Charter School Annual Report...Mission Statement Fostering academic excellence and character development!through the education of the whole person – mind, body and will. Core Values

Charter School Annual Report

World’s Best Workforce Annual Report

2018-2019

TABLE OF CONTENTS

FORWARD ................................................................................................................................... 1

SECTION I: ACADEMIC ELEMENTS .............................................................................................. 1

MISSION AND VISION ..................................................................................................................... 1

ASSESSMENT OF SCHOOL MISSION AND VISION ................................................................................ 1

STATEMENT OF PURPOSE ............................................................................................................... 2

ACADEMIC ACHIEVEMENT: NORTH STAR REPORT .................................................................................. 4

ACADEMIC ACHIEVEMENT: STEP LITERARY ASSESSMENTS ....................................................................... 7

ACADEMIC ACHIEVEMENT: STATE ASSESSMENTS - PROFICIENCY ................................................................ 9

ACADEMIC ACHIEVEMENT: STATE ASSESSMENTS - GROWTH ................................................................... 17

ACADEMIC ACHIEVEMENT: NWEA MAP GROWTH ............................................................................. 19

ACADEMIC ACHIEVEMENT: ASSESSMENT INFORMATION AND CALENDAR .................................................... 20

ACADEMIC ACHIEVEMENT: GRADUATION RATES ................................................................................. 20

ACADEMIC ACHIEVEMENT: COLLEGE READINESS ................................................................................. 21

ACADEMIC ACHIEVEMENT: WORLD’S BEST WORKFORCE GOALS AND OUTCOMES ......................................... 21

ACADEMIC ACHIEVEMENT: 5ESSENTIALS........................................................................................... 22

IN SCHOOL AND AFTER SCHOOL ACTIVITIES .................................................................................... 23

PARENT INVOLVEMENT AND PARENT SATISFACTION ...................................................................... 24

CURRICULUM .............................................................................................................................. 28

SCHEDULING................................................................................................................................ 34

PROFESSIONAL DEVELOPMENT ..................................................................................................... 35

TEACHER EVALUATION ................................................................................................................. 36

INNOVATIVE PRACTICES ............................................................................................................... 37

STRATEGIC PLAN .......................................................................................................................... 38

SECTION II: GOVERNANCE AND OPERATIONAL ELEMENTS .................................................... 39

DISTRICT OVERVIEW ..................................................................................................................... 39

ADMINISTRATOR AND TEACHER LICENSURE ................................................................................... 39

SCHOOL MANAGEMENT AND ADMINISTRATION ............................................................................. 39

ADMINISTRATIVE TEAM PROFESSIONAL DEVELOPMENT PLAN ......................................................... 40

STRENGTHS, CHALLENGES AND FUTURE PLANS .............................................................................. 40

STUDENT ENROLLMENT AND ADMISSION TRENDS ......................................................................... 41

APPLICATION AND ENROLLMENT POLICIES ..................................................................................... 43

COMMUNITY CONNECTIONS AND PARTNERSHIPS .......................................................................... 43

BOARD OF DIRECTORS .................................................................................................................. 44

BOARD ELECTION PROCESS ........................................................................................................... 44

BOARD MEMBER ORIENTATION AND TRAINING PLAN ..................................................................... 44

SECTION III: FINANCIAL ELEMENTS .......................................................................................... 45

CURRENT FINANCIAL POSITION ..................................................................................................... 45

AVERAGE DAILY MEMBERSHIP ...................................................................................................... 46

AUDIT RESULTS ........................................................................................................................... 46

INTERNAL FINANCIAL CONTROLS .................................................................................................. 46

AWARDS ................................................................................................................................... 47

APPENDICES .............................................................................................................................. 47

APPENDIX A1: CPA ELEMENTARY NORTH STAR REPORT

APPENDIX A2: CPA MIDDLE SCHOOL NORTH STAR REPORT

APPENDIX A3: CPA HIGH SCHOOL NORTH STAR REPORT

APPENDIX B: STRATEGIC PLAN

APPENDIC C: TEACHER AND ADMIN LICENSURE TABLE

APPENDIX D1: ENROLLMENT POLICIES AND PROCEDURES

APPENDIX D2: PK-12 APPLICATION FORM

APPENDIX E: BOARD MEMBER INFORMATION

APPENDIX F: LONG RANGE BUDGET

! 1

Forward

Community of Peace Academy’s 2018-2019 Annual Report also serves as

Quarterly Report #1 to the University of St. Thomas, CPA’s Authorizer, as

well as the 2018-2019 World’s Best Workforce Annual Report.

Academic Elements

Mission and Vision. Founded in 1995, CPA is an urban, PreK-12 charter

school serving a culturally and linguistically diverse group of

approximately 800 students on the East Side of St. Paul, Minnesota.

Students at CPA receive an academically rigorous, college preparatory

education within a school environment that prioritizes character and

moral development. CPA’s vision and mission are central to the school’s

program, staffing, and everyday operations.

Vision Statement

Creating an Educated, Empowered and Ethical Community

Mission Statement

Fostering academic excellence and character development!through the

education of the whole person – mind, body and will.

Core Values

•! Academic Excellence

CPA students are prepared to thrive and to lead in a multicultural

21st century world with confidence, compassion, intelligence and

positive regard for all.

!

•! Relationships

At CPA learning happens through relationships and thrives within a

caring and value-rich community.

!

•! Peace

CPA is a diverse community of students, parents and staff

dedicated to creating a peaceful school environment in which all

members are treated with unconditional positive regard.

Assessment of the School Mission and Vision. CPA assesses progress

toward meeting its mission and vision through a comprehensive

evaluation of academic and social/emotional student outcomes, of

organizational effectiveness including student and staff survey data, and

parent feedback. Strengths and areas of opportunity identified through

! 2

this comprehensive evaluation are addressed in the information that

follows.

Statement of Purpose. CPA addresses the primary purpose of charter

schools, and each of the additional purposes outlined in Minnesota

Statutes 124E.01, subd. 1.:

1.! Improve pupil learning and student achievement.

2.! Increase opportunities for students.

3.! Encourage the use of different and innovative teaching methods.

4.! Establish new forms of accountability for schools.

5.! Create new professional opportunities for teachers, including the

opportunity to be responsible for the learning program at the school

site.

Improve pupil learning and student achievement

Improving pupil learning is achieved through a free, all-day, every day

PreKindergarten program, a focused curriculum, ongoing progress

monitoring, deliberate attention to improving instruction, and a rigorous

college guidance program. At each school, a Principal and an Instructional

Coach support instructional delivery, standards-alignment and data-

driven instructional decision-making. Dedicated English Language

Development and Special Education Coordinators oversee English

Learner programming and special education programming, respectively. A

Guidance Counselor provides a comprehensive college preparatory

program to students through their Ethics/Advisory classes beginning in 7th

grade. Across many grades and subject matters students at Community

of Peace Academy outperform their same-age peers in area schools and

statewide, and graduation rates exceed local school district and

statewide averages.

Increased learning opportunities for students

All-day, every-day Pre-Kindergarten and Kindergarten programming

provide increased early learning opportunities for students in order to

improve school readiness. In addition, smaller than average class size and

a strong staff to student ratio across PreK-12 afford increased

opportunity for individualized instruction and support in both

social/emotional and academic growth and development. Academic

programming is enriched by field trips, service learning, resident artists

and educators, and other experiential learning opportunities. Retreats are

arranged for students across different grade levels to promote

community building and social/emotional growth and development. Extra-

curricular clubs, programs and athletic opportunities are provided across

grade levels. The school’s small size affords all students an opportunity to

! 3

become involved in extra-curricular activities.

Encourage the use of different and innovative teaching methods

Community of Peace Academy’s focus is to educate the whole child –

mind, body and will. Its character education program has earned local and

national attention and awards. CPA practices Responsive Classroom and

Developmental Designs schoolwide, and is a national Peacebuilders, Inc.

model site. CPA Partners with Playworks of Minnesota to provide

structured recess. CPA is a local leader in concurrent enrollment and

college readiness, with a robust College in the Schools and PSEO program

and partnerships with College Possible and TRiO Educational Talent

Search. Finally, through a teacher-driven technology initiative, technology

is leveraged to improve teaching learning and to provide students access

to 21st Century tools and skills.

Establish new forms of accountability for schools

Community of Peace Academy embraced an accountability/evaluation

process during its first year of operation in 1995, and for each year since

then has continued to conduct a comprehensive annual evaluation of all

aspects of school operations. The school not only assesses traditional

academic outcomes, but also those outcomes that relate to the school’s

mission and to the education of the whole child. This system of

accountability is inclusive of all aspects of student growth, and was put

into place to ensure that the school is meeting its mission of education of

the whole child. The evaluation system includes:

•! Academic Performance

o! Achievement outcomes on state assessments, including the

MCA and the ACCESS

o! Achievement outcomes on MAP Reading and Math

o! Achievement outcomes on school and grade level math and

reading measures, including the STEP Literacy Assessment.

o! Academic measures of college readiness, including the ACT

o! Graduation rates

o! College acceptance rates

•! Social/Emotional Data

o! Discipline and referral data

o! Consistent attendance data

o! Senior Exit Survey

o! MN Student Survey (on years when this is administered)

•! Youth Truth Student Engagement Survey

•! 5Essentials Staff and Student Survey

o! Ambitious Instruction

o! Effective Leaders

! 4

o! Collaborative Teachers

o! Involved Families

o! Supportive Environments

•! Parent Satisfaction Survey

Create new professional opportunities for teachers, including the

opportunity to be responsible for the learning program at the school site

Teachers at Community of Peace Academy have increased opportunity

for involvement in decision-making around the learning program and all

aspects of school operations. Three teachers serve on the Board of

Directors, and since 2015-2016 a Teacher has served as Board Chair. In

addition, teachers are encouraged to serve on Board and School

Committees, including the Schoolwide Program Oversight Committee,

Finance Committee, Facility/Health and Safety Committee, Family

Engagement Committee, as well as the Technology Task Force. Career

path opportunities exist for teachers through full-time and stipend-based

leadership roles. CPA has as rich opportunity of creating career pathways

for teachers who strive to become school leaders.

Academic Achievement. Authorizer accountability and World’s Best

Workforce academic achievement data is discussed below.

North Star Report

Minnesota uses the North Star system to identify schools and districts for

support in accordance with the requirements of the federal Every Student

Succeeds Act (ESSA) and the state’s World’s Best Workforce law

(WBWF).

The North Star system uses five indicators. When identifying schools and

districts, these are organized into three stages. Stage 1 looks at math

achievement, reading achievement, and progress toward English language

proficiency. Stage 2 looks at math progress and reading progress in

elementary and middle schools, four-year and seven-year graduation

rates in high schools, and all four of those indicators in districts. Stage 3

looks at consistent attendance.!

The most recent identification year was 2018, based on Spring 2018

achievement data. As a district, CPA was not identified among the

schools needing support. CPA Elementary School was among the 485

Minnesota schools identified for targeted support, due to the performance

of the special education student subgroup, and due to overall

performance in stages 1 and 2. Neither CPA Middle School or CPA High

School were identified.!

! 5

The North Star Report includes the following information:

•! Academic Achievement: the percent of students who met or

exceeded state standards in Math and Reading.

