Crosslake Community School
PUBLIC CHARTER SCHOOL DISTRICT # 4059
SCHOOL YEAR 2015-16 WORLD’S BEST WORKFORCE & ANNUAL REPORT Board approved: 10/10/2016
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Table of Contents
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
School Information – Page 3 Implementation of Primary and Additional Statutory Purposes – Page 3 Student Enrollment & Demographics – Page 4 Student Attendance, Attrition & Mobility – Page 5 Educational Approach and Curriculum – Page 6 Innovative Practices & Implementation – Page 12 Academic Performance: Goals & Benchmarks – Page 13 Educational Effectiveness: Assessment & Evaluation – Page 25 Student & Parent Satisfaction – Page 28 Environmental Education – Page 29 Governance and Management – Page 30 Staffing – Page 38 Operational Performance – Page 41 Finances – Page 43 15. Future Plans – Page 45
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CONTACT INFORMATION 36974 County Road 66 Crosslake, MN 56442 218-692-5437
[email protected] crosslakekids.org GRADES SERVED YEAR OPENED
K-12
1999
MISSION AND VISION “TO GROW ENVIRONMENTALLY AWARE, COMMUNITY CONSCIOUS LEARNERS OF EXCELLENCE” AUTHORIZER INFORMATION
The authorizing mission of ACNW is to ensure quality academic and environmental literacy outcomes for students in Minnesota by conducting effective oversight and evaluation of its authorized schools, providing strategic support to schools, and making informed and merit-based decisions about its portfolio of charter schools.
The authorizing vision of ACNW is to authorize a portfolio of high performing charter schools that instill a connection and commitment to the environment in their school communities, while working towards a healthy planet where all people live in balance with the Earth. David Greenberg, Director of Charter School Authorizing Audubon Center of the North Woods Charter School Division 43 Main St. S.E., Suite #507 Minneapolis, MN 55414 612-331-4181 www.auduboncharterschools.org
2. Implementation of Primary and Additional Statutory Purposes *The Crosslake Community School addresses the statutory purposes in a number of ways: 1. Learning opportunities: a. Class size. (Classrooms are capped at 19 students) b. Archery program beginning with 4th grade students. c. Enrichment through a variety of field trips during the year. d. Day of Service program honoring Dr. Martin Luther King. e. Implementation of a Clay Target shooting team spring 2016. f. K-12 multiple grade levels all under one roof in 2015-16.
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2. Different and Innovative teaching strategies: a. Multi-grade elementary classrooms. b. Inter-disciplinary instruction at the middle school level. c. Online high school learning lab, creating flexibility and a cohort mindset. d. Project based learning model throughout the school. e. Differentiated leveled learning opportunities in math. f. Experimental models of classroom learning stations, individual and group. 3. Measuring outcomes: a. NWEA. b. MCA. c. OLPA. d. Project based learning. e. Classroom assessments.
4. Accountability measures: a. Audubon. b. Epicenter reporting protocols. c. Site-based leadership. d. MDE reporting protocols.
5. Professional opportunities for teachers: a. Schoolwide Marzano framework. b. Content-specific professional opportunities. c. Professional Learning Communities run by teachers. d. Peer coaching model implemented in 2014-15 further developed in 2015-16.
3. Student Enrollment & Demographics Number of Students Enrolled Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade Total Total ADM (Average Daily Membership) for year
2014-15 12 10 15 21 17 21 13 16 5 7 5 5 3 145 152.19
2015-16 14 12 13 16 20 18 20 13 19 12 21 16 14 208 188.75
2016-17 (est.) 11 16 10 14 20 20 18 21 13 12 8 15 23 201
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STUDENT DEMOGRAPHICS You will note from the graph below that our student demographic has changed little over the past few years and is based largely on the area of the state we serve. One item that will perhaps have an impact on our demographic as we go forward will be the population we serve through our online high school, since that program is available to students across the state, which will expose our program to a wider range of students that we currently serve in Central Minnesota. Demographic Trends Total Enrollment Male Female Special Education English Learners Free/Reduced Priced Lunch Black, not of Hispanic Origin Hispanic/Latino Asian/Pacific Islander American Indian/Alaskan Native White, not of Hispanic Origin
2014-15 152 84 68 31 0 46/21 1 0 0 1 150
2015-16 208 108 100 39 0 58/20 0 0 0 1 207
2016-17 (est.) 201 100 101 37 0 56/20 2 0 0 1 198
4. Student Attendance, Attrition & Mobility STUDENT ATTENDANCE As noted below, for the third time in a number of years we met our attendance goal of 95%. This is viewed as a positive in light of the fact that as our high school enrollment increases, we might anticipate a challenge with our high school attendance numbers. Part of the success of our enrollment may be contributed to the model we employ with our high school relative to the hiring of learning coaches who monitor our high school students very closely.
For the 2016-17 school year, our board has approved the hiring of a student support services position to help track and improve our attendance during the school year, in particular for grades K-8. Our expectation is that our daily attendance rate will remain strong and hopefully continue to improve. Overall Student Attendance Rate
2013-14 95.28
2014-15 95.32
2015-16 96.62
STUDENT ATTRITION Percentage of students* who continued enrollment in the school from Spring 2015 to October 1, 2015.
89%
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STUDENT MOBILITY
2013-14 2014-15 2015-16
Summer Transfers In
Number of students on Oct. 1
Mid-year Transfers In
Mid-year Transfers Out
Total Mid-year Transfers
Mobility Index* (as a percent)
0
125
11
7
18
14.4
8
172
72
34
106
62
8
144
12
15
3
* Total mid-year transfers divided by number of students on October 1.
10.4
During the 2015-16 school year, we experienced significant growth in grades 9-12, accounting for a large percentage of the number of transfers into our school during the school year. We also saw a significant increase in the number of transfers out or students who had been dropped from the program.
Being new still to the online learning model, we are finding this to be a somewhat volatile program in the sense of retaining students, many of whom choose to enroll in an online program to find out if the model will suit their learning styles. For some, it is very effective while other students experience challenges that cause them to desire a more traditional approach to their high school learning. In spite of the large percentage of mid-year transfers in and out, our enrollment increased from the start of the year to the end from 172 students during the first month of school to a total of 208 on the last day of school. Most of our overall increase came from students enrolled in grades 912. Percentage of students who were enrolled for 95% or more of the 2015-16 school year.
83%
If we pull out the high school numbers and look only at our K-8 population, we find that we enrolled 9 new students during the year and lost 6. With our K-8 enrollment at the start of school at 142 students, our mobility index would have been 10.6%, which is much closer to what I believe our average would be from year to year.
5. Educational Approach & Curriculum
With the Audubon Center of the Northwoods serving as our authorizer, time and energy is devoted during the school year to enriching the environmental awareness and knowledge of our student population through content embedded in our curriculum. In addition, throughout the school year, students are given opportunities to engage in experiential learning opportunities that further enrich their understanding of the environment and our impact as humans on our surroundings. Beyond this, Crosslake Community School has made a commitment to smaller class sizes and multi-age classrooms as a means to enrich the learning experience for our students. This combination of class size and multi-age classrooms allows for classroom teachers to more deeply engage their students in the educational process. It also allows classroom teachers to develop a greater understanding of individual students by maintaining contact over a longer period of time. 6
Crosslake Community School teachers also employ the use of personalized learning plans, further ensuring that individual student needs are met. •
The instructional program and curriculum:
Within each classroom, teaching staff utilize a number of strategies to assess student progress toward academic standards. While standardized testing such as NWEA and MCA assessments can help with summative and comparison data from one year to the next and between school districts, our teachers also use daily and weekly assessment strategies to gauge individual student progress. Whether unit or chapter tests and quizzes and the use of individual learning plans that include individual goals, our staff are regularly assessing student progress. In addition, constant review of the standards as they relate to our current curriculum offerings for alignment helps to ensure that our students are on track and in alignment with state and local standards. •
Remediation and acceleration practices or programming;
When it comes to remediation and acceleration, within the multi-grade classroom model employed by the school, we are able to blend the individual learning opportunities for those students who either need additional time or attention to stay caught up with their grade level, or conversely, those students showing the need or desire to move ahead in a relatively seamless pattern.
