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2015-16 ANNUAL REPORT Minnesota Math and Science Academy
169 Jenks Ave, St. Paul, MN 55117
www.mmsaweb.org
__________________ __________________ School Director, Board President, Murat Oguz Ozer Asdemir
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Table of Contents Mission.............................................................................................................................................................. 2
Vision ................................................................................................................................................................ 2
Core Values....................................................................................................................................................... 2
Introduction ...................................................................................................................................................... 2
Educational Programs ....................................................................................................................................... 4
School Culture ................................................................................................................................................... 5
Governance ....................................................................................................................................................... 5
At a glance – Demographics .............................................................................................................................. 7
Administrative Team ......................................................................................................................................... 8
Student Enrollment ........................................................................................................................................... 9
Staff Structure ................................................................................................................................................. 10
Professional Development .......................................................................................................................... 10
Academic Performance and Accountability Data ........................................................................................ 11
NWEA MAP .................................................................................................................................................. 11
MCA Results .............................................................................................................................................. 12
MMR (Multiple Measurements Rating) ................................................................................................ 13
Contractual Accountability Goals ................................................................................................................ 14
Operational Performance ........................................................................................................................... 15
Parental Involvement ................................................................................................................................. 15
Innovative Practices and Implementation ................................................................................................ 16
Future Planning ........................................................................................................................................... 17
World’s Best Work Force Report ................................................................................................................. 20
Summary of Statutory Purposes ..................................................................................................................... 22
At a glance - Activities and Field Trips ............................................................................................................. 22
Financial Statement......................................................................................................................................... 27
Authorizer Information ................................................................................................................................... 28
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Mission We foster an environment of inquiry and a love of learning so students are prepared to thrive in STEM-focused high school, college, and the world. Vision Our students will enter high school ready to tackle any academic challenge and will excel in the STEM subjects. Core Values Minnesota Math and Science Academy promotes six core values to guide its interactions with all members of the school community: Respect – All members of the school community (students, parents, and staff) have equal worth and should be treated with respect. Responsibility – All people have choices, and teachers, parents, and students should be responsible for their actions. Integrity – Belonging to a community requires a commitment to the common good. The community is stronger when everyone can be counted upon to be honest and trustworthy. Courage – Having the courage to try new things expands minds and causes students, parents, and staff to reach beyond their own expectations. Curiosity – The ability to wonder and to create connections stimulates further learning. Inquiry will be fostered on the part of parents, staff, and students. Effort – Success is accomplished when students, family, and staff are willing to do what it takes to accomplish their vision of the future. Introduction MMSA is a K-8 college prep, STEM-focused charter school located in Saint Paul Minnesota. The MMSA mission, vision, and overarching values which are delineated above, are met through the school’s challenging interdisciplinary curriculum that incorporates the Common Core Standards and is implemented through the STEM educational model.
The school has a diverse group of learners and an individualized approach to best meet the needs of students. In addition to the master curricula provided by Concept Schools, the database has a curriculum library that contains an innumerable of curriculum materials from over 30 schools in Midwest managed by the same company. Curricula are reviewed annually by Concept Schools academic department in conjunction with the individual student goals and overall school goals to ensure it is aligned to each student needs.
MMSA is located at 169 Jenks Avenue in the North End neighborhood of St. Paul, Minnesota. It is surrounded by two large public high schools, two middle schools and four elementary schools. However, none of the
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surrounding schools has a STEM-based mission and vision.
Our mission at MMSA is to prepare our students for college completion by creating an effective learning environment of higher standards and expectations along with a rigorous college preparatory curriculum that focuses on science, technology, engineering, and math (STEM). Our vision is that MMSA will be an exemplary charter school: teachers, parents, administrators and students work together to develop young people who are confident and achieve academic excellence in an empowering college bound environment; students do not question “whether” they will go to college, but instead ask “when” and “where”; students understand that with hard work, grit and persistence, college completion is possible; students develop the skills in math, science, engineering, and technology necessary to become bold inquirers, inventors, analytical thinkers, and ethical leaders in the 21st century; and students are engaged in the local community and broader society as productive citizens of the world.
MMSA is modeled after the successful school design developed by Concept Schools, NFP—the largest not-for-profit STEM charter network in the Midwest. Concept established its first school in Ohio in 1999, and has since expanded to 31 charter schools spread across the Midwest. In such a short time, Concept has earned a reputation for establishing high-performing school environments; a reputation substantiated in standardized test scores, graduation and college acceptance rates, attendance and retention rates, and parent/student satisfaction. Concept expanded its design to K-12 in order to better meet the needs of the student population that they serve and equipping students with the necessary academic and social skills in order to excel in a rigorous college preparatory curriculum in middle and high school. The high level of success attained by the K-12 schools within the Concept network has led to the recent expansion of its design.