•! Progress Toward English Language Proficiency: Average Progress

towards Targets (also referred to as ELP Index) is the average

amount of progress English Learners made toward their individual

goals on a test of English Language proficiency. The Percent of ELs

Meeting targets is the percentage of English Learners who reached

or exceeded their target.

•! Academic Progress: this measures whether students' achievement

levels are improved or maintained.

•! Consistent Attendance: a measure of students who attend more

than 90 percent of the time they are enrolled.

•! Graduation Rates: The four-year graduation rate shows the number

of students graduating from high school within four years after

entering grade nine. The seven-year graduation rates show the

number of students who graduated in four years added to the

number of students who took up to more years to earn sufficient

credits to receive a high school diploma.

Data from CPA’s 2019 North Start report is presented below.

CPA Elementary

Academic Achievement

•! 46% of students met or exceeded state standards in Math,

compared to 54% statewide.

•! 42% of students met or exceeded state standards in Reading,


Progress Toward English Language Proficiency

•! CPA Elementary’s ELP Index was 71.05, compared to a statewide

average of 61.38.

•! 44% of CPA Elementary English Learners met their target, compared to

40% statewide.

Academic Progress

•! CPA Elementary’s average progress score in Math was 2.42,

compared to a statewide average of 2.01.

•! CPA Elementary’s average progress score in Reading was 3.23,

compared to 2.34 statewide.

! 6

Consistent Attendance

•! CPA Elementary’s Consistent attendance rate was 84.80%,

compared to a statewide average rate of 85.35%

Appendix A1: CPA Elementary 2019 North Start Report

CPA Middle School







•! CPA Middle School’s ELP Index was 60.18, compared to a statewide

average of 61.38.

•! 44% of CPA Middle School English Learners met their target, compared to

40% statewide.

Academic Progress

•! CPA Middle School’s average progress score in Math was 2.44,

compared to a statewide average of 2.01.

•! CPA Middle School’s average progress score in Reading was 1.96,

compared to 2.34 statewide.


•! CPA Middle School’s Consistent attendance rate was 85.23%,


Appendix A2: CPA Middle School 2019 North Start Report

CPA High School







•! CPA High School’s ELP Index was 61.76, compared to a statewide

average of 61.38.

•! 36% of CPA High School English Learners met their target, compared to

40% statewide.

! 7

Graduation Rates

•! CPA High School’s 4-year graduation rate was 86.21%, compared

to a statewide average of 83.20%.

•! CPA High School’s 7-year graduation rate was 93.10%, compared

to a statewide average of 87.53%.


•! CPA High School’s Consistent Attendance rate was 77.20%,


Appendix A3 CPA High School 2019 North Start Report

STEP™ Developmental Literary Assessment. The 2018-2019 school year

was the fifth year of implementation of the Strategic Teaching and

Evaluation of Progress (STEP™) literacy assessment, a core feature of the

McKnight Foundation’s Education and Learning Grant to support early

literacy, and a key aspect of CPA Elementary’s approach to assessing

and teaching reading.! STEP™ is a criterion-referenced formative

assessment consisting of 22 reading levels which correspond with

research-based milestones aligned with reading development from PreK

through Grade 6.!!

! In 2018-2019, STEP™ was administered three times (fall, winter, and

spring) with PreK through Fourth Grade students at Community of Peace

Academy. The charts below show 2018-2019 results.!!!

5 or Greater 4 STEPs 3 STEPs 2 STEPs 1 STEP 0 STEPs

PreK (35) 0 0 0 10 23* 2

Kinder (50) 0 5 11 20 11 3

1st Gr (47) 0 1 4 14 24 4

2nd Gr (48) 0 1 5 16 22 4

3rd Gr (52) 4 4 8 21 6 9

4th Gr (51) 2 1 6 13 14 15

Total (283)! 6 12 34 94 100 37

Percentage 2% 4% 12% 33% 35% 13%

*Expected growth is three STEPs per year, except in PreK where the expected

growth is one STEP, from below STEP to PreRead.

! 8

2018-19 STEP Outcomes as an Indicator of Grade-Level Performance

1"or"More"STEPs"Above"Grade2Level

At"Grade2level

1"STEP"Below"

2"STEPs"Below

3"STEPs"Below

4"STEPs"Below

5"or"More"STEPs"Below

PreK"(35) 11

(31.4%) 22!

(62.9%) 2

(5.7%)

KInder"(50) 0

(0.0%) 14

(28%) 17

(34%) 14

(28%) 2

(4.0%) 3

(6.0%)

1st"Gr"(47) 1

(2.1%) 2

(4.3%) 10

(21.3%) 12

(25.5%) 10

(21.3%) 7

(14.9%) 5

(10.6%

2nd"Gr"(48) 0

(0.0%) 0

(0.0%) 2

(4.2%) 10

(20.8%) 9

(18.8%) 9

(18.8%) 18

(37.9%)

3rd"Gr"(52) 0

(0.0%) 6

(11.5%) 4

(7.7%) 1

(1.9%) 10

(19.2%) 9

(17.3%) 22

(44.3%)

4th"Gr"(51) 0

(0.0%) 0

(0.0%) 0

(0.0%) 10

(19.6%) 10

(19.6%) 1

(2.0%) 30

(58.9%)

Total"(283)" 12 44 35 47 41 29 75

Percentage 4.2% 15.5% 12.4% 16.6% 14.5% 10.2% 26.5%

CPA has seen a decline in the percentage of students considered “at-

grade level” as measured by STEP over the course of our implementation.

While it may be the case that increased assessment rater-reliability and

the shift to an online version of the STEP assessment might partially

account for the decline in student performance, we recognize that these

results require us to engage in systematic evaluation of our overall

literacy program to identify and address needs across the domains of

curriculum, instruction, and assessment.!!!

To this end, CPA Elementary will collect program evidence using the

Literacy Environment & Instruction Survey (LEIS) Rubric to assist in

analyzing areas of strength and needs in its literacy program.! These data

will be collected and analyzed for response twice during the 2019-20

school year. Furthermore, an Elementary Literacy Team (ELT) consisting

of the school principal, literacy coach, and three general education

teachers will be formed to engage in shared learning about best-practices

! 9

and data-driven decision-making related to literacy learning.!This team

will review both student outcomes and program data to contribute to

thinking about opportunities for improvement in our literacy program.!!

Additionally, CPA Elementary will continue to focus efforts on increasing

overall program coherence with an emphasis on developing a multi-tiered

system of support (MTSS) framework for K-4 reading, as well as

developing and implementing integrated units of instruction that connect

English-Language Arts with the social sciences and intentional supports

for oral language development.!!

State Assessments: Proficiency

The tables below illustrate proficiency results across grades in both

Reading and Math, as compared to statewide averages and where data is

available, the resident district (St. Paul Public Schools).

The demographic breakdown of student enrollment for Community of

Peace Academy, the St. Paul Public School District and the State of

Minnesota average is also below for reference. Consistent with authorizer

performance evaluation metrics, in many cases student achievement

results is filtered by free/reduced price lunch status when compared to

statewide average results.

0 20 40 60 80 100

Free/Reduced Priced Lunch

Special Education

English Learner

White

Black/African

Asian

Hispanic/Latino

Am. Indian/Native Alaskan

Student Demographics

MN Avg. SPPS CPA

! 18

2017-2018 MCA Growth Comparison Data

CPA Elementary

Low Medium High

Math CPA 27% 37% 36%

Math SPPS 37% 41% 22%

Math State 31% 44% 25%

Low Medium High

Reading CPA 20% 44% 36%

Reading SPPS 31% 43% 27%

Reading State 27% 44% 28%


Percentages may not total 100 due to rounding.


CPA Middle School

Low Medium High

Math CPA 25% 51% 25%

Math SPPS 37% 41% 22%


Low Medium High






CPA High School

Low Medium High

Math CPA 25% 46% 29%

Math SPPS 37% 41% 22%


Low Medium High






! 19

NWEA MAP Growth

CPA conducts MAP Growth testing in Fall only, and to uses Fall to Fall

growth data for the purpose of authorizer accountability. Fall MAP testing

will be completed by the end of October, 2019 to measure school year

2018-2019 outcomes. Below are the results of Fall 2018 MAP testing,

which measures 2017-2018 school year.

Districtwide, 47% of students are at or above the national median in

Reading, while 44% of students are at or above the national median in

math. Target RIT is an individually calculated average rate of student

growth. 58% of students met their target RIT in Reading, while 61% met

their target RIT in math.

NWEA"%"At"or"Above"National"Median"–"Reading" "

NWEA"%"At"or"Above"National"Median"–"Math"

!

#!of!Students!Tested,!Fall!

2019!

%!At!or!Above!National!Median!

#!At!or!Above!National!Median!

!!!! !!

#!of!Students!Tested,!Fall!2019!

%!At!or!Above!National!Median!

#!At!or!Above!National!Median!

Grade!3! 53! 38%! 20! ! Grade!3! 53! 30%! 18!

Grade!4! 41! 51%! 21! ! Grade!4! 51! 53%! 27!

Grade!5! 51! 49%! 25! ! Grade!5! 50! 36%! 18!

Grade!6! 49! 57%! 28! ! Grade!6! 50! 44%! 22!

Grade!7! 74! 34%! 25! ! Grade!7! 75! 41%! 31!

Grade!8! 73! 44%! 32! ! Grade!8! 72! 56%! 40!

Grade!9! 66! 42%! 28! ! Grade!9! 66! 33%! 22!

Grade!10! 60! 52%! 31! !

Grade!10! 60! 42%! 25!

Grade!11! 71! 61%! 43! !

Grade!11! 72! 51%! 37!

Grade!12! 55! ! n/a! !

Grade!12! 55! ! n/a!

Overall" 538"(3211)" 47%" 253" " Overall"549"(3211)" 44%" 240"

NWEA"%"Meeting"RIT"Growth"Goals"–"Reading" "

NWEA"%"Meeting"RIT"Growth"Goals"–"Math"

!

#!of!Students!Tested,!Fall!2018!&!Fall!2019!

%!Meeting!Target!RIT!

#!meeting!Target!RIT!

!!!! !!

#!of!Students!Tested,!Fall!

2018!&!Fall!2019!

%!Meeting!Target!RIT!

#!meeting!Target!RIT!

Grade!3! n/a! n/a! n/a! ! Grade!3! n/a! n/a! n/a!

! 20

Grade!4! 48! 63! 30! ! Grade!4! 48! 79%! 38!

Grade!5! 48! 75! 36! ! Grade!5! 47! 64%! 30!

Grade!6! 44! 75! 33! ! Grade!6! 46! 64%! 30!

Grade!7! 48! 48! 23! ! Grade!7! 48! 42%! 20!

Grade!8! 67! 60! 40! ! Grade!8! 66! 58%! 38!

Grade!9! 55! 40! 22! ! Grade!9! 55! 42%! 23!

Grade!

10! 51! 57! 29! ! Grade!10! 51! 63%! 32!

Grade!

11! 60! 55! 33! ! Grade!11! 61! 75%! 46!

Grade!

12! 51! n/a! n/a! ! Grade!12! 51! n/a! n/a!