One example of this model is demonstrated in our math curriculum, which is an onlinebased format. The current framework has allowed us to more vertically align our math delivery and to allow for students to progress in a more individualized manner than in the past. Crosslake Community School offers Title I services for our students who qualify for that level of support. In addition, we work with the RtI framework as additional interventions for support to students needing that level of service. •
The special education program:
Crosslake Community School employs one licensed special education teacher who serves as the lead special education instructor to meet the learning needs of our students on IEP’s. Our overall program support comes from the Paul Bunyan Special Education Cooperative, who serves all public schools in our area of the state. Student needs are met within a primarily mainstream approach, with some students receiving pull-out services in speech, reading and math. We currently have two additional teachers working in our special education department. Both are on variances as their licensure is in other areas. In addition, special education paraprofessionals are assigned to students as indicated in student IEP’s to provide them with additional classroom support.
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•
The English Learner program:
Current curriculum utilized for our Literacy plan provides parent communication options written in the native language for purposes of clear articulation of goals, etc.
As the need arises through home language surveys, intensive intervention strategies will be employed for English Language Learners who demonstrate a greater need than those typically outlined through programs such as Title I and RtI. Every effort will be made to bring the unique cultural needs of individual students into the school day to aid in the transition from home to school. •
How the school is staffed to meet its educational mission:
In order to maintain our class ratio of 19:1, meet special education guidelines, abide by MDE requirements for teacher licensure and to ensure adequate support staff needs, the Crosslake Community School employed 29 staff members during the 2015-16 school year. Included in this number were; 10 classroom teachers, one phy-ed, one music, one high school, three special ed. and one Title I teacher. There were two office staff, one building and grounds staff member, one Director of Online learning, six paraprofessionals and one Executive Director. CCHS – Graduation Credit Requirements Background: In fall 2014, CCHS board approved the following graduation credit requirements – • 4 credits English • 3.5 credits Social Studies • 3 credits math • 3 credits science • 1 credit fine arts • 1 credit physical education/health • 2 credits Crosslake Experience • .5 credit careers • 3.5 credits electives
Rationale for updated graduation credit requirements: • CCHS will use the Ramp Up to Readiness program with all students in 9-12th grade starting in the fall of 2015-2016 o This program covers over the course of the four years of high school much of what the Careers ½ credit covered over one semester; we will eliminate the Careers requirement with the addition of Ramp Up to Readiness o In order to give credit for student participation, the program will be wrapped into the Crosslake Experience course that students take each year 8
Crosslake Experience has the community service and environmental engagement elements required per our charter Crosslake Experience will now be tailored more specifically to the needs of each grade level and have with Ramp Up to Readiness and additional elements in it
Policy: As of fall 2015-2016, students graduate under the following credit requirements • 4 credits English as prescribed by MN standards • 3.5 credits Social Studies as prescribed by MN standards • 3 credits math as prescribed by MN standards • 3 credits science as prescribed by MN standards • 1 credit fine arts as prescribed by MN standards • 1 credit physical education/health • 4 credits electives • 2 credits Crosslake Experience (students exempted from credits for years not enrolled for full year at Crosslake) o Crosslake Experience 1 (.5 credit for 9th grade students) will include Ramp Up to Readiness (20 hours) Critical Thinking/Study Skills course (42 hours = .25 credit if taken alone) Environmental Engagement Project (10 hours) Community Service (10 hours) Portfolio preparation for reporting (3 hours) o Crosslake Experience 2 ((.5 credit for 10th grade students) will include Ramp Up to Readiness (20 hours) Leadership Skills course (42 hours = .25 credit if taken alone) Environmental Engagement Project (10 hours) Community Service (10 hours) Portfolio preparation for reporting (3 hours) o Crosslake Experience 3 ((.5 credit for 11th grade students) will include Ramp Up to Readiness (20 hours) Independent Exploration (20 hours) Environmental Engagement Project (15 hours) Community Service (25 hours) Portfolio preparation for reporting (5 hours) o Crosslake Experience 4 ((.5 credit for 12th grade students) will include Ramp Up to Readiness (20 hours) Independent Exploration (20 hours) Environmental Engagement Project (15 hours) Community Service (25 hours) Portfolio preparation for reporting (5 hours)
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K-8 Band/Choir/PE/Lunch/Library schedule 2015-16
Time
Music
PE
Lunch
Recess
8:30
?
DAPE
9:00
Prep
K
9:30
K
Prep
Steffen
10:00
3/4
3/4
Waschek
10:30
3/4
3/4
Loeffler
11:00 – 11:25
Lunch
Lunch
1/2 and K
11:30 – 11:55
7/8
7/8
3/4
12:00 – 12:25
7/8
7/8
5/6
Schultz
12:30 – 12:55
5/6
5/6
7/8 and HS
Swanson
1:00
5/6
5/6
K
Graceffa
1:30
1/2
1/2
3/4
Durham
2:00
1/2
1/2
2:30
Band
DAPE
3:00
Prep
Prep
1/2 and 5/6
Library
Veit
Klang
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6. Innovative Practices & Implementation Innovative strategies and unique aspects of our school: The two most prominent features of our school that we feel contribute to our school success are class sizes that are capped at 19 students per teacher and our multi-age approach to instruction. In addition, with an eye on being community-minded and environmentally conscious learners, we are continually seeking opportunities to engage our community and environment into our learning atmosphere. One example of this is our Dr. Martin Luther King Jr. Day of service program.
On the high school front, with the addition of our online high school which is now in its third year of operation, we employ a multi-tiered system of support for our students that we feel lends itself to what we hope will be a higher completion rate than typical online programs. Not only do students receive instruction from licensed online staff, CCHS also employs a part time school counselor, full time learning coaches at a ratio of 40:1 (students to coach), a full time special education teacher and a director of the program. Just like in the K-8 program, we value a small setting for our students when it comes to their schooling. Crosslake also offers an on-site online model for those students who choose to spend time in a more social setting while they do their schoolwork. Our lab is staffed with a full time learning coach who is a licensed teacher as well as a full time paraprofessional to support our students with special education support needs.
After school or summer school programs: During the 2015-16 school year, our students were able to continue with a long tradition of being able to participate in a competitive archery program. In addition, sports club offerings (basketball, soccer, middle school track and field and clay target league) gave students the opportunity to participate in a variety of team and individual sports. Beyond these athletic opportunities, students are also able to participate in art and Lego clubs throughout the school year. No formal summer programming was offered during the summer of 2016.
Pre-school program: CCS does not currently offer a formal pre-school program due primarily to a lack of space. If the level of interest allows, we do make available an “Introduction to Kindergarten” program for four and five year old students which brings them into school for two half days each week to help them learn how school works and how the time schedule runs, etc. Key successes: In the fall of 2014, Crosslake Community School launched our 9-12 online high school. Enrollment was projected to be around 10-12 students. The school actually had an enrollment of over 20 students throughout the year, culminating with our first ever high school graduate. In 2016, our enrollment at the high school level increased to 65 students served throughout the year. Also, because of this addition to our program, we have been
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able to serve some unique learning needs for high school students not only in our area but around the state.
Key challenges for Crosslake Community School: As shown in other areas of this report, our MCA assessment scores dropped, taking us out of Reward Status for the first time in three years. As a small school, we recognize that small changes in our enrollment can have an impact on our overall school performance. However, on an annual basis, we review our assessment data as well as other success indicators to determine our overall performance as a school. We feel strongly that we should be among the best of the schools in our area of the state on assessments such as the MCAs and other measures. As a school board and staff, we continue to look at our various data points to determine if possible contributing factors and will be addressing these drops as we transition into the 2016-17 school year.
Plans to address challenges: We believe there were a number of contributing factors to the drop in our MCA scores including the addition of high school students to the testing, issues during test administration coming from factors outside our control as well as some organizational issues we faced internally during testing (loss of internet connection, log-on issues, etc.).
Our school is addressing these issues by purchasing additional laptop computers that will allow testing to take place in classrooms rather than moving students in and out of areas (such as a lunchroom) that are not ideal for testing. We will also continue to employ strategies such as RtI and Title I support for our struggling students.
Strategic planning: Beginning with the summer of 2014, the Crosslake Community School has embarked on a strategic planning process that is resulting in a dynamic, interactive strategic plan. Much of the plan focuses on discussions surrounding continued sound fiscal management, the growing of programs such as our online high school and kindergarten enrichment opportunities to attract and retain students, and a comprehensive look at student enrollment trends and emerging facility needs. (See attachment A for the most recent update to the strategic plan document).
7. Academic Performance: Goals & Benchmarks
PROGRESS ON ACNW CONTRACTUAL ACADEMIC GOALS & WBWF ALIGNMENT Listed below are brief summaries of contractual goals and our progress as a school regarding those goals. In terms of academic areas, what we have discovered are trends that show quite a bit of stability on standardized testing in terms of how we compare with schools in our area of the state. One area that we will be emphasizing over the next contractual period will be within our math curriculum. Two years ago we changed to a new curriculum that in many ways we prefer as it engages students at a higher level of reasoning and application of math principles. However, this particular curriculum may not align as well with the standards as measured by the MCA testing, which could cause us to re-think this particular curriculum. More information and research is still
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needed before we move to something different if that is the case.