Based on research of high-performing charter schools, below are the specific characteristics of MMSA:
• a rigorous college preparatory curriculum with math, science, and technology emphasis;
• longer school days and extended school year;
• small school and class sizes (maximum 24 students);
• personalized education;
• data-driven instruction through ongoing assessment of learning;
• college exposure beginning in early grades;
• project and application-based programs such as Project Lead The Way;
• technology integration in the curriculum;
• comprehensive academic support system for all students (acceleration and intervention);
• higher standards and expectations for all students;
• knowledgeable, diverse, and dedicated staff;
• increased student engagement beyond classroom;
• a motivating, positive, and success-oriented culture;
• sustainable, and service-oriented relationships with students and parents through student
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advisory system and increased parent involvement;
• productive community partnerships with STEM-based industries;
• multicultural and multilingual curriculum; and
• network wide events such as spelling bees, writing contests, STEM fairs, Robotics Battles and Math Competitions.
Educational Programs
Elementary School Program The elementary school program involves class sizes that range from 20 to 23 students and one teacher. A teacher aide is assigned to each grade level to support teachers. Students are offered a variety of specials courses such as art, physical education, technology, and library/media. K-5 school students with IEPs also have resources such as speech and language therapy, and study skills offered on a group basis. Teachers and students are encouraged to integrate technology into their assignments and lessons by using variety of software programs and online resources. Teachers utilize SMART board, document camera, and projector in their classrooms and each grade level share an iPad or chrome book cart which allow teachers to use more visuals such as pictures, graphs, charts, and images. Middle School Program The Middle School program at MMSA includes students in grades six through eight. The middle school program strives to serve as a bridge for students from elementary school into high school by building a strong foundation of student skills and world knowledge. Students have eight class periods including a 20 minute DEAR time in the morning. Specials courses include art, physical education, technology, and Gateway to Technology. Leadership and 21st century skills is integrated throughout the curriculum for all subjects, and students participate in a variety of student-centered activities, inquiry-based learning and technology projects. With a 1:1 computer to student ratio, teachers are able to integrate computer use into a variety of lessons and student projects. Students are introduced to coding and web page creating software as early as 6th grade. Literacy Program The literacy program at MMSA focuses on language development and college readiness. Because majority of the students’ home language is not English and they enroll in kindergarten without a solid language base, considerable time is spent working on sound acquisition in lower grades. Games and hands-on are used to foster letter and number identification. Teachers also use visuals for students with more English language delays. The curriculum currently implemented is a mixture of language experience and language development. The traditional classroom has a reading corner and area for circle time in K-5 classes. Centers are often used to differentiate instruction to provide instruction to each child at his/her instructional level. Literacy instruction follows a balanced literacy approach incorporating read-aloud, shared reading, and shared writing lessons in upper grades. STEM Program As a STEM-focused school, MMSA provides teachers a variety of technological resources such as SMART boards, document cameras, chrome books and iPads as well as online resources such as IXL, Mathletics, AR, Measuring Up, and Lexia to capture students and monitor their literacy and numeracy development. This year the school upgraded to a new server and increased internet speed and functionality. MMSA has three computer labs and class sets of chrome books and iPads. MMSA has a technology committee
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that began drafting a five-year technology plan in 2015-2016. The plan includes a review of the role of technology in the classroom, the identification of the school’s technology, and the identification of best strategies, hardware, and software to meet these needs. Students, as young as kindergarten, learn how to use iPads and the chrome books for online resources and testing. Students use computers for research, academic practice programs, and presentations. In addition to regular content instruction, students also have elective classes or technology classes that incorporate technology taught by a technology teacher. The class incorporates some computer coding and logic with students as well. During the 2015-2016 school year one of the middle school teachers taught a PLTW elective class where students made a 3D designs and models as a class project. As technology has a very crucial role in communications and connecting with students and parents, MMSA is planning a transition from a classroom newsletter in paper format to a classroom website or an app, where parents can have more access and information to what is happening in their child’s classroom. Extended Learning Opportunities To be able to support students better, prepare them for the standardized tests, and prevent summer learning loss, MMSA offers after-school tutoring, Saturday classes and Summer school. All instructional and technological services are provided during these programs.
School Culture
At MMSA, we have a school culture of high expectations with a focus on becoming college ready. We expect all our students to make adequate growth. Teachers assist students in understanding their current academic level and create individual growth targets. Students who meet their growth targets are recognized and awarded. Teachers also provide support in two main areas; skills acquisition and motivation. NWEA benchmark and MCA proficiency percentages for students meeting standards are set at a high level as the expectation is each student can learn and reach their academic goals if right resources and techniques are provided.
Governance MMSA is governed by a Board of Directors (BOD) that is comprised of a membership in accord with Minnesota statute. The current board is still serving as an interim BOD which is comprised of 4 community members and 1 parent member. The BOD has begun the process of transition to an elected board by adding a parent member. The board will complete the transition from the interim board to the elected board by the spring of 2017, when the first annual election of the BOD will be held, in keeping with the state charter statute and as provided for by the MMSA Bylaws.
