annual report/ world’s best work force 2014-15 · grade level 2012-13 2013-14 2014-2015...

PSA Lycans H.O.W.L

Our students are: Honorable

Open-Minded Willing Leaders

Cha Ger Yang, CEO Choua Yang, Principal

Prairie Seeds Academy 6200 W Broadway Ave N Brooklyn Park, MN 55147

www.psak12.org

Annual Report/ World’s Best Work Force

2014-15

http://www.psak12.org/

Table of Contents Number CoNteNt

I School Information

A. Contact Information B. Authorizer's Information C. Audubon Center of the North Woods, Authorizer C. Vision & Mission

II Student Enrollment & Demographics A. Enrollment by Grade B. Demographic Trends

III Student Attendance, Attrition & Mobility

IV World's Best Workforce Component A. Educational Approach and Curriculum B. Innovative Practices & Implementation 1) Instructional Foundation and Coaching and Assessments 2) Color Dash 3) IB MYP (Grades 6 - 10) 4) PBiS (Positive Behavioral Intervention Strategies) 5) PSiA (Positive Students in Action-secondary) 6) College in the Schools (high school) 7) Differentiation 8) National Honor Society(Juniors & Seniors) 9) Teen Outreach Program (TOP) 10) English Learners & Data 11) Counselor's Corner 12) MN Reading Corps (KG - 3) 13) Reading Well by Third Grade 14) MN Youth Alliance Promise Fellow (Grades 6 - 8) 15) Home Visits (elementary) 16) Music Program (elementary/secondary) 17) HSO (Hmong Student Organization) 18) Student Council 19) Athletic Program 20) Media Center C. Academic Performance 1) Academic & Non-Academic Goals & Data Analysis 2) Multiple Measurement Rating (MMR) D. Student and Parent Satisfaction 1) Parent Survey 2) Student Survey

V Environmental Education

VI Staffing

VII Governance and Management PSA Board Roster

VIII Operational Performance

IX Finances

X Future Plans

I. SCHooL INFormAtIoN: A. Contact Information Ger Yang, CEO Prairie Seeds Academy 6200 W Broadway Ave N Brooklyn Park, MN 55147 www.psak12.org Grades served: K-12 Year opened: 2004 B. Authorizer Information Prairie Seeds Academy began its contractual agreement with ACNW in 2013 and is now in its second year of partnership with ACNW. Audubon Center of the North Woods Charter School Division 43 Main St. S.E., Suite #238 Minneapolis, MN 55414 612-331-4181 www.audubon-center.org David Greenberg, Director of Charter School Authorizing The mission of the Audubon Center Charter School Division is to provide superior leadership, oversight, and strategic assistance to enable its authorized schools to obtain significant and measureable student academic and personal achievement while using the environment as one of the school’s platforms for learning. The lead coordinator and liaison speak regularly with the director, attend board meetings, and review documents. C. History of PSA Prairie Seeds Academy (PSA) was founded in 2004 by Cha Ger Yang and Choua Yang, a visionary husband and wife team. Their passion to make a difference in the lives of young people, especially those who are under-represented inspired their amazing accomplishments and continues to guide this remarkable school. Prairie Seeds Academy (PSA) first opened its doors in 2004 and was originally located on Girard Avenue North in a small facility called Family Baptist Church which was located in the heart of North Minneapolis. The school opened its first year with about 100 students in kindergarten through 5th grade. The vision was to expand to become a K-8 school.

PSA then added one grade level each year until 8th grade. After three years of operation PSA added a new grade level and was then serving students K-8. PSA outgrew its original facility and moved into a vacant elementary school leased from Robbinsdale School District. This multi-acre site was large enough to allow for the building renovation and expansion. The vision was to expand to a K-12 school.

In 2008, PSA applied for and received permission to expand to grade 12. After the expansion request was approved in 2008, PSA added 9th and 10th grades. Due to delays in approval of the grade level expansion and building bond request, PSA temporarily leased a vacant elementary school in Golden Valley in 2008 to house its elementary program. For almost two years, the elementary school was located in Golden Valley while the middle school and partial high school remained in the vacant elementary school at the Brooklyn Park site. During this time period, the construction of an additional new wing and renovation of the current building were on-going. After a long wait, the new addition was completed on March

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4, 2009 and during Spring Break the middle school and high school moved into the new addition and the elementary to the remodeled site in Brooklyn Park.

Prairie Seeds Academy has always, and continues to take a personal approach to teaching what is relevant to students and their lives. PSA uses data to determine the exact instructional focus for each student in their reading, writing and math so that everyone is a winner.

D. Authorizer

The school’s authorizer is Audubon Center of the North Woods (ACNW). PSA is responsible to the authorizer. Below are some of the requirements of the authorizer:

Charter School Division Monitor and Oversight

Data Review and Analysis –. This includes a review of state academic data, annual reports, budgets, financial audits, other compliance documents. This also includes a periodic review of financial reports and board meeting materials and minutes. Site Visits & Board Observations –visits authorized schools to verify performance and compliance. Observe classrooms, tour the facilities and interview key school stakeholders including board members, school leadership, teachers, staff, parents and students. ACNW attends at least one board meeting per year ACNW conducts performance evaluations in the areas of

Academic Performance Financial Performance Operations Performance Environmental Education Performance

http://audubon-center.org/audubon-center-of-the-north-woods/education/charter-schools

E. Vision Statement

Our PSA Community members are inspired global thinkers, who will understand the importance of inquiry, lifelong learning, intercultural awareness, respect, and adaptability as they become future leaders.

Mission Statement Prairie Seeds Academy, in cooperation with families and community, provides leadership in rigorous education to develop inquiring, knowledgeable, and caring citizens who help create a better and more peaceful world through intercultural understanding and respect.

http://audubon-center.org/audubon-center-of-the-north-woods/education/charter-schools/

II. StuDeNt eNroLLmeNt & DemoGrAPHICS:

A. Enrollment By Grade

The enrollment at Prairie Seeds Academy continues to show a slight growth each year. The schools goal is to stay under 800 students. We feel this allows enough students to maintain the financial needs of the school and still meet the student’s academic needs with an acceptable class size. Grade Level 2012-13 2013-14 2014-2015 Kindergarten 52 63 47 1st Grade 65 52 71 2nd Grade 58 59 53 3rd Grade 53 56 55 4th Grade 52 52 56 5th Grade 55 52 49 6th Grade 64 62 64 7th Grade 64 68 64 8th Grade 65 67 60 9th Grade 54 62 66 10th Grade 60 62 66 11th Grade 72 69 63 12th Grade 63 69 68 Total 777 793 782

Total ADM (Average Daily Membership) for year

772.56 780.72 782.18

B. Key Demographic Trends

In 14-15 we were able to disaggregate our data by elementary school, middle school and high school within our PSA District. Thus we are able to give much more clear data for specific school and for use by the school. Enrollment by Ethnicity for 2014-15: As previously stated the enrollment for PSA has remained fairly consistent over the past few years with a slight growth in enrollment. However, its demographics have changed substantially since its inception. When PSA first opened its doors it was 99.8% Hmong. The last few years this has changed as shown by the 3 schools data.

Elementary

# of students/ % Middle School High School Average PSA

K-12 American Indian 0/ 0% 0/ 0% 0/ 0% 0%

Asian 236/ 71.1% 133/ 70.4% 156/ 58.4% 66.6 % Black 58/ 17.6% 35/ 18.5% 56/ 21% 19%

Hispanic 33/ 10% 18/ 9.5% 51/ 9.1% 9.5% White 2/ 0.6% 3/ 1.6% 4/ 1.5% 1.2% total 329 189 267 785 (total

students) These changes reflect the goal of PSA to become a more diversified school.

Demographic Trends: 2012-13 2013-2014 2014-15

Total Enrollment 777 793 785

Male 54% 53% 52%

Female 46% 47% 48%

Special Education 7% 7.3% 8.8%

EL 51% 42.6% 55%

Black 15.9% 16.2% 19%

Latino 7.9% 9.4% 9.5%

Asian/PI 74.2% 72.3% 66.6%

American Indian NA NA NA

White 1.2% 2.1% 1.2%

F/R Lunch 67% 74% 66%

The EL population has decreased since the opening of the school in 2004 but leveled off the last three years with an approximate increase of 12% this year. Our EL department has been very effective in reducing the number of students that need to receive direct EL support services. This trend can be attributed to the dual program we are running that consists of both pull-out classes and co-teaching with the mainstream teacher. The students with the least amount of English, such as new comers to the US, are provided a second pull-out class using Rosetta Stone to supplement the curriculum.

The trend tells us that the majority of our students are Asian/Pacific Islanders, although that number has been decreasing as our Black/Hispanic student populations have been gradually increasing. PSA’s special education student population has also been gradually growing. PSA’s free and reduced lunch population has decreased since the opening of the school. It increased by about 7% from 2012-13 school year to 2013-14, but then decreased to about the same as the year before in 2014-15 school year.

III. StuDeNt AtteNDANCe, AttrItIoN & mobILItY:

A. Student Attendance

2011-12 2012-13 2013-14 2014 -15

Overall Attendance Rate

94.7% 94.2% 96% 93.86 %

B. Student Attrition

2013-14 2014-15

Overall Attrition Rate

8.6% 30.8

C. Student Mobility

School Year

Summer Transfer in

Number of Students on Oct 1

Mid-Year Transfer In

Mid-Year Transfer Out

Total Mid-Year Transfers

Mobility Index

2010 - 11 142 727 100 105 205 28% 2011 - 12 110 780 92 5 167 21% 2012- 2013 110 777 114 83 197 25% 2014- 2015 116 782 89 74 163 33%

IV. WorLD’S beSt WorKForCe ComPoNeNtS:

A. Educational Approach and Curriculum PSA uses an educational model patterned after high-performing schools. It is built around five essential questions:

1. What do my students need to know and be able to do? 2. What are the most effective ways to teach what they need to know? 3. How do I know that they learned it? 4. If they didn’t learn it after I taught it, then what? 5. What if they have already mastered the material before I taught it?

To answer the first two questions, we link the state standards to instruction. This simply means starting with the standards established by MDE for each subject area and then developing curriculum based on each benchmark that the student is expected to master at that grade level. By planning using the standards, we designate them by unit or theme and make sure each standard is addressed during the school year. We use a balance of authentic, formative and summative assessments that are aligned to the state standards to address the third question. Weekly data meetings were held with each PLC to analyze this information and then plan for the next step(s). The last two questions are addressed through the use of differentiated instruction and materials. Through doing pre-assessment, students who have already mastered the material will be differentiated to do higher level tier assignments. Prairie Seeds Academy is a Q-Comp school that utilizes its PLC’s and Leadership Team to provide teacher evaluation and professional development opportunities for our teachers to become better instructional leaders for our students. Teachers are observed formally (3 times) and informally on their classroom instruction. The results of these observations help the teachers develop individual professional learning plan that are monitored twice a year by the Leadership/Administration. We have 175 instructional days for students and 15 days added for professional development for teachers (Appendix A – PSA School Calendar 2014-15). The elementary student day begins at 8:14 and ends at 3:20. The secondary school day for students consists of homeroom of 40 minutes and a seven period day with all these classes being about 49 minutes in length and a 30 minute lunch. Collaboration, PLC, Lesson planning time by teams occurs daily from 7:20-8:10. (Appendix B - Elementary and Secondary Bell Schedule)

WBWF Goals and Results

SMART Goal 2014-2015 Goals 2014-2015 Goal Results

All Students Ready for Kindergarten 80% of students enrolled in Kdg in 14-15 will achieve a score of 70% or greater on the school’s curriculum-based measures.

34 out of 47 Kindergartners scored 70% or greater by the end of Kindergarten. (that is 72%)

SMART Goal 2014-2015 Goals 2014-2015 Goal Results

All Students in Third Grade Achieving Grade-Level Literacy

70% of students enrolled in Third Grade by October 1, 2014 will show a growth of at least one year on Assess Now (leveling, reading assessment) given during the school year.

38 out of 54 3rd graders showed at least one year’s growth on Assess Now= 70%

Close the Achievement Gap(s) Among All Groups

With a score of 13.32 points or 0.2197 reduction score, we will continue to maintain that growth and move toward 14 points and closer to 0 reduction score.

Our Achievement gap information is now separated by schools. Elem: 7.87 points/ 0.3371 score MS: 7.69 points/ 0.3426 score HS: 16.53 points/ 0.0698 score In order to try to compare, we averaged these amounts to 10.7 points / 0.2498 reduction score. As you look at the above information, HS exceeded the points score while Elem and MS did not.