The first section will deal with non-academic areas of performance that address parent satisfaction and community engagement, which are two areas we feel particularly proud of. World’s Best Workforce (WBWF) Goal Areas: • Ready for Kindergarten [R4K]: All students are ready for kindergarten. • Reading Well by 3rd Grade [RG3]: All students in third grade achieve grade-level literacy. • Achievement Gap Closure [AGC]: All racial and economic achievement gaps between students are closed. • Career and College Ready [CCR]: All students are career- and college-ready before graduating from high school. • Graduate from High School [GRAD]: All students graduate from high school. Indicator 1: Mission Related Goals
Goal
Results
Explanation of Results
By 2017, 100% of the students at Crosslake Community School will have engaged in a minimum of 3 different community activities with a minimal time commitment to be 10 hours.
Log Village. Roadside clean up. Martin Luther King Jr. Day of Service. Pennies for Patients. Cabin Fever. Public Library on a weekly basis. Pumpkin growing and Chili cook-off participation.
Students at Crosslake Community School have several opportunities to engage our community in a number of ways. Some are simply fun ways to interact with our community while the majority of these activities also bring with them great educational content and learning opportunities. Later sections in this report outline more of what students were involved with.
Golden Horizons senior center. All school Halloween event in downtown Crosslake. By 2017, the parents of Crosslake Community School will indicate a 92% satisfaction rating for school communication through the annual parent survey.
Based on recent back to school survey responses, 100% parents are satisfied with the quality of academics and student safety at Crosslake Community School and 100% are satisfied with their choice of CCS as a school.
Our parent satisfaction rating has been consistently in the 95% or higher rating for several years. This is one aspect we are particularly proud of.
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By 2017, the number of office behavioral reports will decrease by 20% from the baseline established at the end of the 2012 school year.
During the 2015-16 school year, there was one incident that required use of the DIRS with MDE. In spite of this one report, daily disciplinary incidents remained at a very low rate.
By 2017, Crosslake Community School will have an increase of 10% student satisfaction or reach 95% in the areas of school safety and overall student satisfaction from the baseline established in the 2012 student survey.
Based on our recent student and parent survey, 100% of our students shared that they feel safe in our school and 100% shared that they are happy that they chose CCS as their school.
With the implementation of our PBIS program that focuses on our four character points of Kindness, Integrity, Discipline and Service has created a positive dynamic school-wide.
WBWF Goal Areas Addressed by this Goal: This particular section really does not meet any of the WBWF criteria, yet it remains important to us as a school community. We recognize that these goal areas do provide the essence of who we are as a school and are important to our customers (the students and families we serve). Key Measures & Results for this Goal: Key measures identified would include the parent satisfaction surveys we conduct in the fall and during our parent conferences in October. Community engagement and parent satisfaction remain strong assets of our school. Indicator 2: English Language Learners
Goal: During the 2015-16 school year, Crosslake Community School did not have any students enrolled who qualified for or who needed English Language services. WBWF Goal Areas Addressed by this Goal: - Read well by 3rd grade. - Achievement gap closure. - All students ready for K.
Key Measures & Results for this Goal: When CCS does enroll a student who has English Language learning needs, we will perform baseline assessments to determine levels of functioning and then build target goals to help those individuals meet student-specific learner objectives. The staff of CCS recognizes that while we did not have any students with English Language
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learning needs, we must be prepared to address these needs. During the 2016-17 school year, all instructional staff will be participating in schoolwide professional development to enhance staff members’ ability to work with those students needing additional support. Indicator 3: Reading Growth
The reading growth goal is: A 2.82% yearly increase of CCS students will meet growth projections for the next 5 years from our 2011 NWEA Map scores to achieve a 75% goal.
In 2014 72.2% of students met the growth projections. In 2015, Fall to Spring in grades K-8 72.2% met or exceeded growth goals.
As the 2016-17 school year begins, there will be an increased emphasis on reading support through programs such as Title I and RtI.
In the spring of 2016 K-8 NWEA scores showed 64.23% meeting growth goals.
WBWF Goal Areas Addressed by this Goal: - Reads well by Third Grade. - Achievement gap reduction. Key Measures & Results for this Goal: - NWEA assessment results during the course of the school year. - As shown above, Indicator 4: Math Growth
The math growth goal is: a. 2.33% yearly increase of CCS students will meet growth projections for the next 5 years from our 2011 NWEA Map scores to achieve a 75% goal.
Spring 2016 NWEA testing revealed 61.76% of students achieving growth goals.
WBWF Goal Areas Addressed by this Goal: - Achievement gap reduction. Key Measures & Results for this Goal: - MMR Score from 2016 Spring MCA. - NWEA scores.
CCS brought in a new math curriculum in 2013-14. With three years of data, we are noting a decline in our math proficiency. In 2015-16 we began to examine our content delivery in grades 3-4.
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Indicator 5: Reading Proficiency
By 2017, 65% of Crosslake Community School students in grades kindergarten through grade 2 will achieve grade level or higher on school administered tests in reading and math. (Proficiency score)
Spring testing information from grades K-2 for 2016: Math: 54.3% met growth using NWEA data. Reading: 65.0% met growth using data from our Rigby leveled reading program.
Analysis: Smaller class sizes can have an impact on test scores. However, we continue to emphasize support through models such as our RtI approach and Title I as needed.
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By 2017, 65% of Crosslake Community School students in grades 3 through 8 will earn an achievement level of Meets or Exceeds proficiency in reading according to state standards as measured by the MCA.
61.3% of Crosslake Community School students have met or exceeded proficiency on the Spring 2016 MCA test.
We did not reach our school goal for this year, yet we remain close to the state average on this assessment.
Using data from students enrolled on October 1 who take the statewide accountability tests, the CCHS 10th grade reading proficiency rate will meet or exceed the state rate or will improve from the 2015 baseline rate by 5 percentage points each school year for the contract ending 7/1/17.
Spring 2016 MCA reading scores for 10th grade showed the following: 38.9% met or exceeded. State level was 59.1%
Our participation level was quite low as we only had a handful of students in tenth grade and only a portion of those students tested.
WBWF Goal Areas Addressed by this Goal: - Reads well by Third Grade. - Achievement gap reduction. - College and career ready. - All students graduate.
Key Measures & Results for this Goal: - MCA test results as indicated below: Proficiency Rates, Reading MCA’s
Charter School
State
Local District
2016
61.3%
59.9%
65.20%
56.7%
60.00%
2014
66.3%
58.8%
71%
49.7%
53%
2015 2013
51.6% 58.3%
59.5% 57.6%
73.3% 64.9%
Comparison Comparison School School
53.6% 44.3%
58.9% 54.2%
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Indicator 6: Math Proficiency
By 2017, 65% of Crosslake Community School students in grades 3 through 8 will earn an achievement level of Meets or Exceeds proficiency in math according to MCA test results.
48.6% of Crosslake Community School students have met or exceeded based on most recent MCA data.
Beginning in the fall of 2016, our staff will be working on more of a vertical alignment with our math curriculum to target this area of improvement going forward.
Using data from students enrolled on October 1 who take the statewide accountability tests, the CCHS 11th grade math proficiency rate will meet or exceed the state rate or will improve from the 2015 baseline rate by 5 percentage points each school year the contract ending 7/1/17.
Spring 2016 MCA math scores for 11th grade showed the following: 0%.
As with 10th grade reading, we had a low percentage of students in 11th grade take the MCA math.
State average for 2015-16 was 47.2%
WBWF Goal Areas Addressed by this Goal: - College and Career Ready. - High School graduation. Key Measures & Results for this Goal: - Student proficiency scores. Proficiency Rates, Math MCA’s
Charter School
State
Local District
2016
48.6%
59.5%
80.2%
53.4%
50.9%
2014
68.8%
60.5%
71.8%
45.6%
54.1%
2015 2013
53.8% 62.5%
60.2% 60.2%
86.3% 66%
Comparison Comparison School School
51.6% 45%
64.5% 53.5%
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Indicator 7: Science Proficiency (and Growth) Science proficiency and growth goals have not been a part of our current contract. However, using Spring 2016 MCA test results, we will be building goals for the 2016-17 WBWF report as well as our goals for our next contract cycle with Audubon. WBWF Goal Areas Addressed by this Goal: - College and Career Ready.