Overall" 421"(4211)" 58%" 246" ! Overall" 422" 61%" 257"

Assessment Information and Calendar

•! Information about District and State Assessments at Community

of Peace Academy can be found on the school website here:

https://www.cpapk12.org/district-and-state-assessments/.

•! The detailed Fall 2018 Assessment Calendar can be viewed here:

https://docs.google.com/document/d/1clDNoiIo_XF7i2aWGYSig6Bt

tiv2H1S_OGQRowAHJVE/edit

•! The detailed Spring 2018 Assessment Calendar can be viewed here:

https://docs.google.com/document/d/12KvoDggv823IdG1leyaSWZx

co_hZ5W6nU-FYtEi_rxM/edit

•! State and District assessment is also updated on the CPA calendar

on the school website, which can be viewed here:

https://www.cpapk12.org/students-and-families/calendar/

Graduation Rates

The 4-year Graduation Rate at Community of Peace Academy High

School has been consistently stronger than for St. Paul Public School

District and than statewide averages, for All Students and for each

distinct student group. The most recent graduation rate data available is

2018.

2018 4-Year Graduation Rate

Year CPA SPPS State

2013 87% 73% 80%

2014 84% 76% 81%

2015 86% 75% 82%

2016 85% 77% 82%

2017 91% 77% 83%

2018 86% 75% 83%

! 21

2018 4-Year Graduation Rate by Student Group

Student

Group

CPA SPPS State

Asian 90% 78% 87%

Hispanic 100% 68% 67%

Black 73% 68% 67%

White n/a 84% 88%

FRP 89% 72% 70%

EL 90% 73% 66%

SpEd 87% 49% 62%

College Readiness

44 of 53 graduating students (83%) were accepted into a 2-year or a 4-

year college or university.

World’s Best Workforce Goals and Outcomes

World’s Best Workforce Goals were derived from STEP Literary

Assessment Goals, the Title I Schoolwide Plan, and the Authorizer

Accountability Plan.

All Students Ready for Kindergarten

•! Goal: All PreK students will achieve the end of year STEP literacy

level Pre-Read.

o! Outcome: Spring 2019, 94% of students met this goal.

All Students in Third Grade Achieving Grade Level Literacy

•! Goal: All 3rd Grade students will achieve STEP literacy level 12 by

end of year.

o! Outcome: In Spring 2019, 11.5% of 3rd grade students

achieved STEP 12.

•! Goal: 50% or more of 3rd Grade students will perform at or above

the national median on the NWEA MAP Reading assessments.

o! Progress on this goal will be reported upon completion of MAP

testing in October 2019. In fall of 2018, 38% of 3rd grade

students were at or above the national median.

•! Goal: The percentage of 3rd Grade students meeting or exceeding

Minnesota Reading performance standards will increase to 35.0%,

as measured by the Reading MCA.

o! Outcome: In Spring 2019, 25% of 3rd grade students were

proficient, up from 22% the prior year.

! 22

Closing Achievement Gaps

•! Goal: Low growth will be less than 20 percent AND high growth will

be more than 35 percent, based on Minnesota Math and Reading

performance assessments.

o! Outcome: In Math, low growth was 26% and high growth was

30%. In Reading, low growth was 21% and high growth was

31%.

All Students Career and College Ready by Graduation

•! Goal: 100% of Seniors will be accepted to a two-year or a four-

year college.

o! Outcome: 83% of 2019 graduates were accepted to college..

All Students Graduate

•! Goal: 100% of Seniors will graduate each school year.

o! Outcome: 89% of CPA Seniors (56 of 63 students) graduated

in June 2018.

•! Goal: CPA’s 4-year Graduation Rate will increase to 95%.

o! Outcome: CPA’s 2018 4-year Graduation Rate was 86%.

5Essentials

Community of Peace Academy uses the 5Essentials, an assessment tool

developed at the University of Chicago’s Urban Education Institute, to

drive school improvement around five areas: Effective Leaders,

Collaborative Teachers, Involved Families, Supportive Environments, and

Ambitious Instruction. Research shows that strong performance across

these five essential areas of school operations is highly correlated with

school success and high levels of academic achievement.

CPA Elementary

In 2018-2019, CPA Elementary was Organized for school improvement,

with 19 of 37 measures rated strong or very strong.

CPA Secondary

In 2018-2019, CPA Secondary was Organized for school improvement,

with 11 of 38 core indicators rated strong or very strong.

! 24

Lessons, Art Club, Peer Mediation, and Homework Club. College Readiness

support is offered to high school students through College Possible and

St. Olaf TRiO Educational Talent Search.

Parent Involvement and Parent Satisfaction. Community of Peace

Academy has a strong commitment to family involvement and

engagement. Several services and programs are available to ensure

families are active participants in their children’s education.

Home-School Cultural Liaison Staff

Community of Peace Academy employs Hmong, Latino and African

American Cultural Liaisons. Cultural Liaisons serve on the school’s Parent

Involvement Committee, conduct outreach, assist with translating and

interpreting as needed, and bring a cultural perspective and presence to

meetings and gatherings upon request of home or school in order to

improve understanding and strengthen relationships between cultures

and between home and school. In advance of the 2019-2020 school year,

school year, the Cultural Liaison positions were reviewed and revised, and

the titles changed to Family Engagement Specialists. Accordingly, the

Parent Involvement Committee was revised and renamed the Family

Engagement Committee.

Home Visits

Community of Peace Academy has conducted Home Visits since its start

in 1995. At Home Visits, parents and students have the opportunity to

meet the teacher in the home environment, sign the Home/School

Compact and the Family Commitment Pledge, and receive a copy of the

Family Handbook. Together the parent, student and teacher discuss

Hopes and Dreams for the student.

Parent/Teacher Conferences

Conferences are held each fall and spring. Academic and social/emotional

progress is shared and discussed and progress toward the Hopes and

Dreams identified at the home visit is review. Interpreters are present to

provide native language support for families and transportation is

provided for those who require it. Child care is also provided at

elementary conferences. Parent participation at conferences is

consistently very strong.

Home-School Communication

Parent Talk, a monthly newsletter, is published electronically in English,

Hmong and Spanish. A school website provides information on school

activities and resources, and school news is shared via a School

! 25

Messenger email and text message system, the school’s Facebook page

and Twitter account.

Family Nights and Programs

Programs and family events are planned throughout the school year.

Special programs include a Fall Dedication Day Program, a Spring Annual

Meeting and Program, with performances by the music classes and the

Academy Choir. Parent Nights are hosted quarterly in order to afford

elementary parents the opportunity to learn more about the school’s

math and literacy curriculum and assessments, and to how they can

support their children’s academic achievement at home. In addition, a

College Knowledge/Active Citizenship night is held for high school

students and their parents. The Title I and World’s Best Workforce Annual

Meetings are held in conjunction with one of the family nights.

Parent Satisfaction Survey

Community of Peace Academy administers a parent satisfaction survey

each spring in order to determine the level of satisfaction of parents and

families regarding various aspects of the school. The results of the 2018-

2019 survey remain strong overall, with an overall average score of 3.31

out of 4 points, and only one individual weighted factor below a 2.0 –

satisfaction with after school programs. The highest rated factors were

“Overall, I respect the teachers at my child’s school” rated at a 3.55, and “I

feel welcome at my child’s school” and “I feel comfortable talking to my

child’s teachers” each rated at 3.53.

A number of steps are taken to encourage families to complete the

survey, including a communication campaign, native language survey

translation, and a uniform voucher for families who complete the survey.

In Spring 2019 104 out of 430 CPA families completed the parent survey,

which is lower than desired. Historically, 100-200 families have

completed the parent satisfaction survey.

Community of Peace Academy

Parent Satisfaction Survey – Spring 2018

Valid

(n)

Strongly

Agree

(4)

Agree

(3)

Disagree

(2)

Strongly

Disagree

(1)

Weighted

Average

The school

environment is clean

and in good condition. 100 40% 60% 0% 0% 3.40

! 26

I feel welcome at my

child’s school. 101 55% 43% 2% 0% 3.53

My child feels safe at

school. 101 37% 61% 3% 0% 3.34

My child is safe going

to and from school. 101 35% 63% 2% 0% 3.33

The rules for student

conduct are

consistently enforced

at my child’s school. 100 31% 60% 4% 5% 3.17

Adults who work in my

child’s school treat

students with respect. 100 37% 58% 4% 1% 3.31

Overall, I respect the

teachers at my child’s

school. 101 56% 43% 1% 0% 3.55

I am satisfied with the

Academic Programs

(math, reading, social

studies, science, etc.). 98 29% 65% 5% 1% 3.21


After School

opportunities. 97 13% 64% 22% 1% 2.90


Elective Classes (art,

physical education,

music, world language). 97 24% 68% 8% 0% 3.15

Teachers at my child’s

school set high

standards for

students. 97 25% 43% 11% 0% 3.13

The academic needs

of students are met at

my child’s school. 98 25% 69% 6% 1% 3.18

My child’s academic

performance has

improved because of 96 32% 61% 6% 1% 3.26

! 27

the staff at this

school.

Teachers assign high-

quality homework that

helps my child learn. 98 24% 61% 13% 1% 3.09

The teachers in this

school build strong

relationships with my

child. 95 46% 51% 3% 0% 3.43

My child’s school

welcomes family

members to take part

in school activities. 96 41% 57% 2% 1.5% 3.39

I feel comfortable

talking with my child’s

teachers. 96 55% 43% 2% 0% 3.53

I am well-informed

about how my child is

doing in school. 95 39% 53% 8% 1.5% 3.31

I know what my child’s

teacher expects of my

child. 96 40% 55% 4% 1% 3.33

Communication with

families occurs in an

open and respectful

manner. 96 46% 53% 1% 0% 3.45


School Leaders at my

child’s school. 95 35% 63% 2% 0% 3.33

I am proud that my

child attends this

school. 95 52% 45% 2% 1% 3.47

Overall, I am satisfied

with my child’s school. 95 47% 49% 2% 1% 3.43


! 28

Curriculum

Social/Emotional and Peace and Ethics Curriculum

Character education, a central component to the mission and vision of

Community of Peace Academy, is explicitly taught and modeled.

Responsive Classroom is implemented across the PreK-6, while

Developmental Designs is practiced in grades 7-12. Each program

promotes social and emotional growth within a strong and safe classroom

and school community. Core components of Responsive Classroom and

Developmental Designs include Morning Meeting/Circle of Power and

Respect, the establishment of Classroom Rules and Social Contracts,

Positive Teacher Language, Logical Consequences, and Collaborative

Problem-Solving. All new teachers to Community of Peace Academy are

required to complete a week-long, intensive Responsive Classroom or

Developmental Designs training to ensure consistent school-wide

implementation of these practices. Returning teachers are encouraged to

take advanced Responsive Classroom and Developmental Designs

training at the school’s expense.