All Students Career- and College-Ready by Graduation

98% of the students will complete the ACT test taken in April, 2015.

All students eligible completed the ACT test at the PSA location.

All Students Graduate 80% of the students enrolled as seniors in the fall at PSA will graduate in 2015.

91.67% of the seniors graduated. (5 transferred, 1 did not make credits at the time of reporting)

Identified Needs Based on Data [Note: Data that was reviewed to determine needs may include state-level accountability tests, such as Minnesota Comprehensive Assessments (MCAs) and/or local-level data, such as local assessments, attendance, graduation, mobility, remedial course-taking rates, child poverty, etc.]

Differentiation of strategies includes flexible grouping for students so we are able to meet the academic needs of all students in each classrooms. In the elementary, this includes Guided Reading, math groups, skills groups for students with matching needs for small group instruction. In the Secondary, this includes the use of EAs for extra support. There is also co-teaching of EL and Special Education staff within the classrooms at all levels.

Differentiated Instruction is changes in the pace, level or kind of instruction in response to learner’s needs, styles, or interests. Our focus becomes what we need the students to know, understand and be able to do. Differentiation has many facets and requires time to develop. At the beginning of 2014-15, PSA teachers continued their differentiation trainings led by Dr. Diane Heacox, author of Making Differentiation a Habit: How to Ensure Success in Academically Diverse Classrooms.

Elementary teachers worked on developing common pre-assessments and summatives for each grade and in each unit of instruction. Secondary staff focused on aligning differentiation to match with their IB unit planners and assessment criteria. Both of these projects take months/years to develop.

As we continued to look at our data, we found that we needed to move forward with differentiation yet stabilize our foundation. Thus we added a piece to our staff development. Since our test scores had not

progressed, we began work on the Gradual Release of Responsibility. We wanted to begin the foundation of instruction in all classrooms using the gradual release model. Thus the staff all began the study of Better Learning Through Structured Teaching by Douglas Fisher and Nancy Frey.

Systems, Strategies and Support Category Students Differentiation of strategies includes flexible grouping for students so we are able to meet the academic

needs of all students in each classrooms. In the elementary, this includes Guided Reading, math groups, skills groups for students with matching needs for small group instruction. In the Secondary, this includes the use of EAs for extra support. There is also co-teaching of EL and Special Education staff within the classrooms at all levels.

As we moved to Think Aloud instruction, some levels were able to do data after the lessons and modeling to determine student use of the Think Aloud process. This being done, the data reflected positive results at the classroom level. The beginnings of the Gradual Release of Responsibility with the students was not able to be measured with students during 2014-15. Support continued through the practice of using instructional coaches to model and the co-teaching model to support students in their learning.

Tracking by students and teachers to monitor growth has increased. PSA also used student led conferences in 2014-15 to enhance the ownership of the learning by the students.

Teachers and Principals PSA began the 2014-15 school year moving forward with differentiation trainings. Differentiation is an

essential for student engagement and taking students from where they are to where they need to be. Focus on differentiation using tiered assignments and flexible grouping to scaffold activities to ensure acquisition in learning of the benchmarks for all the standards was the next step. The goal was to equip our teachers with as many tools as possible to meet the needs of each of their students. We have all sorts of students with as many varying needs. The ultimate goal is to help each student be successful. Thus one of the ways PSA feels they can best do that is by equipping our teachers with a variety of instructional strategies.

As our 2014-15 school year progressed and data was released from 2013-14, we felt compelled to move to more structure to turn our data around. We wanted fidelity of instruction with a research based program that would help strengthen our schools academics, for both students and staff.

The typical review process of observations 3 times a year for all staff, with pre and post conferences was continued. In addition, walk throughs were scheduled to do more frequent observation for support of the implementation of the gradual release model. As teachers were engaged in more conversation of instructional practices, curriculum was also discussed. These became the indicators for support, for Q Comp and final determination of returning staff for 2015-16.

District Since we are a school and a district, all practices are used throughout the school such as differentiation and

gradual release of responsibility. Since we have recently divided into 3 units (elementary, middle school and high school) to help us drill down on our data, we will be looking into goal setting in a different way for 15-16 and beyond.

The gradual release is moving us toward fidelity in high-quality instruction. This move had prompted us to study the standards and make sure that benchmarks are mastered and addressed in a routine fashion. The exposure to technology on the part of the students drives PSA to keep up with the changes and move forward by using technology in all aspects of learning, which helps with student engagement. Our PLCs play a big part in our work as professionals. We continue to have strong professional cultures within our PLCs, grade level teams and departments within the district.

Our evidence of implementation comes in many forms: surveys, checklists, observation documents, documentation of continued support, strengths and modeling of lessons for others, student data (OLPA, FAST, Study Island, formatives, summatives, benchmark mastery, etc.) and surveys.

. Elementary School:

The elementary school day is full of academics. Each class had a minimum of 1 hour for reading, writing and math. Recess was scheduled prior to lunch. Staff thought this to be healthier and that students would return to class ready to learn. They were right! This causes a bit more noise in the lunchroom however when they return to class they are ready to learn. There is minimal, if any, loss of instructional time with this schedule.

Students also received instruction in Hmong language and culture. Our school’s charter was based on the Hmong language and culture and thus we preserve it in the elementary. Classroom teachers that speak Hmong teach their students in that grade and another Hmong speaking teacher teaches in the grades without Hmong speakers as teachers. We creatively use our resources to allow our students access to the learning of the Hmong language and culture.

Elementary classes also had Music or Physical Education on a rotating day basis. All classes visited the Library weekly with their classroom teacher. The students and staff in the elementary have a busy, academically filled day

Secondary School:

Middle and high school students are able to take seven classes per day for credit plus homeroom. Classes that meet daily for the year are worth 3 credits each. PSA requires 66 credits to graduate. This consist of four years of English (12 credits), three and a half years of social studies (10.5 credits), three years of math and science (9 credits each), two years of a world language (6 credits), one year of physical education (3 credits) and 16.5 elective credits. We have curriculum maps for all of our courses and have aligned them to the MN state standards. PSA has a MYP (Middle Years Programme of IB (International Baccalaureate) where all students of grades 6 – 10 must take at least one semester of visual art, performance art, technology and physical education.

Special Education KG-12:

The Special Education program at Prairie Seeds Academy focuses on the needs of the students identified in the program. As with all students, those with extra support needs are unique and need specific accommodations to ensure their learning and growing at PSA. We believe that, based on student’s goals, the best way to deliver support is in the least restrictive environment – that being the student’s classroom with peers. Goals may constitute a need for individual one-on-one support, that is strictly adhered to for each student with such a need.

EL Services (KG-12): We are providing more services in the mainstream classroom and our EL teachers are co-teaching with the mainstream classroom teacher. We made a huge shift in the High School and provide EL student at levels 1, 2, 3, and low 4 sheltered instructions for one period of their day with the EL teacher present in some of their mainstream classes. Also for Newcomers and levels 1 and 2 we are providing a 2nd hour of EL instruction and incorporating Rosetta Stone. With the addition of built in collaboration time, mainstream teachers seek out our EL teachers and collaborate on lesson design to meet the needs for our EL population.

B. Innovative Practices/Programs

1) Instructional Foundation Coaching and Assessments Authors: Academic Coaches (Mindy Hansen, Brody Derks, Chad DeBruzzi)

Three Academic Coaches were brought on in the summer of 2014 with the task of driving the Minnesota state standards and supporting teachers in developing standards based units and lessons. This was unchartered territory for PSA and the job of academic coach was built and refined all during the year. In the elementary, work began in August with teachers on deepening knowledge of the standards, Webb’s Depth of Knowledge, and how the standards build in rigor. Teachers worked with the Literacy Coach to revamp the Literacy Scope and Sequence after building on their knowledge on the standards. Teacher teams collaborated to create standards based unit plans and pre-assessments for math and reading units. They built monthly common summative assessments based on MCA-tested standards. This data was analyzed weekly in PLC’s. The coach regularly tracked multiple data points on a shared data wall. Throughout the year the coach met regularly with teacher teams to plan units, look at assessments, and offer support.

In the Secondary, the coaches had weekly meeting via PLC and individual meetings in order to discuss and scope/sequence benchmarks and standards. Teachers decided to either build in literacy or math elements into their instruction.

In December, Administration brought in a consultant, Kristin Scherman and started having conversations about PSA, its strengths and areas of improvements. In February, Kristin Scherman started her work with the principal and the academic coaches. She did walkthroughs of Elementary and Secondary classes with all 3 Academic Coaches and the principal. After debriefing, the coaches, Kristin and Choua decided to proceed with implementing gradual release of responsibility as a school-wide strategy, in order to increase precision of teaching. All Teaching Staff were training in “I Do”, by Kristin and the coaches. Walkthroughs began the following week to check for implementation and to give teachers feedback and coaching on their progress. We began a bi-weekly cycle of walk-throughs and feedback for the rest of the school year. Teachers began writing detailed standards-based lesson plans for their subject areas and submitting them to coaches for feedback. In March, teachers were trained on how to use questioning as part of the “We Do” to check for understanding. Again, walk-throughs and feedback continued. Throughout the gradual release process, teachers received extra coaching on think-alouds, building metacognitions, and assessment. The academic coaches also created a resource-rich coaches’ website on gradual release. The website contains power points from past staff developments, videos of staff lessons, standards documents, lesson plan templates, and helpful guides.

Fisher, Douglas Frey, Nancy Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition

Association for Supervision & Curriculum Development; 0002-Aligned to the edition (December 6, 2013) One of the projects for coaches to align and sort out was the assessments for K-12. The charts below indicate the tools for Literacy and for Math. These were compiled with the work of teachers, specialists and coaches. Elementary Literacy

K entrance exam

Reading Well by 3rd Grade (Spring)

Quarterly Summative on Reading Benchmarks (Refine)

Study Island - Weekly

Reading Eggs- Weekly

WIDA ACCESS (EL)

FAST (all students) (EA’s can do CBM’s weekly)

Assess Now

OLPA (all students)

K X X X X X X X

1 X X X X X X

2 X X X X X X

3 X X X X X X

4 X X X X X X

5 X X X X X X

Intervention Assessments:

• Reading Corps: Letter Names, Letter Sounds, Nonsense Words, CBM’s. - 3 Benchmarks - Fall - 1st, 2nd, and 3rd grade; Winter - 1st, 2nd, and 3rd grade; Spr - K, 1st, 2nd, and 3rd - Weekly Progress Monitoring on Fluency.

• Title Reading

• Initial SPIRE Placement exam in Fall (Orton Gillingham approach) • In Pre-level, students have weekly Progress Monitoring on Letter Sounds • In Level 1, students have weekly Progress Monitoring on blending nonsense words.

Elementary Literacy

Assessments Who Takes Assessment?

Who gives Assessment?

Purpose When

K entrance exam

All students who are 4 prior to Sept. 1 of the school year

K teachers, Coaches

To assess K readiness Prior to the first day of school

FAST (aReading) Early Reading

All K-5 students Classroom Teacher

Screener, Diagnostic, Progress Monitoring

Beginning of the Quarter 1-4, or whenever a new student enters

Assess Now All K-5 students Classroom Teacher, Title Teacher

To assess reading level

Fall, Spring for all students and as needed for below-level students.

Quarterly Summative on Benchmarks

All K-5 students Classroom Teacher

Show growth in learning, Show proficiency on grade level benchmarks

Quarterly

Study Island All 3-5 students Classroom Teacher

Frequent benchmark practice and progress monitoring

Weekly

Reading Eggs All K-2 students Classroom Teacher

Frequent benchmark practice, interactive lessons, and progress monitoring

Daily/Weekly

WIDA ACCESS (EL)

All EL students EL Teacher (pull out)

To determine and track Reading, Writing, Speaking, and Listening proficiency for EL Students.

Spring

OLPA All 3-5 students Classroom Teacher, Coaches, DAC

To prepare students for a test similar to the MCA, and determine Lexile level

January

Reading Well By Third Grade

All K-3 students Literacy Coach Reporting literacy proficiency progress and literacy plan to the state of MN using FAST data

Spring

MCA All 3-5 students Classroom To measure Spring

Teachers, Coaches, DAC

proficiency on MN state benchmarks

Secondary Literacy

Study Island - Weekly (Increase fidelity)

WIDA ACCESS (EL)

OLPA (all students)

IB MYP Summative Rubrics (Tracking)

Benchmark Assessments

ACT Suite

FAST -for students who are not prof MS -Students below gr level HS - Students far below

6 X X X X X X

7 X X X X X X

8 X X X X X Explore X

9 X X X X X

10 X X X X X Plan X

11 X X X X ACT

12 X X X ACT

Assessments Who Takes Assessment?