Key Measures & Results for this Goal: - See test scores below. Proficiency Rates, Science MCA’s (grade 5)
2016 2015
Charter School
State
Local District
64.7%
61.6%
79.7%
52.4%
59.3%
70.6%
Comparison Comparison School School 59.5%
62.9%
72.6% 70.7%
Indicator 8: Proficiency or Growth in Other Curricular Areas or Educational Programs
Goal: By 2017, the number of office behavioral reports will decrease by 20% from a baseline established at the end of the 2012 school year. WBWF Goal Areas Addressed by this Goal: - Career and College Ready. - Achievement Gap Closure.
Key Measures & Results for this Goal: This goal was established beginning in 2013. In 2014 and 2015, there were no incidents that would require posting to the MDE Disciplinary Incident Reporting System, which takes data on student suspensions, expulsions, etc. In 2016, there was one incident that required reporting into the DIRS with MDE. CCS has implemented a strong Positive Behavior Intervention System, which is having a positive impact on the overall atmosphere of the school. In addition, CCS has implemented RADkids, an anti-bullying training module for all elementary students which has helped reduce reports of bullying behavior at school. For our high school students:
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The CCHS graduation rate will meet or exceed the 4, 5, and 6 year state graduation rate or will improve from the school's 2016 baseline rate by 3 percentage points each school year for duration of the contract ending on July 1, 2017.
Spring 2016 results: 4 year rate: 33% 5 year rate: 50% 6 year rate: n/a
In our first year of operation we had one senior. This individual gave us a 100% graduation rate. As our numbers have grown, this percentage has dropped. This will be an area of increased focus for us in the 2016-17 school year.
WBWF Goal Areas Addressed by this Goal: - College and Career Ready. - All students graduate. Key Measures & Results for this Goal: - Graduation rates here.
Indicator 9: Post Secondary Readiness
Using the data from students enrolled on October 1, the CCHS student course completion rate will meet or exceed the average course completion rate for Minnesota online schools for the prior year or will improve from the school's 2015 baseline amount by 3 percentage points each school year for duration of the contract ending on July 1, 2017.
In 2015, our course completion rate was over 80%. During the 2015-16 school year, our completion rate was 64.46%.
In our first two years of operation, our overall enrollment was lower than what we see today. Larger numbers of students will significantly impact our percentage of completion. However, as our numbers stabilize, we will be able to more accurately predict the completion rates. We believe our support network of teachers and learning coaches will continue to impact positively course completion rates.
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80% of students who have lower than a 100% course completion rate will improve their course completion rates by 10 percentage points each year in which they are enrolled at CCHS. 80% of students with a 100% course completion rate will maintain that course completion rate each year in which they are enrolled at CCHS.
There were only four students from 14-15 to 15-16 that were under 100% completion that we had in year two. Their average completion rate was 25%. Of the students who completed 100% of their courses in 2014-15, only 50% of students achieved 100% in year two or 2015-16.
As we move along, we will begin to see patterns of student behavior as it relates to remaining enrolled in our program for more than one year at a time. It is still early in our history to be able to see trends that we can use to better predict course completion rate improvement from one student to the next. We now have some good baseline information to work from.
WBWF Goal Areas Addressed by this Goal: - College and Career readiness. - All students graduate from high school. Key Measures & Results for this Goal: - Completion rates.
Indicator 10: Attendance
Goal: Crosslake Community School will maintain a 95% or better attendance rate.
As shown earlier in this report, the attendance rate at CCS was 96.62% for the 2015-16 school year. WBWF Goal Areas Addressed by this Goal: - College and Career Ready. - All students graduate.
Key Measures & Results for this Goal: Worth noting is that with a total enrollment during the 2015-16 school year of 208 students by the end of the year, we are still a relatively small school. Because of that, it does not take many students to impact percentages on performance in a number of categories. In spite of the impact only a few students can make, the overall attendance rate of better than 96% is a positive for us.
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Indicator A: Federal and State Accountability Multiple Measurements Rating (MMR) is 58.99% Proficiency
4.85points
Weighted percentage of subgroups reaching targets Growth
20.28 points
Average Growth Z-Score
N/A
Achievement Gap Reduction
19.11 points
Achievement Gap Reduction Score
0.3195
Graduation
-0.1755
XX.XX points
Weighted percentage of subgroups reaching targets TOTAL POINTS Possible points
Focus Rating (FR) is 63.22%
N/A 44.24 points 75 points
Achievement Gap Reduction
19.11 points
Achievement Gap Reduction Score
-0.1755
Possible points
50 points
Focused Proficiency
Weighted percentage of subgroups reaching targets TOTAL POINTS
12.50 points
N/A 31.61 points
ADDITIONAL WORLD’S BEST WORKFORCE DATA • Progress towards closing the achievement gap. In looking at the two graphs below, you will see evidence of our achievement gap reduction as well as our growth in elementary and middle school students at Crosslake.
As indicated in the graphs, Crosslake Community School has one of the highest achievement gap reduction scores in our region of the state as well as individual student growth throughout the past year.
While we are less pleased with our proficiency scores, knowing that our students are making strong gains is a very important data point for our school going forward. Student improvement and growth, as well as a significant closing of the achievement gap, help us to understand where we need to improve our school performance.
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• Progress towards ensuring all students are ready for kindergarten. Because we do not currently have early childhood programming other than the fee-based introduction to kindergarten model we use through our fund 04, we do little here other than provide information and resources to parents prior to the start of school.
• Progress towards ensuring that all students in third grade achieve grade level literacy. Based on spring 2016 assessments on K-2 students, we have found that 65% of our K-2 students are reading at 3rd grade level. We continue to use RtI and Title I support for non-special education students and when students qualify, we access special education support for students in need.
Progress towards ensuring that all students attain career and college readiness before graduating from high school. 100% of the students in Crosslake Community Schools 5th through 8th grade participate in the Ramp Up to Readiness program. As a part of the high school requirements, Ramp Up to Readiness content is also employed and available for all students. •
• Progress towards ensuring that all students graduate from high school. This will be an area of increased focus for our high school staff. We understand that because of the transient nature of many of our high school students who experiment with either full or part time online curriculum, we will always have a challenge to get every high school student to graduate. Our mission will be to work closely with every high school student through support from our counselor, learning coaches and program director and do our best to provide the necessary resources and communications to help all high school students succeed and graduate in a timely manner.
Student performance on the National Association of Education Progress. Our school does not participate in the NAEP assessment program.
8. Educational Effectiveness: Assessment & Evaluation
During the summer of 2015 work was conducted to determine goal areas for the 2015-16 school year. The goal areas selected were based in part on current contract language with our Authorizer as well as requirements from the Minnesota Department of Education. Listed below are identified areas of need as well as our plan to address those needs: •
Data-Based needs: o NWEA assessment data. (From 2014-15 school year) Grade K-2: 65% meet or exceed grade level (by 2017)( 64.3% actual 2015) Reading growth: 75% of students meeting growth goals by 2017. (64.23% 2016) Math growth: 75% of students meeting growth goals by 2017. (61.76% 2016) o MCA test data. (From Spring 2015 testing) Math goal: 65% meet or exceed (by 2017) (53.8% actual 2015)
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o
•
Reading goal: 80% meet or exceed (by 2017) (51.6% actual 2015) SUPPORT category: How are students going to be supported to meet this goal? • Title I. • RtI. • Special Education (if qualified). • Student Success team. How are teachers going to be supported to meet this goal? • PLC work. • Peer coaching model. • Marzano training. How are administrators going to be supported to meet this goal? • Marzano training. Any district-wide initiatives offered to meet goals? • All-staff Marzano training. • Peer coaching model. Best practices strategies: • Marzano. • PBIS.
Process for assessing and evaluating each student’s progress toward meeting state and local academic standards;
Crosslake Community School utilizes NWEA and MCA assessment data as our primary measures of student growth and proficiency. During the 2016-17 school year we will be researching other possible models of assessment for student growth measures that may more accurately align with MCA testing. •
Process for disaggregating data by student group in order to assess the school’s educational effectiveness in relation to these groups;
With the help of our district assessment coordinator and support from staff at our regional education service cooperative, staff receive training on data collection and the breaking down of information based on schoolwide, grade level and individual student performance as well as comparison data of area school districts. •
Process for reviewing and evaluating the strengths and weaknesses of instruction and curriculum;
Listed below is our curriculum review cycle. Crosslake Community School has a committee charged not only with the review of our curriculum assuring alignment with state required standards, etc. but since this committee is also charged with the staff development model for the school, we have been able to develop consistency in our review cycle and best practice models as they relate to effective instructional practices, etc.
