockdown procedures based on ALICE recommendations.
2. All students trained in personal safety practices including weather emergencies, intruder
protocols, fire safety and anti-bullying tactics by May, 2017.
a. Actions:
i. Coordinate with local law enforcement on RAD kids.
ii. Conduct proper number of safety drills.
iii. Utilize programs such as PBIS to reduce poor student behavior.
b. Status on goal: As of March 27th, several sessions with local law enforcement on
RAD kids training has been conducted. This will be on going during the year.
We have conducted two fire drills and one lockdown drill in cooperation with
local law enforcement. PBIS programming is underway and we are again
utilizing our ticket reward system as incentive for good behavior. With the
addition of part time student support, we are seeing a number of positive
interactions occurring between students when conflicts arise. Discussion
groups are being formed giving students an opportunity to problem solve
before trouble surfaces.
3. Reduce and ultimately eliminate bullying behaviors at school. Goal of no incidents needing
to be reported to MDE by May 2017.
a. Actions:
i. All school assembly at the start of school.
ii. On-going positive messages using PBIS strategies.
b. Status on goal: In a recent online survey sent to families during parent
conferences, the vast majority of parents (over 89%) report that their student
is having a positive year in terms of school environment. One parent has
reported on-going bullying behavior toward their student. No contact
information has been made available so difficult to follow up.
Goal Area II: Student Learning 1. MCA and NWEA growth. Increase our meets or exceeds percentage to Audubon contractual
goals by May of 2017.
a. Actions:
i. Data retreat participation July 2016.
ii. Identify students who have not met or exceeded in last two years. Provide
additional support.
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b. Status on goal: As of 11/15, we have now had two half day sessions with Tami
Bennet-Tait from NJPA. Staff have learned how to build data walls and
disaggregate data for their use. We have also been working through our
student success team and Child Study model to identify those additional
students in need of support or possible assessment to access additional
services. During grade level PLC meetings and staff in-service days, students
have been identified and are being tracked on “data boards” to determine
their growth and development during the first 9 weeks of the school year.
2. Community engagement. All students will have a minimum of two opportunities to engage
in community outreach activities by May 2017.
a. Actions:
i. MLKing Jr. Day of Service.
ii. Regular trips to Golden Horizons.
iii. St, Patrick's Day, Cabin Fever events as community outreach activities.
b. Status on goal: All grade levels participated in the Halloween parade through
town. In addition, weekly trips to the Community Center library remain our
consistent community engagement opportunities. One of our 3rd and 4th grade
classes has met with residents from Golden Horizons on a bi-weekly basis.
MLKing Jr. Day went well as a number of service projects took place during the
day. All students in grades K-8 participated and a handful of high school
students. St. Patrick’s Day parade included an event at our new school site and
a float in the parade. We had a handful of students, parents and staff
participate.
3. Environmental Awareness. All students in grades K-8 will see an increase in their
awareness of environmental issues and concerns.
a. Actions:
i. Work with EE coordinator and committee to bring 2-3 schoolwide EE events
to CCS.
ii. Continue efforts surrounding reduction of food waste and use of composting
bins.
iii. Create opportunities for EE coordinator to engage all grade levels and
embed EE concepts into classroom content.
b. Status on goal: As of November 15th, there have been several opportunities in
this arena. All middle school students were able to work with Wilderness
Inquiry early in the year on a day spent at our Corps of Engineers park
learning about the areas waterways as an important resource. All students are
actively engaged in an on-going phenology project we well. By March 27th, we
have also spent time with the Jeffers Foundation staff training our teaching
staff on embedding EE components across curricular areas and grade levels.
4. Highly Engaged School. By spring of 2017 implement strategies that create a highly engaged
school.
a. Actions:
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i. Participate in Envoy training. Training is scheduled for November 16th.
ii. Practice Envoy strategies within regular classroom observations.
iii. Highly effective schools training in August 2016
b. Status on goal: Envoy training is scheduled for November 16th. Follow-up will
occur during the rest of the school year. Attendance at the Highly Engaged
schools conference yielded a great deal of information on how to develop
programs that create high quality learning for all. Several staff have been
trained in the use of EnVoy strategies and have scheduled a site visit for April
3rd. In addition, three teachers have been selected to participate in the highly
effective teacher program through NJPA.
Goal Area III: Growth
1. K-12 enrollment. See an increase of 10% in our K-8 student enrollment from spring 2016 to
spring 2017. Increase our 9-12 enrollment by 50% in the same time frame.
a. Actions:
i. Regular articles in local publications highlighting student and school
activities.
ii. Use Facebook, website and KARE 11 site to market our school.
iii. Work through MDE grant to expand HS enrollment.
b. Status on goal: As of 11/15, we have added five students K-8 since the start of
the school year. 14 students would be a 10% increase. For high school, the
marketing of the high school is just now beginning and we would expect to see
an increase. We have actually dropped a handful of students since the start of
the year. The goal, based on last year’s enrollment at the end of the year,
would be to reach 90 high school students by the end of 2017. Monthly articles
have been written as well as regular publications such as the Trailblazer
Times have also created community awareness of our school and programs.