Who gives Assessment?

Purpose When

FAST (aReading) All 6-12 students below benchmark (Partial or does not meet on MCA)

Dac, coaches Screener, Diagnostic, Progress Monitoring


Study Island All 6-8, 10 students

Classroom teachers


Weekly

WIDA (EL) All students in EL Status

EL teachers + assessment team

To determine and track Reading, Writing, Speaking, and Listening proficiency for EL Students.

Spring

OLPA All students 6-10 DAC, Coaches determine lexile, akin to MCA

November and January

IB 6-12 Classroom teachers

End of Unit assessment

End of unit

Benchmark “Commatives” (a.k.a. Common Summatives)

6-12 Tested content (classroom teachers)


3 per quarter (secondary)

ACT Suite Explore: All 8 Plan: All 10 ACT: All 11, 12?

Dac

MCA All students in grades 6-8,10

Dac To measure proficiency on MN state benchmarks

Spring

Then there are math assessments/ measures: Elementary Math

FAST (aMath)

Monthly Pre-test and Summative on Math

Benchmarks

Study Island - Weekly

OLPA - Nov. and Jan.

MCA

K X X

1 X X

2 X X

3 X X X X X

4 X X X X X

5 X X X X X

Title Math Intervention Assessments:

- Pre-assessment on objectives for “Moving With Math” curriculum in Fall. - Post-assessment on objectives for “Moving with Math” curriculum in Spring.

Elementary

Assessments Who takes assessment?

Who gives assessment?

Purpose When

K entrance exam

All students who are 4 prior to Sept. 1

K teachers, Coaches

To assess readiness for K

Prior to the first day of school

FAST (aMath) All K-5 students Classroom teachers

Screener, Diagnostic, Progress Monitoring


Monthly Pre-test and Summative on Benchmarks

All K-5 students Classroom teachers


Beginning of the unit for pre-test, end of unit for summative

Study Island All 3-5 students Classroom teachers


Weekly

OLPA All 3-5 students Classroom teachers, Coaches, DAC

To prepare students for a test similar to the MCA,

November

MCA All 3-5 Students Classroom teachers, Coaches, DAC

To measure proficiency on MN state benchmarks

Spring

Secondary Math

Study Island - BI Weekly (Increase fidelity)

WIDA ACCESS (EL)

OLPA (all students)

IB MYP Summative Rubrics (Tracking)

Benchmark Assessments (Add)

ACT Suite

FAST -for students who are not proficient MS -Students below grade level HS - Students far below

MCA

6 X X X X X X X

7 X X X X X X X

8 X X X X X Explore

X X

9 X X X X X X

10 X X X X X Plan X

11 X X X X ACT X X

12 X X ACT X

These show the addition of the benchmark assessments and FAST which are 2015-16 additions. The work had just begun. Coaches were are set for their summer projects of creating scope and sequence for all grade levels, English (includes EL and Special Education), Math and Science. Weekly plans were to be prepared for the first quarter of instruction.

2) Color Run

Author: Sam Wakefield, secondary PE teacher & track coach Our first year at giving this a try! This year a 5k Color Dash Run for Prairie Seeds Academy was a first. The 5k color dash is a fun run where the participants (students, staff and community members) get blasted with color along the route. The purpose of this event was to start a tradition here at PSA where we can bring together the school and community. The 5k color dash is to raise money for exercise equipment for the school. The first year was to show what the event was all about and to introduce what will be happening every year!

Successes of the first Color Dash:

• 150 participants run in this fun run. We had students, staff and outside community members run this year. • Many businesses sponsor the event:

o Herzing University o Youth Athletic Foundation o North Hennepin Community College o Target o Individual sponsors

• Fun and had many wishing they had run the event instead of just watching • Experience on how to make this event happen and can continue to make it better each year. • Outside community saw how awesome our students and staff are! • Learning AND building community!

3) IB MYP Author: Ashley Mathews, IB MYP Coordinator Authorized IB World School During the summer of 2014 we received notification that Prairie Seeds Academy had been authorized as an IB World School, offering the Middle Years Programme. We were extremely excited by this news! Professional Development Teachers attended IB workshops to further their understanding of the MYP. Within these trainings they learned about:

• IB Standards and Practices • subject area aims and objectives • concepts • contexts • approaches to learning skills • teaching, learning, and assessment strategies to further implementation of the subject area

In addition, many teachers attended Minnesota IB Association subject-specific roundtables, which focused on the new MYP unit planner Service Event Service events included:

• Making and packaging baby clothes with Bundles of Love • Packaging food at Feed My Starving Children and Second Harvest Heartland • Performing a talent show at the local Assisted Living Center • Making dog and cat toys for the Animal Humane Society • Making blankets for Project Linus • Creating paintings for Foster Art • Writing letters to wounded soldiers or veterans with Operation Gratitude

Prior to each service event, students read an article to gain background information on the organization and the need for their service in the community. After each service event, students completed a reflection and wrote a thank you note to the organization. Grade-level Projects and Personal Project For a third year we have implemented student-centered projects for grades 6-10 in order to promote inquiry, and help students develop independent learning skills. In 6th grade Science class, students worked on their engineering skills, designing and building toothpick bridges. In 7th grade Language and Literature class, students create their own graphic novel, working on creative writing skills such as plot design, scene setting, and character development. In 8th grade Humanities class, students research a person, idea, or event that in history and created a display board or website for History Day. In 9th grade Science class, students construct a Science Fair Project, using the scientific method to pose a question, conduct background research, develop a hypothesis, create a way to test their hypothesis through a scientific experiment, collect data, and present their findings in a presentation board and paper. Through these grade-level projects, students are better prepared for their 10th grade Personal Project, a requirement of the IB MYP. The Personal Project is a culminating project completed in the final year of the MYP (10th grade). Students select a topic of their own choosing. Encouraged to focus on their areas of interest, students have the freedom to design a project about which they are truly passionate. Whatever topic they chose, the 10th grade Personal Project requires students to use the Approaches to Learning skills they developed in previous years (self-management skills, research skills, communication skills, and thinking skills). This was the third year PSA 10th graders completed the Personal Project. Examples of projects included:

• The creation of an original Manga book • A choreographed and performed Hmong dance • Originally designed and sewn dresses

• An exercise video, complete with tutorials of each move • The composition and recording of an original song • A hand-built solar panel

4) PBIS Author: Andrew Gorrell, PBIS Coach Positive Behavior Interventions & Supports (PBIS) is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments (https://www.pbis.org/school). The PBIS team consists of eight staff members from elementary, secondary, the HS counselor, behavior specialists and administration. The team has worked hard in implementing first year strategies in this three-year implementation process. During PBIS training in the fall, the team developed four behavioral school-wide expectations which are Honorable, Open-minded, Willing Leaders. These expectations align with students in grades K-12, the IB learner profile traits, our mascot, and school culture as a whole. The team has designed matrices of expectations for classrooms, bathrooms, the auditorium, both libraries, both cafeterias and all other non-classroom areas of the school. Teachers and staff work every day on re-teaching expectations and giving out HOWL tickets for recognizing and acknowledging good behaviors.

We have celebrated positive behavior at the end of each quarter by offering a “HOWL Celebration day” (that includes student choice of various activities). All students are welcome to participate. However, for the final “field day” celebration, students who receive five (5) major behavior infractions or more will be ineligible to participate.

Minor and major behavior infractions are electronically submitted to the dean of students and the behavioral specialist. The minors (Fix-it plans) are minor behaviors that are classroom managed, and solved in the classroom. Other major issues are dealt with on a more serious level, and usually result in a detention or suspension. All the behavior infractions are entered into the School-Wide Information System (SWIS), and data is reviewed monthly at PBIS meetings. From there, we can determine from precision statements which areas of the school or which behavior problems we need to work on.

Year one of implementation was a huge success with the completion of surveys, evaluations, as well as teachers and students understanding the process of PBIS. Next year (year two) will bring more specific strategies for classrooms; whereas year

three focuses on specific goals for students. There will be many great things to come in the next couple years until we are a full PBIS school.

5) Positive Students In Action Author: Chloe Cotherman, Secondary Art teacher and Co-Advisor of PSiA

Service Events Caroling at Waterford Estates – Students and staff members walked to a nearby assisted living facility and sang Winter and Holiday songs with the residents. Afterwards, we visited with the residents and staff, with whom our school has formed meaningful bonds over the past couple years of visiting Waterford.

https://www.pbis.org/school

Blankets at Mary’s Place – Students and staff brought colorful, patterned felt and supplies to Mary’s Place, a homeless shelter for families, and helped young children to make a comfy blanket to keep for themselves. We also toured Mary’s Place and supervised the kids’ playroom, which has very limited hours. The kids at Mary’s place were so happy to get to jump and run around in the play room, and to make a very special blanket of their own. Love Letters – Inspired by the “More Love Letters Campaign,” our student leaders organized and participated in a letter-writing campaign to help build community within our school. Students nominated staff and students who could use some words of hope, encouragement, and love. The nominees’ names were kept anonymous, but their need for a Love Letter was advertised during lunch. Students stopped by during the week of Valentine’s Day to write notes to those who needed a few kind words. A few of our committed student volunteers even spent extra time outside of school to make sure that every person who was nominated to receive a love letter got one. Animal Shelter Visit – We learned about the plight of abused and abandoned animals and made dog and cat toys out of felt. Then we visited the Animal Humane Society where students toured the facility and got to pet some cute and cuddly dogs and cats. Our homemade cat and dog toys were donated to the shelter. Senior Prom at Waterford Estates – Students and staff provided decorations, old-school tunes, dance partners, make-up, home-made corsages, and refreshments to the residents of Waterford Estates’ first ever Spring Fling “Senior” Prom! The residents loved getting dressed up, dancing, and watching our students have a great time too. We receive such wonderful feedback from the staff of Waterford and the families of residents. This was a favorite event of our PSiA group, because it was so much fun and put so many smiles on the faces of our community members.

6) College in the Schools Author: Ben Mathews, English Teacher & Lead Teacher, High School College in the Schools (CiS) is nationally recognized and accredited program started by the University of Minnesota. The name explains what it is: high school teachers teaching college classes at the high school. Unlike other PSEO programs (like the DP program or AP courses) CiS allows students to get actual (“guaranteed”) college credit from the U of MN. However, unlike traditional PSEO programs, the students are not hindered by income, location, or transportation because the course is conducted right in the school. This was our fourth year participating in this program by offering ENG 1001w: Introduction to Literature, and WRIT 1201: Writing Studio. 7) Differentiation Author: Jeanene Miller, Academic Coordinator

Differentiated Instruction is changes in the pace, level or kind of instruction in response to learner’s needs, styles, or interests. Differentiation includes the students being able to tell peers and/ or teachers how well they did, how much effort they felt they put into their work, how they work best, favorite topics/subjects, and making choices about ways to learn the material. Our focus becomes what we need the students to know, understand and be able to do.

Differentiation has many facets and requires time to develop. At the beginning of the the 2014-1, PSA teachers continued their differentiation trainings lead by Dr. Diane Heacox, author of Making Differentiation a Habit: How to Ensure Success in Academically Diverse Classrooms.

Elementary teachers worked on developing common pre-assessments and summatives for each grade and in each unit of instruction. Secondary staff focused on aligning differentiation to match with their IB unit planners and assessment criteria. Both of these projects take months/years to develop and then to fine tune at each grade level for the greatest impact on student learning. 8) National Honor Society (NHS) Author: Ben Mathews, NHS Advisor

National Honor Society began its fifth year at PSA by adding 2 new juniors, and 8 seniors to our ranks (16 total students). We continued with the shift from the traditional organizational setup (Pres, VP, secretary, treasurer) to chairs of pillar committees. The returning juniors (now seniors) selected and acted as chairs for the four pillars of NHS: scholarship, leadership, character, and service. Each pillar than became its own committee and planned separate initiatives. Leadership: spent most of their year getting ready for a program called Project Freshmen started last year. This year they focused on developing more worth-while lesson plans with interaction built in. For Project Freshmen they went to all three 8th grade HRs 5-6 times during 4th quarter, and worked with them on better understanding what it takes to be successful in HS and how to be a positive Leader. This year they focused on the skill of self-advocacy. Scholarship: decided to continue with the idea of tutoring from last year, and provided tutoring services to the 2nd and 3rd grade students. They worked closely with the 2nd and 3rd grade teachers to understand student goals and interventions, and provided extra assistance in the morning.