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At the high school level, our Director of Online Programming works closely with our content provider and the Minnesota Department of Education to ensure that our current coursework meets the requirements for graduation and workforce preparation as outlined in statute.
Crosslake Curriculum Review Cycle
Core Standards Curriculum Areas: • Language Arts (reading, writing, handwriting, spelling) • Math (Elementary, Middle School, Algebra) • Music, Physical Education, Health, Art • Social Studies • Science Review & Evaluate against current standards. Include technology and RTI/ Sped needs.
Implement new standards and curriculum
Monitor 1
Monitor 2
Monitor 3
Music, P.E., Health, Art
Math
Language Arts
Science
Social Studies
Social Studies
Math
Language Arts
Science
2015-2016
Science
Music, P.E., Health, Art
Social Studies
Math
Language Arts
2016-2017
Language Arts
Science
Music, P.E., Health, Art
Social Studies
Math
2017-2018
Math
Language Arts
Science
Music, P.E., Health, Art
Social Studies
Year
2013-2014 2014-2015
•
Music, P.E., Health, Art
The school’s system for periodically reviewing and evaluating the effectiveness of all instruction and curriculum;
o Our curriculum review cycle. As indicated above, the review cycle is our tool to constantly review and evaluate existing curriculum to determine effectiveness. o Teacher evaluation through Q-comp. Beginning in the spring of 2014, CCS began implementing Marzano protocols for effective instruction and best practices. On-going
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•
professional development through support of a consultant as well as peer-coaching models have been implemented. As a Q-comp school, teaching staff are also involved in Professional Learning Communities that focus on best practices in classroom management and instruction. o Principal evaluation tool. See attachment B for Principal Evaluation tool.
Education effectiveness practices that integrate high-quality instruction, rigorous curriculum, technology, and a collaborative professional culture that develops and supports teacher quality, performance, and effectiveness.
As indicated above, our school employs a Qcomp model, placing strong emphasis on teacher development and best practices that are aligned throughout our program in grades K-12. Staff receive specific training 3-4 times per year from outside providers as well as weekly meetings that are staff-driven. We have worked hard for several years to bring a common language and framework of professional development that crosses content and grade level areas. •
Process for examining the distribution of experienced and qualified teachers across the district and within school sites using data.
Since we are a single section school for the most part, we do not have multiple sites. Students at one point or another actually work with all teachers at given grade levels, so we do not currently have a process for distributing staff across the district.
9. Student & Parent Satisfaction
During the fall back to school Open House held on 8/18/2016, parents were asked to complete a brief satisfaction survey based on their child’s experience at our school during the 2015-16 school year. The following questions were asked of our current parents: 1. How satisfied are you with the educational experience for your child? 2. How satisfied are you with the safety of your child? 3. How satisfied are you with your choice of CCS as a school for your child?
One additional question was on the subject of whether or not CCS should consider requiring uniforms of our students. Here are the totals from the surveys turned in by our families: Question: Very satisfied Satisfied 1. 52 18 2. 53 15 3. 57 14
Not satisfied 0 0 0
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On the subject of school uniforms: I support uniforms at CCS 19
I do not support uniforms at CCS 42
Undecided 10
As mentioned in an earlier section of this report, our typical rating from parents and students is in the 95% or higher range. This is positive feedback and something we greatly value as a school.
10. Environmental Education
The mission of Crosslake Community School’s authorizer, the Audubon Center of the North Woods, is to instill a connection and commitment to the environment in people of all communities through experiential learning. ACNW defines environmental education as the implementation of values and strategies that foster learning and create environmentally literate citizens who engage in creating healthy outcomes for individuals, communities, and the Earth. The overarching goal of environmental education is an environmentally literate citizenry. The test of environmental literacy is the capacity of an individual to work individually and collectively toward sustaining a healthy natural environment. This requires sufficient awareness, knowledge, skills, and attitudes in order to create a healthy planet where all people live in balance with the Earth. Our approach to environmental education;
Staff, students and parents at Crosslake Community School will increase their environmental literacy, and develop the knowledge, skills and attitudes to support a sustainable, healthy environment.
The Audubon Center of the North Woods defines environmental education as the implementation of values and strategies that foster learning and create environmentally literate citizens who engage in creating healthy outcomes for individuals, communities, and the earth. Environmental literacy is the knowledge, skills, attitudes, motivation, and commitment to work individually and collectively toward sustaining a healthy natural and social environment. To meet the above goal, Crosslake Community School has agreed to provide opportunities to instill a connection and commitment to the environment through experiential learning. At Crosslake Community School, a portion of our mission is to not only increase environmental literacy, but more so to create a level of awareness for our students and families on how our actions impact our environment with the hopes that we will increase the positive behaviors and reduce the negative. Because we value a hands-on, experiential learning environment, we take advantage of whatever opportunities we have during the year to engage our students in activities that foster their understanding of the environment. Whether through regular water testing in our area of the state to a study of phenology or working with our compost bins, students have a chance to learn by doing when it comes to issues of our environment.
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How do we know students are becoming more environmentally literate? Several items stand out here. One is the level of engagement our students have with our recycling and waste reduction program at our school. Students are actively involved in the collection of recyclable items and seeing they are properly placed in recycling containers. Students are responsible for our composting bins and students are actively involved in programs such as “Project Feeder Watch” and on-going phenology activities.
We also take what might be considered a “science only” topic and have worked to embed environmental literacy throughout our curriculum, embedding it whenever possible into all disciplines.
11. Governance & Management
Includes Annual Board Training & Administrator Professional Development Report(s) BOARD OF DIRECTORS The Crosslake Community School utilizes an eight member board structure, with the make-up of the board including four teachers, three parents and one community member. The Executive Director of the school serves on the board as an ex-officio member. All board members participate in required training as set forth in statute. In addition, on-going training in school finance, governance and assessment are conducted annually through things such as the annual audit presentation and feedback from our Authorizer during an annual performance review.
From a financial perspective, the board has established a desired minimum fund balance of 23%, which has been met on a consistent basis through the watchful eye of the board as well as members of the school’s finance committee, which also includes board membership.