The members of the interim Board of MMSA are listed below:
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Name Role E-mail Trainings attended in 14-15
Ozer Asdemir Board President Community member
[email protected] − Board Governance − School Finance − Employment Law
Ahmet Akyol Board Member Community member
− Charter School Governance − School Finance − Employment in Charter
Schools
Gene Scapanski Board Member Community member
− Charter School Governance − School Finance − Employment in Charter
Schools
Serkan Gunpinar Board Member Community member
− Charter School Governance − School Finance − Employment in Charter
Schools
Shukri Said Board Member Parent
− Charter School Governance − School Finance − Employment in Charter
Schools
Murat Oguz* Ex-officio Member Director
Ihsan Inegol* Ex-officio Member Finance Officer
* The Director and Finance Officer sit on the board as ex-officio, non-voting members.
The BOD holds and is responsible for the charter with the Pillsbury United Communities (PUC). The BOD provides oversight and accountability in the management of the school, including financial oversight exercised by review of financial updates at each meeting.
The BOD of MMSA has signed a management agreement with Concept Schools, an Education Management Organization (EMO), to manage MMSA. The EMO provides support in the following areas:
• Human Resources: Supports MMSA to recruit highly qualified teachers and administrators; provides MMSA with necessary handbooks, policies, and forms.
• Curriculum and School Design: Provides MMSA with a curriculum that is aligned to the state standards. Concept also determines the organizational structure that best fits to realize the vision and mission of the school.
• Student Information System: Provides and maintains student information data system. This system provides data tracking, performance reports, grade keeping and online access to parents and students of such records. Concept also provides training on the student information system for staff.
• Assessment: Helps monitor student learning through interim assessments, developed and analyzed by Concept Schools. These assessments parallel state standardized tests and align to the
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school’s curriculum.
• Marketing: Provides MMSA with web designing and marketing materials to recruit students and teachers. These materials include brochures, flyers, newsletters and posters;
• Financial Services: Budgeting, financial management, maintenance of internal control and reporting. For MMSA, Concept is contracting with local charter school services provider Designs for Learning, Inc. for financial, accounting, and bookkeeping functions including the payment of invoices, reconciling bank statements, SERVS reporting and reconciliation, debit and credit entries, procurement/purchasing, oversight of payroll, oversight of federal grants budget management, independent grants management, and state special education budgeting and reporting.
• School Visits and Evaluations: Concept Schools visits MMSA twice a year with a team of experienced educators, observing teachers in classrooms, meeting with teachers and administrators, and providing feedback to MMSA for improvement.
• Professional Development: Brings key administrative personnel from multiple schools together in monthly meetings to collaborate about best practices. Concept Schools provides staff with trainings on the Concept school model, expectations, standards, and educational philosophy.
At a glance – Demographics
55%45%
Gender
Female
Male
95%
2%3%
National School Lunch Program
Free
Reduced
Paid
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Administrative Team To ensure effective and transparent management of the school’s operations and provide vision and leadership to the school, the BOD hires and oversees the school director. The Director reports to the BOD. In addition to the Director, MMSA employs two other administration positions, the Dean of Students and the Instructional Coordinator. The Instructional Coordinator manages the academic program, including overseeing implementation of the curriculum and instructional strategies, leading the teaching team, and managing testing. The Dean of Students manages student relations, discipline, and safety, providing one-on-one counseling for students who are having difficulty.
1%
9%
84%
1%3%
2% EthnicityAmerican Indian or AlaskaNative
Asian
African-American
Hispanic/Latino
Multiracial
White
56%
7%
LIMITED ENGLISH PROFICIENT SPECIAL ED
Specialized Services
Not receiving
Receiving
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Student Enrollment In September 2014, MMSA opened with 262 students in K-6. During the school year, MMSA continued to enroll students. Despite the withdrawals (see below), we completed the year with 277 students.