Character: They decided to make a power point to provide in 10th and 11th grade HRs to try to recruit new members. Service: hosted four major drives this year. They hosted the yearly winter clothing drive, started last year, and collected a substantial donation. This year a senior found and organized a jean drive for the homeless through Do Something.org. We were able to collect over 385 pairs of jeans in this first year. Finally, we continued our work with the American Red Cross by hosting two Blood Drives this year. Across both drives, we were able to collect nearly 50 units. This amount of units allowed us to receive a $250 scholarship from the Red Cross Character: They decided to make a power point to provide in 10th and 11th grade HRs to try to recruit new members. 9) Teen Outreach Program (TOP) Author: Erin Forse, Middle School Science Teacher and TOP Coordinator The TOP (Teen Outreach Program) program was in eighth grade, ninth grade and eleventh grade classrooms during the 2014-15 school year. Eighth grade students learned about human sexuality and STIs, child abuse, personal relationships and completed service activities during the school year. The students were divided into two groups, facilitated by Annex Teen Clinic members and PSA teachers. All students in the eighth grade groups went on a field trip to Feed My Starving Children in October, where they bagged enough food to feed 200 people. The students also created and ran two service projects to help victims of child abuse. One group ran a hygiene drive, in which they collected 150 items of personal hygiene products and $50 to donate. The other group ran a smoothie fundraiser, which raised $80 to donate money to victims of child abuse. Eleventh grade students focused in on relationships. One of their community service activities was inviting the 8th graders to a relationship event. The eighth graders were divided into 6 different groups which were facilitated by eleventh graders. During this time, the juniors asked questions, gave different relationship situations, and allowed the eighth graders to ask more personal questions. Another community service project that they were apart of was helping the Waterford Nursing

Home. The juniors really wanted to help and make a difference in their own community. During this community service project, the students were split up into four different groups: gardening, cleaning, painting, and restoring. The students worked with the staff from the Waterford to help with upkeep and get different areas ready for the residents to enjoy once the weather became warmer. 10) EL Program Grades K-2 Author: Mai Thao, ESL Teacher for KDG-2, Lead Teacher and Brody Derks, Secondary Literacy Coach Elementary: The elementary EL service this year was given through 85-90% co-teaching and 10-15% small group push-in/ pull out. Both math and reading focus was used this year; half of the year received math EL support and the remaining half reading EL support. The following numbers reflect a low-mid-high tier categorization aligned to Wida ACCESS test tiers per grade level and are not actual scores.

(A=Low, B=Mid, C=High)

Kindergarten A = 14 B = 19 C = 0 Total = 33

1st Grade: A = 14 B = 12 C = 4 Total = 30

2nd Grade: A = 13 B = 5 C = 3 Total = 21

3rd Grade: A = 1 B = 10 C = 17 Total = 28

4th Grade: A = 0 B = 12 C = 21 Total = 33


K-2 Overall Total = 84 3-5 Overall Total = 82 Secondary: Secondary’s primary form of service was through sheltered instruction. This year, more Cs were kept in the sheltered instruction format in order to help facilitate quicker proficiency in English. Under this instruction, students learned English through the content areas. The modalities most focused on were reading and writing.

The following numbers reflect a low-mid-high tier categorization aligned to WIDA ACCESS test tiers per grade level and are not actual scores.

6th Grade A = 0 B = 7 C = 28 Total = 35







11) Counselors Corner Author: Shoua Chang, Elementary & Middle School Counselor The Counselor’s Corner covers all aspect from Academics, Personal/Social and College/Career planning.

Summer School Program – Splash into Summer School: PSA offer’s summer school for students who are interested and for those who could use more academic support. We have our K-8th grade intervention program and our enrichment program. For our intervention program we focus on subjects such as reading, writing, math and science. As for our enrichment program, students can participate in Physical Education, Pom Poms, or a Musical.

Bullying Awareness Prevention Week: During the month of November, PSA dedicated one whole week to educate our students on Bullying.

This year we were fortunate to have a special guest speaker come present to our students about the long term impact on bullying, understanding bullies and why the do what they do, and his personal battle with bullying. Sumi Mukherjee was bullied during his childhood life, which lead to a severe mental illness. He is a survivor and continues to educate thousands of students, schools, and present at workshops nationally. Other activities that were held throughout the week were “Mix it UP” during lunch, middle school students working with elementary students and wearing orange to support no bullying.

Kimochis – Social and Emotional Learning Curriculum: In Japanese the word “Kimochi” means feeling. Meet the characters Cloud, Huggtopus, Bug, Cat and Lovey Dove. Just like many of our students, each character is unique and has their own personality. With the Kimochis, they help educate our students and teach communication skills to express feelings with positive behaviors.

College Fair Visit: Middle school students have been learning more about post-secondary education and careers. Once a month, Ms. Chang would go into each homeroom and present on college readiness. This year our 8th graders had a privilege to attend a college fair on a college campus. Of those who went to the college fair, 79% of those students have never been on a college campus. In addition, 97% of those students thought it was helpful and would recommend other students to participate in a college visit.

Elementary Career Day: Students in elementary spent some time learning more about community workers. We had a great turn out and success with our presenters such as an Auto Mechanic, Restaurant Owners, Minnesota Transportation Department and a representative from the Boy Scout Council.

Author: Nick Jacobs, HS Guidance Counselor

Counselor Program HS: The counselor program offers a Counselor’s Resource Manual for any student interesting in learning more about different topics including social, career, personal, and academic areas. Also, a PowerPoint Presentation was designed to help students understand more about high school opportunities including academics, athletics, and other student organizations to be a part of. In addition, college readiness groups were offered to juniors to discuss more about college applications, test scores, admission process, and scholarships.

Career and College Ready: Minnesota Career Information Systems (MNCIS) was offered to students to build a student portfolio. Also, students used MNCIS to look for colleges, scholarships, and perform career interest inventories. In addition, 9th grade students researched several different careers and created a resume. A career fair was offered to all middle and high school students on May 15th. The career professionals included many areas from the business and medical fields. Students were provided a scavenger hunt handout to help guide them with questions when they talked to the many career professionals.

12) Minnesota Reading Corps (Grade KG-3) Author: Mindy Hansen, Elementary Literacy Coach PSA had 2 Reading Corps tutors working with 1st-3rd grade students in 2014-2015. Tutors in K-3 settings provide daily one-on-one 20-minute tutoring sessions with students identified to be at risk of not reading proficiently by the end of grade 3. Tutors provide targeted reading skill practice primarily in the areas of phonemic awareness, phonics, and fluency. Tutors regularly collect data and review it with their Internal Coach to make instructional decisions to help all children to be successful. This year, Reading Corps tutors serviced 61 students in grades 1-3, and 14 students were able to exit as shown by meeting strict criteria.

13) Reading Well by Third Grade Author: Mindy Hansen, Elementary Literacy Coach All public school districts and charter schools that enroll K-2 students must annually submit data on reading proficiency for all students in Kindergarten through Grade 2. The data submission should be completed by July 1 of each year. Our data was submitted on June 3, 2015. It included Assess Now data, letter sounds, sight words, and OLPA scores. Local Literacy Plans for every Minnesota public school district and charter school serving Kindergarten-3rd grade are to be posted on each district webpage. The information is intended to guide schools and districts as they work toward meeting the requirement of all students reading well by the end of third grade, a required component of districts’ World’s Best Workforce Plans. Our literacy plan is pictured below, and is posted on our website, under the “Academics” tab. 14) Minnesota Youth Alliance (Grades 6-9) Author: Nick Jacobs, HS Guidance Counselor

The Promise Fellow worked on different community events throughout the year. Approximately 30 students volunteered at Second Harvest Heartland in Golden Valley. During this time, students volunteered their time to package thousands of pounds of food to be delivered to people across the country. Also, the Promise Fellow program coordinated a planned hands-on service learning field trip at Books for Africa in St. Paul. As group, they watched and discussed video clips on activities of Books for Africa.

15) Home Visits (Elementary) Author: Mai Thao, Elementary Lead Teacher We conducted home visits this year prior to the opening of the academic school year. The home visits were scheduled with families between the dates of August 12, 2014- August 21, 2014. Teachers were assigned an average of 10 students from their class roster to visit. Additional support staff and specialist teachers conducted home visits on the rest of the students in each teacher’s class.

On the home visits, teachers and staff wrote learning goals with the students and their parents, answered any questions that families had, ensured that all necessary forms were completed, and connected with families through informal conversation about student interests. Other things that were also conveniently done at the visits were to ensure families knew about their child’s bus number and pick up times, to remind them of Open House, to confirm receipt of the school’s letter that contained when the first day of school is and of the supply list, ask about student’s allergies and any medical conditions/ services, give and sign title related letters, and obtain updates on information. Teachers were informally surveyed and 100% of the teachers agree that home visits are worth doing and are helpful. Some commonly agreed examples cited were:

1. Home visits have positive effects on relationship building with families. 2. Home visits help teachers to see the student’s home life and cultural norms/ values. 3. Home visits keep families informed. 4. Home visits help make meeting a new student easier, thus building a better relationship. 5. It is great to see previous students and their siblings.

Parents comments: 1. Parents have expressed that they like and hope that home visits will continue; they like that it helps to

maintain a connection with the school. 2. Parents feel more comfortable sharing concerns they have about the school in their home. 3. Parents say home visits excite their child/children and motivate them for school.

16) Music Program (Elementary & Secondary) Authors: Becca Bellman & Jeff Culp, Elementary & Secondary Music Teachers The elementary students have spent the year building their music skills. Our kindergartners spent time working with simple rhythm instruments and popular folk songs. The 1st and 2nd grade classes spent more time with creating new patterns and explored using solfege to create their own melodies. The 3rd grade class had a chance to play nose flutes which were in preparation for the Spring Concert. The 4th and 5th graders have learned how to play the recorder using Recorder Karate curriculum. All of the grade levels have enjoyed singing, folk dancing, and playing Orff Instruments as well as learning about music from other countries and cultures. The secondary music program is positively buzzing, with six classes ranging from Guitar to Battle of the Bands. The 6th class grade plays guitar, learns songs, and earns different picks to show growth. The 7th grade class plays piano, and composes written music. They focus on the 8 elements of music to guide reflections and create songs for specific moods. The 8th grade class performs using their voice. They learn about using projection, tone, and proper breath to support their voice in all uses. They sing a song of their choice for their classmates, and perform as a group for the public. The 9th grade class explores music as a positive change, creating a music video to call others to action. They also create a positive rap verse to convey a message to their audience. The 10th grade students study music theory and continue to write their own music in different styles (theme song and blues). The 11th and 12th grade students had a chance to form their own groups in Battle of the Bands. They picked a name, a style, an image, learned instruments, and performed twice as a “band.” They played one cover song and wrote and performed one original song over the semester. The groups utilized everything, from digital music creation to a box drum and a xylophone. Hmong New Year: Hmong New Year was a celebration of performances and talent. Hmong New Year 2014 had two programs, one for the elementary students and one for the secondary students. The elementary program consisted of a variety show with singing, dancing and skits put on by the students with help from the Hmong teachers and the Music teacher. The secondary students put on a fantastic show, with an MC, songs, and dances. The students organized and rehearsed their performances, leading up to an audition. Through the audition process, the top groups were selected and took the main

stage. Many different cultures were represented at Hmong New Year in performance, art, and the meal served to the community. The event was a success with many families attending and also staying to share a meal together in our cafeterias. Hmong New Year was also a celebration of PSA’s 10th anniversary. Students created ten large story cloths that illustrate each year which were displayed along with other artwork. Spring Concert: The Elementary Spring Concert is made up of all 6 elementary grade levels, each grade level performing two or three songs to make up an hour-long concert. Highlights from this year’s concert include the first and second graders collaborating on World’s Greatest, the third and kindergarten students collaborating on Imagine, a group of fifth graders was drumming between acts, and of course the fourth graders ending the concert with Roar featuring special guest the Lycan mascot. Parents were invited, and the whole school was able to participate due to the concert being during the school day. The Secondary Spring Concert hosted a number of performances by the students. The majority of groups came from the music classes offered at PSA, and also small auditioned groups. They came in the form of dances, duets, class vocal songs, guitar ensembles, and a Glee choir. The performances were held in the Secondary gym, and the night concluded with a Car Wash Fundraiser by PSiA (Positive Students in Action). Glee Choir: The Glee Choir is a group who meets in the afterschool session and sings acapella music (music with no instruments). This year, we had student support and leadership as a few of the students arranged and rehearsed the group for their Spring Concert performance. Summer School Musical: The Summer School Musical was a success in its second year. The 2014 Summer School Musical was an original script by the director, set to many wonderfully arranged songs about Earth Day. The Wizard of Oz-inspired musical followed Lucy in her journey from her town of Wasteville to the magical Land of Green. Students were in charge of painting the set, props, costumes, rehearsing/memorizing lines, songs, and learning choreography. At the end of summer school, the other students gather in the auditorium to watch the final performance. Looking forward, adequate amplification and microphones to enhance the show will be an improvement we will discuss. 17) HSO

In the secondary Hmong classes, the students learned many different topics, but the most interesting topic to the students was Hmong history. When they learn about Hmong history, they realized where the original place the Hmong had come from. They learned about the Hmong histories in Laos, Thailand and China. They understood that the most original place for Hmong people is China. Our great grandparents were also from Laos, Thailand, Vietnam, and Burma. This class has sparked student interest and created a Hmong Student Organization.

