2016-2017 ANNUAL REPORT€¦ · assess the need to establish a performing arts high school in the downtown area, design a program, and carry forward a plan. With Ordway Center for

2 0 1 6 - 2 0 1 7 A N N U A L R E PO R T

& W o r l d ’ s B e s t W o r k f o r c e R e p o r t

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T A B L E O F C O N T E N T S

I n t r o d u c t i o n 3

H i s t o r y & M i s s i o n 4

A d m i s s i o n & E n r o l l m e n t 5

S t u d e n t P a r t i c i p a t i o n 8

A c a d e m i c P r o g r a m & P e r f o r m a n c e 1 0

A u t h o r i z e r 1 5

A c c o u n t a b i l i t y P l a n 1 6

W o r l d ’ s B e s t W o r k f o r c e 1 8

A r t i s t i c P r o g r a m & P e r f o r m a n c e 1 9

S t a f f i n g 2 5

I n n o v a t i v e P r a c t i c e s & I m p l e m e n t a t i o n 2 8

G o v e r n a n c e & M a n a g e m e n t 3 0

F i n a n c i a l M a n a g e m e n t 3 2

F u t u r e P l a n s 3 3

A p p e n d i c e s

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I I I . S Y 2 0 1 7 A p p l i c a t i o n F o r m

I V . S Y 2 0 1 7 E n r o l l m e n t P a c k e t

V . S Y 2 0 1 7 F i n a n c i a l S t a t e m e n t s

V I . A d m i s s i o n P o l i c y

V I I . T e a c h e r L i c e n s u r e

V I I I . B o a r d M e m b e r I n f o r m a t i o n


I N T R O D U C T I O N

The SPCPA 2016-2017 Annual Report for the University of St. Thomas (UST, “the

Authorizer”) provides information about the Saint Paul Conservatory for Performing Artists

(SPCPA, “the School”), a downtown St. Paul charter high school serving grades 9 – 12, and

details SPCPA’s 2016-2017 school year as well as the School’s unique practices developed to

support student success academically and artistically. This annual report serves to satisfy

Minnesota Statue 124E.16, subd. 2.

School administration posts the Annual Report, contents as required by state statute, on

the School’s official website (www.spcpa.org) and distributes it to SPCPA

stakeholders.

This report will provide examples of the actions taken by the School that demonstrate how

SPCPA improves all student learning and student achievement, including:

increasing learning opportunities for all students through small classroom settings, help

for students with individualized learning needs, and the systematic structure of

academic and artistic curriculums

encouraging the use of different and innovative teaching methods by providing students

the opportunity for constructive teacher and peer feedback, and teachers time to discuss

classroom challenges and successes at weekly department meeting

measuring learning outcomes by reviewing data from regular student check-ins and

individual transcript review, reviewing test scores and attendance, and creating

different and innovative forms of measuring outcomes, like using artistic goal setting

for students during Juries similar to feedback forms used in higher -education

conservatory programs

establishing a new form of accountability such as through regular student -instructor

check-ins during study hall periods, and ongoing conversations about graduation

requirements and future plans.

creating new professional opportunities for teachers, including in -depth and ongoing

discussions during J-Term’s 13-day term, working with the School’s leadership team,

including teacher leaders, on curriculum, networking with other wor king professionals

in the Twin Cities community to form new relationships, and bringing first -hand

classroom experiences with SPCPA students that support curriculum planning

Many alumni express the importance how their educational experiences at SPCPA prep ared

them for work in professional settings. SPCPA created a unique community where students

appreciate the value of positive self-expression and take pride in the importance of their

individual learning process.


The mission of the

Saint Paul Conservatory for Performing Artists

is to provide the highest caliber of

academic and artistic education

for aspiring pre-professional

performing artists in the areas

of instrumental and vocal music,

theatre, and dance,

and to fully prepare students

for college and conservatory.

H I S T O R Y & M I S S I O N

Officially approved by the Minnesota Department of Education in 2003, Mayor Randy

Kelly (53rd

Mayor of St. Paul, 2002-2006) worked with civic, arts, and public school leaders to

assess the need to establish a performing arts high school in the downtown area, design a

program, and carry forward a plan. With Ordway Center for the Performing Arts acting as the

School’s initial authorizer, the Saint Paul Conservatory for Performing Artists opened its doors

for 154 students in 2005, offering a full academic program and performing arts instruction in

dance and theatre.

SPCPA provides world-class artistic training in conjunction with a rigorous academic

program to prepare students for careers during and beyond their high school years. The values

and vision of SPCPA are affirmed when senior students speak to lowerclassmen and

prospective students and reflect in their own words the importance of the values listed here.

Current students and alumni have stated the School’s values have become a foundation for

their personal pursuit of lifelong learning, both on and off campus.

Preparing students for college and

training them as future

practitioners of the arts

Stimulating and sustaining interest in arts and academics as a source of

truth and insight into the human condition

Constructing a creative

environment where

risks may be safely taken and where

creators take responsibility for their vision

Encouraging students to

use their physical,

sensory, and intellectual potential to

explore ideas and raise questions

Honoring individual

discovery with a collaborative

spirit


2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

539 547 610 620 616 593

506 528 570 584 578

534

Enrollment (Head Count) by Year

Top of School Year End of School Year

A D M I S S I O N & E N R O L L M E N T

SPCPA is a public charter high school, enrolling applicants in grades 9-11. The School

enrolls students starting in February of the current year for applicants interested in attending

the following school year.

SPCPA commits to serve as many interested students as possible . In the occasional

instance of program capacity based on the ability to serve grade level and artistic discipline,

applicants are placed on a waiting list.

Enrollment Process

SPCPA encourages interested students and their parents/guardians to attend a

Prospective Student Experience (PSE). Prospective students that attend a PSE have the

opportunity to learn more about the School, tour the facilities, and participate in a Q&A

session with senior students involved in the school’s Student Ambassador Program. These

sessions are held during the school day and on some select evening throughout the school year.

Attending a PSE is an important step in the application process because it allows a student to

gain a feel for the school’s unique environment.

As a public school, SPCPA accepts all applicants free of charge. SPCPA does not have

any initial interview or audition process associated with its application. The singular exception

is that preference is given to new students who are siblings of or are fostered by families of

current students. The School served all applicants in the 2016-2017 year without having to

implement a lottery or waitlist. If the number of applications were to ever exceed capacity, the

School’s lottery process1 would be implemented.

Once a student submits an application during the enrollment period, the School invites

enrollment by sending an enrollment packet to the address listed on the ir application. New

students attend a student orientation and leveling, typically on a Saturday or during the

1 Minn.Stat. 124D.10, Appendix VI – Admission Policy


65% 17%

11% 5% 2%

Race/Ethnicity Breakdown

White

Black

Hispanic

Asian

Am Ind

summer months, where they engage in a process for placement into a level within their chosen

arts discipline of study.

Though the school does not hold auditions for enrollment, certain programs in

instrumental music program require students to meet standard criteria2 of musical ability on

their chosen instrument. If a student has not yet mastered these criteria on their chosen

instrument, they are still accepted into the school through an offered placement and leveling in

another arts track or instrumental program. Students are given additional opportunities

following each semester to perform and place into this program, if desired.

Student Population

A majority of students come to SPCPA from home districts

within the Twin Cities metro area. 7.3% of the student population was

supported by special education services. 15.8% of the school’s

population qualified for free or reduced benefits. More specifically,

42% of SPCPA’s senior students either qualified for free-reduced

benefits, were a first-generation college student, and/or received

special education services through SPCPA.

School Enrollment

Student enrollment is determined by calculating the average daily membership (ADM)

for each student who is enrolled at any time during the school year. It is the sum for all

students of the number of days of the school year each student is enrolled divided by the

number of days the school is in session.

ADM 9 10 11 12 Total

SY 2012-13 192.78 147.37 121.58 92.09 554.82

SY 2013-14 179.45 180.81 129.25 106.7 596.21

SY 2014-15 164.87 162.78 147.46 121.34 596.45

SY 2015-16 155.12 164.01 149.71 113.41 582.25

SY 2016-17 125.44 157.35 146.04 118.2 547.03

SPCPA has followed population numbers in recent years as classes across the state have

experienced a decline in enrollment over approximately the past two school years . As reported

by the Minnesota State Demographic Center3, the state saw a birth rates falling by a “nearly

20% decline” through 2001, the majority birth year of current sophomore classes. SPCPA

closely monitors enrollment in order to accurately budget throughou t the school year.