2015 – 2016 Student Enrollment by Grade Level
(As of June 10, 2016)
Grade level Kindergarten 1st grade
2nd grade
3rd grade
4th grade
5th grade
6th grade
7th grade
8th grade
Student counts
38 51 46 37 37 33 43 34 21
2015 – 2016 Student Attrition by Grade Level
(Between Oct 1, 2015 and June 12, 2016)
Grade level Kindergarten 1st grade
2nd grade
3rd grade
4th grade
5th grade
6th grade
7th grade
8th grade
Student counts
10.5% 15.7% 19.6% 18.9% 24.3% 18.1% 27.9% 29.4% 23.8%
Board of Directors
Dr. Ozer Asdemir, Dr. Gene Scapanski, Dr. Serkan Gunpinar, Mr. Ahmet Akyol, Mrs. Shukri Said
Director(see below)
Murat Oguz
Dean of Students
Timothy Warren
Instructional Coordinator (K-5)
Maggie Greene
Instructional Coordinator (6-8) District Assessment Coordinator
Serpil Misirli
Education Management OrganizationConcept Schools
Director
Murat Oguz
Admin AssistantSchool Bus Liaison
D'Shawna Johnson
Admin AssistantMARSS Coordinator
Ying Xiong
Parent LiaisonCommunity Outreach Coordinator
Amal Sharif
IT Administrator
Tevfik Cevheroglu
ActivityCoordinator
Natalie Jones
Authorizer
Pillsbury United Communities
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Five Year Enrollment Projection
Year of Operation K 1 2 3 4 5 6 7 8 Total
Year 1 50 40 40 40 40 40 35 - - 285 Year 2 50 60 50 45 45 45 45 45 25 410 Year 3 60 60 60 60 50 50 50 50 40 480 Year 4 66 66 66 66 66 50 50 50 50 530 Year 5 66 66 66 66 66 70 50 50 50 550
Staff Structure For the 2015-2016 school year, all teaching staff of MMSA were highly qualified and fully licensed. The teachers are selected through a rigorous hiring process: a screening interview, an online survey (Haberman Star Pre-Screener), a sample project-based lesson presentation and a final interview conducted by a panel composed of the Director, Dean of Students and Instructional Coordinator. In advertising the positions, we use the Minnesota Association of Charter Schools website, EdPost, K-12 Job Spot, Indeed, and the Minnesota Association of School Administrators’ website. We also participate in the Minnesota Education Job Fair. In the 2015-16 school year, MMSA had 49 full-time and 5 part-time employees. The demographics of the employees is; 3 Asian, 16 African American, and 35 White. The average class size is between 20-25 students, with a staff to student ratio of approximately 1:14. The distribution of employees by their roles is as below:
Administrator Licensed Teacher
Instructional Aide
Office Personnel
Nurse Other
4 32 9 2 1 6
Professional Development MMSA offers an extensive menu of PD opportunities to its teachers: school wide seminars; Concept network meetings, seminars, retreats; conference attendance; Summer Institute; “released time” in-school programs; school visitations of other Concept schools; visiting other classrooms in the school; mentoring new teachers; university coursework and tuition reimbursement; collaborative planning; workshops by members of the faculty; Professional Learning Communities organized by the school; collaborative portfolios; school staff retreats; membership and participation in a professional organization; etc. In our yearly network-wide Summer Institute, all staff spend two weeks together building teams, preparing for the year, finalizing curriculum, and learning new teaching and learning strategies. The Summer Institute ensures that all the staff members are familiar with the school design, expectations, goals, values, processes and procedures, school wide discipline policy, other policies, organizational structure, and more. This year, we invested considerable funds in our revamped ESL Program and PBIS Program. All staff members at MMSA were trained in these two areas extensively. We partnered with Watson Educational Consulting in the training of our teachers to best serve EL students. We had numerous in-service trainings that included professional presenters on behavior management and growth mindset. We also conducted two book studies with the teachers. We paid over $30,000 to our teachers in the form of tuition reimbursement towards their masters studies. We also had trainings in school law and policies, integrating STEM learning into the curriculum.
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Furthermore, we partnered with Minneapolis Community Technical College to provide Somali language and culture classes to our staff. Our Professional Learning Community groups (PLC) meet regularly every other week to discuss instructional delivery and assessment of learning. Upon review of the 2015-2016 accountability data, a professional development committee chair has been assigned to generate the most important professional development areas to be addressed in 2016-2017 based on teacher requests and needs. All areas are related specifically to language and literacy development and instruction.
Academic Performance and Accountability Data NWEA MAP MAP (Measure of Academic Progress) of NWEA (Northwest Evaluation Association) provides an in-depth analysis of student performance and compares it to the larger national data pool. The report provides evidence to determine if students are making expected gains. Teachers analyze the data reports from NWEA as grade-level teams and develop specific strategies to address data indicators. Teachers share their analysis and plans with the Instructional Coordinator who monitors implementation of the plans.