The Hmong Student Organization (HSO) is a society of students who wants to expand their knowledge and explore activities of the Hmong culture beyond the classroom. The Hmong Student Organization encourages activities, which takes Hmong language and culture learning out of the classroom and into the community at large. HSO promotes students’ to become global learners by increasing their knowledge to the culture through visiting many different places, restaurants, or abroad opportunities.

The purpose of the HSO is to create opportunities for students to practice Hmong conversation and connect with their roots to the culture and customs of Hmong-speaking people in the United States and around the world.

HSO has worked really hard this year to fundraise for their trip to China. Some fundraising events held were egg roll sales, concessions during sports events, hosting dance and brat sale at Cubs Food. Five students along with Mr. Pae Yang had traveled to China in July for their global experience and learning more about the Hmong history.

18) Student Council Author: Chelsea Roering, High School Humanities Teacher, High School Student Council Advisor High School: The high school student council consisted of eleven members who were juniors and seniors. Student Council met every Tuesday morning to brainstorm ideas, plan out events, and to make sure we were promoting school spirit throughout the school year. Student Council was able to hold a variety of events to help create a sense of community throughout the different grades. One type of event the students hosted was volleyball tournaments. These were our most successful evens in regards to student participation. Each tournament was a double elimination style bracket. Students (9th-12th) formed teams, came up with creative names and a few even coordinated their own uniforms. The student body had a blast with the volleyball tournaments and they have become our most requested events. Another way members of student council promoted a sense of community was by hosting spirit weeks that usually ended with a dance at the end of the week. Student Council members promoted each week as well as announced the different theme days in each class as a way to get students to participate. The student body always seemed to look forward to these days and we had a good portion of the population participate. Finally, Student Council did a lot of work to fund raise to support field day at the end of the year. Students were at almost every home basketball game selling concessions. Students also put on a candy cane gram sale during December. Students purchased candy canes and sent a message to their friends. Members of student council then delivered them to these students. During field day, members of student council decided to sell cotton candy as well as snow cones as a way to help replenish the funds for the following year. It was a successful for the High School student council. The students did a great job with planning and executing different events and activities and really took the time to listen to their peers about what activities they wanted to have throughout the year. Middle School Student Council: Author: Maddy O’Brien, Spanish teacher and MS Student Council Advisor

Members/organization -

Our middle school student council met regularly (every Wednesday during middle school lunch) to plan, think, and organize events for our school. Each middle school homeroom elected two representatives to serve on the council this

year, resulting in a total of approximately 18 students on the council. Members voiced their opinions and ideas during our lunch meetings, making for a democratic and organized decision-making process.

Events -

Objective: to promote community and positive social interactions amongst students and staff at PSA.

Our student council representatives voted on a variety events to meet the requests of the middle school student body. Events had popular turn-out and showcased the many talents and interests of our students. Student council representatives worked to promote, facilitate, and organize these events at weekly lunch meetings.

• Blackout Halloween Bash Dance • Movie Night • Talent show • Spring Dance + soccer tournament • Skyzone (just student council representatives) • Field Day

Fundraisers -

Objective: to raise money to support student council sponsored events.

This year we used concessions as our primary fundraiser. Money went to support events such as dance prizes and decorations, and field day inflatables/activities. Student council students and staff worked through the following fundraisers this year:

• Basketball game concessions • Candy Grams (week prior to winter break) • Dance concessions (at student council events)

19) Athletic Program Author: Victor Vondracek, Athletic Director It was a fast paced and entertaining athletic calendar year at PSA for the Lycans! The Lycans kicked off the school year with their busiest season in Fall with boys and girls soccer, and girls volleyball. The girls volleyball team improved from last season with a record of 5-9. Considering PSA is mostly comprised of underclassmen, the future looks bright with a strong participation number of around 18 girls, hoping to add a JV team next year. The girls soccer team had about 17-19 girls attend throughout the season. Like volleyball, our girls soccer team was mostly all underclassmen and had a tough season as they played some strong teams. They will look to improve next year as they return most of the starting nucleus! The Lycan boys’ soccer team had a strong record with around 30 kids on the roster including JV, we are looking to add a freshman team for this upcoming season. Along with the other fall sports, the boys are losing just a few seniors as this year’s team was heavily numbered by juniors who look to go deep into the State tournament next season. The winter season we had boys basketball who had an impressive record with a new coaching staff. The Lycans ran out of gas as we only had 8 players on varsity, after bowing out of the first round in sections. They are losing one senior and are looking to prove something next season with a strong nucleus returning. This season, PSA had our first year of Poms, "Lycan Pom Squad", a dancing/hybrid pom dance team. They had an attendance of 9 girls and performed at numerous of the boys home basketball games during half time and was a fan favorite! Finishing up the school year for the spring season, we had boys and girls track which had their highest attendance of PSA history with 30 kids participating. They had an up and down year with a lot of learning as they had a lot of first time runners, which is great to build on! We had one athlete compete in the section finals in the 100 meter dash. Also having success was our boys and girls 4x100 meter relay teams. The future for our boys and girls track team looks very promising! Two new sports added to PSA this spring were middle school boys and girls flag football and high school

girls badminton. Our flag football team was comprised by about 41 kids in grades 7-8 and took home 3rd place in the first year of our program! We will look to keep these numbers high as well as adding a high school flag team. A big hit was our girls badminton team, we had a very strong attendance of 25 girls for a first year program. Our coaching staff transformed our team as it was a year of learning, again, numbered of underclassmen. All in all it was a very successful year in terms of athletics with the student-athlete participation percentage going up in the student body, and looking to raise that number next year! Go Lycans!

PSA was also invited to be a part of a new High School conference called the Twin Cities Independent Schools Conference (TCIS). Right now the sports sponsored by the conference include: volleyball, boys and girls soccer, boys basketball, and boys and girls track and field. Some new sports that are in discussions for the next couple years will be; girls badminton, wrestling, and fine art festivals. Teams that share the conference include: Cristo Rey Jesuit Math Science Academy FAIR PSA Groves Academy St Paul Prep Hiawatha Schaeffer Academy Learning for Leadership

20) Media Center Author: Maignia Lo, Library Specialist

The Media Center gave an environment of peace, quiet, safety, and productivity. Students come and go, doing their work and research. Any student could suggest books that they would like to see. If their book was purchased, they were the first to read it. Many suggestions from students were submitted.

Bulletin Boards were made to motivate all students. Here are some of the titles: “Black History Month”, “I have a Dream”, “ Don’t bug me. I’m reading”, “Let your love of reading grow”, “ Happy Birthday Dr. Seuss”, and “Horton Hatches an egg”.

Here are some hands-on activities that were created to draw students’ participation.

1. A banner in the Elementary was made stating: “We love our library”. Elementary students came and signed the banner. It was being hung in the Elementary library where every student could see it.

2. Glam your T-shirt –where students could decorate T-shirts with gemstones, markers 3. Games ( Uno, Rummikub, Jenga ) - playing non-electronic games with friends 4. Bookmarks - create and personalize their own bookmarks 5. Making Origami - create flowers, animals, lucky stars, boxes 6. Asian Games - Jump rope, Kato, rock picking, stick picking

Other activities that were also conducted are as follow.

1. “Guess the Asian Cultural Clothing? “during Asian Month where students could see different Asian Cultural clothing and try to guess where it was from.

2. During the month of March, Dr. Seuss’ Birthday, guess Dr. Seuss silhouette characters. Students guess who the characters are.

3. “We read too! Can you guess who?” Staff photos taken behind a book for students to try to guess who it was!

C. Academic & Non-academic Performance 1) Academic Goals and Data Analysis

Measure 1.2: In FY16 PSA will decrease the number of minor disruptions from FY15 by 10% using PBIS strategies and tracked by the SWIS data software.

• Exceeds Standard: Behavior referrals for minor disruption for the school decreased by at least 15% in FY16 • Meets Standard: Behavior referrals for minor disruption for the school decreased at least 10% in FY16. • Approaches Standard: Behavior referrals for minor disruption for the school decreased by at least 5% in

FY16 • Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.

In FY15, Prairie Seeds Academy began implementing PBIS school-wide and utilizing SWIS data software to track minor and major behavior infractions. During FY15, PSA recorded 1,634 minor behavior infractions. Now that we have some baseline data, we will be able to work toward achieving our goal of decreasing minor behavior infractions by at least 10% in FY16. There is not enough data right now to measure the goal, due to the fact that it was the first year PSA used the SWIS data software.

Indicator 3: Reading Growth Goal: Over the period of the contract, PSA students will demonstrate growth in reading as measured by state assessments and nationally normed assessments. Measure 3.1: In aggregate, from FY14 to FY15 the growth z-score for all students on MCA assessments will be equal to or greater than 0.00. · Exceeds Standard: The school achieves an aggregate growth z-score equal to or greater than 0.50. · Meets Standard: The school achieves an aggregate growth z-score equal to or greater than 0.00. · Approaches Standard: The school achieves an aggregate growth z-score greater than -0.50. · Does Not Meet Standard: The school did not meet the criteria for any of the ratings above. From FY 14 to FY 15, Prairie Seeds Academy elementary school has shown a z-score of -0.2267 in MCA assessments. According to the z-score for elementary, combined math and reading results indicated that PSA is approaching standard. From FY 14 to FY 15, Prairie Seeds Academy middle school has shown a z-score of -0.2579 in MCA assessments. According to the z-score for middle school, combined math and reading results indicated that PSA is approaching standard. From FY 14 to FY 15, Prairie Seeds Academy high school has shown a z-score of -0.0115 in MCA assessments. According to the z-score for high school, combined math and reading results indicated that PSA is approaching standard. Due to the MDE website only displaying this information separated by elementary, middle and high school, if the results are combined and the z-scores are averaged, overall, the students are approaching standards and are almost meeting the goal of having an overall z-score of 0.00 from all students. Indicator 4: Math Growth Goal: Over the period of the contract, PSA students will demonstrate growth in math as measured by state assessments.

Measure 4.1: In aggregate, from FY14 to FY15 the growth z-score for all students on MCA assessments will be equal to or greater than 0.00. · Exceeds Standard: The school achieves an aggregate growth z-score equal to or greater than 0.50. · Meets Standard: The school achieves an aggregate growth z-score equal to or greater than 0.00. · Approaches Standard: The school achieves an aggregate growth z-score greater than -0.50. · Does Not Meet Standard: The school did not meet the criteria for any of the ratings above. As stated above in Indicator 3, the website from MDE does not separate math and reading scores. Therefore, the results for elementary school have the reading and math scores combined, middle school math and reading scores are combined and high school math and reading scores are combined. From FY 14 to FY 15, Prairie Seeds Academy elementary school has shown a z-score of -0.2267 in MCA assessments. According to the z-score for elementary, combined math and reading results indicated that PSA is approaching standard. From FY 14 to FY 15, Prairie Seeds Academy middle school has shown a z-score of -0.2579 in MCA assessments. According to the z-score for middle school, combined math and reading results indicated that PSA is approaching standard. From FY 14 to FY 15, Prairie Seeds Academy high school has shown a z-score of -0.0115 in MCA assessments. According to the z-score for high school, combined math and reading results indicated that PSA is approaching standard. Due to the MDE website only displaying this information separated by elementary, middle and high school, if the results are combined and the z-scores are averaged, overall, the students are approaching standards and are almost meeting the goal of having an overall z-score of 0.00 from all students. Indicator 5: Reading Proficiency Goal: Over the period of the contract, PSA students will demonstrate proficiency in reading as measured by state assessments and curriculum-based measures. Measure 5.1: The school’s aggregate proficiency rate from FY14 to FY15 will increase by at least 10.0 percentage points from the baseline proficiency rate (2013 baseline – 19.4%). · Exceeds Standard: The aggregate proficiency rate is at least 15.0 percentage points above the baseline rate. · Meets Standard: The aggregate proficiency rate is at least 10.0 percentage points above the baseline rate. · Approaches Standard: The aggregate proficiency rate is at least 5.0 percentage points above the baseline rate. · Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.