CROSSLAKE COMMUNITY SCHOOL BOARD OF DIRECTORS
Member Name
Board Position
Affiliation
Date Elected
Lisa Schumacher Beverly Loeffler Karen Larson Jeremy Max
Chair
Teacher
10/22/2015 1/19/2016
Member
Community 10/23/2014 1/20/2015 Member Parent 10/22/2015 1/19/2016
Marie Waschek Christine Davis Kate Davis
Sheila York
Treasurer Teacher Vice Chair Member Member Member
Secretary
Date Seated
10/23/2014 1/20/2015
Teacher
10/22/2015 1/19/2016
Teacher
10/23/2014 1/20/2015
Parent Parent
10/23/2014 1/20/2015 10/23/2014 1/20/2015
Term End Email Address Date 12/2017
[email protected] 12/2016
[email protected] 12/2016
[email protected] 12/2017
[email protected]
12/2017
[email protected] 12/2016
[email protected]
12/2016
[email protected] 12/2016
[email protected]
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Patty Durham
Member
Teacher
10/22/2015 01/19/2016 12/2016
[email protected]
As noted in the chart below, all board members at CCS complete the required initial board training in essentially one of two ways: MSBA-sponsored trainings that are completed in one day or MACS sponsored trainings that are conducted throughout the school year. In addition, on-going board training occurs through our work with our auditor, our finance management folks at DIECI school finance and staff from Audubon also work with our board relative to governance strategies and protocols as part of an annual observation and review. Initial Training Board Member Name Lisa Schumacher Beverly Loeffler
Initial Training Original Date Seated 1/21/2014 1/20/2015
Kate Davis
1/20/2015
Jeremy Max
1/20/2015
Shelia York
1/20/2015
Karen Larson
1/20/2015
Marie Waschek Christine Davis Patty Durham
1/20/2015 1/20/2015 1/10/2016
Board’s Role & Responsibilities
Employment Policies & Practices
Financial Management
10/26/2015 MSBA staff 03/24/2012 MACS staff 03/24/2012 MACS staff 08/24/2015 MSBA staff 7/28/2015 Clifton Larson Allen 08/24/2015 MSBA staff 03/24/2012 MACS staff 08/24/2015 MSBA staff 11/7/2015 MACS
03/24/2012 MACS staff 03/24/2012 MACS staff 08/24/2015 MSBA staff 08/24/2015 MSBA staff 12/02/2015 MACS staff 08/24/2015 MSBA staff 03/24/2012 MACS staff 08/24/2015 MSBA staff 11/7/2015 MACS
03/24/2012 MACS staff 03/24/2012 MACS staff 08/24/2015 MSBA staff 08/24/2015 MSBA staff 1/15/2015 MACS online 08/24/2015 MSBA staff 03/24/2012 MACS staff 08/24/2015 MSBA staff 11/13/2015 MACS
Annual Training
Board Member Name Lisa Schumacher Beverly
Training #1: School Finance Mick Justin 12/21/2015
Annual Training – FY16 Training #2: Assessment Jen Miller, 11/16/2015
Training #3: Board best practices Dan Jett 5/9/2016
Attended? YES
Attended? YES
Attended? YES
Attended? YES
Attended? YES
Attended? YES
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Loeffler Kate Davis Jeremy Max Sheila York Karen Larson Marie Waschek Christine Davis Patty Durham
Attended? YES Attended? YES Attended? YES Attended? YES Attended? YES
Attended? YES Attended? YES Attended? YES Attended? YES Attended? YES
Attended? YES Attended? YES Attended? YES Attended? NO Attended? N/A
Attended? YES
Attended? YES
Attended? YES
Not seated yet
Not seated yet
Attended? YES
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MANAGEMENT The Crosslake Community School employs a full time Executive Director who is licensed as a superintendent in the state of Minnesota. This individual serves as superintendent, director and principal of the school and provides all site leadership aspects of the school operation. The Executive Director is responsible for direct oversight of all staff, licensed and non-licensed and is responsible for all student discipline and behavioral expectations. The Executive Director answers directly to the board of directors of the school. In addition, the Crosslake Community School contracts for services from a number of entities for purposes of school operations. DIECI School Finance has provided the financial management for the school under the direction of the board, school director and members of the finance committee. The board also contracts with an outside provider (Crosby Ironton Transportation) for purposes of transporting students. The Executive Director is subject to an annual review as outlined in the at-will agreement signed by the Executive Director and board. LIST OF ADMINISTRATORS/QUALIFICATIONS Executive Director: (Oversight of all school programming and operations) Todd Lyscio License #291775 Areas of Licensure: K-12 principal, Community Education, Superintendent PROFESSIONAL DEVELOPMENT PLAN FOR Todd Lyscio; Executive Director Because the current Executive Director is licensed as an administrator in the State of Minnesota, a professional development plan is not required. However, the Board of Directors of Crosslake Community School values on-going professional development not only for teachers and other support staff as well as board members, the following goals and objectives are set before the Executive Director as a method of gauging professional goals and achievement of those goals as they apply to the overall effectiveness of leadership and school success. Director’s goals for 2015-16 Updated: 5/6/2016
Financial: Oversee the expenditures and fund allocations in such a way that we do not fall below a 23% fund balance at any time. (End of 2015 fund balance was above 23%. Projections for this year are to fall below that but based on ADM count we may be ahead again.) Develop clear guidelines and priorities on fundraiser dollars prior to fundraisers taking place. (This is done annually with the EFE folks and members of the finance committee. For 2016 fundraiser we will target science curriculum, technology enhancement, staff development and enrichment opportunities for students).
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High School: Have total of 25 students enrolled during fall semester 2015. (Currently 65+) Roll out the Ramp Up To Readiness program with John Richards coordinating. (DONE) John has the grades 5-8 and Stacy is coordinating HS with Holly . Be engaged with area schools and beyond with supplemental offerings that allow us to meet budget. (DONE. We have had tuition agreements with Brainerd and Pine River Backus for students we share). Professional development. Continue to implement Marzano protocols and allow for additional all staff training. Conduct two formal observations per classroom teacher following the Marzano framework. Train two key staff members in Marzano observation strategies to support Qcomp goals and objectives. Status on goals: Beverly Loeffler and Lance Swanson have both received initial training with Marilyn McKeehan on observation protocols and have conducted one on one observations of all teaching staff. Marilyn has conducted a half day peer coach training for all staff in November. Lance and Bev will be conducting one on one evaluations and follow-ups with all teachers. I will be conducting one of my own during the second half of the year. I have done daily classroom walk-throughs but have not done formal evaluations. This portion of the goal has not been met. Student performance. Increase by 5% the number of students who meet or exceed in reading and math based on Spring MCA scores spring 2016. Status on goal: This will be determined during the spring. We did learn that our school has achieved High Quality Charter School status based on last year’s assessments, which is great news for our school. Community-minded service. Orchestrate a school-wide Martin Luther King Jr. Day of service. Pursue opportunities to partner with a school in another country. Status on goals: On January 18th, students and staff again engaged in service learning projects ranging from thank you notes and cookies to area businesses, blankets being made and donated to seniors and collections of food for the food shelf. Environmental Education: By August 25th develop school-wide initiatives that support and embrace our environmental education component. 2015-16 Schoolwide emphasis will be on Woods. 2016-17 Schoolwide emphasis will be on Water. Status on goal: As of 2/1/2016, the EE committee, under the direction of Miranda Graceffa, has secured a mini grant for a compost bin. We also have a bird feeder located outside of the lunch room for classrooms to track bird feeding patterns. December 17th was a day working with the Wilderness Inquiry group. The compost bins are now operational and we are using left over food to create compost to be sold later in the spring. On May 16th students will paint sewer grates with a message reminding people to be aware of what they are washing down the sewer as it goes to our lakes and streams. Strategic planning:
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Complete the comprehensive Annual Report/Worlds Best Workforce summary to include updating the Strategic Plan with input from the Vision and Planning and Curriculum committee membership. Report due by October 1st 2015. Status on goal: Report summary has been completed and submitted in a timely fashion. The summary was due to MDE by December 1st. The WBWF full report was part of our annual report to Audubon and is on our website and reported to Epicenter in a timely fashion. We have received favorable reviews from Audubon on this report. As of 5/3/2016 the Vision and Planning committee has begun work to refine our Strategic Plan document. Facilities: By January of 2016 have a three year plan for current site expansion or construction of long-term facilities to meet our growing needs. Status on goal: As of 12/2/2015, property has been secured and preliminary site plans have been drawn up. As of 2/1/2016 an active community and board member based committee is working on final drawings and securing of grant money, etc. As of 5/3/2016 the LAKE foundation has been working to finalize their status as a 501 (c)3 entity. Board related: Monthly presentations by staff focusing on various committee work being done throughout the year. Topics to include: 1. Environmental Education. 2. Vision and Planning. 3. Assessment. 4. Curriculum. 5. Student activities. 6. High School. Policy review cycle implementation. There is now a three year policy review cycle in place and monthly board meetings include some type of policy review or approval as part of that cycle. Informally the board has been kept up to date on the activities of the various committees but I do not feel it has been to the level I would like to see it. This will remain a work in progress. Executive Director Professional Development Goals/Areas of Focus for 2016-17: Goal Area I: Safety 1. Crisis Manual updated by August 2016 to include new protocols for lockdown procedures, etc. a. Actions: b. Status on goal: 2. All students trained in personal safety practices including weather emergencies, intruder protocols, fire safety and anti-bullying tactics by May, 2017. a. Actions: i. Coordinate with local law enforcement on RAD kids. ii. Conduct proper number of safety drills. iii. Utilize programs such as PBIS to reduce poor student behavior.