2 Appendix IV– Enrollment Packet 3 Dayton, Megan. “Minnesota Births Yet to Rebound to Pre -Recession Levels”. Nov 2014. https://mn.gov/bms-stat/assets/mn-births-yet-to-rebound-to-prerecession-level-popnotes-nov2014.pdf


51% 37%

9% 3%

Enrolllment Length of Students Withdrawing in SY2017

Equal or less than 1 yr

1yr - 2yrs

2yrs - 3yrs

3yrs - 4yrs

Top Reasons for

Withdrawals

Missing friends and activities in

home district Long

Commute

Changes in teaching

staff Too much work, not

enough study time

Struggling with block scheduling, long school

day

Too much focus on

arts

Attrition

SPCPA experienced a -6.04% change in 2016-2017 overall student population as

compared to 2015-20164. The majority of attrition takes place within the first two months of

the school year, and is largely concentrated to students in their first or second year of

attendance.

Grade

Students

Enrolled

by Oct 1

Students

Enrolling

after Oct

1

Students

who left

after

Oct 1

Students

Enrolled

at the

close of

the year

Students

Enrolled

for the

full year

Mobility (After Oct

1 entry +

left) / (Enrolled

Total)

Left

over

the

summer

Retention

to 2017-

2018 AC

Year

ADA

9 133 1 14 120 119 11.2% 16 86.67% 115.65

10 156 6 15 147 141 12.97% 33 77.56% 143.60

11 152 4 13 140* 139 10.9% 17 87.86% 134.26

12 136 0 4 126* 132 2.95% 0 Graduated 114.77

576 11 46 533 531 9.89% 66 87.62% 508.28 * 9 seniors graduated early + 3 juniors were grade promoted and graduated alongside the seniors

The school regularly surveys withdrawing families to

determine reasons for exiting SPCPA. 63.16% of respondents

indicated that “the school setting was not right for the student”

or “the school was different from what the student

expected”. The Board of Directors compiles exit

survey information semi-annually to review reasons

for departure of students.

Student supports were put in place are to help

students be successful. Students that make progress and

experience success in both the arts and academics are

most likely not to leave SPCPA, and is evident in

SPCPA’s growing retention among its upperclassmen.

4 MARSS Fall Check-Off Comparison Report FY16/17


S T U D E N T P A R T I C I P A T I O N

With the school day ending at 3:30pm, a majority of students participate in activities

outside of SPCPA, particularly in the form of classes or performances with local arts

organizations. However, the school does offer some after-school opportunities that encourage

students to utilize their skills to build and support a stronger school community.

Extracurricular Opportunities

Student Ambassadors – Through a process of student interest and faculty

recommendations, senior students who embody SPCPA’s mission and values are chosen to act

as spokespeople for the School. By participating in the Student Ambassador Program, they join

prospective students for a Q&A session during PSE, as well as serve on stakeholder

committees for administration and during the teacher hiring

processes, and representatives at public events including Back

to School night and conferences.

Student Council – Supervised by academic teachers, the

Student Council consists of elected members to form a

governing student-body organization run by students. The

Student Council plans school events (school dances, student-

led performances, open mic nights, etc.) and donation drives.

School Newspaper – An opportunity for the school’s prolific writers to showcase their

work, the School Newspaper runs a monthly publication that is distributed at each attendance

desk at the School. The newspaper includes editorial opinions, essays, and short stories, along

with a crossword or Sudoku activity designed by the students.

National Honors Society - The SPCPA Chapter of the National Honor Society was

founded in 2016. Membership in the National Honor Society is an honor granted to those who

apply and have demonstrated excellence in scholarship, leadership, character, and service.

Members of NHS coordinate annual service projects to promote the values of NHS and help

strengthen their communities. Application and induction into NHS happens annually during the

spring semester.


SPCPA Class of

2017

97% Graduation

Rate

87.1% applied to colleges

99% acceptance to at least one school

83% going directly to

post-secondary

82% accepted

scholarship money

$4 million+ awarded in

scholarships

Graduating Seniors

130 senior students in SPCPA’s Class of 2017 received

diplomas, with one late-reported graduate and four continuing to

complete their high school credits, for a total graduation rate of

approximately 97%. Nine seniors graduated early in the 2016 -

2017 school year, and three juniors were grade

promoted and graduated alongside the Class of 2017.

19 seniors of the National Honor Society were

honored in this group of graduates.

Senior students applied to 211 institutions

across 34 states, with 99% acceptance to at least one of

those schools. 83% of graduates will go directly into a

post-secondary institution. Graduates of 2017 will be

attending programs at Yale University, Brown

University, the Juilliard School, Carnegie Mellon

University, the Peabody Institute of Music, the San

Francisco Conservatory of Music, Boston Conservatory, the

Rhode Island School of Design, and more. 82% of students accepted

at 4-year institutions received scholarship money, totaling over $4 million.


A C A D E M I C P R O G R A M & P E R F O R M A N C E

SPCPA breaks total days into block scheduling, where students

manage ten 80-minute periods over the course of two days. This

setup, with no greater than three academic classes each day,

allows for more time to work with concepts in class and

distributes academic work load over multiple days.

Careful consideration is given to the academic curriculum to

support a well-rounded education. Academic course work is

aligned with Minnesota State Standards. This is an ongoing

process where disciplines spend time in Professional Learning

Communities (PLCs) to align curricula both horizontally and

vertically. Under the direction of the Academic Director, instructors develop unit curriculum

documents to guide teaching throughout the semester. Teachers meet in discipline-specific

teams during one eighty (80) minute class period, every other day. Over the course of each two

week period, teachers work on unit planning, sharing and critiquing student work, creating and

aligning assessments to the academic standards, discussing student readiness for high school,

college, and career work, and attending to goal-setting and attainment.

Through the Q Comp program, instructors are encouraged to use different and

innovative teaching methods by providing students the opportunity for constructive teacher and

peer feedback. Teacher discuss classroom challenges and successes at weekly department

meetings. Annually, teachers implement eight new

teaching strategies over the course of the school year. As

a result of the reflective process, these strategies are

adopted, modified or abandoned, based on their

effectiveness in specific classrooms.

All teachers work with students ranging in skill

and ability levels, often spanning multiple grade levels.

Academic teachers work with students in both on-level

and advanced courses. The advanced level programming

is shifting to the inclusion of Advanced Placement (AP)

coursework, whenever possible. SPCPA provides all teachers with appropriate professional

development to assist them in understanding and implementing best practices to meet the needs

of all students that attend the School. Workshops focus on bringing first -hand classroom

experience with SPCPA students into planning curriculum around Minnesota State Standards

and bridging the achievement gap.

Student learning outcomes are measured by pulling data from regular student check -ins

and individual transcript review, reviewing test scores and attendance, and creating different

and innovative forms of measuring outcomes. SPCPA helps students establish accountability

through regular student-instructor check-ins during study hall periods, and ongoing

conversations about graduation requirements and future plans. Deductive reasoning and

independence are key strengths that students adopt and nurture throughout their time at

SPCPA.


Curriculum

During the 2016-17 school year, SPCPA began the shift from the College in the Schools

(CIS) program to the Advanced Placement (AP) program. It will take three years to add the

necessary courses and implement the program fully. The CIS program requires the college to

approve of a teacher and assigns admission restrictions based on grade point average. With a

higher than average turnover of the academic teaching staff, the process for obtaining U of M

approval, and the uncertainty of being able to offer specific courses, SPCPA made the decision

to ensure curriculum decisions could be made at the school level. By using the AP program, the

school can identify the teacher without outside requirements. This will afford SPCPA the

opportunity to assure that the course will be offered every year resulting in consistency and

continuity for students.

SPCPA provided two levels of coursework for most academic core classes: on -level and

advanced. Whenever possible, the advanced course will be an Advanced Placement (AP)

course. The AP program provides rigorous coursework which is recognized at most colleges

and universities in the United States. With high AP exam scores, students often can earn

college credit or are accelerated to more rigorous classes when they attend college.