Intentional, explicit teaching of peace and ethics is another core

component of Community of Peace Academy’s character education

program. The PeaceBuilders approach, a violence prevention program

consisting of common language and six principles – Praise People, Give

Up Put-Downs, Seek Wise People, Notice and Speak Up about Hurts I

Have Caused, Right Wrongs, Help Others - is taught, modeled and

practiced school-wide. Community of Peace Academy is a national model

PeaceBuilders site and is featured on the PeaceBuilders, Inc. website. In

grades 9-12, students begin the school day in a credit-bearing

Ethics/Advisory course in which the themes of peace and ethics are

explored through an academic context, according to the following scope

and sequence: 9th Grade – Personal Ethics, 10th Grade – World Religions,

11th Grade – World Peacemakers, 12th Grade - Citizenship.

Academic Curriculum, Preschool 4 Peace

Preschool 4 Peace is a school readiness program designed for students

the year before they enter Kindergarten. Preschool 4 Peace is Year 1 of a

seamless PreK through 6th Grade educational system in which academic

standards and assessments are aligned, the social curriculum is

consistent, and teachers share a common professional development plan.

! 29

Literacy

Community of Peace Academy implements the STEP literacy assessment

system for students in grades PreK to 4. This program is discussed in

greater detail in the CPA Elementary Curriculum section.

Mathematics

Mathematics instruction emphasizes the development of early numeracy

skills in five key areas: patterns, shape and spatial understanding,

measurement, numbers and operations, and charts and graphs. Attention

has been given to the alignment of PreK instruction and assessment to

Community of Peace Academy’s K-3 math standards and assessments,

and Professional development and support is provided to teachers in

creating math-rich classrooms. To ensure that math instruction continues

in the home, take-home math kits and family fun events are provided to

PreK parents.

Language, English Acquisition, the Arts, Social/Emotional, and Physical

Teaching Strategies Gold is used fall and spring to monitor performance

and student progress in the areas of language, the arts, social/emotional

skills, and physical skills. If students are also learning English, the English

Acquisition domain is also used. Data generated by this comprehensive

system of assessment is used to inform whole group and small group

instruction, to measure performance and growth of each student as it

relates to kindergarten readiness, and also to provide information on

broad preschool program evaluation and planning.

Intentional Instructional Practice

The Creative Curriculum for Preschool serves as the foundation for

curriculum and instruction on Preschool 4 Peace. The Creative Curriculum

for Preschool is fully aligned with the Head Start Child Development and

Early Learning Framework and the Minnesota Early Childhood Indicators

of Progress. The program addresses 10 areas of development:

social/emotional, physical, language, cognitive, literacy, mathematics,

science and technology, social studies, the arts, and English Language

Acquisition, and is structured so as to provide daily, built-in opportunities

for observation and progress monitoring.

Academic Curriculum, CPA Elementary

Literacy

Community of Peace Academy implements the STEP literacy assessment

system for all students in grades PreK to 3, and STEP Intermediate for

students in grades 4-6. Developed at the University of Chicago’s Urban

Education Institute and made available to Community of Peace Academy

! 30

via a McKnight Foundation Education and Learning grant for Early

Literacy, STEP is a research-based developmental literacy assessment. It

includes a set of tools, tightly aligned with scientifically established

milestones in reading development, to follow student progress across

twelve STEP levels over the course of their PreK-3 educational path, and

twelve more STEPS through grade 6. The STEP assessment was

administered three times over the course of the 2018-2019 school year,

with intensive professional development provided to teachers in the area

of data analysis, instructional planning and instructional delivery.

Being a Writer is the writing curriculum used across grades K-6. Being a

Writer uses high-quality trade books for genre immersion and author

studies, and mini-lessons reinforce writing skills and conventions. Writing

is taught through the genres of Personal Narrative, Fiction, Expository

Nonfiction, Functional Nonfiction, Poetry, and Persuasive Nonfiction.

Writing skills and conventions are embedded into each unit and taught

through the proofreading and revision process.

Math

A Math Coach supports Elementary teachers in the development of

standards-aligned units of instruction. A Guided Math model is

implemented in elementary grades to allow for differentiated instruction

and independent practice. As discussed in the academic achievement

section above, in order monitor individual student mastery of grade level

academic standards in math, quarterly standards-aligned benchmark

assessments are administered, and achievement results guide

personalized instructional practice.

Science

The Foss Science kits provide the basis of an inquiry-based, hands-on

science approach in grades K-6, with additional resources used to

supplement the curriculum where needed. In order to improve science

outcomes, a dedicated Science Specialist provides science instruction to

students across grades K-6.

Social Studies

History Alive from the Teachers’ Curriculum Institute provides the

foundation for social studies instruction across grades K-6. Alignment of

the curriculum to the new Minnesota Academic Standards in Social

Studies was revisited during the 2013-2014 school year. It was

determined at that time that the current instructional resources remain

appropriate, and minor adjustments were made to reflect changes to

those standards.

! 31

Academic Curriculum, CPA Middle School

Literacy

Elements of Literature provides the foundation of literacy instruction in

grades 6-8. This curriculum follows a workshop model and is a logical

bridge between the Guided Reading model used in the elementary to

secondary level language arts instruction.

Math

Pre-algebra is taught in grade 7 and Algebra is taught in grade 8, in

accordance with the 2010 academic standards in mathematics. A variety

of instructional resources are used to support a standards-aligned scope

and sequence. There are 3 sections of math in grades 7-8, and students

are grouped by ability with one honors section, and two evenly balanced

groups of students.

Science

Life Science and Earth Science are taught in grades 7 and 8. A variety of

instructional resources are used to support a standards-aligned scope

and sequence. Science is offered as a semester-long block class for both

7th and 8th grade. Students participate in science elective classes during

the semester in which they are not enrolled in core science.

Social Studies

Geography is taught in Grade 7 and U.S. History is taught in Grade 8,

using History Alive curricular materials, in alignment with the Elementary

School curriculum.

Academic Curriculum CPA High School

The academic curriculum in grades 9-12 is designed to allow students to

meet Minnesota and Community of Peace Academy graduation

requirements, to afford students opportunity to explore a variety of

subject matters through elective courses, and to prepare students for

post-secondary success through academically rigorous college

preparatory coursework, including a variety number of dual enrollment

options.

Community of Peace Academy is organized in a semester system.

Students are awarded a half year credit after each semester for Math and

English. Science and Social Studies classes are delivered through block

schedule format with students earning a full year credit after one

semester. Ethics is awarded a quarter credit after each semester.

! 32

Courses Offered

COLLEGE IN THE SCHOOLS

CIS Writing Studio

CIS College Algebra through Modeling

CIS Statistics

ENGLISH (4 credits)

Mixed Genres

World Literature

American Literature

Public Speaking

Contemporary Themes: Lit & Composition

SOCIAL STUDIES (4 credits)

United States History

World History

Civics

Economics

MATHEMATICS (4 credits)

Intermediate Algebra

Honors Intermediate Algebra

Geometry

Honors Geometry

Algebra II

Honors Algebra II

CIS College Algebra through Modeling

Calculus

SCIENCE (4 credits)

Physical Science

Biology

Chemistry

Environmental Science

Advanced Biology

PHYSICAL EDUCATION (1 credit)

Physical Education I

Lifetime Fitness

Advanced Physical Education

ARTS (1 credit)

Music Theory

! 33

Academy Choir

Musicals

Piano

Sculpture

Drawing and Painting

Art and Design

ELECTIVES (5 credits)

Health

Fitness and Conditioning

World Languages

CIS Writing Studio

Dramatic Communication

Film Studies

Mass Media

Drama

CIS Algebra through Modeling

Science Workshop

Biology Topics

Multicultural Perspectives in

Sociology

History Through Media

Historical Novels

Post-Secondary Exploration

ACT College Prep

Teacher Assistant

Study Skills

Computer Programing

Introduction to Engineering

Poetry

Creative Writing

Physics

ETHICS (2 credits)

Personal Ethics

World Religions

World Peacemakers

Citizenship

Graduation Requirements

English 4 Credits

Social Studies 4 Credits

Mathematics 3 Credits

Science 3 Credits

Ethics 2 Credits

PE 1 Credit

Art 1 Credit

Health .5 Credit

Science Elective 1 Credit

Math Elective 1 Credit

General Electives 4.5 Credits

World Language (CPA recommends completion of 2 credits)

TOTAL 25 Credits

! 34

Special Education

A full range of education alternatives with varying degrees of mainstream,

co-taught or small group instruction are offered.

English Learner Programming

Both small group and mainstream classroom English Learner instruction is

provided for eligible students.

Curriculum Review Cycle

Community of Peace Academy implemented a traditional 4-year

Curriculum Review Cycle of Research, Review Recommend; Implement;

Monitor and Adjust I; and Monitor and Adjust II through the 2015-2016

school year.

During the 2016-2017 school year the Schoolwide Program Oversight

Committee identified several challenges to this model. Those included

inconsistent alignment of the curriculum review cycle to the academic

standards review cycle established in Minnesota Statutes, section

120B.021, Subdivision 4; and a lack of flexibility to made necessary

adjustments or take advantage of new curricular resources outside of the

established cycle.

As a result, the Schoolwide Oversight Committee established a school-

specific process of ongoing review and adjustment of curriculum,

instruction and assessment lead by each school’s Principal, Instructional

Coaches and Teacher leadership team. Annually, each school team uses

student achievement data to assess the effectiveness of both instruction

and curriculum across content areas. Where student growth and/or

academic achievement is a concern, a root cause analysis is conducted

which includes evaluation of curricular resources, as well as alignment of

curricular materials to the standards. If it determined that additional or

new curricular resources are needed, the Principal works with the

Executive Director to budget for the acquisition of those, and to plan for

the effective implementation of the new curricular resources. In cases

where curricular resources are deemed appropriate, Instructional Coaches

are responsible for working with teachers on an annual basis to evaluate

the age and condition of textbooks and other materials, and make

recommendations for the replacement of those as appropriate.

Scheduling.

The school schedule is established to maximize student learning.

Philosophically, our commitment to educating the whole child – mind,

body and will – impacts our schedule choices. Language Arts and

! 35

Mathematics receive emphasized attention in the schedule because we believe that they are cornerstone skills. However, time is allocated for all four academic content areas, the arts, physical activity and health education, as well as for character education. At the elementary, a master schedule ensures that all students receive dedicated Morning Meeting time; 90 minutes of literacy, 90 minutes of mathematics, 30 minutes of social studies, specialist, lunch and recess daily. Science and Technology are provided once per week for 70 minutes each, and during that time the grade level team of teachers meet with the Literacy and the Math Coach, respectively, during teacher common planning time. In CPA Middle School and High School, a hybrid schedule ensures extended time for language arts and math classes all year long, while science and social studies classes are semester-long block classes. Elective periods that afford choice for both remediation and enrichment across academic subjects and the arts. Professional Development. School-wide professional development took place during one week in August prior to the start of the 2018-2019 school year, on two professional development days scheduled over the course of the school year, and during weekly Professional Learning Community meetings throughout the school year. In additional to school-wide professional development, each certified staff member is allocated $500 and each paraprofessional is allocated $250 to spend on professional development of his or her choice. The workshop or training must directly support his or her teaching assignment or a school-wide initiative. Professional Development provided during August workshops included math and literacy training and Playworks training for Elementary teachers and Culture of Learning and Culture of Thinking Training for 7-12 Teachers. Behavior Support training was provided for Behavior Support Staff, Special Education training for Special Education Paraprofessionals and Teachers. Orientation, General Business Training and Data Retreats were provided for all staff. Non-violent Crisis Prevention and Intervention training was provided to all new staff, and designated returning staff according to the established training schedule. Professional Development provided on the October Staff Day included training on special education accommodations and modifications for all staff. Elementary teachers received literacy training, while 7-12 teachers

! 36

were trained in data analysis and goal setting, and special education

teachers received due process training. On the November Staff Day,

Elementary staff participated in literacy training. 7-12 Teachers received

training on student engagement, with an emphasis on teacher language,

teacher mindset and empowering language. Special Education teachers

received training on visual strategies and Co-Writer. AED training was

also available or all interested staff.