MCA Reading

Assessments % Does not Meet % Partially Meet % Meet % Exceeds % Proficient

2013 MCA 56.20% 24.90% 17.40% 1.50% 18.90%

2014 MCA 55.00% 25.40% 17.50% 2.10% 19.60%

2015 MCA 52.30% 25.80% 19.20% 2.70% 21.90% The above information details the results of the MCA reading assessment and indicates the proficiency rate over the previous three school years. From FY13 to FY15, students have shown some adequate growth. In the Does Not Meet column, there was a 3.9 percentage point decrease. The chart also shows that proficiency levels in reading has increased since the reported 2013 proficiency rate of 19.4% by a factor of 3.3 percentage points above the baseline rate. The total amount of students proficient in reading totaled at 21.90%. These numbers indicate that

PSA did not meet standards as outlined in Indicator 5. Even though proficiency rates have shown some increase over the previous three years, it was not enough to impact the targeted goal. Measure 5.2: In aggregate, from FY14 through FY16, at least 80.0% of students in grades K-5 will achieve a score of 70.0% or greater on the school’s curriculum-based measures. (PSA will provide ACNW with the rubric). · Exceeds Standard: The aggregate percentage of students achieving a score of 70.0% or greater is at least 90.0%. · Meets Standard: The aggregate percentage of students achieving a score of 70.0% or greater is at least 80.0%. · Approaches Standard: The aggregate percentage of students achieving a score of 70.0% or greater is at least 70.0%. · Does Not Meet Standard: The school did not meet the criteria for any of the ratings above. The contractual goals overall between PSA and ANCW were finalized in May 2015, therefore curriculum-based measures were not implemented and reported as this time. PSA’s curriculum-based measures were not implemented for FY14 to FY15. PSA is taking steps to implement these measures for FY15 to FY16 through getting students to be proficient in state reading benchmarks on a weekly basis. In reading, a summative assessment will be conducted at the end of every quarter in reading to measure student’s achievement levels for benchmark worked on for that quarter. Curriculum-based measures for reading will be reported for FY15 to FY16.

Indicator 6: Math Proficiency Goal: Over the period of the contract, PSA students will demonstrate proficiency in math as measured by state assessments and curriculum-based measures. Measure 6.1: The school’s aggregate proficiency rate from FY14 to FY15 will increase by at least 10.0 percentage points from the baseline proficiency rate (2013 baseline – 18.6%). · Exceeds Standard: The aggregate proficiency rate is at least 15.0 percentage points above the baseline rate. · Meets Standard: The aggregate proficiency rate is at least 10.0 percentage points above the baseline rate. · Approaches Standard: The aggregate proficiency rate is at least 5.0 percentage points above the baseline rate. · Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.

MCA Math


2013 MCA 48.00% 32.90% 14.60% 4.50% 19.10%

2014 MCA 50.60% 29.80% 16.90% 2.70% 19.60%

2015 MCA 52.90% 24.70% 19.70% 2.70% 22.40% The above information details the results of the MCA math assessment and indicates the proficiency rate over the previous three school years. From FY13 to FY15, students have shown some adequate growth. In the Does Not Meet column, there was a 4.9 percentage point increase. The chart also shows that the proficiency levels in math has increased since the reported 2013 proficiency rate of 19.1% by a factor of 3.3 percentage points above the baseline rate. The total amount of students proficient in math totaled at 22.40%. These numbers indicate that PSA did not meet standards as outlined in Indicator 6. Even though proficiency rates have shown some increase over the previous three years, it was not enough to impact the targeted goal.

Measure 6.2: In aggregate, from FY14 through FY16, at least 80.0% of students in grades K-5 will achieve a score of 70.0% or greater on the school’s curriculum-based measures. (PSA will provide ACNW with the rubric). · Exceeds Standard: The aggregate percentage of students achieving a score of 70.0% or greater is at least 90.0%. · Meets Standard: The aggregate percentage of students achieving a score of 70.0% or greater is at least 80.0%. · Approaches Standard: The aggregate percentage of students achieving a score of 70.0% or greater is at least 70.0%. · Does Not Meet Standard: The school did not meet the criteria for any of the ratings above. The contractual goals overall between PSA and ANCW were finalized in May 2015, therefore curriculum-based measures were not implemented and reported as this time. Curriculum-based measures will be reported for FY15 to FY16. School’s curriculum-based measures were not incorporated for FY14 to FY15. PSA is taking steps to implement these measures for FY15 to FY16 through getting students to be proficient in state math benchmarks on a weekly basis. For math, two to three summative assessments will be administered for each quarter to measure student’s achievement levels for benchmark worked on for that quarter. Curriculum-based measures for math will be reported for FY15 to FY16.

Indicator 7: Science Proficiency Goal: Over the period of the contract, PSA students will meet or exceed state standards in science as measured by state assessments. Measure 7.1: The school’s aggregate proficiency rate from FY14 to FY15 will increase by at least 8.0 percentage points from the baseline proficiency rate (2013 baseline – 11.4%). · Exceeds Standard: The aggregate proficiency rate is at least 12.0 percentage points above the baseline rate. · Meets Standard: The aggregate proficiency rate is at least 8.0 percentage points above the baseline rate. · Approaches Standard: The aggregate proficiency rate is at least 4.0 percentage points above the baseline rate. · Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.

MCA Science


2013 MCA 59.70% 29.00% 10.80% 0.50% 11.30%

2014 MCA 61.90% 27.50% 9.80% 0.80% 10.60%

2015 MCA 60.80% 27.50% 9.90% 1.80% 11.70% Science proficiency was measured using state assessments for FY14 to FY15. The above information details the results of the MCA Science assessment and indicates the proficiency rate over the previous three school years. From FY13 to FY15, students have shown minor growth. In the Does Not Meet column, there was a 1.1 percentage point increase. According to the chart, proficiency levels in science has increased since the reported 2013 proficiency rate of 11.30% by a factor of 0.4 percentage points above the baseline rate. The total amount of students proficient in science totaled at 11.70%. There was a 0.7% decrease in the proficiency rate from FY12 to FY13 to FY13 to FY14. Even though the percentage increase is slim over the course of the three years, it is important to note that there was an increase by a factor of 1.1% as reported from the previous years. These numbers indicate that PSA did not meet standards as outline in Indicator 7. Although proficiency rates have shown a minor increase over the previous three years, it was not enough to impact the targeted goal.

Indicator 8: Proficiency in Other Curricular Areas The school does not have a contractual goal in this optional indicator area . Indicator 9: Post Secondary Readiness Goal: Over the period of the contract, PSA students will be prepared for post-secondary success. Measure 9.1: In aggregate, from FY14-FY15 at least 75.0% of students identified as seniors in the fall of the corresponding school year will take at least one college entrance exam (ACT, SAT, or Accuplacer). · Exceeds Standard: The aggregate percentage of seniors taking at least one college entrance exam is at least 90.0%. · Meets Standard: The aggregate percentage of seniors taking at least one college entrance exam is at least 75.0%. · Approaches Standard: The aggregate percentage of seniors taking at least one college entrance exam is at least 60.0%. · Does Not Meet Standard: The school did not meet the criteria for any of the ratings above. More than half of our students were actively involved in taking the ACT exam for FY14 to FY15. 51 students out of 72 enrolled as seniors participated in the ACT plus Writing college entrance exam for a total of 70.83%. These numbers show that students are approaching standards. Since goals were approved in May 2015, there was no clear documentation from FY14 to FY15 to indicate the amount of students who took the Accuplacer exam. These percentage points are expected to rise for FY15 to FY16, since all students identified as juniors in FY14 to FY15 were required to take the ACT plus Writing in order to meet graduation requirements. In addition, the Academic Advisor and Guidance Counselor will implement steps to ensure accurate data collection for when seniors are sent out to take the Accuplacer exam. Measure 9.2: In aggregate, from FY14-FY15, at least 80.0% of students identified as seniors in the fall of the corresponding school year will graduate from PSA with a high school diploma. · Exceeds Standard: The aggregate percentage of seniors graduating is at least 90.0%. · Meets Standard: The aggregate percentage of seniors graduating is at least 80.0%. · Approaches Standard: The aggregate percentage of seniors graduating is at least 70.0%. · Does Not Meet Standard: The school did not meet the criteria for any of the ratings above. For FY14 to FY15, a total of 72 seniors were enrolled at Prairie Seeds Academy. Over the course of the school year, 5 students transferred and one student did not graduate. The aggregate percentage of seniors graduating from PSA was 91.67%. The numbers reported to the Minnesota Department of Education indicates that PSA had a graduation rate of 100%, which is inaccurate. PSA is looking at ways to report these numbers so it will accurately reflect the number of students who graduate. Indicator 10: Federal and State Accountability The school does not have a contractual goal in this indicator area. ACNW will evaluate the school’s performance in this area based on results from the Multiple Measurement System.

Indicator 11: Attendance Goal: Over the period of the contract, PSA students will attend the school at high rates. Measure 11.1: From FY14-FY15, the average of the school’s annual attendance rates will be at least 92.0%. · Exceeds Standard: The average of the school’s annual attendance rates is at least 95.0%. · Meets Standard: The average of the school’s annual attendance rates is at least 92.0%. · Approaches Standard: The average of the school’s annual attendance rates is at least 90.0%. · Does Not Meet Standard: The school did not meet the criteria for any of the ratings above. During FY14 to FY15, the annual attendance rates of students attending PSA was at 93.62%. This number indicates that students meet standard.

2) Multiple Measurement Rating (MMR) As we await more information for MMR, this is the most current data we can procure. Due to our school being split into 3 schools for data, we have no comparisons for this first year. We are awaiting further information and look forward to that being released for our continued study of data. Prairie Seeds Academy Elementary Multiple Measurements Rating (MMR) is 20.56%. Domain Score Proficiency 0 points Weighted percentage of subgroups reaching targets 0.0% Growth 7.55 points Average Growth Z-Score -0.2267 Achievement Gap Reduction 7.87 points Achievement Gap Reduction Score 0.3371 Total Points 15.42 Possible Points 75 points Scores: MMR: 20.56% FR: 15.73% Multiple Measurement Designation This school is currently designated as a CONTINUOUS IMPROVEMENT school. Current Comparison Group Elementary School

Prairie Seeds Academy Middle School

Multiple Measurements Rating (MMR) is 18.85%.

Domain Score

Proficiency 0 points Weighted percentage of subgroups reaching targets 0.0% Growth 6.46 points Average Growth Z-Score -0.2579 Achievement Gap Reduction 7.68 points Achievement Gap Reduction Score 0.3426 Total Points 14.14 points Possible Points 75 points Scores:

MMR: 56.19% FR: 33.05%

Multiple Measurement Designation

This school has not been designated as a Priority, Focus, Continuous Improvement, Celebration Eligible or Reward School.

Prairie Seeds Academy High School

Multiple Measurements Rating (MMR) is 56.19%.

Domain Score Proficiency 0 points Weighted percentage of subgroups reaching targets 0.0% Growth 14.66 points Average Growth Z-Score -0.0115 Achievement Gap Reduction 16.53 points Achievement Gap Reduction Score 0.0698 Graduation 25.00 points Total Points 56.19 points Possible Points 100 points

Scores: MMR: 56.19% FR: 33.05% Multiple Measurement Designation This school has not been designated as a Priority, Focus, Continuous Improvement, Celebration Eligible or Reward School. Multiple Measurements Rating (MMR) is 56.19%

D. Student and Parent Satisfaction

1) Parent Surveys

Below are some snapshots from the parent surveys. We generally keep in touch with our families and thus we have good responses from them as we try to adjust and listen to concerns and suggestions. This 2014-15 survey shows changes in several areas that are worth noting by PSA.

The first is that a higher percentage of families indicate that their student(s) are more comfortable with English than in previous years. This is interesting to note due to our high EL population, most of the students seem to be feeling much more comfortable and capable with English.