Strengths and Weaknesses

The school is midway through reorganizing the science curriculum. The purpose of this

restructuring was:

to provide a Physical Science course, which can provide opportunities for students to

learn the Nature of Science standards in the MN Academic Standards in Science ;

to provide a background in Chemistry before taking the required MCA Science test; and

to assure that all students have access to a Chemistry or Physics course as required by

state statute.

SPCPA is also restructuring the social studies curriculum. The purpose of this restructuring

was:

to provide a core course in Civics with the practices required for being a successful

academic student at SPCPA;

to provide the opportunity to study Government and Economics at a time (Grade 12)

when these life skills are more pertinent to the student ; and

to keep the alignment between U.S. History and American Literature in Grade 11.

The focus in mathematics is two-fold:

to maintain more consistency in the math staff and

identify materials that are aligned to the MN Academic Standards in Mathematics.


Student Support

Throughout the 2016-2017 school year, the primary method of identification of

struggling students was through a report generated weekly by the Student Data and

Intervention Coordinator that included information about all students in regards to attendance,

behavior, and course performance. The Dean-Counselors and Director of Special Education

reviewed the data, as some students may be identified as struggling but also receiving special

education services through an IEP or 504, or who appear to have poor attendance due to

approved extended arts absences.

Students are identified if they have three or more tardies per week or average daily

attendance of less than 80% in the prior two weeks. The School has found a strong correlation

between attendance and achievement of students, particularly those in 9th and 10th grades.

Students were also identified if they receive more than three behavior referrals within the

school year or if they had one more failing academic grades. The intervention team (iTeam)

reviewed all students identified using these metrics to establish an intervention plan, if

appropriate.

Resources available to students who may not qualify for special education services but

were below grade level or struggling with their classes included the following:

1. iTeam Intervention: When students were identified as struggling, the iTeam

requested teachers implement and record data on two or more interventions. The iTeam

provided guidance and resources for teachers in this process. The goal of the

interventions was to find what the students will respond to so that an informal

intervention plan could be created to aid these students.

2. Guided Study Hall: The iTeam made recommendations to Guided Study Hall

Supervisors in regards to certain interventions they should implement within the study

hall for specific students. This included Check-and-Connect services, goal-setting with

support, providing one-on-one academic support, or coordinating peer tutoring.

3. Promise Fellow: The Promise Fellow is an individual working for AmeriCorps at

SPCPA as the service site. The Promise Fellow structured distinct goals with 30 or

more students in grades 9 and 10 identified as at -risk through certain indicators found

from attendance, behavior, and achievement data. Individual meetings were held at

least once a week between the student and the Promise Fellow to track process toward

goals and provide personal support to the student.

4. Math Clinic: Weekly walk-in sessions held by the math department teachers where

concepts are reviewed for individuals or groups of students. Students could ask specific

questions regarding homework assignments, newly introduced practices, or other

problem areas. Other times, peer groups worked together to complete assignments in

this setting and utilize instructor presence for guidance when they get stuck.

Special Education Services

SPCPA’s Special Education program was comprised of three instructors and two special

education paraprofessionals, led by the full -time on-site Director of Special Education, who

has received a Certificate of Recognition from the state for her work as a member of the

Specific Learning Disabilities trainer network. A licensed Autism Spectrum Disorder teacher

was on staff. As the need arose, SPCPA contracted with additional related service providers.


SPCPA implements two interventions prior to evaluation unless the parent requested an

evaluation or the team waived the requirement due to urgency. SPCPA’s plan for identifying a

child with a specific learning disability is consistent with Minnesota Rule 3525.1341. The

school provides a full range of educational service alternatives. All students with disabiliti es

are provided the special instruction and services that are appropriate to their needs.

Appropriate program alternatives to meet the special education needs, goals, and objectives of

the student are determined on an individual basis. Choice of specific p rogram alternatives are

based on the student’s current levels of performance, special education needs, goals, and

objectives, and are written in the student’s IEP.

SPCPA received a Certificate of Achievement from the Minnesota Department of

Education for ensuring individual student due process records meet or exceed requirements.

Post-Secondary

SPCPA encouraged students to take advantage of

Advanced Placement (AP) and PSEO options to access

expanded academic offerings not available in a

conservatory-focused program. The School offered

advanced placement in French, Spanish, U.S. History,

and Political Science. Calculus, Statistics and Physics

are aligned to the AP course requirements and will

become AP classes in the future. Also, University of

Minnesota-certified instructors offer a College in the

Schools (CIS) option in Psychology, English

Composition, University Writing and Political Science

for students to receive dual credit through SPCPA and

the University. Almost 60% of senior students

participate in one or more of these opportunities to earn college credits .

National Assessments

ACT- SPCPA offers in-school testing for the

ACT with Writing exam each spring. 96.2%

of SPCPA juniors completed the ACT test.

The Class of 2017 (2015-16 juniors) received

a median ACT score of 21, and a class

average of 22.39, compared to the Minnesota

state average score of 20.8.

PSAT- 84 juniors and 7 sophomores

participated in October 2016’s testing. 51% of

students met both benchmarks, 87% met

Evidence-Based Reading and Writing

benchmark, and 54% met the mathematics

benchmark.


State Assessments

The data informs the decisions made on both school-wide level and classroom levels.

The Academic Director and Superintendent review the assessments results, comparing key

concepts covered in testing with classroom curriculum. The results5 are disseminated to math,

science, social studies, and English departments respectively, to aid Professional Learning

Community discussions around strategies to better integrate content and resources in support of

increased student achievement on state assessments.

5 PearsonAccess Next Reports SPCPA MCA 2016-2017


•Molly McGraw Healy

Main Contact:

•(651) 962-4372

Phone:

•[email protected]

Email:

A U T H O R I Z E R

From 2005 through 2016, The Ordway Center for Performing Arts served as SPCPA’s

Authorizer. As authorizer requirements changed over time, SPCPA begin the search for a new

authorizer with high standards for operations, financial management, and student achievement

following conversations with the Ordway who expressed acting as a single charter school

authorizer was not best aligned with the organization’s mission. The School maintains an

excellent relationship with the Ordway which still serves as an important Partner of the School.

After researching several authorizer options, the School chose to pursue a relationship

with the University of St. Thomas for their ability to offer “high quality authorizing program due

to the large number of faculty members with expertise in areas relevant to authorizing” and their

high expectations for charter school performance6. A comprehensive program manual for the

authorizing program is available on the University of St. Thomas’ Charter School Authorizer

webpage.

During the 2016-2017 year, SPCPA underwent the transition in authorizer, completing

the rigorous, multi-step application process to be authorized by the University of St. Thomas.

This included an overall assessment of the school’s health, providing documentation about the

school’s policies and procedures, and data to support the school’s effectiveness in aligning with

its mission and values.

Throughout this process, a charter school accountability plan was conceived to track

SPCPA’s academic, financial, and organizational performance. The School’s performance is

rated based on a number of indicators, outlined in the following section.

6 https://www.stthomas.edu/education/ourimpact/communitypartnerships/charterschools/


ACCOUNTABILITY PLAN

SPCPA’s Accountabil i ty Plan sets forth the expectations agreed to by the SPCPA

Board of Directors and the University of St . Thomas. I t is used to assess the

performance of a charter school.

Academic Performance

State Accountability System Goal - SPCPA students in all subgroups in grades

9-11 will meet proficiency targets set by the Mi nnesota Department of Education,

based on the weighted percentage of subgroups reaching proficiency targets.

SY2017 Outcome:

Math 49.2% Meet or Exceed 27.3% Par t ial ly Meet 23.4% Do Not Meet

Reading 74.5% Meet or Exceed 12.1% Par t ial ly Meet 13.4% Do Not Meet

Science* 41.6% Meet or Exceed 33.3% Par t ial ly Meet 25% Do Not Meet

* SPCPA is in the process o f shi f t ing the sc ience courses. In 2016 -2017, the

course has been moved f rom being a 9t h

grade requirement to an 11t h

grade

requirement. The majori ty of s tuden ts tested th is year were re taking the course for

cred it recovery or t ransferred f rom a school not of fer ing Biology in 9t h

grade.