Community of Peace Academy teachers met weekly in Elementary and 7-

12 Professional Learning Communities over the course of the 2018-2019

school year. One week of every month, Special Education Teachers met in

a Department-specific PLC. Elementary PLCs focused on literacy and

math instruction, while Secondary PLCs focused on Learning Targets and

Exit Tickets. Special Education-specific PLCs focused on due process

compliance and best instructional practices.

Teacher-Evaluation. The Community of Peace Academy Performance

Evaluation System for Certified Instructional Staff was first implemented

in 2014-2015 in accordance with the requirements of Minnesota Statutes,

sections 122A.40 and 122A.41, and has been updated annually since then.

The performance evaluation system was designed to meet Minnesota

statutory requirements for teacher evaluation. The system is comprised

of three components:

1.! Teacher Practice: 45%

2.! Student Achievement Growth: 35%

3.! Student Engagement: 20%

Results in each of the three areas are determined by rubric.

Component 1: Teacher Practice

The Teacher Practice component of the Performance Evaluation System

consists of at least non-evaluative observations by an instructional

coach, as well as observations of instruction conducted by an

administrator. Track I teachers will be formally observed by an

administrator at least two times per year, while Track II Teachers will be

formally observed by an administrator at least one time per three-year

cycle, in addition to receiving regular Coach observations. Observations

are unscheduled and informal, guided by an observation rubric.

Component 2: Student Achievement Growth

Minnesota statute establishes that each district’s teacher evaluation

system, “Must use an agreed-upon teacher value-added model where

! 37

value-added data are available and use state or local student growth

measures where value-added data are unavailable as a basis for 35% of

teacher evaluation results;”

Community of Peace Academy has developed a system of assessing

teacher performance based on student growth on STEP, NWEA MAP, and

Minnesota State Assessments. Teachers whose subject matter is not

measured through a formal assessment develop their own summative

content-based assessments.

Component 3: Student Engagement

The YouthTruth Minnesota Student Engagement Survey is used to

measure student engagement and connection for the purpose of teacher

evaluation. The survey is administered online in October of each school

year for every Grade 3-12 Classroom teacher and every Specialist

teacher. The survey is not administered for Special Education or ESL

teachers, given that it is designed for a traditional classroom setting, nor

for PreK-2 Classroom teachers, given that the survey is not appropriate

for students in those grades. A developmentally appropriate paper-pencil

student engagement survey was developed for those students, using the

question bank from the Youth Truth Survey.

Innovative Practices, Initiatives and Future Plans.

Community of Peace Academy engages in long-standing and newer

innovative practices which distinguish it within the charter school

community.

Character Education

Community of Peace Academy continues to be a state and national

leader in character education. Responsive Classroom is implemented

across CPA Elementary School, while Developmental Designs is used in all

7th through 12th grade classrooms. CPA is also a National Model

PeaceBuilders, Inc. site. Service learning is emphasized and incorporated

across all grades, through in-school activities such as oversight of

recycling and cafeteria cleaning, to out-of-school opportunities through

organizations such as Feed My Starving Children and Habitat for

Humanity. Older students interact with and serve as role models for

younger students through a structured school-wide Community Partners

program. Academic learning is enhanced by retreats specifically designed

to strengthen relationships, build community, develop character and

foster perseverance. Community of Peace Academy is among a select

group of schools selected by the Character Education Partnership as a

three-time National School of Character in 2003, 2014 and 2019. The

! 38

school receives frequent requests to visit and observe the character education program from local, national and international educators and other individuals. Early Childhood Education

Community of Peace Academy is committed to high quality early childhood education. Since 2007, the school has hosted an all-day, every-day Pre-Kindergarten program called Preschool 4 Peace, which boasts a four-star Parent Aware rating. Preschool 4 Peace was among the first cohort of Minnesota Early Childhood Programs to be awarded Voluntary PreK Funding in 2016, and has remained eligible for VPK funding since. Community of Peace Academy has also offered full-day day kindergarten program for over 15 years. College Readiness

Community of Peace Academy continues to be a local and state leader in college readiness through dual-enrollment opportunities including Post-Secondary Enrollment Options (PSEO) and the College in the Schools (CIS) program through the University of Minnesota. In 2018-2019 CPA High School offered four CIS classes:

•! CIS Writing Studio (Grades 10-12) •! CIS Statistics (Grades 10-12) •! CIS College Algebra (Grades 11-12)

At the time this Annual Report was published, 2018-2019 College in the Schools data had not been received from the University of Minnesota. 2017-2018 College readiness highlights include:

•! 35 students took 39 College In the Schools classes. •! 95% of registrations resulted in a grade of C or better. •! 128 University of Minnesota Credits earned by CPA students

through CIS. •! Through CIS, CPA students and families saved $63,015.68 dollars in

college tuition.

Strategic Plan

Community of Peace Academy engages in mission-driven long-range planning for continuous improvement and maintenance of the school’s competitive edge. In spring 2018, the Board of Directors conducted a strategic planning session which resulted in updated Vision and Mission statements, the new Core Values of Academic Excellence, Relationships and Peace, and an updated strategic plan with goals and strategies that fall under each of those three areas.

! 39

The Executive Director updates the Board of Directors regularly on

progress towards the goals of the long-range plan.

Appendix B: Strategic Plan

Governance and Operational Elements

Community of Peace Academy District Overview. Community of Peace

Academy Charter School is a district comprised of three schools, CPA

Elementary, CPA Middle School and CPA High School. Preschool 4 Peace,

a Pre-Kindergarten academic readiness program, is also located within

the Community of Peace Academy school building. Preschool 4 Peace is a

4-Star Parent Aware rated and Voluntary PreK Funded program.

Administrator and Teacher Licensure. The Administrator and Teacher

license Assignment and Retention table identifies the assignment,

Minnesota Department of Education licensure file folder number, retention

and attrition information for 2018-2019 Community of Peace Academy

certified staff.

Appendix C: Administrator and Teacher License, Assignment and

Retention table

School Management and Administration. In school year 2018-2019

Executive Director Cara Quinn exercised broad oversight of all aspects of

school operations. The Executive Director is hired and supervised by the

Board of Directors. Elementary Principal Bao Vang, and 7-12 Principal Tim

McGowan were the instructional leaders and managers of their respective

grade levels. In 2018-2019, Elementary Literacy Coach Shannon Karkula

and Elementary Math Coach Nico Zbacnik provided instructional

leadership to the Elementary School under Ms. Vang’s leadership, while

Kenan Moore, Dean of Students for CPA Elementary, supported behavior,

discipline and safety. In Grades 7-12, Instructional Coach Ann Ericson,

Curriculum Coordinator Molly Huml and Data Coach Tom Ciaccio

provided instructional leadership under Mr. McGowan’s direction, while

Dean of Students Chris McElroy supported behavior, discipline and safety.

The organizational chart below illustrates the 2018-2019 Community of

Peace Academy management structure.

! 41

As part of CPA’ Strategic Plan, the Board of Directors and the school

leadership team have continued to make progress on a plan to expand the

school facility to accommodate an increase two to three sections of

students in CPA Elementary, so as to match the 7-12 structure and

increase the percent CPA Middle and High School seats that are filled by

students who attended CPA Elementary.

In spring 2019, the Board of Directors engaged in leadership succession

planning after Executive Director Cara Quinn informed the board of her

intent to step away from her position by June 30, 2020. After conducting

an executive search facilitated by human resources consultant Justin

Terch of Terch & Associates, the Board of Directors hired Mr. David Núñez

as CPA’s incoming Executive Director, effective August 1, 2019. As part of

the board’s leadership transition plan, the board asked Ms. Quinn to

remain on in part-time capacity as a leadership consultant during the

2019-2020 school year.

Student Enrollment and Attrition Trends. Community of Peace Academy

serves students in PreKindergarten through twelfth grade. PreK enrollment

was formally included in enrollment reports beginning in 2016-2017,

because as a result of Voluntary PreK funding those students generated

revenue and were reported to MDE via the Minnesota Automated

Reporting Student System (MARSS). Overall, enrollment continues to

trend upward.

School Enrollment Trends Template

School

Year

PK K 1 2 3 4 5 6 7 8 9 10 11 12 Total

2018-

2019

36 50 49 49 53 51 51 51 75 74 66 61 74 63 803

2017-

2018

36 48 50 50 52 52 50 51 74 73 66 68 61 57 788

2016-

2017

38 48 50 51 51 50 50 52 63 71 73 67 59 60 783

2015-

2016

50 50 51 50 50 51 49 72 72 71 71 67 66 770

2014-

2015

48 50 51 50 51 50 52 75 73 73 74 71 56 774

2013-

2014

54 54 50 51 50 50 50 68 71 70 75 61 58 762

2012-

2013

54 54 53 51 51 50 54 73 72 75 69 60 67 783

! 42

2011-

2012

52 51 49 52 48 50 52 62 72 67 61 62 49 727

Data is based on October 1st Average Daily Membership (ADM) as

reported to the Minnesota Department of Education.

Student attrition at Community of Peace Academy is relatively low, with

higher mobility in the secondary program than in elementary grades.

Community of Peace Academy 2018–2019 Student Attrition

Grade

Enrolled

Oct 1

Enrolled

After

Oct 1

Left After

Oct 1

Enrolled

End of

School

Year

Enrolled

the Full

School

Year

PreK 36 2 2 35 33

K 49 1 0 50 50

1 49 1 3 47 47

2 48 1 1 48 48

3 53 0 1 52 52

4 51 0 1 50 50

5 51 1 1 51 51

6 51 0 0 51 51

7 74 2 2 74 72

8 75 4 5 73 69

9 66 6 8 63 62

10 60 7 7 58 54

11 74 2 5 72 69

12 63 1 3 61 60

Total 800 28 39 785 768

Student diversity has increased over time. As the demographic table below

illustrates, the proportion of Asian students has decreased from 63% in

the Fall 2007-2008 to 43% in the 2018-2019. The proportion of Black and

Hispanic students has increased since that same time, and has stabilized

at 20-25% over the past five years. The percent of English Learners has

dropped significantly, from 46% in 2007-2008 to right around 25% the

last several years.

The table below illustrates demographic trends in Community of Peace

Academy’s student population over time.