A change that we are happy to add is an increase in the safety factor at PSA. We get positive feedback from staff, the local fire and police departments, and the students but the fact that the families are aware of our work to provide safety for the school is a plus. Response to: My child feels safe at school

An overall observation of the data shows that more families are answering the questions with fewer choice “don’t know”. We feel that the families are becoming more involved in several ways: talking more with their student(s); communication from and with the school; feeling more involved in their student(s)’ education or other. This might be something that we want to pursue and survey more specifically for 2015-16.

2) Student Surveys

Student surveys remained rather constant. There were no big ups or downs indicated in any of the K-12 surveys. It seems as though overall the students are feeling safer at school as indicated by the responses to the question. Overall the survey showed minors changes in numbers. More indicated that they felt they were not doing as well in math, but a larger group indicated that they liked math.

There was a cross school drop in confidence about their writing skills. This is being addressed as we fine tune our literacy instruction in reading and writing. Reading plans are specific to assessing benchmarks weekly for 2015-16. Writing, listening and speaking will be incorporated into each benchmark with checks for understanding being put in place.

Grades 2-5

0%

0%

5%

1%

90%

0% 20% 40% 60% 80% 100%

Other

French

Hmong

Spanish

English

What language does your child feel most comfortable reading in?

9% 6%

85%

0% 20% 40% 60% 80% 100%

Don't Know

No

Yes

Secondary

The question response for I Like to write and my family thinks I am a good write are also consistent.

Student surveys remained rather constant. There were no big ups or downs indicated in any of the K-12 surveys. It seems as though overall the students are feeling safer at school as indicated by the responses to the question. Overall the survey showed minors changes in numbers. More indicated that they felt they were not doing as well in math, but a larger group indicated that they liked math.

As per usual, elementary students love their teachers and secondary are a bit more hesitant. Typical of teenagers!

My teacher cares about me. K-1

Grades 2-5

42%

58%

0% 20% 40% 60% 80%

No

Yes

I think I am a good writer.

43%

57%

0% 20% 40% 60%

No

Yes

6%

94%

0% 50% 100%

No

Yes

Secondary

V. eNVIroNmeNtAL

Summary of Prairie Seeds Academy Environmental Education Performance Indicators from Audubon Center of the North Woods:

Indicator 1: EE---based Curriculum components Indicator 1 summarized: Teachers and students are involved in concepts, lessons, activities that are environmentally based. PSA is involved with environmental studies across curricular areas and organizational groups. Indicator 2: Field Trips to natural areas Indicator 2: Many more field trips in 14-15 were environmentally based and related to curriculum/ standards in varied grades. Kindergarten did field trips to the apple orchard and the farm. First grade studies the life cycle of the butterfly and releases them when they are ready. Second grade went to a nature preserve. Third and Fifth grade went to the Zoo. When working with our TOP group on a theme for the year, they arranged for students to be part of clean up at Phalen Lake, recycle books at Books for Africa, and be a part of Community projects in the Brooklyn Park area. On Earth Day, we were able to participate in a special project with other schools. Our goal for 15-16 in this area will be to make sure the school calendar and newsletters reflect these specific trips. Indicator 3: Promote Environmental stewardship Indicator 3: Students are involved with the community paying it forward. As mentioned above, our school participated in special events with other schools on Earth Day. The school garden has become a bigger project each year. The students learning and enthusiasm is a joy to watch. We are trying to rejoin the Tree Trust grant as we have had time off from participation with this grant. Indicator 4: Elective EE Trend Areas Indicator 4: TRAINING :Two staff attended the training in November, 2014. One was a teacher and one a Board member. The Board member was very inspired and came back to share with the Board. She is still very involved in the discussions and input into our monthly planning discussions at the Board Level. We look forward to working with the teacher just trained this August 2015. ENERGY EFFICIENCY: The new portion of our building was constructed in 2010. The other portion of the building was remodeled. At that time, we were able to have activity censored 2qq lights installed in halls, rooms, bathrooms, etc. Students choose to do projects related to their IB Personal Project. This last year a solar panel was built by a student. Other topics are chosen and encouraged related to energy efficiency and alternate sources.

2%

98%

No

Yes

23%

77%

0% 50% 100%

No

Yes

FOOD PROGRAM: Due to the changes in the Federal requirements for healthier meals with portion controls in place, PSA’s food service caterer has been actively involved in meeting those requirements along with input from the school. Fresh ingredients are a priority and preferred by our students. NATURAL VEGETATION/WILDLIFE: Field trips embrace the out of doors. More locally, an outdoor classroom was developed at PSA. It is in need of rejuvenation with resources being delegated in 15-16. Elementary and secondary classrooms have class pets and/ or involve animals and plants in their units of study. We had baby chicks, reptilian pets, butterfly metamorphosis in 14-15 to name a few. FIELD TRIPS: Beyond the required field trips, almost every grade level had experiences outside at reserves, parks, orchards, farms, zoo, etc. Our students enjoy the experiences and we want all students to have the varied opportunities since they all live in an urban environment. OPERATION AND FINANCE: Finances are delegated for field trips, projects, materials, resources and whatever is needed for the teacher/ student experiences. As previously mentioned, we have been a part of Tree Trust and will be seeking to become a part of that again. WASTE REDUCTION: We are very excited to have committed to getting more lunch trays and working with our caterer to use the trays provided instead of Styrofoam! Students and staff alike provided information on the savings to the environment so that was a welcome change when it was all worked out. PSA recycles paper, ink cartridges and other items. This continues to develop as groups choose this for a project and/ or teachers use instructional opportunities to delve further into this. We have also used composting with food waste and look forward to getting that back and going in 2015-16. Indicator 5: Ongoing EE Trend Areas This is reflected in Indicator 4 above. Indicator 6: Commitment Indicator 6: Staff, Admin and/or Board members have attended the annual Charter School Leaders Retreat which has sections focused on EE. PSA always sends one or two people to this. In 15-16 ACNW has switched to a separate training that was offered in early August for EE only. PSA’s faculty members and student organizations work together, to establish commitment to various projects within the school. A 2014-15 graduate of PSA was able to secure employment with Tree Trust and had gone on to participate in projects for the good of the community. She was honored for her work last spring. She continues to be involved in the community and we are working to keep our connection with her by keeping her as a resource for our students. Indicator 7: Science Proficiency Indicator 7: This was addressed in the Academic portion of this report. Indicator 8: Environmental Literacy Indicator 8: A 2014-15 graduate of PSA was able to secure employment with Tree Trust and had gone on to participate in projects for the good of the community. She was honored for her work last spring. She continues to be involved in the community and we are working to keep our connection with her by keeping her as a resource for our students. Ecosystems are a large part of instruction in the curriculum/ standards. Students have hands on development, discussion and creativity when working to create an ecosystem as a demonstration of learning.

VI. StAFFING 2014-15 Licensed Teaching Staff

Name File Folder Number Assignment/ Subject Left During

14/15

Not Returning

15/16 Farber, Sarah 434749 2nd X Healy, Jenna 431207 Kindergarten X Vang, Rasamee 475966 Kindergarten Hansen, Melinda 442626 Elem Literacy Coach Baker, Shannon 431207 1st Moua, Pang Mua 429558 3rd Ly, Pa Chee 479398 1st X Brouse, Hannah 471440 2nd X Terhune, Katie 462760 2nd Cornell, Erin 413792 1st Anderson, Sherilyn 421099 3rd X Steffan, Andrew 446514 4th Yang, Anna 453766 4th Nguyen, Mor Chia 461566 5th x Flemming, Kristie 271791 5th Thao, Mai 443594 K-2 ESL Beh, Cassondra 453982 3-5 ESL Johnson, Rose 452210 K-2 Rdg Specialist Cotherman, Chloe 439100 Visual Arts X Johnson, Isaac 997321 Technology Comm Expert Derks, Brody 443217 ESL Secondary Walding, Erin 427508 ESL Secondary x Mathews, Ben 428532 HS English x Martini, Michael 355402 HS English X Wanggaard, Ben 437505 HS Social Studies X Roering, Chelsea 482092 HS Social Studies Nagengast, Amber 481329 HS Math Kampa, Angela 458710 HS Math Ridley, Erin 481365 HS Science Regitschnig, Peter 470028 HS Science Gunderson, Dana 431402 MS Language Arts X Brierley, Kristina 463632 MS Math X Forse, Erin 460764 MS Science X Sansgaard, Jeff 440130 MS Humanities X Peterson, Levi 463677 MS Humanities Rebecca Bellman 469383 ELEM Music Culp, Jeff 447556 MS/HS Music Hagen, Katie 429024 ELEM PE X Beckman, Benjamin 427315 ELEM PE X

Wakefield, Sam 460481 MS/HS PE Williams, Tara 460684 Spanish X O’Brien, Madeline 468966 Spanish Jensen, Rachel 468966 Special Education Arel, Rachel 461047 Special Education Hayes, Jennifer R 344891 Special Education

O’Brien, Elizabeth 353292 ESL, Secondary X Yang, Pae 43021 Hmong L&C Comm Expert Cole, Nicholas 474188 Elem PE X Cleven, Laura 428866 HS Language Arts Sharafuddin, Enaya 433403 MS Language Arts X 2014- 15 Licensed Non-Teaching Staff

Name File Folder Number Assignment/ Subject Left During

14/15

Not Returning

15/16 Ger Yang 366846 CEO Choua Yang 365058 Principal Jeanene Miller 350844 Academic Coordinator Nick Jacobs 417716 HS Counselor Shoua Chang 463606 KG-8 Counselor Ashley Mathews 422702 IB Coordinator X Pat Magwire 37578 Academic Specialist X

Non-Licensed Staff Name Assignment 14-15

Status Comments

Lee, DeGune Bldg Op/ Dean of Students Gorrell, Andrew Behavior Specialist Darbaki, Youssef Student Support Suos, Melody DAC/Paraprofessional – HS Kong, Lavee Paraprofessional – MS Long, Teresa Paraprofessional – ELEM Yang, Foua Paraprofessional – ELEM Left November Thao, Tom Paraprofessional – MS Left in November Suos, Jeffrey Paraprofessional – MS Left in September Vue, Mena Paraprofessional – MS Not returning in 15-16 Lee, Violet Paraprofessional – MS Left in September Mong S. Vang Paraprofessional – ELEM Left in December Carraso, Marcos SpEd Para – ELEM Left in January Yang, Youa SpEd Para – ELEM Yang, Kou SpEd Para – MS

Raineri, Laura SpEd Para – Secondary Stanoch, Kelli SpEd Para – Secondary Yang, Cindy SpEd Para – HS Vang, Ya SpEd Para – ELEM Vang, Crystal Office Manager Suos, Christina Office Assistant Moua, Fong Website master and Front desk Lee, May Yang, Tou Fue Front Desk Left in January Vang, Mong Transportation Coordinator Vang, Ruppert Bus Driver/Custodian Left in February Suos, Sokurt Bus Driver/Custodian Vang, Kham Bus Driver/Custodian Her, Long Bus Driver/Custodian Yang, Ricky Bus Driver/Custodian Xiong, Paul Bus Driver/Custodian Lee, Cha Bus Driver/Custodian Hedtke, Rick Custodian Retired in January Lee, La Custodian Montoya, Norma Custodian Chung, Jack Custodian

VII. GoVerNANCe AND mANAGemeNt

PSA boArD roSter

SCHooL NAme: PrAIrIe SeeDS ACADemY

SCHooL YeAr: 2014-15

Newly elected Board members Felicia Perry, Mindy Hansen and Xee Vue received their Board Training in all 3 areas of governance, finance and operations on July 30, 2014 at St. Thomas University.

The school provides Board Binders to members upon election to the Board. This contains all documents, bylaws and provides a place to keep the materials that are sent/ given out at each Board meeting. This binder provides a format for educating new Board members also.

Member Name

Board Position Affiliation Date Elected Date Seated Term End Date Phone Email Address

Jeff Culp Chair Teacher Elected 8/2013 8/2013 6/2016 218.390.5433 [email protected]

Xee Lee Vice Chair Parent Elected 5/2014 7/2014 6/2017 612.327.1458 [email protected]

Felicia Perry Secretary Parent Elected 5/2014 7/2014 6/2017 612.232.1731 [email protected]

Mindy Hansen

Treasurer Teacher Elected 5/2014

7/2014 6/2017 952.334.4141 [email protected]

Doua Lee Member Community Member

Elected 8/ 2013

8/ 2013 6 /2016 612.396.7830 [email protected]

The spring election of 2015 for 15-16 brought Tzianeng Vang to the Board of Prairie Seeds Academy.