Minnesota Comprehensive Assessment Goal Series

The Minnesota Comprehensive Assessment (MCA) Goal Series data includes

current MCA assessments. SPCPA students in grades 9 -11 who are eligible to

take the MCA (i .e . students not exempt based on their IEP) will i l lustrate their

progress while at SPCPA through the MCA goal series.

o MCA Proficiency - SY2017 Outcome:

Exceeds Meets Par t ia l ly Does Not

SPCPA

Math 11.7%

(15 Students)

37.5%

(48 Students)

27.3%

(35 Students)

23.4%

(30 Students)

Reading 39.6%

(59 Students)

34.9%

(52 Students)

12.1%

(18 Students)

13.4%

(20 Students)

Statewide

Math 18.1%

(10,171 Students)

30.2%

(16,946 Students)

22%

(12,230 Students)

29.7%

(16,670 Students)

Reading 19.7%

(87,660 Students)

40.4%

(179,645 Students)

18.7%

(83,257 Students)

21.2%

(94,250 Students)


o MCA Growth - SY2017 Outcome:

High Medium Lo w

Math 23.5% (23 Students) 51% (50 Students) 25.5% (25 Students)

Reading 34.4% (43 Students) 44.8% (56 Students) 20.8% (26 Students)

Academic Expectations for Special Populations - SPCPA’s 2016 -2017 population

of Special Education or English Language Learner students did not exceed 20

percent, therefore this information is not analyzed.

Mission Specif ic Academic Goals - In keeping with i ts mission, SPCPA aims for

more than 90% of students that graduate annually to attain acceptance into one or

more college or conservatories.

SY17 Outcome:

Graduate

Acceptance Rate

Applied to one or

more insti tutions

Directly entering a

post -secondary after

high school

99% 87.1% 83%

Non-Academic Goals

Attendance Goal: SPCPA will meet or exceed i ts school -wide attendance rate goal

of 90-94% rate.

SY17 Outcome:

Schoolwide 9th 10th 11th 12th Spec Ed F/RP

92.03% 93.17% 92.93% 91.95% 89.91% 86% 88.07%


W O R L D ’ S B E S T W O R K F O R C E

SPCPA measures the achievement gap by looking at each student group’s proficiency

rate on state tests in math and reading. The proficiency rate is the percent of students

meeting or exceeding state standards. The proficiency rate on MCA tests only includes

students who were enrolled at SPCPA as of October 1s t

, 2016.

On September 26, 2016, stakeholders attended SPCPA’s Annual Public Meeting to

discuss goals for the upcoming 2016-2017 school year and review progress took place

throughout the previous school year. The meeting reviewed district success in

previously adopted student achievement goals and related benchmark and to explored

challenges in meeting local assessment outcomes .

SPCPA’s public meeting to discuss i ts 2017 -2018 World’s Best Workforce took place

on December 13, 2017, reviewing progress from the 2016 -2017 school year. The

report included below outl ines the progress made during 2016 -2017.

WBWF Goals

Close the Achievement Gap(s) Among All Groups

Goal Result Goal Status

SPCPA students in all subgroups in grades 9-11

will meet proficiency targets set by the

Minnesota Department of Education, based on

the weighted percentage of subgroups reaching

proficiency targets.

Results below

Check one of the following:

Goal Met

Goal Not Met

Goal in Progress (only for multi-

year goals)

2016-17 MCA Reading White Black Hispanic Spec Ed

Exceeds 45% 20% 32% 25%

Meets 39% 33% 26% 25%

Partial 6% 30% 26% 17%

Does Not Meet 9% 17% 16% 33%

Scale Score 1061.1 1049.9 1054.2 1047.7

2016-17 MCA Math White Black Hispanic Spec Ed

Exceeds 17% 0% 0% 0%

Meets 37% 25% 33% 0%

Partial 31% 20% 25% 33%

Does Not Meet 15% 55% 42% 67%

Scale Score 1151.3 1137.1 1141.3 1134


2016-17 MCA Science White Black Hispanic Spec Ed

Exceeds 25% 0% 0% 0%

Meets 25% 17% 100% 0%

Partial 50% 33% 0% 100%

Does Not Meet 0% 50% 0% 0%

Scale Score 1053.8 1040.6 1060 1049

All Students Career- and College-Ready by Graduation


SPCPA aims for more than 90% of

students that graduate annually to

attain acceptance into one or more

college or conservatories.

Graduate Acceptance Rate: 99%

Students that applied to one or more

institutions: 87.1%

Students directly entering post-secondary

after high school: 83%

Check one of the following: Goal Met

Goal Not Met

Goal in Progress (only for

multi-year goals)

At least 50% of SPCPA students

will meet or exceed grade-level

benchmarks (ERW & Math) in SAT

Suite of Assessments. SPCPA will

report on this goal for each grade

assessed (Grades 9-11) AND for the

entire school following results in the

2017-18 school year.

In addition to its PSAT (Grade 11),

SPCPA will began assessing students

using the PSAT 8/9 (Grade 9) and PSAT

10 (Grade 10) annually in its 2017-18

school year. Results for Grades 9 and 10

are not available until next year

Results from 2016-17, with 55.3% of

11th graders participating:

51% of 11th grade testers

meeting both benchmarks:

o ERW: 87%

o Math: 40%

Check one of the following:

Goal Met

Goal Not Met

Goal in Progress

(multi-year goal–

full implementation 2017-18)

All Students Graduate


SPCPA will maintain a 90%

graduation rate for graduating

classes from 2015 to 2017.

130 senior students in SPCPA’s Class of

2017 received diplomas, with one late-

reported graduate and four continuing to

complete their high school credits, for a

total graduation rate of approximately

97%.

*Nine seniors graduated early in the 2016-2017

school year, and three juniors were grade

promoted and graduated alongside the Class of

2017.

Check one of the following: Goal Met

Goal Not Met

Goal in Progress (only for

multi-year goals)

District/charter does not enroll

students in grade 12


Identified Needs Based on Data

Administration meticulously reviewed the transcripts of each incoming and returning student to

determine appropriate course placement that would fit the students’ learning level and support on-

track graduation

o This review pinpoints students that are credit deficit and/or at-risk for late graduation by

comparing completed credits with credits remaining to meet graduation requirements

o Students taking online or PSEO courses over the summer were included as the school

received grades from the various institutions

Students that often missed classes, had reported behavioral instances, and received one or more

failing grades have a difficult time meeting standards

o The school’s Data Coordinator generated a weekly report based on:

Attendance (2+ tardies in one week, or average daily attendance of less than 80%)

Behavior (3+ behavioral referrals)

Achievement (any failing grades)

o Data was reviewed by Dean-Counselors and Director of Special Education, with

individual consideration to students who were:

Newer enrolls to the school (particularly 9th and 10

th graders)

Learning curve with regard to the school’s unique environment

Participating in approved extended arts absences

Completing make-up work for missed classes

Receiving special educational services (IEP, 504)

Require unique approach for learning depending on each case

Disaggregated data from state assessments (MCA) in Math, Science, and Reading was utilized

o Review of MCA scores indicated work left to be done in the Science and Mathematics

departments, leading to a curriculum restructure in Science (moving Biology from 9th to

11th grade, with an broad-knowledge Physical Science course to replace for 9

th graders)

and greater materials integration in Math (to replace outdated materials due to lack of

rigor and alignment with current standards)

Systems, Strategies and Support Category

Students

Classroom performance

o All SPCPA curriculum is aligned with Minnesota State Standards, therefore instructors

track students’ progress and evaluate students whose grade falls below a C-

Juries as assessment and evaluation for arts courses

o Each arts department formulated objectives for students, aimed at technical proficiency in

performance. As a result, specified training routines were implemented into practicum to

achieve these goals. Individual results are reviewed by department chairs and the Artistic

Director.


Regular student check-ins to assess student progress

o The Promise Fellow was an individual working for AmeriCorps at SPCPA as the service

site. The Promise Fellow structured distinct goals with 30 or more students in grades 9

and 10 who were identified as at-risk through certain indicators found from attendance,

behavior, and achievement data. Individual meetings were held at least once a week

between the student and the Promise Fellow to track progress toward goals and provide

personal support to the student.

o For students receiving special services, SPCPA identified students with a specific

learning disability as consistent with Minnesota Rule 3525.1341. The Learners Strategies

period allows one-on-one time with members of the special education staff.

o Dean-Counselors are available daily and meet individually with students that are flagged

in weekly report compiled by Data Coordinator

Dean-Counselors also visited classrooms by grade at least once per semester to

discuss course requirements and elective offerings, allowing students to review

their progress toward graduation

Disaggregated data from state and national assessments (MCA, PSAT, and ACT) reviewed

o PearsonAccessNext and CollegeBoard provide breakdowns of scores – Aggregate data

was reviewed by Academic Director and Superintendent, then disaggregated data for

student subgroups was reviewed to determine progress made toward eliminating the

achievement gap. Results were shared with PLCs to guide curriculum planning.