! 43

Community of Peace Academy

Historical Student Population Demographics

Fall

2008

Fall

2009

Fall

2010

Fall

2011

Fall

2012

Fall

2013

Fall

2014

Fall

2015

Fall

2016

Fall

2017

Fall

2018

Total

Enrollment 662 710 689 727 779 762 766 767 782 791 800

Asian 63% 57% 52% 49% 46% 46% 46% 45% 45% 42% 43%

Black 14% 16% 17% 20% 23% 22% 24% 22% 21% 24% 22%

Hispanic 13% 15% 17% 19% 20% 22% 20% 24% 23% 25% 25%

White 12% 12% 12% 10% 11% 9% 9% 8% 8% 8% 7%

Am. Indian <1% <1% <1% <1% <1% <1% 1% <1% <1% <1% <1%

Two + races 3% 1% 1%

FRP 82% 77% 81% 84% 83% 86% 86% 84% 87% 87% 86%

LEP 46% 46% 46% 39% 38% 30% 27% 31% 23% 25% 27%

SpEd 13% 14% 14% 14% 15% 14% 15% 14% 14% 14% 14%

Application and Enrollment Policies. Application forms for Community of

Peace Academy are posted on the school’s website, available in the

school office, and are mailed or emailed to parents upon request.

Community of Peace Academy conducted a general lottery on the first

business day of March 2019 for grade levels where the number of

enrollment applications received exceeded the number of openings for

Fall 2019. A completed enrollment application was required by the last

Monday of February to be included in the March lottery for 2019-2020

school year enrollment. Preference for enrollment is given to a sibling of

an enrolled student and to a foster child of that student’s parents.

Secondary preference is also given to the children of staff.

Appendix D1 and D2: Enrollment Policy and Forms

Community connections and partnerships. Community of Peace

Academy employs a Community Engagement Specialist to foster

relations and mutually beneficial partnerships with community

businesses, organizations and private citizens.

Community of Peace Academy is a member of the East Side Area

Business Association, and an active member of the East Side Saint Paul

neighborhood. The school boasts partnerships with several local colleges

and universities, hosting pre-service teaching candidates for site visits,

field experience opportunities and student teaching internships. In

addition, the High School Peer Mediator program collaborates with the

Hamline Law School for student training services. The school hosts a

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College Possible and TRiO Educational Talent Search programs on site.

The East Side Learning Center operates a high-quality Kindergarten

tutoring service on site. In addition, members of House of Hope and

Dayton Avenue Presbyterian Churches provide school supplies for

students. House of Hope also sponsors 10 Community of Peace Academy

families each year, providing gifts to them during the holiday season,

while Catholic Charities provides holiday gifts for over 20 families each

year.

Board of Directors. The Board of Directors is the policy-making and long-

range planning body of the school. The Board also provides financial

oversight and supervises the work of the Executive Director. The Board

bylaws specify a configuration changed from six teachers, five parent

members and two community members, to a non-majority board

comprised of three teachers, three parents and three community

members. All terms are three years. The Board meets monthly and

committee work is also required of Directors. The Executive Director is

hired and supervised by the Board, and is a permanent non-voting

member.

Board Election Process. Board Elections are run according to the Bylaws

of Community of Peace Academy and in compliance with laws governing

non-profit charter school boards in the State of Minnesota. A Board

Nominating Committee actively advertises upcoming Board openings and

recruits candidates for those openings. Nominees are asked to submit

their names and a statement of intent to the nominating committee by

April 1st. The Nominating Committee identifies a final slate of Nominees to

be brought to the Board for approval. Before the board approves the slate

of nominees, a background check is conducted, and a written report,

including each candidate’s letter of intent, is given to the Board, along

with the committee’s rationale for recommending this slate of nominees.

Following Board Approval, nominations are accepted by vote of the

membership at the Annual Meeting each May.

Board Member Orientation and Training Plan. Board orientation is

provided to new Board Members by the Board Chair and Executive

Director prior to the first Board meeting in August. All new Board Members

are required to initiate board training in the areas of School Finance,

Governance and Employment within the first 6 months of being seated,

and to complete training within one year of being seated. In 2018-2019,

new Board Members Orobosa Ero and Kevin Keto completed new board

member training on November 3rd, 2018 provided by Finance Manager

Brenda Kes of BerganKDV, and School Attorney James Martin of Booth

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Law Group. Ongoing board training focused on developing board members skills in the areas of leadership succession planning, school finance and special education, consistent with the Board’s self-evaluation and goals for improvement. Board members read and discussed the chapter on Leadership Succession Planning in the Charter School Governing Board Primer – School Leadership, published by the National Center at Safal Partners at the November 19, 2018 board meeting. Training was provided by Dennis Hoogeveen of CliftonLarsonAllen LLP who presented on the 2018 Audit Report at the December 10, 2018 board meeting, and Finance Manager Brenda Kes of Beltz, Kes, Darling and Associates, who attended the June 10, 2019 board meeting to provide training on the Long-Range Budget Plan. Special Education Director Emily Cooley of Creatively Focused presented on Special Education: Current Issues and Programming Overview at the May 13, 2019 board meeting. Appendix E: Board Member Information

Financial Elements

Current Financial Position. Community of Peace Academy has consistently maintained a strong financial standing through conservative long-range budgeting and adept financial management. The school has maintained a balanced budget with revenue exceeding expenditures:

•! $503,499 surplus in June 2014 •! $527,619 surplus in June 2015 •! $379,057 surplus in June 2016 •! $919,240 surplus in June 2017 •! $601,464 surplus in June 2018 •! $619,120 surplus in June 2019 (unaudited)

Community of Peace Academy Board Policy 7.13 Fund Balance states that CPA will strive to achieve and maintain a 20-30% fund balance as percentage of yearly general fund expenditures, and at least 60 days unrestricted cash on hand. Community of Peace Academy had 169 days cash on hand as of June 30, 2019. The fund balance has grown to approximately 51% over the past several years. The Board of Directors is in process of evaluating facility upgrades including facility expansion and a new heating/cooling system, and intends to spend down some of that fund balance to complete this work, without falling below 20% of expenditures.

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Fund Balance Trends •! $2,998,003 in June 2014 (30.7% of expenditures) •! $3,525,695 in June 2015 (35.0% of expenditures •! $3,904,753 in June 2016 (39.8% of expenditures) •! $4,823,995 in June 2017 (40.0% of expenditures) •! $5,425,459 in June 2018 (49.4% of expenditures) •! $5,920,694 in June 2019 (51.2% of expenditures)

Cash flow remains strong. The school’s line of credit, obtained with M&I Bank (now called BMO Harris Bank) in 2012 and renewed in 2015, has the lowest interest rate available for charter schools (currently 4.5%) CPA’s budget is designed to align with and support the school’s strategic plan, as well as state and federal plans and requirements including Q-Comp, World’s Best Workforce, and Title programs. To this end, expenditures for such items as curriculum, professional development and technology are identified within the long-range budget model. Appendix F: Long-range budget

Average Daily Membership

As a result of consistently strong enrollment, the budgeted enrollment figure was increased in 2018-2019 from 754 to 785. On October 1, 2018 CPA’s total enrollment was at 803 students, compared to 788 students in October 2017. CPA’s June 2019 enrollment was 785, compared to 789 in June 2018. Audit Results. The Fiscal Year 2018 Audit was conducted by CliftonLarsonAllen, LLP in September 2018. The school’s records to be in good order and a clean audit report was issued. The Fiscal Year 2019 audit was conducted in September 2019. A report will be submitted to the Minnesota Department of Education and to the Authorizer upon its issuance.

Internal Financial Controls. A team of consultants from BerganKDV, together with Community of Peace Academy’s District Office Manager and the Executive Director, have established a sound system of internal management of school expenditures. All purchases and expenditures are approved by the appropriate program supervisor, signed off by the Executive Director, and forwarded to the District Office Manager for processing. Weekly, a BerganKDV accounts payable specialist forwards the Accounts Payable report to the Executive

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Director and District Office Manager for review and approval. The Finance

Committee, a committee of the Board of Directors, meets monthly to

review and approve the Checks and Wire Payments report and CPA

Financial Statements. Both documents are also provided in advance to

the Board Treasurer and are included in the monthly report to the Board

of Directors for approval.

The accounting and payroll records of Community of Peace Academy are

performed by the Accounting Services of BerganKDV. Accounting and

payroll software is provided by BerganKDV using Region Five SMART for

both the finance and payroll systems. Community of Peace Academy has

no short-term liability to report. CliftonLarsonAllen, Certified Public

Accountants, Consultants and Advisors conduct the Charter School audit

annually.

Community of Peace Academy’s Finance Committee is charged with

ensuring the long-term financial well-being of the school. The Finance

Committee meets monthly when school is in session to review and

discuss the prior month’s financial statements, checks and wire payments

report, and enrollment report. The Finance Committee advises the Board

of Directors regarding all financial matters, including but not limited to

salary, wages and benefits. The Finance Committee also reviews and

approves all budget updates and is the body that votes on individual

teacher salary negotiations. Standing members of the Finance Committee

include Ms. Brenda Kes, Finance Manager; Ms. Bonnie Johnson, District

Business Manager; the Executive Director and Principals; and the

Treasurer of the Board of Directors. Other interested board members and

teachers of the school may serve on the Finance Committee.

Awards. Community of Peace Academy has received the Minnesota

Department of Education School Finance Award annually since 2012.

APPENDICES

APPENDIX A1: CPA ELEMENTARY NORTH STAR REPORT

APPENDIX A2: CPA MIDDLE SCHOOL NORTH STAR REPORT

APPENDIX A3: CPA HIGH SCHOOL NORTH STAR REPORT

APPENDIX B: STRATEGIC PLAN

APPENDIC C: TEACHER AND ADMIN LICENSURE TABLE

APPENDIX D1: ENROLLMENT POLICIES AND PROCEDURES

APPENDIX D2: PK-12 APPLICATION FORM

APPENDIX E: BOARD MEMBER INFORMATION

APPENDIX F: LONG RANGE BUDGET

mdea_northstar_PDF/PAugust 30 2019 12:03:57 PM

Page 1 of 6North Star Report

This school received Title I funds for school year 2019.

This school has been prioritized for targeted support because at least oneof the following groups’ three-year average was below performancethresholds on at least one indicator per stage: Asian students, Black orAfrican American students, English learners, Hispanic or Latino students,Students eligible for free/reduced-price meals, Students receiving specialeducation services.

This school that receives federal Title I funds has been prioritized forsupport because of its performance in Stage 1.

All Students

All Students

No

2019

Community Of Peace Academy Elementary School

Community Of Peace Academy

Category:

Race/Ethnicity:

Overall Average of Groups:

Reporting Year:

School:

District:

Report Filters

A1 CPA Elementary North Star Report



Average Progress towards Targets (also referred to as ELP Index) is the averageamount of progress English Learners made toward their individual goals on atest of English Language proficiency.

The Percent of ELs Meeting targets is the percentage of English Learners whoreached or went past their target.

These are the students who have met or exceeded standards on state tests.

All students expected to test are included.

Progress Toward English Language ProficiencyAcademic Achievement Rate

Stage 1 Indicators

Math Reading0%

20%

40%

60%

80%

100%

Statewide



Math ident line 48.1Reading ident line 46.3

Math Reading

Numer- Numer-

Math ator Math Reading ator Reading

Organization Rate Count Count Rate Count Count

Statewide 53.85% 244,717 454,421 58.28% 267,452 458,830

Community Of Peace 39.27% 163 415 40.89% 164 401

Academy


Academy Elementary

School

Index Meeting0%

20%

40%

60%

80%

100%

Statewide



ELP ELP EL Meeting EL Meeting

Organization Index Index Count Target Target Count

Statewide 61.38 58,518 40.13% 23,485

Community Of Peace 66.96 185 41.08% 76

Academy


Academy Elementary School



Only four and seven year rates are included in accountability determinations.