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b. Status on goal: 3. Reduce and ultimately eliminate bullying behaviors at school. Goal of no incidents needing to be reported to MDE by May 2017. a. Actions: i. All school assembly at the start of school. ii. On-going positive messages using PBIS strategies. b. Status on goal:
Goal Area II: Student Learning 1. MCA and NWEA growth. Increase our meets or exceeds percentage to Audubon contractual goals by May of 2017. a. Actions: i. Data retreat participation July 2016. ii. Identify students who have not met or exceeded in last two years. Provide additional support. iii. b. Status on goal: 2. Community engagement. All students will have a minimum of two opportunities to engage in community outreach activities by May 2017. a. Actions: i. MLKing Jr. Day of Service. ii. Regular trips to Golden Horizons. iii. St, Patrick's Day, Cabin Fever events as community outreach activities. b. Status on goal: 3. Environmental Awareness. All students in grades K-8 will see an increase in their awareness of environmental issues and concerns. a. Actions: i. Work with EE coordinator and committee to bring 2-3 schoolwide EE events to CCS. ii. Continue efforts surrounding reduction of food waste and use of composting bins. iii. Create opportunities for EE coordinator to engage all grade levels and embed EE concepts into classroom content. b. Status on goal: 4. Highly Engaged School. By spring of 2017 implement strategies that create a highly engaged school. a. Actions: i. Participate in Envoy training. ii. Practice Envoy strategies within regular classroom observations. iii. Highly effective schools training in August 2016 b. Status on goal: Goal Area III: Growth
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1. K-12 enrollment. See an increase of 10% in our K-8 student enrollment from spring 2016 to spring 2017. Increase our 9-12 enrollment by 50% in the same time frame. a. Actions: i. Regular articles in local publications highlighting student and school activities. ii. Use facebook, website and KARE 11 site to market our school. iii. Work through MDE grant to expand HS enrollment. b. Status on goal: 2. Professional development. In collaboration with the curriculum and staff development committee ensure that all staff receive a minimum of 3 days of schoolwide PD in addition to content-specific opportunities for all staff. a. Actions: i. Lumina training fall workshop. ii. NJPA summer PD. iii. Resource Training and Solutions. b. Status on goal: 3. Innovation. Increase the number of enrichment opportunities for our students. a. Actions: i. Work with middle school staff on new schedule for enrichments. ii. Incorporate Mouse program to integrate more technology learning opportunities for students. iii. Target hands-on, multi-age, project-based learning opportunities as innovative strategies. b. Status on goal: Goal area IV: Fiscal and program stability 1. Strategic plan. Work in cooperation with the Vision and Planning committee by January 2017 to have a revised, comprehensive Strategic Plan document to present to the board. This plan would run from 2017-2020. a. Actions: i. Re-write with an eye on the MACS template. ii. Align plan to Audubon contract goals. iii. Review the strategic plan monthly with Vision and Planning committee. b. Status on goal: 2. Fund balance. Ensure a healthy school financial climate by overseeing budget utilization that retains as much as possible a minimum 23% fund balance. a. Actions: i. Regular updating of EDRS. ii. Monthly updates with finance committee. iii. MDE grant funds allocated properly to support program growth. b. Status on goal: 3. Building plan. Have a new school facility constructed by the fall of 2018. a. Actions: i. Regular communications with LAKE foundation.
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ii. Secure a consistent site for high school during transition time. (by August 2016 Completed). iii. As needed, work with LAKE foundation committee to conduct information and fundraising sessions.
Goal Area V: Operations 1. Ensure that all reporting requirements are met in a timely fashion and with accuracy. a. Actions: i. WBWF to board for approval by October meeting. ii. Audubon contract renewal complete by June 30th 2017. iii. Board meeting packets and information out 5-10 days prior to board meetings.
12. Staffing The Crosslake Community School is committed to providing high quality classroom instruction by recruiting and hopefully retaining outstanding teachers and paraprofessionals throughout our school. Even though our salary schedule is less than what area school districts can offer, we provide a great atmosphere for our professional staff, providing on-going high quality professional development and all the required tools to help our teaching staff succeed with their students Also, because of the make-up of our board, our teaching staff has a strong voice in the decision making and direction of our school. This increase ownership in the leadership process provides additional job satisfaction. 2015-16 Licensed Teaching Staff Name File # Patricia Durham Lance Swanson Annette Klang Beverly Loeffler Miranda Graceffa Angela Schultz Marie Waschek Lisa Steffen Heidi O’Brien Lisa Schumacher Kate Davis Robb Reed Victoria Beasley
414607 180100 313830 432910 432464 380005 432852 315201 482836 434080 388183 470980 451676
License and Assignment (subject/grades) Grades 1-2 Grades 5-8 Social Grades 1-2 Grades 3-4 Grades 5-8 Science Grades 5-8 Math Grades 3-4 Kindergarten Title I PE/Health?DAPE Music Special Education Special Education
2016-17 Status* R R R R R R R R R R R R R
Comments
Special Prog. Waiver
Community Expert
38
John Richards Mara Powers (New)
286829 491598
* R = Returning, NR = Not Returning
High School lab Special Education
R R
Variance
2015-16 Teacher Professional Development Activities: During the 2015-16 school year, staff engaged in four sessions of professional development provided by the National Joint Powers Alliance, our regional service cooperative. The primary emphasis of our work was on the Marzano protocols for instructional best practices, targeting learning goals and targets for student learning.
Toward the end of the school year, we began to focus more heavily on the gathering and disaggregating data we take in on our individual students. During the summer of 2016 staff were trained in a three day data retreat and that will comprise a core emphasis during the 2016-17 school year. As a Qcomp school, weekly professional development in professional learning communities took place. These weekly sessions were broken down into time spent with the full K-8 group and also grade-level teams.
At the high school level, since our high school teachers are provided to us through our learning management system, our decision has been to employ similar staff development opportunities with our online staff directly tied to our school including our special education coordinator, Director of Online programming, three learning coaches, and our part time high school counselor. Our staff development advisory committee members include: - Bev Loeffler – Lead elementary - John Richards – Lead middle school - Todd Lyscio – Executive Director - Lisa Schumacher – Q comp coordinator - Annette Klang – elementary - Miranda Graceffa - Victoria Beasley – Special Education Teacher Retention:
(teacher) (teacher) (administration) (teacher) (teacher) (parent) (teacher)
Traditionally, our turnover rate has been fairly low. Our hope is that this translates to a more consistent instructional model than what may be seen in other smaller school settings that may experience a higher rate of turnover. As an example, from the 2014-15 school year to the 2015-16, there was a 9% turnover with one teacher choosing not to return to school.
Percentage of Licensed Teachers from 2015-16 not returning in 2016-17 (non-returning teachers/total teachers from 2015-16 X 100)
0%
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2015-16 Other Licensed (non-teaching) Staff Name License and Assignment Stacy Bender Holly Garnell
406560 Director of Online programming
417843 High School Counselor Todd Lyscio 291775 Executive Director * R = Returning, NR = Not Returning 2015-16 Non-Licensed Staff Name Assignment Jodi Schott
Jennifer Miller
Office Manager
Kristy Steele Mara Dahlberg
Assessment and Technology Paraprofessional Paraprofessional
Marie Strand Lori Olson Phyllis Ritter Barb Flynn Lisa Young Mandy Mitchell Laura Jewell Doug Moan
Paraprofessional Paraprofessional Paraprofessional Paraprofessional Paraprofessional Administrative Assistant Paraprofessional Maintenance
2016-17 Status* R
Comments
R R
2016-17 Status* R
* R = Returning, NR = Not Returning
Comments
R
R NR R R R R R NR NR R
Joined staff in spring 2016 as a licensed teacher.
2016-2017 Staffing
2016-17 Licensed Teaching Staff Name File # Patricia Durham Lance Swanson Annette Klang Beverly Loeffler Miranda Graceffa Angela Schultz Marie Waschek Lisa Steffen Heidi O’Brien Lisa Schumacher Kate Davis
414607 180100 313830 432910 432464 380005 432852 315201 482836 434080 388183
License and Assignment (subject/grades) Grades 1-2 Grades 5-8 Social Grades 1-2 Grades 3-4 Grades 5-8 Science Grades 5-8 Math Grades 3-4 Kindergarten ECFE/ PE/Health/DAPE Music
2016-17 Status* R R R R R R R R R R R
Comments
Special Prog. Waiver
Variance
40
Robb Reed Victoria Beasley John Richards Mara Powers Gena Jacobson Courtney Guck
470980 451676 286829 491598 350222 492235
Special Education Special Education High School lab Special Education Special Education German/High School learning coach
2016-17 Other Licensed (non-teaching) Staff Name License and Assignment Stacy Bender 406560 Director of Online Learning Holly Garnell 417843 High School Counselor Todd Lyscio 291775 Executive Director 2016-17 Non-Licensed Staff Jodi Schott Office Manager
Jennifer Miller
Doug Moan Kristy Steele Kris Fjelstul Paulette Sievert Marie Strand Lori Olson Phyllis Ritter Barb Flynn Lisa Young Hannah Keranen Julie Friday Callista Larson Stephanie White Amy Schueman
Assessment and Technology Maintenance Paraprofessional Paraprofessional Paraprofessional Paraprofessional Paraprofessional Paraprofessional Paraprofessional Paraprofessional Paraprofessional Paraprofessional Learning Coach Administrative Assistant High School Admissions
13. Operational Performance •
R R R R New New
Community Expert Variance
Comments
R
R
R R R R R R R R R New New New New New
Health and safety at the school
The school annually trains staff with issues such as bloodborne pathogens and Right to Know as well as general first aid and CPR. The school employs a full time maintenance person charged with the task of seeing to it that proper cleaning processes are in place.