Teachers and Principals

Assessment of the arts program is tiered with involvement from each department’s chair as well

as the Artistic Director. Department chairs observe classes and meet for weekly discussions with

the Artistic Director. The Artistic Director observed a classroom setting daily.

o The first visit is used as point of reference for future meetings. Newer instructors (3 or

less years) received formal visits to their classroom three times a year. Instructors of 4+

years received one visit during the year. The Artistic Director and instructor work

together to develop an action plan for continuous improvement, identifying three areas

that work well with the particular group of students in their course and one thing that is a

challenge to be worked on.

The Academic Director and Assistant Academic Director observed and evaluated each teacher a

total of three times. Final observations were summative.

o Feedback centered the four domains of Charlotte Danielson’s Framework for Teaching

Rubric©. Teachers were expected to achieve an average score of “Proficient” or higher,

with no category listed as “Unsatisfactory” by the final observation completed by a Lead

Teacher and by the final observation completed by an administrator. At least one formal

observation (not the first) led by an administrator was unannounced and completed with a

post-observation.

o A Lead Teacher observed each academic teacher three times. Feedback focused on

aligning ELEOT with Charlotte Danielson’s Domain 3: Instruction and student


engagement and behavior. Teachers engaged in self-reflection through a standardized

process during pre- and post-observation conferences.

Principals are evaluated by a mix of employee feedback and Superintendent review

o Weekly administrative meetings are held between Superintendent and the Artistic &

Academic Principals with formal reviews taking place at least once per semester and

informal check-ins average twice daily.

District Level

SPCPA utilized a continuous improvement model for curriculum development.

o Instructors met in discipline-specific PLCs during a 80-minute class period

Teams shared SMART goal progress, classroom management techniques, and

curriculum mapping. PLC meetings were designed specifically to increase

student achievement. Through observations, PLC’s were run using best practices

that drive instruction and student achievement.

The Data Coordinator went to the PLC meetings every two weeks to review data

and provide feedback to the team and individual teachers

o Two week period of unit planning, sharing and critiquing student work, creating and

aligning assessments to fit academic standards

Climate surveys are given to faculty and families each semester to gauge culture created for

instructors and students

Q Comp evaluation team received annual training in areas of reflective coaching, supporting

assessment of student growth, observation techniques, evaluation rubrics, and application of

rubric to achieve inter-rater reliability.

o Teachers worked together to develop strategies for consistent use of the observation

rubric, discussed data protocols for assuring that teachers understood what to look for in

data.

Technology-oriented teaching

o Guided study halls had access to Chromebooks, allowing 80 minutes at least twice a

week for students to utilize computers.

o The “Keyboard Lab” of the Instrumental and Vocal wing

15 MIDI keyboards for students to practice piano skills. This technology

supported the music theory practice and content required for all Instrumental and

Vocal students.

iPads and MacBook hold a variety of applications that students use for

composition courses and ear training, serving as study aids in the form of digital

flashcards.

o Arts programs use light and sound boards of school theaters. These technologies benefit

students by providing pre-professional tech training and incorporating important aspects


of polished performance, encouraging more focused expression of workshop pieces.

Equitable Access to Excellent Teachers

All SPCPA instructors (artistic and academic) are vetted for complete and accurate licensure for

their positions

o Academic faculty regularly reviews and realigns department curriculums to best fit the

Minnesota Standards. Academic instructors meet every other day in Professional

Learning Communities (PLCs) to collaborate on meeting the needs of all SPCPA

students. Staff devotes the length of student J-Term experience to professional

development.

Strategies for improvement:

Parent Satisfaction Survey indicated that families would like to see more

AP course opportunities. The school recognized this opportunity for

improvement and added additional AP courses in place of the CIS

program starting 2017-18.

o Arts instructors are working artists with professional training and performing

backgrounds. Class structure is aligned with the same standard that is expected in the

professional arts community. The process of assessing the effectiveness of arts staff is

tiered with involvement from each arts program’s department chair as well as the

School’s Artistic Director. While the department chairs check in on classes and regularly

touch base with the team of artists that form the staff of that particular program, the

Artistic Director made a point to visit a classroom setting every day. The Artistic Director

stressed when staff walks into a class, they should be able to join in and the class would

provide an enriching experience for the staff member as a professional artist.

Strategies for improvement:

Continued training for arts faculty in the form of classes around town

with other performing arts organizations

Seeking instructors with higher education degrees in their artistic field

(i.e. BFA, MFA, etc.)

Section rosters are carefully reviewed by administrative team to ensure equitable distribution in

academic and artistic courses

o Scheduling is done primarily by hand based on student’s transcript before running a

scheduler through the Student Information System.


A R T I S T I C P R O G R A M & P E R F O R M A N C E

SPCPA offers students a slightly longer school day with three hours each day dedicated

to training in their performing arts area. Students choose an artistic medium of study (dance,

theater, musical theater, vocal music, instrumental music) and participate in classes structured

around their chosen track. Electives courses in performance art fields outside of their chosen

track are available on Fridays. Students have the option to switch between tracks at the end of

a semester. Arts credits are required for graduation.

Artistic faculty aligns class structure with the

same standards expected in the professional arts

community. Based around higher education

conservatory programs, each arts track has a

designated curriculum for the four year time frame

with specified course work broken down by year to

strengthen artistic learning.

SPCPA utilizes partnerships with performing arts organizations across the Twin Cities

to provide the school access to performance spaces, master classes, professional performance

experiences, and guidance from other working artists.

Instructors are working artists with professional

training and performing backgrounds. The process of

assessing the arts staff is tiered with involvement from

each arts program’s department chair as well as the

School’s Artistic Director. While the department chairs

check in on classes and regularly touch base with the

team of artists that form the staff of that particular

program, the Artistic Director makes a point to visit a

classroom setting every day. The Artistic Director

stresses that when a staff walks into a class, if they

were to join in and the class would provide an

enriching experience for the staff member as a

professional artist, it is a strong class.

Throughout the 2016-2017 school year, each arts department formulated objectives for

students, aimed at technical proficiency in performance. As a result, specified training routines

were implemented into practicum to achieve these goals. A performance target, rationale,

strategy, result, and growth rate is indicated below for each arts track:


THEATRE

PERFORMANCE TARGET: At Theatre Juries (the end-of-year summative assessment) in

2016, 52% of Theatre students across all grades were identified as proficient in the area of

IMAGINATION (“Student makes bold, creative, unique choices , and creates a reality

onstage”). At 2017 Theatre Juries, the goal is for 70% of all

Theatre students across all grades to be identified as proficient

in the area of IMAGINATION.

RATIONALE: In order to create dynamic characterizations

which demonstrate authenticity, it is necessary for actors to

make bold, creative, and unique choices.

STRATEGY: Across the Theatre department, an Improvisation

course was added on Fridays in semester 2 for all 9th graders

(previously it was available just during semester 1). An

Improvisation course was also added to the 11th and 12th grade

Theatre offerings on Fridays in both semesters. Improvisation

encourages students to make bold choices, connect to impulse and instinct, and eliminate

judgment from the creative process. The Aesthetics

curriculum was handed off to one instructor to cover all

sections, which helped to create a uniform curriculum.

Aesthetics encourages students to make creative, thoughtful,

and unique choices. Units on Aesthetics were expanded in

the 9th grade Artistry curriculum.

RESULTS: At Theatre Juries in 2017, 78% of students were

identified as proficient in the area of IMAGINATION

(“Student makes bold, creative, unique choices , and creates a

reality onstage”).

GROWTH RATE: 28% more Theatre students in 2017 were identified as proficient in the area

of IMAGINATION (“Student makes bold, creative, unique choices , and creates a reality

onstage”) than at Theatre Juries in 2016.