VIII. oPerAtIoNAL PerFormANCe

PSA’s current facility opened in 2008 with 14 elementary classrooms, 16 secondary classrooms, 2 gymnasiums, 2 cafeterias, 2 libraries, 1 music rooms, an auditorium, and 4 computer labs. Our outdoor facilities consist of an outdoor classroom, playground, practice soccer field and a varsity soccer field. The City of Brooklyn Park along with PSA’s Director of Building Operations and maintenance staff conducts quarterly inspections of the entire building. PSA conducts five fire drills and meets the requirements of a tornado and five lockdown drills.

Prairie Seeds Academy is located in Brooklyn Park and provides transportation for students residing in St. Paul, Minneapolis, Brooklyn Center, Brooklyn Park, Crystal, New Hope, Robbinsdale and smaller surrounding cities. PSA runs eleven of their own school buses and drivers and four through North Star Bus Lines LLC . Our bus drivers are provided with 8 hours of training at the beginning of each school year from the Minnesota State Patrol and the Minnesota Association for Pupil Transportation. Every month, drivers also receive a pre-trip and driver training. School Bus evacuation drills for students are held in September and May. The Dean of Students enforces and ensures a positive culturally proactive environment for students and staff. The Dean and Behavior Specialist provide mediation for students when necessary. Building behavioral expectations (developed with staff input) are clear and well-explained to students, staff, and families. They are written in the student/family handbook and discussed with students. Discipline is dealt with at the lowest level possible to empower the adult in charge, and allow the students to show responsible decision-making in all situations. We believe this fosters respect for all adults in the building. We follow the PBiS program which was detailed in a previous section. All data for suspensions, expulsions and dangerous weapons is reported on DIRS. Due process is followed in all discipline cases. All major and minor violations are tracked in a system called SWIS. PSA’s top priority is the safety and security of students and staff. To ensure everyone’s safety, safety measures are put into the place. This includes that all doors are secured and locked throughout the day, and visitors must be buzzed-in and checked-in at the main office. All staff are equipped with a key card to enter the building during building hours, as the building is armed with an alarm system and secured during weekends, evenings, etc. The food service program is contracted out. Most food is prepared off site and delivered to the school. The catering company complies with the National School Lunch and Breakfast requirements. Nearly 67% of the student body qualifies for free/reduce meals, however, PSA provides free breakfast and lunch for all of the students. Snacks are also provided for the after school program that serves grade 3 through 8. The snacks meet the Afterschool Care Snacks requirements. Parent/teacher conferences are held twice a year, one at the end of first quarter and again mid-way through quarter three. In addition to flyers being sent home as a reminder of these events, all families are also called by PSA’s automatic calling system to remind them of the dates and times. Teachers then call any parent from their homeroom that did not attend and report on the child’s report card. In addition to conferences we hold an open house in the fall (that includes Title information), Hmong New Year celebration in December and a spring concert in connection with our annual board meeting and Title parent meeting. The Annual meeting was held on May 21, 2015. Teachers are also required to call

parents of students that are in danger of failing their class. The counselors, family, student and teacher are expected to follow through with the planning for success of the student and keeping on the track to graduation. Administration may become involved in this planning. Nursing services are contracted for one day a week. The licensed nurse follows up on student health records to be sure they are updated. She also provides training in first aid and dispensing of medications to PSA’s in house health aides. PSA’s hiring and a background check policy aims to employ the most qualified employees. With this said, vacant positions are posted on St. Cloud EdPost website and Prairie Seeds Academy’s website. Our interview practice includes involvement from impacted stakeholders, and at times includes multiple rounds of interviews. We conduct reference and background checks for all pre-hire candidates we are interested in recommending to the Board of Directors.

In addition to our regular education program PSA also offers a summer school program for remediation, enrichment, and credit recovery if enough students participate. About 180 students participate in this program annually. The academic operational structure changed in 2014-15. The school previously had CEO, Principal and 2 assistant directors. A decision was made to realign the staffing to focus on in class achievement even more. Thus the two assistant director positions were replaced by 4 academic coaching positions. The plan included 2 coaches at the elementary level and 2 at the secondary level. A coach for math and literacy at both levels was the new structure. CEO and Principal remained and licensed positions. IX. FINANCeS The school contracts with Beltz, Kes, Darling and Associates to provide accounting and financial management services for the school. Questions regarding school finances and for complete financials for 2014-15 and/or the budget for 2015-16, contact:

Position: Chuck Herdegen

Phone: 651-463-2233

Email: [email protected]

Information presented below is derived from preliminary audit figures. The full financial audit will be completed and presented to Minnesota Department of Education and Audubon Center of the North Woods no later than December 31, 2015 FY15 Finances Fund 1 Fund 2 Fund 4 Total Revenues 9,069,140 476,296 NA Total Expenditures 7,699,116 476,296 NA Net Income 1,370,024 0 Total Fund Balance 5,688,721 0 Overview

mailto:[email protected]

The school achieved its enrollment targets for the year (782.18 actual ADM compared to 780 budgeted) so state aids were in line with budget. The state’s holdback was reduced to 10%, which improved the school’s cash flow position. The school did not rely on a line of credit or any other short term borrowing to meet cash flow needs during the year.

Revenues

General Fund

General education and Charter School Lease aids were in line with the budget due to enrollment targets being met. The school did spend more on special education programs from what was projected, hence there was a corresponding increase from the budget for state and federal special education aids. General Fund revenues came from the following sources:

State Aids and Grants: $8,690,932

Federal Aids and Grants: $344,131

Fees Collected and other Miscellaneous Revenues: $34,077

Food Services Fund

The programs operated in the Food Service fund operated closer to break even than projected, thereby reducing the amount of the fund balance transfer required from the General Fund. The school receives state and federal reimbursements for meals served to students. During the year the Food Service fund had revenues from:

State Sources: $34,986

Federal Sources: $425,602

Sale of Lunches and Other Local Revenues: $0

Transfer from General Fund: $15,708

Expenses

General Fund

The school’s largest expense was for employee salaries and benefits ($4,179,874), an increase of 4% due in part to additional positions added during the year. The school’s second largest expense was for the lease on its school building ($1,582,148). Other expenses incurred by the school were for:

Purchased Services (including building utilities): $1,320,183

Supplies and Instructional Materials Purchased: $483,797

Building Improvements, Equipment (including technology equipment), and Vehicles Purchased: $63,937

Memberships and Other Fees and Fund Balance Transfer: $69,177

Food Service Fund

Expenses in the Food Service fund for lunches, breakfasts, and after school snacks served consisted of:

Meals and Other Supplies Purchased: $475,076

Other Fees: $1,220

Net Income and Fund Balance

The net income of $1,370,024 in the General Fund resulted in an ending fund balance of $5,688,721 for the year, or 69.7% of current expenditures. The school’s fund balance continues to remain strong, and exceeds its fund balance goal.

X. Future PLANS

A. Staff Development

The teachers, paraprofessionals, and instructional leaders at PSA have worked closely and have been trained in Differentiate instruction and learning wit Diane Heacox, author and Associate Professor of Education at St. Catherine’s University in St. Paul. In each of our classrooms, there are many students with different academic needs in every classroom. Differentiations of strategies allow for teachers to do flexible grouping so we are able to meet the academic needs of all students in each classrooms. Working with Dr. Heacox for three years, we find the value of her training.

Going into the future, staff development of differentiation is continuing at PSA. Thus far this school year, we came up with our plan for the year and the movement forward for a couple of years. PSA is excited about continuing our study of differentiation. Differentiation is an essential for student engagement and taking students from where they are to where they need to be. Even with projecting about expectations, differentiation can support that growth also.

Within 2014-15 school year, our school wide instructional strategy is Scaffolding. So all teachers in elementary to secondary will focus on differentiation using tiered assignments and flexible grouping to scaffold activities to ensure acquisition in learning of the benchmarks for all the standards.

Our goal is to equip our teachers with as many tools as possible to meet the needs of each of their students. All sorts of strategies exist within differentiated instruction. We have all sorts of students with as many varying needs. The ultimate goal is to help each student be successful. Thus one of the ways PSA feels they can best do that is by equipping our teachers with a variety of instructional strategies.

As our 2014-15 school year progressed and data was released from 2013-14, we felt compelled to move quickly and with more structure to turn our data around. Our school celebrated its 10th year of existence and we were not showing the academic prowess that our Authorizer would like, nor that we felt was mirroring our work with our students.

Thus in December, we began our conversation, which lead to starting the actual focused work with a consultant, Kristin Scherman, to strengthen the base of our work. We wanted fidelity of instruction with a research based program that would help strengthen our schools academics, for both students and staff.

This study began with the work of the book Better Learning Through Structured Teaching, By Douglas Fisher and Nancy Frey, as a group study with trainings by our consultant for all staff as well as working closely with the Academic Coaches. Thus our study of implementation of the Gradual Release of Responsibility (GRR) model was begun! Our work for 15-16 is very clear and we are moving forward with teachers who wanted to stay and help us move in the direction of improvement.

We are eager to share our walk through data as administration, coaches, chairs, lead, and staff work toward a common goal K-12. We want our students to be able to demonstrate their learning in class, on tests, and in real life.

A. Leadership Structure

As the leadership structure was evaluated last year, a new structure emerged. The intent was to provide more support in order to have better outcomes from teachers and students. Starting 2014-15 school year, we have added literacy coaches and math coaches in both elementary and secondary. Their roles are to work directly with standards and benchmarks, tracking growth with not only with the teachers but also co-teaching with teachers in the classrooms.

The job description for the coaches continues to be developed, built and adjusted as the year progresses. Everyone is learning about how this coaching process can work and be beneficial to all. Earlier in the school year, the whole leadership team from the new leadership structure had a two-day training on cognitive coaching with Jim Roussin. As a team, we found that what we learned can be applied to the work that we do as coaches and Q-Comp teams. Using what we learned will help us build better relationships with our teachers and bring out the best in them.

The plan is to have these literacy and math coaches as facilitators, instructional leaders and cheer leaders for our teachers in driving the standards and benchmarks, we intend to keep this plan for at least three years and then determine its strengths and areas of challenges. The coaches are a part of the leadership team and also confer as coaches with the principal. Our work is clear, energized and focused. The standards drive the instruction. The trainings we had with the Center of Excellence the year before were very clear and helped us determine a way to chart and plan. The coaches are able to work with the team of teachers. Our ultimate goal is to consider implementation with fidelity. As we raise the bar for our students, thus the bar raises for teachers.

B. PSA as Three Schools

Prairie Seeds discussed with our authorizer, Audubon Center of the North Woods, how we could split our school regarding levels of students for data purposes. We did not want to have separate charters, just a way to make our data more meaningful for our school, staff and students.

Our thought was that if we could do K-5, 6-8, and 9-12 as separate schools for data analysis it might help us to go deeper into our strengths and weaknesses in our academic programming. To be able to focus on an age group, a level of

instruction, a content area specific for the teachers would be more beneficial for our achievement levels. ACNW was interested and wanted to continue the conversation with us.

With perfect timing and an amazement to us, MDE must have been thinking the same thing since we received an email from Steve Dibbs over the summer of 2014 offering up the above option! Due to our school size and grades, we were able to divide as PSA Elementary School Academy, PSA Middle School Academy, and PSA High School Academy.

We are excited as we head into this next year of data. We have added math and literacy coaches at both levels, added to our staff development, and now another break down of the data. The future holds unique opportunities for us, even as we celebrated 10 years as Prairie Seeds Academy!

Three schools it is! Working with MDE, we were able to disaggregate our data for the feedback for 2014-15. This did not come without bumps in the road with other things at MDE. Going to 3 schools but one site caused our MARSS date submission in December to become a major upheaval. The change to 3 schools affected all data previously entered in October and only showed up upon submission in December. This was a surprise to MDE as well. Another bump came in March as Title submissions/ updates were due and our schoolwide program appeared as only an elementary program. Again, a surprise to MDE! We survived the bumps and are finding our initial data to be both interesting and specific to our needs.

As we continue to delve into our data, we anticipate being able to delegate resources to more specific areas and student populations. Thus our work with GRR can become more specific and more beneficial over time. We are excited but trying to remain realistic. Change takes time and implementation does not show immediate results, as we have personally experienced the time with EL students needed to show growth and change is very true to the research.

APPeNDICeS: The following are attached:

A. School Calendar 2014-15 B. Secondary and Elementary Schedule - Bell

annual report/ world’s best work force 2014-15 · grade level 2012-13 2013-14 2014-2015...

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