Graduation

Stage 2 Indicators

No information is available for the institution and criteria selected.



Note: It is not recommended to compare average progress scores between math and reading, across schools or across districts. Schools with lower proficiency rates have thepossibility to earn more points. To make comparisons across subjects, schools or districts, it is recommended that the percentages of students maintaining level and improvinglevels be compared.

Progress measures whether student's achievement levels are improved or maintained.

Academic Progress

Stage 2 Indicators (Continued)

Statewide Math Community Of Peace AcademyMath

Community Of Peace AcademyElementary School Math

Statewide Reading Community Of Peace AcademyReading

Community Of Peace AcademyElementary School Reading

0%

20%

40%

60%

80%

100%

Level Decreased or Stayed Level Maintained Level Improved

Achievement Level Achievement Level

Decreased Or Stayed Decreased Or Stayed

"Does Not Meet "Does Not Meet Achievement Level Achievement Level Achievement Level Achievement Level Average

Standard" Standard" Maintained Maintained Improved Improved Progress

Subject Organization Rate Count Rate Count Rate Count Score

Math Statewide 37.24% 117,696 49.42% 156,175 13.34% 42,166 2.01

Community Of Peace 39.02% 112 37.98% 109 23.00% 66 2.43

Academy



Reading Statewide 33.06% 104,687 48.07% 152,235 18.87% 59,748 2.34


Academy





The table below represents the total number of students represented in each cellused for accountability.

Reading Academic Progress


Math Academic Progress

The table below is actually used for calculating the average progress score for eachschool and district for identification purposes. Each cell represents the multiplier used inthe accountability calculation.

Academic Progress Points


This Year This Year This Year This Year

Last Year Status Does Not Meet Partially Meets Meets Exceeds

Exceeds 0 0 0 3

Meets 0 0 2 5

Partially Meets 0 2 6 9

Does Not Meet 0 8 12 15



Exceeds 0 0 4 14

Meets 1 5 27 6





Exceeds 0 0 3 6

Meets 2 9 24 12





This is a measure of students who attend more than 90 percent of the time they are enrolled.


Stage 3 Indicators

Attendance0%

20%

40%

60%

80%

100%

Statewide



Consistent Consistent

Consistent Attendance Attendance

Attendance Numerator Denominator

Organization Rate Count Count

Statewide 85.35% 676,160 792,174

Community Of Peace 84.80% 597 704

Academy






All Students

All Students

No

2019

Community Of Peace Academy Middle School


Category:

Race/Ethnicity:


Reporting Year:

School:

District:

Report Filters

A2 CPA Middle School North Star Report








Stage 1 Indicators

Math Reading0%

20%

40%

60%

80%

100%

Statewide Community Of Peace Academy


Reading ident line 29.8

Math ident line 26.5

Math Reading

Numer- Numer-



Statewide 53.85% 244,717 454,421 58.28% 267,452 458,830


Academy


Academy Middle School

Index Meeting0%

20%

40%

60%

80%

100%





Statewide 61.38 58,518 40.13% 23,485


Academy






Graduation

Stage 2 Indicators






Academic Progress


Statewide Math Community Of Peace AcademyMath

Community Of Peace AcademyMiddle School Math

Statewide Reading Community Of Peace AcademyReading

Community Of Peace AcademyMiddle School Reading

0%

20%

40%

60%

80%

100%

Level Decreased or Stayed Level Maintained Level Improved

Achievement Level Achievement Level

Decreased Or Stayed Decreased Or Stayed

"Does Not Meet "Does Not Meet Achievement Level Achievement Level Achievement Level Achievement Level Average

Standard" Standard" Maintained Maintained Improved Improved Progress

Subject Organization Rate Count Rate Count Rate Count Score

Math Statewide 37.24% 117,696 49.42% 156,175 13.34% 42,166 2.01


Academy



Reading Statewide 33.06% 104,687 48.07% 152,235 18.87% 59,748 2.34


Academy






Reading Academic Progress


Math Academic Progress

The table below is actually used for calculating the average progress score for eachschool and district for identification purposes. Each cell represents the multiplier used inthe accountability calculation.

Academic Progress Points




Exceeds 0 0 0 3

Meets 0 0 2 5





Exceeds 0 0 0 6

Meets 0 4 21 5





Exceeds 0 0 3 5

Meets 1 10 30 4







Stage 3 Indicators

Attendance0%

20%

40%

60%

80%

100%







Statewide 85.35% 676,160 792,174


Academy






All Students

All Students

No

2019

Community Of Peace Academy High School


Category:

Race/Ethnicity:


Reporting Year:

School:

District:

Report Filters

A3 CPA High School North Star Report








Stage 1 Indicators

Math Reading0%

20%

40%

60%

80%

100%



Math ident line 8.4

Reading ident line 20.4

Math Reading

Numer- Numer-



Statewide 53.85% 244,717 454,421 58.28% 267,452 458,830


Academy


Academy High School

Index Meeting0%

20%

40%

60%

80%

100%





Statewide 61.38 58,518 40.13% 23,485


Academy


Academy High School




Graduation

Stage 2 Indicators

4-Year Rate (class of 2018) 7-Year Rate (class of 2015)0%

20%

40%

60%

80%

100%



4-Year 4-Year 7-Year 7-Year

4-Year Numerator Denominator 7-Year Numerator Denominator


Statewide 83.20% 55,869 67,148 87.53% 57,612 65,816


Academy


Academy High School





Academic Progress







Stage 3 Indicators

Attendance0%

20%

40%

60%

80%

100%







Statewide 85.35% 676,160 792,174


Academy


Academy High School

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Strategic Plan

August 2018

B Strategic Plan

TABLE OF CONTENTS

MISSION, VISION AND CORE VALUES ......................................................................................... 1

SECTION I: ACADEMIC EXCELLENCE............................................................................................ 2

GOAL 1: ...................................................................................................................................................... 2

GOAL 2 ........................................................................................................................................................ 2

GOAL 3 ........................................................................................................................................................ 3

SECTION II: RELATIONSHIPS ...................................................................................................................4

GOAL 1: ...................................................................................................................................................... 4

GOAL 2 ........................................................................................................................................................ 4

GOAL 3 ........................................................................................................................................................ 5

SECTION III: PEACE ............................................................................................................................................ 6

GOAL 1: ...................................................................................................................................................... 6

GOAL 2 ........................................................................................................................................................ 6

SECTION IV: OPERATIONS AND INFRASTRUCTURE ................................................... 7

GOAL 1: ....................................................................................................................................................... 7

GOAL 2 ......................................................................................................................................................... 7

GOAL 2 ......................................................................................................................................................... 7

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Vision

Creating an educated, empowered and ethical community.

Mission

Fostering academic excellence and character development

through the education of the whole person - mind, body and will.

Core Values

Academic excellence CPA students are prepared to thrive and to lead in a multicultural 21st century

world with confidence, compassion, intelligence and positive regard for all.

Relationships At CPA learning happens through relationships and thrives within a caring and

value-rich community.

Peace CPA is a diverse community of students, parents and staff dedicated to

creating a peaceful school environment in which all members are treated with

unconditional positive regard.!!

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Goal Area: Academic Excellence

CPA students are prepared to thrive and to lead in a multicultural 21st century

world with confidence, compassion, intelligence and positive regard for all. !

Goal 1

Improve the academic growth of students in Special Education.

Measured by: MCA, STEP and NWEA growth data

Strategy Persons

Responsible

A. Increase academic rigor and quality of instruction through professional

development and coaching on best instructional practices for special education

teachers.

Emily Cooley

Cindy Stark

B. Examine and improve systems and structures including but not limited to

schedule, staffing and service models to ensure greater collaboration between

general education and special education staff, and greater instructional

coherence between general education and special education environments.

Emily Cooley

Cindy Stark

Bao Vang

Tim McGowan

C. Recruit, develop, evaluate and retain special educators with the qualifications,

skills and mindset needed to drive student achievement.

Emily Cooley

Cindy Stark

Cara Quinn

Goal 2

Evaluate and improve curriculum and instruction in order to drive student

achievement.

Measured by: 5E Instructional Leadership results, Coach evaluation results

Strategy Persons

Responsible

A. Allocate people resources to ensure high quality curriculum and instruction

leadership across grade levels and subject matters.

Cara Quinn

Bao Vang

Tim McGowan

B. Recruit, develop and retain coaches and curriculum leaders with the

qualifications, skills and mindset needed to drive improvement in teacher

practice and student achievement.

Cara Quinn

Bao Vang

Tim McGowan

C. Evaluate and improve curriculum, and the alignment of curriculum and

instruction to the standards across grade levels and subject matters.

Shannon Karkula

Nico Zbacnik

Molly Huml

Ann Ericson

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D. Support continuous improvement in teacher practice so as to drive student

achievement outcomes across grade levels and subject matters.

Shannon Karkula

Melissa Jackson

Nico Zbacnik

Molly Huml

Ann Ericson

Goal 3

Improve the use of formative student achievement data to provide targeted

instruction and intervention to students in order to drive achievement

outcomes.

Measured by: MCA, STEP and NWEA growth data

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Strategy Persons

Responsible

A. Invest in human capital to ensure capacity to provide high quality

intervention and enrichment across grade levels and subject matters.

Cara Quinn

Bao Vang

Tim McGowan

B. Examine and improve systems and structures including but not limited to

schedule, staffing and space to ensure capacity to provide high quality

intervention and enrichment across grade levels and subject matters.

Bao Vang

Shannon Karkula

Tim McGowan

Tom Ciaccio

C. Ensure that systems of formative assessment and ongoing progress

monitoring are in place across grades and subject matters in order to identify

students for intervention and monitor response to intervention.

Bao Vang

Shannon Karkula

Tim McGowan

Tom Ciaccio

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Goal Area: Relationships

At CPA learning happens through relationships and thrives within a caring and

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Goal 1

Increase meaningful parent engagement.

Measured by: 5Essentials Involved Families results, Parent Survey data and participation rates

Strategy Persons

Responsible

A. Review and revise the format and goals for Home Visits, and train teachers on

those.

Cara Quinn

Bao Vang

Tim McGowan

B. Review and revise the format and purpose of the Parent Involvement committee

to increase parent participation and ensure compliance with ESSA requirements.

Cara Quinn

Sadie Fischer

Liaisons

C. Review and revise the format and procedures for end of year parent survey to

increase parent participation rate.

Cara Quinn

Katy Sanchez

Goal 2

Improve teacher and staff onboarding, training and support in implementing

Character Education and CPA’s core practices.

Measured by: Leadership Team and Teacher Report

Strategy Persons

Responsible

A. Establish and implement onboarding procedures for all new hires.

Cara Quinn

Bao Vang

Tim McGowan

B. Review and revise initial and ongoing training for paraprofessional staff. Cara Quinn

Emily Cooley

Cindy Stark

C. Review and revise Ethics/Advisory curriculum and community building

procedures.