82%
62% 58% 55% 51% 53%63%
56%
79%
Percentage of Students Achieving End-of-year Growth Targets
Math
90%
45%55%
24%33%
51%
74%
33%
73%
Percentage of Students Achieving End-of-year Growth Targets
Reading
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MCA Results
65%
55%
63%
42%
49%
82%
3RD GRADE 4TH GRADE 5TH GRADE 6TH GRADE 7TH GRADE 8TH GRADE
Percentage of Students Achieving End-of-year Growth Targets
Science
28.6%
19.0%
15.0%
18.0%
21.1%
14.3%
19.8%
26.2%
9.5%
20.0%
38.0%
21.6%
10.5%
22.6%
28.2%
9.5%
21.7%
3RD GRADE 4TH GRADE 5TH GRADE 6TH GRADE 7TH GRADE 8TH GRADE OVERALL
MCA Proficiency Percentages
Math
Reading
Science
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MMR (Multiple Measurements Rating)
2015 2016 Growth
(Average Growth Z-Score) 0 points (-0.5985)
6.65 points (-0.2945)
Achievement Gap Reduction (Achievement Gap Reduction Score)
3.05 points (0.5567)
8.87 points (0.2895)
MMR 4.06% 20.69%
52.9% 56.3%
27.5% 29.6%41.7% 41.4%
44.1% 31.3%
40.0% 40.7%25.0%
37.9%
2.9%12.5%
32.5% 29.6% 33.3%20.7%
4TH GRADE 5TH GRADE 6TH GRADE 7TH GRADE 8TH GRADE OVERALL
MCA Math Growth Level Percentages
High
Medium
Low
60.6%46.9%
20.5% 23.1%36.4% 37.6%
21.2%34.4%
43.6%
57.7%
54.5%39.7%
18.2% 18.8%35.9%
19.2%9.1%
22.7%
4TH GRADE 5TH GRADE 6TH GRADE 7TH GRADE 8TH GRADE OVERALL
MCA Reading Growth Level Percentages
High
Medium
Low
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Contractual Accountability Goals MMSA has identified the specific and measurable outcomes students are expected to achieve in two academic areas and five non-academic areas. The academic outcomes will be assessed using NWEA MAP tests and state standardized tests (MCA).
Academic Goals
1. NWEA Growth
a. Percentage of all students who meet or exceed their RIT Growth Projection (from Fall to Spring) on the NWEA MAP and/or MAP Primary Grades (MPG) in Math will be ≥ 60%
Met. 61.1% of students met or exceeded their RIT Growth Projection.
b. Percentage of all students who meet or exceed their RIT Growth Projection (from Fall to Spring) on the NWEA MAP and/or MAP Primary Grades (MPG) in Reading will be ≥ 60%
Not met. 57.0% of students met or exceeded their RIT Growth Projection.
c. Conditional Growth Percentiles (CGP)* of all students will be ≥ 60
Met. The average of CPG for all subject and grades is 82.
2. Minnesota Comprehensive Assessment
a. Math Proficiency: Percentage of all students, enrolled Oct 1, who are proficient (meet or exceed) on MCA will increase from the baseline scores/ percentage in spring 2015 (25.4% proficient), to 25.9% proficient in spring 2016, to 27.18% proficient in the spring of 2017, to 27.4% proficient in the spring of 2018, to 27.9% proficient in the spring of 2019.
Not met. 17.8% of all students were proficient in Math.
b. Reading Proficiency: Percentage of all students, enrolled Oct 1, who are proficient (meet or exceed) on MCA will increase from the baseline scores/ percentage in spring 2015 (19.1% proficient), to 19.5% proficient in spring 2016, to 20.4% proficient in the spring of 2017, to 20.6% proficient in the spring of 2018, to 21.0% proficient in the spring of 2019.
Met. 20.5% of all students were proficient in Reading.
c. Science Proficiency: Percentage of all students, enrolled Oct 1, who are proficient (meet or exceed) on MCA will increase from the baseline scores/ percentage in spring 2015 (17.1% proficient), to 17.4% proficient in spring 2016, 18.3% proficient in the spring of 2017, to 18.5% proficient in the spring of 2018, 18.7% proficient in the spring of 2019.
Met. 19.6% of all students were proficient in Science.
d. Students on-track: 30% of all students will be on-track (at grade level) each year of the contract.
Met. 32.4% of all students were on-track.
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e. Growth level: Less than 50% of students will make low growth each year of the contract.
Met. 41.4% of all students made low growth.
Non-Academic Goals:
1. At least 50% all students will participate participation in district, state, regional or national STEM competitions.
Met. At least 70% of the students participated in STEM competitions.
2. At least 50% of all students will participate in local, national and international trips.
Met. Almost 100% of students participated in school organized trips.
3. At least 50% of all parents will receive home visits from teachers.
Met. 65% home visit rate.
4. At least 70% teacher retention rate for the first three years; 80% thereafter.
Met. 75% of all teachers returned for 2016-17 school year,
5. At least 70% student retention rate for the first three years; 80% thereafter.
Met. 70% student retention rate.
6. Minimum 95% attendance rate for all students.
Not met. 94.8% attendance rate.
Operational Performance MMSA strives to provide a rigorous and successful education program for all students. To this effect, we have identified one focus area: Parental Involvement.