DANCE

PERFORMANCE TARGET: In their Capstone choreography showcase in 2016, 12th grade

dance students scored 20% proficient, 40% developing, and 40% needs improvement in the

category of EMPLOYMENT OF SPACE. The goal for 2017 is for 60% of 12th grade dance

students to score proficient, 30% developing, and 10% needs improvement in the c ategory of

EMPLOYMENT OF SPACE.

RATIONALE: Space, time and energy are nearly

universally accepted foundational elements of dance

as recognized by the National Core Arts Standards.

These elements are used for creating structure,

design and architectures of dance and

choreography; but also, they may be crafted for

expressive and communicative means. Spatial

pathways, spatial relationships, and spatial levels

can help to clarify and amplify the artistic

intentions and expressions of choreographers.

STRATEGY: For the 2016-17 school year, a new course entitled Choreolab was added to the

12th grade curriculum as a complementary choreography class to 12th grade Senior Dance

Choreography, in which seniors work with a group of their peers to create an original dance

work. In the added Choreolab class, specific attention and activities were introduced to allow

students to explore the essential elements of dance: space, time and energy, through movement

and compositional studies.

RESULT: At the 2017 Capstone Choreography showcase, in

the area of EMPLOYMENT OF SPACE, 62% of 12th grade

students scored proficient, 31% developing, and 7% needs

improvement.

GROWTH RATE: 42% more dance students in 2017

demonstrated a proficiency in the area of EMPLOYMENT OF

SPACE than they did in 2016. 33% more dance students (who

had previously in 2016 been identified as needs improvement),

were identified as developing.


VOCAL ARTS

PERFORMANCE TARGET: At the 2016 Vocal Arts Juries 58% of Vocal Arts students scored

proficient in the area of PERFORMANCE PRESENTATION (and Charisma). The goal for

2017 Juries is that 80% of Vocal Arts students demonstrate proficiency in the area of

PERFORMANCE PRESENTATION (and Charisma).

RATIONALE: It is important for vocalists to slate confidently,

maintain poise and strength in their physical stance, retain

composure, and be able to get back on track when something

goes awry.

STRATEGY: The department doubled the number of recitals and

showcases of student work for the 2016-17 school year. More

opportunities to perform in front of others would likely improve

“Performance Presentation.” With experience, comes gravitas. In

Performance Technique classes, the department expanded the

number of units dedicated to “Acting for Singers,” “Movement

for Singers,” and “Stage Skills.” In the Studio classes (the

primary course that addresses individual vocal technique), more

emphasis was placed on the performance aspects of the song, rather than just on vocal

pedagogy. In those same classes, written formal feedback was implemented for the first time,

including a category called, “Performance Presentation.”

RESULT: At Vocal Arts Juries in 2017, 90% of Vocal

students scored proficient in the area of

PERFORMANCE PRESENTATION (and Charisma).

Students slated confidently, maintained poise and

strength in their physical stance, retained composure, and

were able to get back on track if something went awry.

GROWTH RATE: 32% More Vocal Arts students at

Juries in 2017 were identified as proficient in the area of

PERFORMANCE PRESENTATION (and Charisma) than in 2016.


MUSICAL THEATRE

PERFORMANCE TARGET: At 2016 Musical Theatre Juries, 11th and 12th grade students as a

group scored 20% proficient, 60% developing, and 20% as needs improvement in the category

of CLARITY OF INTENTION in a song. The goal for 2016 Spring Juries is for the 11th and

12th grade Musical Theatre students as a group to achieve 40% proficient, 50% developing ;

and 10% as needs improvement.

RATIONALE: While CLARITY OF INTENTION is a

cornerstone and hallmark of actor training for the Non-Musical

theatre student, it can often lose focus in Musical Theatre

training, which necessarily needs to make room for dance and

singing training. And yet, it is vital that Musical Theatre

students understand how to deliver a song with strong and clear

actor intentions, obstacles, and tactics. It is essential for

college admission into a Musical Theatre conservatory training

program.

STRATEGY: The 11th grade Musical Theatre Scene Study

course and the 12th grade Musical Theatre Directing course were adjusted to include expanded

units on Intention. Additionally, across all Musical Theatre classes at SPCPA, an emphasis

was placed on communicating clear intentions through song. For study, faculty selected

musicals that are effective tools/vehicles for an expedited understanding of how to

communicate clear intentions through a song (i.e. Little Shop of Horrors and Company).

Included in the expanded units was a more in-depth script analysis and student identifications

of objectives, obstacles, and tactics. Students were required to complete scene -to-scene

breakdowns, chart character growth, and identify moment -to-moment changes in a Musical

Theatre piece based on where songs were located. Senior Capstone Musicals were chosen that

emphasized character development and relationship shifts through song.

RESULTS: At 2017 Musical Theatre Juries, in the area

of CLARITY OF INTENTION, 71% of 11th and 12th

grade students scored proficient, 24% developing, and

9% needs improvement.

GROWTH RATE: 51% more Musical Theatre 11th and

12th graders in 2017 were identified as proficient in the

area of CLARITY OF INTENTION than in 2016.


INSTRUMENTAL MUSIC

PERFORMANCE TARGET: At 2016

Instrumental Juries, in the area of

RHYTHMIC AND MELODIC

ACCURACY, only 53% of 9th graders

scored proficient (“over 90% of pitches

and rhythms played accurately, tempo

steady, meter and key changes are well

executed”). The goal for this group of

students for 2017 is for 75% of these

students to be identified as proficient in

the area of RHYTHMIC AND

MELODIC ACCURACY.

RATIONALE: Music is rhythm. Students that are not able to perform with rhythmic and

melodic accuracy have a difficult time making progress in other areas. At a foundational level,

it is the most important skill for instrumental students to master.

STRATEGY: In the Instrumental Methods class, units were added on reading and playing

techniques, increasing the practice of rhythm and reading drills. An added section of

Eurhythmics reinforced students’ abilities to understand rhythm through their bodies.

RESULTS: At 2017 Juries, 92% of this group was

identified as proficient in the area of RHYTHMIC

AND MELODIC ACCURACY, exceeding the goal

by 17%.

GROWTH RATE: 39% more students of this

group were identified as proficient in the area of

RHYTHMIC AND MELODIC ACCURACY than

in 2016.


S T A F F I N G

School Leadership

Diligent and intentional actions have been taken to create a

school based on professional working relationships and a sense of

common purpose. It is important for the faculty and staff to be aware

of the school’s leadership structure for the purposes of accountability

and support. A delineation of those roles and responsibilities are

outlined in the Governance and Management section.

Classroom Instructors

Academic Department Chair - The department chair is supervised by the Academic

Director. The department chair provides instructional leadership and enhances articulation

regarding curriculum alignment with standards, the development and implementation of

common assessments, and the use of effective instructional strategies that will most

appropriately meet the needs of students. The duties of the department chair are critical to the

overall education program of the school and require effective and ongoing communication and

collaboration with staff and administration. The department chair will implement Q -Comp

coaching, mentoring, and observations for all members of the department and another

department chair.

Academic Department Facilitator - The department facilitator is supervised by the

Academic Director. The department facilitator provides instructional l eadership and enhances

articulation regarding the use of effective instructional strategies that will most appropriately

meet the needs of students. The duties of the department facilitator are critical to the overall

education program of the school and require effective and ongoing communication and

collaboration with staff and administration. The department facilitator will implement Q -Comp

coaching, mentoring, and observations for all members of the department.

Evaluations - Academic

Each licensed academic teacher at Saint Paul Conservatory for Performing Artists was

observed and received formative evaluations six times per year. The academic director and

assistant academic director observed and evaluated each teacher one or two times each for a

total of three observations per academic teacher. The final

observation was summative and placed in the academic teacher’s

file. Administrators used Charlotte Danielson’s Framework for

Teaching Rubric in their observations.

Department Chairs served as Lead Teachers and observed each

academic teacher three times. All observations were classroom

observations and the evaluation feedback provided used

AdvancED ELEOT system. The Lead Teachers focused feedback

by aligning ELEOT with Charlotte Danielson’s


Domain 3: Instruction and how it aligned with student engagement and behavior. For all

licensed academic teachers, the administrators provided feedback on all four domains.

Each fall, the observation and evaluation process, forms, rubric, and standards are

reviewed in PLCs to ensure all licensed academic teachers have a clear understanding of the

expectations and provide input for improvements or other modifications.