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While we do not have a school nurse on site, we do have staff trained in proper dispensing of medications to our students. Accurate and meticulous record-keeping of medication dispensing enables us to ensure that we are following medical community guidelines. All of which is done under close, on-going communication with our parents. Our medication is only dispensed by the trained personnel and all medications are kept under lock and key. Maintenance staff also receive annual training on health and safety protocols as outlined by the state. •
Transportation
Crosslake Community School contracts with Crosby-Ironton Transportation Inc. for all of our transportation needs. At one point in time, CCS owned its own buses, but a few years ago, the decision was made to contract that service out. C-I Transportation purchased the three buses from CCS and this is what we use to transport our students. This arrangement has been a very positive one for our school. C-I Transportation treats us with the same respect and care as their own school district and we greatly appreciate the level of service we receive. •
Facilities
At the close of the 2015-16 school year, the Crosslake Community School experienced significant space issues at the current location. The campus, which consists of two buildings, one which houses K-4th grade and the other that is home to 5-8th grade students, music and physical education as well as the online high school lab, was overflowing. For the fall of 2016-17, the school made arrangements to lease additional space near the existing campus to accommodate the high school lab. Please note in the last section of this report regarding future plans, which do include the construction of a new school to house the entire K-12 program under one roof. •
Food service programs
Due to space constraints, CCS must contract out for our food service. Currently, our vendor is a local restaurant, Maucieri's. This arrangement has worked out well, but does present some challenges in terms of what food might be available that meets with MDE approved guidelines. Not having total control over what is prepared has been challenging at times, but for the most part, it has worked out well. What continues to be an issue is finding outside food service that is affordable to our families. This year, our communications with our vendor have improved greatly. However, in order for the vendor to meet cost, our prices per meal are higher than what we would like them to be. •
Due process – student discipline data
Our school has a clear discipline policy in place that outlines consequences for student behavior. When it becomes necessary to suspend students, Pupil Fair Dismissal protocols are followed. If a student with an IEP is in need of consequences, prior to any suspension taking place, a manifestation determination will be held to identify whether or not the student behavior falls within the guidelines of the IEP. Minor infractions or disruptions are handled through in-school suspension and detention models. Students on IEP's are typically referred to the special education teacher for intervention strategies aligned with IEP guidelines.
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• Parent engagement A key component of any successful school is the level of parent engagement attained. During the 2015-16 school year, the students and staff of CCS benefitted from significant parent involvement in terms of: - Parent Teacher Organization involvement. - Key PTO fundraisers that supported programs such as field trips. - Time spent as classroom volunteers. • Community engagement Similar to parent engagement, to be an effective community school, there needs to be a strong presence from the community into the school as well as opportunities for the school to engage outside of the walls of the building and into the community. Some examples of community engagement included: - Annual pumpkin growing and fundraiser. - Involvement with Golden Horizons Senior Living Center. - Our Martin Luther King Jr. Day of service. - Our Evening for Education fundraiser. - Assisting the County with storm drain identification.
• Hiring practices Our board has policies in place relative to specific hiring practices that include required licensure and education based on position as well as veterans preference hiring. Staff openings are typically offered to internal staff at the outset and then posted externally should there not be any internal interest. Our school website is a key form of communicating job openings as well as local newspapers and where appropriate, services such as EdPost out of St. Cloud State University. • Background check process for staff, board, and volunteers Background checks are performed on all staff hired by the school. In addition, any volunteers, including current parents of students, who spend any amount of time in the school are also subject to those background checks.
14. Finances
For questions regarding school finances and for complete financials for 2015-16 and/or an organizational budget for 2016-17, contact: Name: Joe Aliperto Position: President Contact info: DIECI School Finance Phone: 651-251-6980 Email
[email protected] Dieci School Finance provides accounting services for the Crosslake
Information presented below is derived from preliminary audit figures. The full financial audit will be completed and presented to the Minnesota Department of Education and Audubon Center of the North Woods no later than December 31, 2016.
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FY16 Finances Total Revenues Total Expenditures Net Income Total Fund Balance
Fund 1 1,960,403.00 1,665,156.00 295,247.00 519,874.00
Fund 2 82,173.00 76,366.00 5,807.00 -
Fund 4 14,509.00 13,560.00 949.00 2,086.00
Overview One of the hallmarks of our board and staff as mentioned earlier is the fact that we remain very conservative in our budgeting process. Our staff and board are very meticulous about keeping track of where the money goes and we are very cautious about spending our limited resources. The end result has been a fund balance that hovers around 23%, which is one of our board’s financial goals. As noted above, at the close of the fiscal year 2016, the Crosslake Community School saw a fund balance of over 519,000.00 which represents a strong financial position and a fund balance percentage of over 25%. This is good news as we continue to grow our programs.
The biggest challenge we face, which is actually a positive at this point in our school’s history, is accurately predicting our enrollment, which continues to increase. Revenues
Referring to the graph above, all funds operated in a positive balance. Our fund 04 remains a very small component of our school as we currently only offer programs such as archery and our clay target team. In the fall of 2016, our hope is to be able to offer additional programming in fund 04 to offer an introduction to kindergarten program as we have in the past. Expenses
As noted earlier, the CCS board of directors and staff work hard to spend wisely and budget conservatively. Our increased enrollment at the high school level is helping to stabilize our financial position and allow us to continue to grow our program K-12. Net Income and Fund Balance
The fund balance goal established by our board is 23%. At the close of the 2016 fiscal year, preliminary audit figures show us carrying a fund balance of over 25% into fiscal year 2017. World’s Best Workforce Annual Budget
In looking at our current WBWF plan, there are a few areas that relate to specific funding from our annual budget. Some of these areas include: 1. Staff development. a. Throughout the school year, we bring in trained staff to assist all staff with improvement strategies for instruction, student behavior, etc. b. We also send staff to workshops and professional development throughout the school year. 2. Title I. a. While federally funded, our Title I teacher directly supports our efforts to see that all students are working toward reading at grade level and are proficient at grade level in math.
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3. RtI staff time. a. In addition to Title I, which is federally funded, we offer additional academic support to our students through this model. 4. Resources tied to Ramp Up to Readiness. a. We purchased curriculum and licenses to be able to access the content. We have freedom to develop some of our own resources as well. 5. Additional staff support. a. Hiring of a part time high school counselor has created for us a level of support to ensure that our students are not only meeting credit requirements, but are gaining assistance in post high school preparation.
15. Future Plans Expansion plans; Within the past year, we have received several requests for online program offerings for students younger than 9th grade, which is the lowest grade we are currently approved for with online programming.
Conversations are currently underway with the Minnesota Department of Education to determine the process for expansion into lower grades. At this point we are unsure if this will require program expansion approval or not. As we grow toward what we hope will be a new facility, we also would be requesting in the next year the opportunity to expand into formal pre-school programming.
Facility changes; As noted in other areas of this report, plans are underway to construct a new facility in the community of Crosslake that would house not only K-12 students, but the hope would be to include a formal pre-school model as well.
There are design plans such as the drawing below that show how a new school could be incorporated into some recent community development initiatives in the downtown Crosslake area.
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The drawing below is one artist’s concept of how a new school building would sit on an existing piece of property that is dedicated to the project.
Program changes; We are currently not anticipating any significant program changes other than continued growth in student population that we are planning for. If our enrollment continues to increase and our revenues stay strong, future plans could include adding certain specialists onto our staff. Recommendations could include curriculum support, art enrichment and environmental education integration specialists. Technology updates:
Within the past two years, we have been working on securing classroom sets of Chromebooks for our students at the middle school level. We also are in an on-going rotation of changing out laptop computers for staff in a three year rotation, which will help to ensure that our staff and students have the most up to date technology available for our use.
Limitations to bandwidth and access to fiber optic lines continue to challenge us as we grow. Our increased reliance on internet-delivered content has made it at times difficult to have everyone on a computer at the same time. This is an area that is improving, but more work must be done here.
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Summary: These are exciting times for the students, families and staff of Crosslake Community School. While we continue to face challenges of adequate funding mechanisms that all public schools face as well as increasing space needs, we are seeing significant improvement in our school program on many fronts.
We as a staff and board recognize that even though we have achieved much in the past few years, there is still plenty of room to improve, which is exactly what we intend to do. Our staff and board continue to refine our best practices, reporting and overall professional development as we seek to move down a path of growth and improvement. Our commitment is to remain fiscally sound, employ best practices and work with Kindness, Integrity and Discipline, with an eye toward Service in an effort to become the best school community we can be.
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