Parental Involvement MMSA recognizes that parental involvement is crucial to every phase of a child’s education. MMSA plans and implements parent involvement activities that encourage the support of home and community in improving the educational opportunities of all children. The opportunities for community and parental participation includes the following: The Director has an open door policy for parent discussion and involvement in the improvement of the school. As a Title I school, MMSA involves parents in the development of the local Title I plan by requesting that parents offer ideas and suggestions. The School developed a school-parent compact designed by parents and school staff that outlines how parents, school staff and students share the responsibility for improving learning. The compact describes;
- the School’s responsibility to provide a high quality curriculum and instruction in a supporting, effective, learning environment;
- the parent’s responsibility to support their child’s learning environment such as monitoring attendance,
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homework, extra-curricular activities and excessive television watching; and - the importance of parent/teacher communication on an on-going basis through parent teacher
conferences which are held 4 times a year. A survey for all parents was conducted by the School yearly to collect opinions and concerns of parents about the current program and to collect suggestions for improvement and topics for meetings that meet the needs of parents. According to the survey, 75% of our parents agreed that they are satisfied with the school. More than 80% of our parents participated in this survey. MMSA organizes home visits MMSA holds an annual orientation meeting where parents will meet their child’s teacher and be reassured of their right and responsibility to be involved in their child’s education. Parents are our partners in their children’s education. In order to increase the parent-school relations, we offer events like parent breakfasts and dinners. Honor roll assembly, and award nights. These events help the school in celebrating the critical role that parents play and motivating them further. During the 2015-16 school year, MMSA hosted several activities to increase parent and community involvement: National night out, Parent orientation, Meet the teacher night, Muffins with moms, Donuts with dads, Parent breakfasts, Family movie night. Besides, we organized school-wide competitions and invited the parents and the community to celebrate student success; Art gala, Science fair, International night, Spring carnival , Spelling bee.
Innovative Practices and Implementation STEM Focus: Nationally recognized, application- based programs such as Project Lead the Way and Gateway to Technology are part of the MMSA design and have been offered in 8th grade. Hands-on science classes, science fairs, math competitions, robotics and engineering programs give our students a competitive edge and help them pursue college degrees and careers in STEM.
Personalized Learning: We have small class sizes and low student-to-teacher ratio. This enables our highly qualified teaching staff to provide a personalized educational experience for our students. Using a multitude of data points, the performance of each student is analyzed and effective strategies are developed to ensure learning is fully mastered. Technology-assisted learning is widely used at MMSA. We use online programs such as Lexia, IXL, Mathletics, Accelerated Reader and Star Assessment.
Ongoing Assessment of Learning: Data analysis meetings is a common practice at MMSA after every standardized test. Instructional coordinators meet with individual teachers to go over student assessment data and determine improvement areas.
Student Engagement: MMSA offers various opportunities that many students may not have otherwise had in traditional public schools. These opportunities keep our students involved beyond the school day and include, but are not limited to clubs, special interest groups, competition teams, sports programs, trips, cultural events, summer and winter programs, and college mentorship. Our students get the chance to compete with 30+ schools within Concept Schools network. These competitions include: Spelling Bee, Writing Contest, Spoken Word, Robotics, Concept Schools Science and Engineering Fair (CONSEF), MathCON, Stem Expo, Art Gala.
Newcomer Academy: Due to high English Learner population who are newcomers, MMSA decided to organize self-contained classes for Level 1 students and created a program of 20 weeks to help them transition into general education classroom. The program focused mainly on English language development, basic numeracy skills, and culture acclimation.
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Future Planning In collaboration with the admin team, teacher leaders, and parents, we have identified the following improvement plan for the 2016-17 school year.
1. State tests
− Proficiency: At least 10% increase in proficiency in all tested grades and subjects (comparison will be made based on previous grade level performance; i.e. 5th grade scores this year will be compared to 4th grade scores of previous year)
− Growth: More than 60% of students will achieve medium or high growth in Math and Reading Action:
Testing Subject Does not meet standards (D)
Partially meets standards (P)
Meets standards (M)
Exceeds standards (E)
Grade level Student names Student names Student names Student names Data charts will show students previous year’s scores. Goals are:
- All students will be expected to grow. - Students in upper P category will be the bubble kids and special attention will be given. Mr. Yunus and Ms. Greene will create the charts and hold data analysis meetings with the testing teachers once every month.
2. Vendor assessments (NWEA)
− At least 65% of students will meet their projected growth (fall to spring) in Math, Reading, and Science Action:
- Data analysis meetings will be held with the testing teachers after Fall and Winter tests. - Each student will be given a growth target card showing expected growth in Winter and Spring.
- Class goals will be assigned and posted.
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- Comparative NWEA scores will be posted and shared with parents with respect to student confidentiality.
3. ESL
All ESL students will make the below composite level growth in ACCESS tests in one year:
- Level 1 – 2 level growth - Level 2 thru 5 – 1 level growth Action:
ESL team will create the data chart for achieved ACCESS levels of all ESL students and share with teachers. General education teachers will be trained in understanding the “can-do-descriptors” for all levels in respective grades according to WIDA standards.
4. STEM focus
All students at MMSA will make at least two STEM projects across all curriculum in one academic year. Action: STEM committee will work on creating STEM awareness across the curriculum including ELA, Reading, Social Studies, and Art. STEM project works will be included in course grading policy.