Each formal observation and evaluation led by a Lead Teacher included a pre- and post-

observation conference held within two school days before and after the observation. At least

one formal observation led by an administrator was unannounced. Unannounced observations

were completed with a post-observation. Each licensed academic teacher received coaching on

the implementation of various teaching techniques and practices prior to each of the formal

observations and evaluations. Academic teachers will engage in self -reflection through a

standardized process during the pre- and post-observation conferences and through additional

opportunities provided by a Lead Teacher and administrators throughout the course of the year.

One observation will be completed when a Lead Teacher and a licensed academic teacher

watch a video of the teacher’s classroom together. The observation and post-conference will be

documented.

The evaluation team (administrators and Lead Teacher) received at least six hours of

training annually from a qualified individual in the areas of reflective coaching, supporting

assessment of student growth, observation techniques, the evaluation rubric and application of

the rubric to achieve inter-rater reliability. In addition, the evaluation team participated in

ongoing trainings, at least twice per year, between each observation cycle to review the rubric

and process. These trainings took place during Department Chair meetings, occurring twice a

month per year. They used the rubric to promote and retain inter-rater reliability throughout the

year.

Evaluations – Artistic

Each department chair meets once a week

individually with the artistic director to discuss their

arts department, including arts instructor development

in their courses. Enriched with classroom examples and

context thanks to the personal attention the courses are

given both by the department chair and the artistic

director’s visits, these meetings are an opportunity for

department chairs to communicate successes or possible

challenges that are arising within a course or more

specifically with a program instructor.

For newer instructors who have been with school three years or less, a formal visit to

their classroom is conducted three times a year. For instructors who have been w ith the school

for longer than three years, a visit is conducted at least once a year. A 1 -page formal

documentation process is developed in conjunction with each arts instructor. The artistic

director and instructor work together to develop an action plan for continuous improvement,


identifying three areas that work well with their particular group of students in their course and

one thing that is a challenge to be worked on. The first visit to the classroom is used a point of

reference for future meetings.

Professional Development

Licensed staff7 was divided into three- or four-member Professional Learning

Communities (PLCs) based on departments that will met every other day for 80 minutes. PLCs

will assure that there is a vertical alignment which addresses the Minnesota 9-12 Academic

Standards for the courses in each discipline. With common summative and formative

assessments, the PLCs will use data to determine both alignment to the standards and to inform

instructional practice.

During J-Term all academic staff participated in traditional professional development

for thirteen days. The topics covered were classroom management, curriculum development,

and assessment planning. These topics were chosen based on the feedback provided by students

at the end of the first semester.

SPCPA started the school year with a community building event guided by Youth

Frontiers. The school met as a full staff and worked together to build and renew relationships

among staff, addressed the need for a positive, enriching school culture, and honoring one

another for the strengths each individual brings to the SPCPA community.

7 Appendix VII – Teacher Licensure


I N N O VA T I VE P R A C T I C E S & I M P L E ME N T A T I O N

Daily Academics

SPCPA breaks total days into block scheduling, where students manage ten 80 -minute

periods over the course of two days. This setup, with no greater than three academic

classes each day, allows for more time to work with concepts in class and distributes

academic work load over multiple days.

Courses are split into on-level teaching and honors teaching. Honors courses follow a

more rigorous curriculum to provide academic opportunity to students who want to

explore content beyond core classes.

SPCPA is conscious in preparing students for future academic ventures. The school is

supportive of students’ participation in post-secondary education (PSEO) and provides

opportunities to experience collegiate work-load and earn college credit through on-site

College in the Schools (CIS) courses and Advanced Placement (AP) exams.

SPCPA academic staff regularly reviews and realigns department curriculums to best

suit the Minnesota Standards. Academic instructors meet every other day in

Professional Learning Communities (PLCs) to collaborate on meeting the needs of all

SPCPA students. Staff devotes the length of student J-Term experience to professional

development.

Professional Artistic Focus

Instructors are working artists with professional training and performing backgrounds.

Arts faculty aligns their class structure with the same standard that is expected in the

professional arts community.

SPCPA utilizes Predicted Arts Absences contracts with faculty and families so students

can engage in professional artistic opportunities during the school day while completing

their school work and engaging in unique arts experiences.

Partnerships with performing arts organizations across the Twin Cities provide the

school access to performance spaces, master classes, professional performance

experiences, and guidance from other working artists.

J-Term

J-Term takes place over three weeks in January between the first and second semesters.

Students study with SPCPA faculty and guest artists following a rehearsal and

performance schedule similar to those used by professional companies.


Many rehearsals and performances take place on-site at professional company venues to

go beyond the value of a training experience and create relationships between students

and the Twin Cities professional performance community.

Examples of venues and professional relationships utili zed for the 2016-2017 J-Term

include: New Century Theatre, Mixed Blood Theatre, Patrick’s Cabaret, Sundin Music

Hall at Hamline University, the Illusion Theater, the Red Eye Theater, the

O’Shaughnessy, the Phoenix Theater, and the LAB Theater.

Academic teachers engage in professional development during these three weeks. Focus

of this development includes formative assessments and curriculum mapping.

Juries

Students engage in Juries process each spring where members of the professional

performing arts community witness a performance work by the student, and allows for

individualized comments and feedback. This opportunity is used for artistic

development and helps guide improvement for both the student and for the arts faculty

who modify the teaching style as needed to support student growth.

Campus Community

The school is centrally located within the Lowry building of downtown St. Paul and

leases the professional dance studios in the RiverCentre’s Roy Wilkins Auditorium.

Due to the downtown location and varied home districts that families come from, a

majority of SPCPA students make use of the Metro Transit buses and light rail lines to

commute to school.


G O V E R N A N C E & M A N A G E M E N T

Management

Leadership at SPCPA includes the Superintendent/Director of School, the Artistic

Principal, the Academic Principal, and the Director of Special Education. This team meets at

least once weekly to analyze current operations, strategize solutions to short - and long-term

challenges, and develop implementation plans for upcoming events and subsequent school

year. Secondary to this team, department chairs facilitate development and curriculum planning

in each academic (Math, English, Science, Social Studies, and Foreign Language Arts) and arts

(Dance, Instrumental Music, Vocal Music, Theater, and Musical Theater) department.

Director of School (Superintendent), Callie Jacobs

Callie Jacobs is directly responsible to the Board of Directors, serves as chief executiv e of the Board,

and supervises all school operations in accordance with Board policies. Although Callie may delegate

appropriate powers and duties so it is possible to make operational decisions at various administrative

levels, she is responsible for the execution of these powers and duties and establishing administrative

regulations as needed to manage the school.

Academic Director (Principal), Ellen Delaney

Ellen Delaney is accountable to the Superintendent/Director of School for the operation of the sch ool’s

academic program. This includes responsibilities in the areas of mentoring, coaching, supervision, and

evaluation of faculty to meet the school’s educational goals in curriculum, assessment, instruction, and

professional development. Although Ellen may delegate appropriate powers and duties, she is

responsible for the execution of these powers and duties, as needed to manage the academic program. All

academic staff are under the supervision of the Academic Director (Principal) and accountable to Ellen

for their performance.

Assistant Academic Director, Jake Klingner

Jake Klingner is supervised by the Academic Director. Jake’s responsibilities are in the areas of

mentoring, coaching, supervision, and evaluation of faculty. In addition, building operatio ns is a focus of

Jake’s work including scheduling.

Artistic Director (Principal), Brian Goranson

Brian Goranson is accountable to the Superintendent/Director of School for the operation of the school’s

arts program. All arts staff are under the supervision of the Principal/Artistic Director and accountable to

Brian for their performance.

Director of Special Education, Monica Lonergan

Monica Lonergan is accountable to the Director of School to implement and maintain Special Education

programs and services in conformance to federal, state, and school objectives, provide written support

and convey relevant information, serve as a resource maintain adequate staffing to ensure objectives of

programs and services fall within budget. In addition, Monica serves as t he school’s 504 Coordinator and

facilitates collaboration between General Education and Special Education programs.