As of March 27th, there are 211 students enrolled at CCS, 70 of them are high
school students. On May 19th, we ended the year with 209 students (145 K-8
and 64 9-12).
2. Professional development. In collaboration with the curriculum and staff development
committee ensure that all staff receive a minimum of 3 days of schoolwide PD in addition to
content-specific opportunities for all staff.
a. Actions:
i. Lumina training fall workshop.
ii. NJPA summer PD.
iii. Resource Training and Solutions.
b. Status on goal: As of 11/23/16, all staff were trained during fall workshop in
the use of the Lumina preferences tool, designed to assist in understanding
our own and others’ individual responses to stress related situations and how
to effectively manage those times of stress. Teaching staff professional
development has been conducted on three occasions with NJPA staff to date as
well as Title I teacher training through Resource Training and Solutions. More
training will take place as the year goes on. NJPA staff have trained our
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teachers on data use and as mentioned earlier we have had intense training
with EE components through the Jeffers Foundation. We ended the year with
three days of intensive Content Standards Alignment work with Tami Bennet –
Tait from NJPA.
3. Innovation. Increase the number of enrichment opportunities for our students.
a. Actions:
i. Work with middle school staff on new schedule for enrichments.
ii. Incorporate Mouse program to integrate more technology learning
opportunities for students.
iii. Target hands-on, multi-age, project-based learning opportunities as
innovative strategies.
b. Status on goal: As of 11/23/16 we are monitoring our current daily schedule to
determine areas of conflict and need. As a modification to action ii above, staff
currently utilize the IXL format on our computers to individualize learning
opportunities for all students in our school. Beginning summer of 2017 a wide
array of enrichment opportunities will be provided. As of 3/27, discussions
are on-going with staff to review the daily calendar to see if there are ways to
streamline opportunities to access students who need additional support. At
the close of the school year, discussion continued on developing a modified
block schedule for the middle school. The goal remains to start the 2017-18
school year with a schedule that allows for larger blocks of time to be devoted
to core content classes and a re-structuring of elective or “specials” classes.
Goal area IV: Fiscal and program stability 1. Strategic plan. Work in cooperation with the Vision and Planning committee by January
2017 to have a revised, comprehensive Strategic Plan document to present to the board.
This plan would run from 2017-2020.
a. Actions:
i. Re-write with an eye on the MACS template.
ii. Align plan to Audubon contract goals.
iii. Review the strategic plan monthly with Vision and Planning committee.
b. Status on goal: A portion of our reauthorization application requires some
updating to our strategic plan. With a new set of goals being established for
the 2017-18 school year and beyond, we will want to construct a new strategic
plan to align with those new goals and expectations. As of 3/27, the
reauthorization application has been approved. By May 1st, new performance
measures will need to be presented to Audubon for approval for the next five
year contract beginning fall 2018. As of May 30th, the reauthorization
document has been turned over to Audubon. Once we receive final approval,
we will begin the work of taking our approved contractual goals and
fashioning a Strategic Plan to begin meeting those new goals.
2. Fund balance. Ensure a healthy school financial climate by overseeing budget utilization
that retains as much as possible a minimum 23% fund balance.
a. Actions:
53
i. Regular updating of EDRS.
ii. Monthly updates with finance committee.
iii. MDE grant funds allocated properly to support program growth.
b. Status on goal: Ongoing reporting taking place. Finance committee has learned
that with our recent audit being completed (November 9th) our 2015-16
closing fund balance was 25.8%. Monthly meetings with finance committee
have ensured that we are remaining in line with our budget projections. On
3/23 I met with Joe Aliperto to begin to build a framework for the 2017-18
school year.
3. Building plan. Have a new school facility constructed by the fall of 2018.
a. Actions:
i. Regular communications with LAKE foundation.
ii. Secure a consistent site for high school during transition time. (by August
2016 Completed).
iii. As needed, work with LAKE foundation committee to conduct information
and fundraising sessions.
b. Status on goal: On-going as the committee continues their work.
Communications and meetings have also occurred with the Minnesota Design
Team. As of 3/27, the LAKE Foundation folks have begun an aggressive
fundraising campaign to bridge the gap between what lease aid could cover
and the cost of a new building. I remain actively involved in the discussions on
the new building. On May 26th, we learned that the LAKE Foundation was
approved with their 501(c)3 status and as such can start to formally receive
donations.
Goal Area V: Operations 1. Ensure that all reporting requirements are met in a timely fashion and with accuracy.
a. Actions:
i. WBWF to board for approval by October meeting.
ii. Audubon contract renewal complete by June 30th 2017.
iii. Board meeting packets and information out 5-10 days prior to board
meetings.
b. Status on goal: As of 11-23-16, all required reports have been submitted in a
timely fashion, resulting in 100% compliance to date. As mentioned earlier,
the reauthorization document was approved and as of 3/27 we are working
on specifics for a new contract. To date, board packets have been sent in a
timely fashion for board member review prior to board meetings. All
requirements for timely reporting to MDE and Audubon via Epicenter have
been met as of May 30th.
Professional Development Goals/Areas of Focus for 2017-18:
1. Envoy training. (K-8) 2. Marzano effective elements of instruction. (K-8) 3. Best practices in online instruction (7-12) 4. Course construction and graduation standards alignment.
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