5. Literacy improvement
- K – 2 students will complete a minimum of 5 Lexia levels. - 3 – 8 students will read at least 20 min every day and take a minimum of 10 AR tests in a year. Action: Literacy committee will work on creating literacy awareness across the curriculum. All homeroom and subject teachers in grades 3–8 will monitor students’ progress in reading and AR. K–2 homeroom teachers will organize monthly competitions on Lexia level completion.
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6. Attendance rate
Attendance rate will be at least 95%. Action: Attendance officer, Ms. Johnson, will work closely with the Assistant Principals of School Culture and social worker to enforce the below policy:
7. School culture
By the end of the year, all students will know: - the 7 leadership skills of the “Leader in Me” program (Be proactive, Begin with end in mind, Put first
things first, Think win-win, Seek first to understand then to be understood, Synergize, Sharpen the saw) - the 21st Century skills (4 C’s – Collaboration, Communication, Creativity, Critical Thinking) - the schoolwide PBIS pillars (Be safe, Be responsible, Be respectful, Be honest) Action: Lighthouse team (Leader in Me) will create weekly lessons to share with all teachers. All homeroom and subject teachers will be trained in understanding 21st century skills and how to reference them in their daily teaching. PBIS committee will hold student assemblies and organize teacher trainings to communicate expectations. Lighthouse team and PBIS committee will meet every two weeks.
8. Socio-emotional growth:
There will be at least 20% growth in all areas of Engagement, Hope, Entrepreneurial Aspiration, and Financial/Career Literacy in Gallup Student Poll from Fall to Spring. Action: Assistant Principals of School Culture will analyze data on Fall survey and meet with teachers to determine improvement areas and agree on an action plan. Progress monitoring and further discussions will be made during PLC (professional learning community) meetings every week.
9. Parental involvement
Parental involvement will be determined based on 3 criteria and corresponding goals: - Parent university attendance: MMSA holds Parent University classes every two weeks for a total of 15
sessions. By the end of the year, 30% of all parents will attend at least one session - Home visit: By the end of the year, 80% of the teachers will meet their minimum home visit requirement,
and at least 60% of all students will receive a home visit. - PTC attendance: The average PTC attendance will be at least 50%
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Action: Assistant Principal of Operations (APO) will reach out to parents to increase attendance to Parent University. She will work with parents from PTA and other volunteer parents. Incentives for participation will be offered. Child care will be provided for undivided attention. She will also post home visit bar chart in teachers’ lounge. Classroom incentives for most home visits will be offered. APO will also work with office personnel in taking PTC attendance, providing a welcoming and encouraging environment (organizing interpreters, offering snacks, etc.).
10. Student Retention
At least 80% of students will return the following year. Action: All the above goals and actions are included. Besides, we will improve our after-school enrichment by offering athletics teams.
11. Teacher Retention
At least 90% of all teachers (to whom we will offer new contracts) will return the following year. Action: School admin and social committee will work together to organize team building activities at school. Admin team will practice transformational leadership and support teachers not by serving but empowering them. Teacher mentors will closely monitor the progress of their mentees and provide professional and emotional support. The Principal will work with school Board to revise the basic minimum salary for teachers.
World’s Best Work Force Report In addition to contractual goals with the authorizer, Minnesota Math and Science Academy (MMSA) identified the following goals that aligned with MDE’s World’s Best Workforce requirements.
Kindergarten Readiness: All Kindergarten students at MMSA will be screened in September to determine their school readiness in four areas: intellectual development, physical development, social and emotional development, and self-care. Students’ specific areas of need will be identified and relevant services will be provided by the homeroom teacher, educational aide, and social worker. By the end of the 1st quarter, all students will reach the expected readiness level and by the end of the year at least 70% of the students will meet their RIT Growth Target on the NWEA MAP.
Read Well by 3rd Grade: The percentage of 3rd grade students that are proficient on the MCA Reading test will increase from 0% percentage in spring 2015 to at least 20% in spring 2016.
Achievement Gap Closing: The percentage of students “on track” for all sub-groups will increase from previous year’s percentage and at least 30% of all sub-groups will be “on track” for success; at least 50% of all students will make medium or high growth in MCA Reading and MCA Math.
Career and College Readiness: All students will learn 21st century skills (Communication, Collaboration, Creativity, and Critical Thinking) by the end of 8th grade. Students will be able to:
o Articulate thoughts and ideas effectively, listen and communicate effectively; o Demonstrate ability to work effectively and respectfully with diverse teams; o Think creatively, work creatively with others, and implement innovation; o Reason effectively, make judgments and decision, and solve problems.
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RESULTS
- Kindergarten Readiness: 83.3% of all Kindergarten students (30 out of 36) met or exceeded their projected RIT growth with 137.9% of projected growth met.
- Read Well by 3rd Grade: The percentage of 3rd grade students that are proficient on the MCA Reading test increased to 26.2% in spring 2016.