Callie Jacobs, Brian Goranson, and Ellen Delaney are licensed administrators of the

School, Artistic, and Academic programs, respectively. In addition, the 2016-2017 Assistant

Academic Director, Jake Klingner, is a licensed administrator. These four individuals hold

supervisory responsibilities within the school and, as licensed administrators, do not require

their development plans be posted. Each of these individuals establish annual goals, are


evaluated, and receive feedback from the Superintendent or , in the case of the Assistant

Academic Director, the Academic Director (Principal).

Callie Jacobs, Superintendent/Director of School serves as the point-person for all on-

site decisions at the Saint Paul Conservatory for Performing Artists. She is actively involved in

daily operations and works closely with the school’s administrative team in order to provide

timely and detailed information abou t the school’s operations to the faculty and the Board of

Directors. Additionally, Jacobs sends out updates to the Board as needed between Regular

Business Meetings, but at least twice quarterly with information on current affairs at the

school.

Governance

The SPCPA Board8 is diverse in experience, possessing sufficient working knowledge

of its financial oversight responsibilities. Board membership includes individuals with

substantial financial knowledge whether it be via their professions (i.e. Law, Financial

Planning, Arts Management, etc.) or experience and expertise obtained via serving on oth er

boards and/or school boards. The SPCPA Board of Directors consisted of two parents, five

community members, two licensed teachers (.80 FTE and above), and one e x-officio

administrator at the school. The Superintendent serves in an Ex -Officio capacity on the Board.

SPCPA’s Superintendent/Director of School and the school’s financial Business Manager from

Beltz, Kes, Darling & Associates to assist the Board in having the information, education, and

documents needed to understand the School’s finances and make informed decisions with

regard to the Board’s role as a governing body.

Equally important to financial oversight is the Board’s role in the evaluation of the

Superintendent/Director of School. The Board conducts an annual evaluation process for the

Superintendent, where an analysis of work performance is discussed and goals are assigned as

benchmarks for future evaluations. Additionally, formalized surveys are s ent twice a year to all

faculty members to gauge school culture and satisfaction of school leadership. These results

are taken into consideration in the assessment of the Superintendent.

SPCPA maintains Board meeting records on its website (http://www.spcpa.org/board/).

Meeting minutes from the Board of Directors Regular Business Meetings and board -delegated

committees are published9 on the website (http://www.spcpa.org/about/board-minutes/).

The Board of Directors completes a self-evaluation annually to:

hold the Board accountable in its role as a governing body;

hold the Board accountable to itself, the staff, and the community;

allow board members to reflect on their individual and collective b ehavior and

performance;

foster open communication; and

provide a starting point for effective goal setting and long-range planning.

8 Appendix VIII – Board Member Information

9 Minn. Stat. 124E.07 subd. 8, Minn. Stat. 471.705

http://www.spcpa.org/about/board-minutes/


The Board’s 2016-2017 Self-Evaluation supports the following areas of focus for the Board:

The Board is committed to develop a calendar and monitor progress regarding regular

cycles for policy review, revising, and adoption so they are clear, up -to-date, and

compliance with state and federal laws and rules;

The Board is committed to developing a one-year and three-year strategic plan;

The Board is committed to respectful, collaborative, and supportive relationships with

the staff and community that respects the organizational structure; and

The Board’s priorities are aligned with high expectations for operations, fiscal health,

and increases in student achievement.

Annually, the Board evaluates the Director of School (Superintendent). The Director of

School’s (Superintendent’s) evaluation was most recently conducted and completed during the

2016-2017 school year.


$1,390,376 $1,687,044

$2,117,702 $1,846,641 $1,949,435

$2,209,045 $2,266,206

FY2011 FY2012 FY2013 FY2014 FY2015 FY2016 FY2017

EOY Fund Balance in $

F I N A N C I A L M A N A G E M E N T

SPCPA’s budget10

is reviewed monthly by the school’s Superintendent and again by

business manager Nick Taintor of Beltz, Kes, Darling, & Associates (BKDA). SPCPA’s ADMs

are reviewed in conjunction with the budget. This process ensures for real-time monitoring of

available funds, allowing for transitions to be made to the budget as necessary based on the

school’s enrollment, or other shifts that could affect monetary flow.

The continued budgeting process throughout the year is grounded through many

stakeholders, instituting many check systems across multiple parties within the organization (in

the form of the administrative team, and the Board committee) and outside of the organization

(through BKDA services). After the budget itself is cross checked, each line item transaction

made between the current and previous Board meeting is reviewed by the Board of Directors’

Executive and Finance Committee to verify proper tracking and placement of finances.

Thanks to the school’s strong cash flow pos ition, no short term financial challenges are

foreseen at present. However, the school is looking to address long -term challenges regarding

necessary increases in teacher compensation to recruit and retain highly qualified teachers in a

competitive market and against those traditional schools that can offer teachers substantially

greater compensation in some cases. Most recently, the Board of Directors re -budgeted ADM

count from 575 to 550 ADM for the remainder of SY 2017 to better balance attrition

throughout the current school year. Long-term challenges are focused around enrollment

numbers as applicants from new students arrive for the 2017-18 school year.

10

Appendix V – SY2017 Financial Statements

30.5% 35.6%

43.8%

30.4% 32.2% 37.0% 38.0%

FY2011 FY2012 FY2013 FY2014 FY2015 FY2016 FY2017

EOY Fund Balance in %


F U T U R E P L A N S

In the school’s effort for further improvement, several init iat ives are underway

for the 2017-2018 school year . Highlights are below:

New Videos

The homepage of the SPCPA website now showcases a new Life at SPCPA (2017)

video. SPCPA gives A HUGE THANK YOU to a SPCPA alumnus for making the new

video a reali ty! In addit ion, new videos for each arts track and a general J-Term video

are posted on the school’s website.

Facil it ies Upgrade

Over the summer, several upgrades were made to the school’s theater spaces in the

Lowry, including new carpet and paint in the Lehr Theatre, an LED lighting system

for the Lab Theatre, and new seating for both spaces. Additionally, SPCPA has

secured rental in the historic Hamm Buildilng which will serve as a class space for the

Instrumental program, as well as options for dance and theatre classrooms with i ts

large rooms and sprung floors .

AP Program

As outl ined in the Academic Program and Performance section, the school is moving

away from the College in the Schools (CIS) program toward the Advanced Placement

(AP) program. By using the AP program, the school can identify the teacher without

outside requirements.

Contemporary Singer Songwriter and Instrumental Music Programs

SPCPA has expanded i ts arts programming to offer two addit ional t rack options for

next school year. Instrumental Music: Contemporary will serve students on all

instruments. Students will engage primarily with contemporary and popular music,

though every genre of music will be explored. A focus will be placed on the cre ation

of new music. There are no standards to meet in order for students to gain entrance

into this program. All 9th and 10th grade Vocal Arts students will take their

foundational courses together, but prior to the 11th grade, students will study

exclusively in one of two programs: Vocal Arts: Singer-Songwriter - Students will

develop their voices, learn to accompany themselves on an instrument, and begin to

work with current music technology. Their Senior Capstone recital will showcase their

abil i t ies as performers , songwriters, and music producers. Vocal Arts: Vocal

Performance - Students will dedicate themselves to two years of in -depth studies in

vocal technique and repertoire.

Arts Schools Network Conference

SPCPA is excited to be participating in the 2017 Arts Schools Network Conference

taking place this year in Minneapolis. Conference attendees will have an opportunity

to learn about the school by speaking with administrators and instructors, touring the

facil i t ies, and experiencing a number of stude nt performances.


16 West 5t h

Street

St . Paul, MN 55102

651 – 290 – 2225

www.spcpa.org

@spcpamn

Superintendent / Director of School

Callie Jacobs

Academic Director

Ellen Delaney

Artistic Director

Brian Goranson

2016-2017 Board of Directors

Email: [email protected]

Michael Robins Il lusion Theatre

Kelly Rodieck Travelers Insurance

Steve Cardamone University of Minnesota

Shawn Judge The Razor’s Edge

Ilah Raleigh SPCPA, Vocal Arts Department Chair

Raymond Bailer SPCPA, Social Studies Instructor

Jacie Knight Youth Performance Company

Troy Janisch Parent of SPCPA Student

Will iam Pentelovitch Parent of SPCPA Student

http://www.spcpa.org/

Documents

2016-2017 ANNUAL REPORT€¦ · assess the need to establish a performing arts high school in the downtown area, design a program, and carry forward a plan. With Ordway Center for