- Achievement Gap Closing: Students “on track” for success
READING 2015 2016 Growth Above 30% American Indian / Alaskan Native CTSTR CTSTR n/a n/a Asian / Pacific Islander 16.7% 30.8% Hispanic CTSTR CTSTR n/a n/a Black, not of Hispanic origin 21.3% 31.4% White, not of Hispanic origin CTSTR CTSTR n/a n/a English Learner 20.8% 28.7% X Special Education CTSTR 18.2% n/a X Free / Reduced Priced Lunch 22.7% 32.1%
* CTSTR: Count to small to report
MATH 2015 2016 Growth Above 30% American Indian / Alaskan Native CTSTR CTSTR n/a n/a Asian / Pacific Islander 42.2% 40.1% X Hispanic CTSTR CTSTR n/a n/a Black, not of Hispanic origin 26.0% 32.6% White, not of Hispanic origin CTSTR CTSTR n/a n/a English Learner 33.9% 30.2% X Special Education CTSTR 27.3% n/a X Free / Reduced Priced Lunch 31.8% 33.3%
* CTSTR: Count to small to report
The percentage of tested students who made medium or high growth in Math and Reading are 58.6% and 62.4% respectively.
- Career and College Readiness: The 21st century skills were taught by teachers at middle school grades but we did not have any assessments to measure the effectiveness. We will work on developing an assessment tool to measure the educational system’s effectiveness, diagnose where students require intervention in terms of 21st century skills, and permit students to demonstrate their proficiency in 21st century skills.
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Summary of Statutory Purposes Per MN statute, below is the summary on how the school is meeting the primary and additional purpose(s): Primary purpose In order to improve all pupil learning and all student achievement, MMSA was committed to:
• Improving classroom instruction by keeping abreast of research on effective practices in curriculum, instruction, and assessment,
• Establishing clear goals relative to student achievement • Building a school culture in which a common language was employed, ideas were shared and staff
members operated collaboratively, • Establishing procedures and routines that gave all students a sense of order and predictability, • Recognizing and celebrating success of individual students and the school as a whole, • Ensuring that staff members had the necessary resources, support, and professional development.
Additional purposes MMSA decided to work towards meeting the additional purpose of measuring learning outcomes and creating different and innovative forms of measuring outcomes. Due to our high EL student population, we partnered with Watson Educational Consulting to help us create an effective EL program as well as create better assessment forms to measure learning outcomes. In this respect, Dr. Watson trained all teachers in RISA Oral Interaction method (Routine, Integrated, Structured, Academic) and PALS model (Peer Assisted Learning Strategies). Accordingly, teachers were trained in various methods of measuring learning outcomes that included using rubrics and performance criteria, oral presentations or performances such as role-plays, interviews, oral reports and summarizing/paraphrasing pieces of text, non-verbal assessments such as pictures, and portfolios.
At a glance - Activities and Field Trips
Field Trips
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Student Competitions
Robotics
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Community Visits
Art Gala Pi Day
Pep Rally
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Home Visits
Student Assemblies Parent Teacher Conferences
Saturday School
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Cultural Trips
College Trips
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Financial Statement FY16 Audit was conducted, approved by School Management, and will be presented to the BOD at the January 2017 meeting. The audit results are as follows:
Statement of Revenue, Expenditures, and Changes in Fund Balances
Governmental Funds as of June 30, 2016
Revenues Federal sources $ 551,832 State sources 4,592,084 Local sources - Other 48,743 Total revenue 5,192,659 Expenditures Administration 126,404 District support services 322,707 Elementary and secondary regular instruction 2,362,473 Special education instruction 102,143 Instructional support services 342,069 Pupil support services 363,369 Sites and buildings 1,176,248 Fiscal and other fixed cost programs 13,264 Food service 415,960 Debt service – Principal 85,500 Total expenditures 5,310,137 Excess (deficiency) of revenue over expenditures (117,478) Other financing sources Transfers in 86,713 Transfers out (86,713) Net change in fund balances (117,478) Fund balances (deficit) Beginning of year 54,122 End of year $ (63,356)
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Authorizer Information The Authorizer of MMSA is the Pillsbury United Communities (PUC). PUC is responsible for authorizing and providing compliance oversight and monitoring academic achievement, financial, governance, operational strength and performance goals for each of its schools. Contact: Larry McKenzie, Charter School Authorizer Liaison Address: 125 West Broadway Ave, #100 Minneapolis, MN 55411 Phone: 612-302-3400 Fax: 612-302-3414 MMSA leadership believes the authorizer relationship with PUC is a good fit because both entities share the goal of providing excellent education to children and youth in St. Paul, a traditionally under-served area. PUC has been recognized for its commitment to uphold quality charter authorizing policies and practices, including the National Association of Charter School Authorizers Principles and Standards of Quality Charter School Authorizing. PUC has identified specific criteria to evaluate the school’s academic, financial and operational performance before charter renewal. In its role as a charter authorizer, PUC implements a Performance Framework. By December 31, 2019, during its fifth operating year, MMSA will be required to submit a renewal application.