Tim McGowan

Molly Huml

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Goal 3

Improve use of data to assess student relationships and connectedness and

drive programming and intervention needs.

Measured by: YouthTruth and 5Essentials Supportive Environment results, disaggregated

attendance data and discipline data

Strategy Persons

Responsible

A. Use 5Essentials and Youth Truth Survey data to measure individual and

schoolwide student engagement and to drive programming and improvement.

Bao Vang

Tim McGowan

Ann Ericson

B. In accordance with ESSA requirements, monitor disaggregated attendance data

quarterly to and develop student-specific outreach plans for students

demonstrating patterns of absenteeism.

Kenan Moore

Chris McElroy

Attendance

team

C. Use discipline data to identify students for intervention and monitor response

to intervention.

Kenan Moore

Chris McElroy

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Goal Area: Peace

CPA is a diverse community of students, parents and staff dedicated to

creating a peaceful school environment in which all members are treated with

unconditional positive regard.!!

Goal 1

Improve teacher practice and fidelity in implementing Peace and Ethics

initiatives.

Measured by: Coach and administrator observation of implementation fidelity, teacher survey

Strategy Persons

Responsible

A. Review and revise initial and ongoing training in the Peacebuilders, Inc. program

and expectations for implementation.

Bao Vang

Tim McGowan

B. Review and revise initial and ongoing training in Responsive Classroom and

Developmental Designs and expectations for implementation, with particular

emphasis on teacher language and restorative practices.

Bao Vang

Kenan Moore

Tim McGowan

Chris McElroy

Ann Ericson

Goal 2

Use data to drive continuous improvement in character development and school

climate.

Measured by: Disaggregated discipline referral data

Strategy Persons

Responsible

A. Analyze disaggregated student behavior and discipline data to inform whole

group and individual professional development and support for staff.

Kenan Moore

Chris McElroy

B. Analyze disaggregated student behavior and discipline data to inform whole

group and individual supports and services for students.

Kenan Moore

Chris McElroy

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Goal Area: Operations and Infrastructure

Goal 1

Increase the percent of CPA students who attend CPA for Elementary, Middle

and High School.

Measured by: ED report

Strategy Persons

Responsible

A. Pursue expansion of CPA elementary from two to three sections to match the

Middle and High School configuration.

Cara Quinn

Bao Vang

Tim McGowan B. Reorganize CPA Middle School from Grades 7-8 to Grades 6-8 to match the

SPPS elementary and middle school model.

Cara Quinn

Bao Vang

Tim McGowan

Goal 2

Address current space confinements, with particular attention to Special

Education, Specialist and Cafeteria space needs.

Measured by: ED report

Strategy Persons

Responsible

A. Pursue acquisition or construction of a second campus to accommodate

elementary expansion and to alleviate space restrictions in the current facility.

Cara Quinn

CPA Board

Goal 3

Improve Brand Awareness and Market Positioning.

Measured by: ED Report

Strategy Persons

Responsible

A. Pursue a targeted marketing campaign to increase brand awareness in our

community.

Cara Quinn

Sadie Fischer

B. Continue to develop CPA brand and visual presence though marketing materials,

online presence and environmental branding in and around the school.

Cara Quinn

Sadie Fischer

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4015 Community-of-Peace-Academy Katie-Kerrigan 445660 Teacher PreK Yes Yes

4015 Community-of-Peace-Academy Erin-Fiege 429604 Teacher PreK Yes Yes

4015 Community-of-Peace-Academy Terri-Kramar 351537 Teacher K Yes Yes

4015 Community-of-Peace-Academy Maylee-Her 364168 Teacher K Yes Yes

4015 Community-of-Peace-Academy Laura-Hegrenes 334086 CoHTeacher K- Yes Yes Ms.-Hegrenes-returned-as-Kindergarten-ELD-Teacher

4015 Community-of-Peace-Academy Margaret-Pitsenbarger 469987 Teacher 1 Yes Yes

4015 Community-of-Peace-Academy Lia-Ray 478074 Teacher 1 Yes Yes

4015 Community-of-Peace-Academy Lindsey-King 500808 CoHTeacher 1 Yes Yes Ms.-King-returned-as-1st-Grade-ELD-Teacher.

4015 Community-of-Peace-Academy Madison-Armstrong 469388 Teacher 2 Yes Yes

4015 Community-of-Peace-Academy Maggie-Burgart 469557 Teacher 2 No Yes

Ms.-Burgart-was-on-approved-unpaid-leave-in-SY19.-She-returned-ot-her-

position-in-SY20

4015 Community-of-Peace-Academy Katie-Reisdorf 496124 Teacher 2 Yes No LongHTerm-Position-Ended-(Ms-Burgart)

4015 Community-of-Peace-Academy Hannah-Zobitz 506088 CoHTeacher 2 Yes No Long-Term-Position-Ended-(Ms.-Reisdorf)

4015 Community-of-Peace-Academy Lauren-Schweich 474063 Teacher 3 Yes Yes

4015 Community-of-Peace-Academy Katie-Miscovic 455724 Teacher 3 Yes Yes

4015 Community-of-Peace-Academy Johanna-Andrews 508690 CoHTeacher 3 Yes No

4015 Community-of-Peace-Academy Traci-Hangen 410086 Teacher 5 Yes Yes

4015 Community-of-Peace-Academy Delia-Bingea 484613 Teacher 4 Yes Yes

4015 Community-of-Peace-Academy Katie-Beth-Strand 502856 CoHTeacher 4 Yes Yes Ms.-Strand-returned-as-4th-grade-ELD-Teacher.

4015 Community-of-Peace-Academy Jennifer-Baker 444764 Teacher 5 Yes Yes

4015 Community-of-Peace-Academy Quinn-Anderson 479399 Teacher 5 Yes Yes

4015 Community-of-Peace-Academy Lauren-Hillman 502809 CoHTeacher 5 Yes Yes Ms.-Hillman-returned-as-the-5th-and-6th-grade-ELD-Teacher.

4015 Community-of-Peace-Academy Jillian-Moore 495958 Teacher 6 Yes Yes

4015 Community-of-Peace-Academy Jodi-Fiege 414882 Teacher 6 Yes Yes

4015 Community-of-Peace-Academy Brenda-Rogers 337623 Teacher KH6-Science-Specialist Yes No

4015 Community-of-Peace-Academy Tammie-Vogel 308936 Teacher KH6-Technology-Specialist Yes Yes

4015 Community-of-Peace-Academy Nico-Zbacnik 404964 Elementary-Ed.-Coach KH6-Math-Coach Yes Yes Mr.-Zbacnik-returned-as-Middle-School-Instructional-Coach.

4015 Community-of-Peace-Academy Shannon-Karkula 429309 Elementary-Ed.-Coach KH6-Literacy-Coach Yes Yes

4015 Community-of-Peace-Academy Melissa-Jackson 403626 Academic-Interventionist KH2 Yes Yes Ms.-Jackson-returned-as-Elementary-Interventionist

4015 Community-of-Peace-Academy Myser-Arthur 434746 Academic-Interventionist 5H6 Yes Yes Ms.-Arthur-returned-as-Middle-School-Interventionist

4015 Community-of-Peace-Academy Tyler-Denison 463039 Math 7 Yes No

4015 Community-of-Peace-Academy Joe-Doll 449166 Math 8 Yes Yes

4015 Community-of-Peace-Academy Stephan-Klebs 497044 Math 9 Yes No

4015 Community-of-Peace-Academy Jonathan-Fulton 447092 Math 10 Yes Yes

4015 Community-of-Peace-Academy Grant-Moris 469366 Math 12 Yes Yes

4015 Community-of-Peace-Academy Amy-Okan 325868 Math 11 Yes Yes

4015 Community-of-Peace-Academy Sabra-Heimerl 464925 Lang.-Arts 7 Yes Yes

4015 Community-of-Peace-Academy Brooke-Brown 486811 Lang.-Arts 8 Yes Yes

4015 Community-of-Peace-Academy Megan-Cina-Bernard 498766 Lang.-Arts 9 Yes Yes

4015 Community-of-Peace-Academy Kevin-Keto 482674 Lang.-Arts 10 Yes Yes

4015 Community-of-Peace-Academy Jordan-Tyler 484473 Lang.-Arts 11 Yes No

4015 Community-of-Peace-Academy Faye-Abdi 416697 Lang.-Arts 12 Yes Yes

4015 Community-of-Peace-Academy Kayleen-Berg 411918 Soc.-Studies 7,-8 Yes No

4015 Community-of-Peace-Academy Anna-Eilbert 459752 Soc.-Studies 10,-12 Yes Yes

4015 Community-of-Peace-Academy Francisco-Rivera 427207 Soc.-Studies 9,-11 Yes No

4015 Community-of-Peace-Academy James-Poliquin 482245 Science 7,-8 Yes Yes

4015 Community-of-Peace-Academy Chris-Hemstad 498266 Science 9,-11 No Yes

4015 Community-of-Peace-Academy Shaun-Kersting 281967 Science 10,-12 Yes Yes

4015 Community-of-Peace-Academy Megan-Olsen 494721 ESL 7,-8 Yes Yes

Additional)Notes)Grade(s))Taught 201892019Returned)in))))))))

201992020District)# School)Name Teacher)Name File)# Subject)Taught

C Teacher and Administrator Licensure Table

4015 Community-of-Peace-Academy Sarah-Beam 491556 ESL/Reading 9,-10,-11,-12 Yes Yes

4015 Community-of-Peace-Academy Tom-Ciaccio 432469 7H12-Ed.-Coach 7H12-Data-Coach Yes Yes Mr.-Ciaccio-returned-as-District-Assessment-Coordinator/Data-Coach-

4015 Community-of-Peace-Academy Ann-Ericson 300282 7H12-Ed.-Coach 7H12-Instructional-Coach Yes Yes Ms.-Ericson-returned-as-High-School-Instructional-Coach

4015 Community-of-Peace-Academy Molly-Huml 478266 DAC/Curriculum-Coordinator KH12 Yes Yes Ms.-Huml-returned-as-Elementary-Principal

4015 Community-of-Peace-Academy Gretchen-Polkinghorne 367566 ELD-Coordinator KH12 Yes Yes

4015 Community-of-Peace-Academy Allison-Krueger 271398 Special-Ed. ECSE Yes Yes Ms.-Krueger-returned-as-PKH2-Special-Education-Teacher

4015 Community-of-Peace-Academy Monique-Wiley 456489 Special-Ed. KH2 Yes Yes Ms.-Wiley-returned-as-5H6-Special-Education-Teacher

4015 Community-of-Peace-Academy Julie-Dison 419982 Special-Ed. 3H4 Yes Yes

4015 Community-of-Peace-Academy Diane-Sleeman 409412 Special-Ed. 5H6 Yes No

4015 Community-of-Peace-Academy Emily-Gronewold 496837 Special-Ed. 7H8 Yes No

4015 Community-of-Peace-Academy Martha-Zosel 374370 Special-Ed. 9H12 Yes No

4015 Community-of-Peace-Academy Melissa-Wood 503456 Special-Ed. 9H12 Yes Yes

4015 Community-of-Peace-Academy Jessica-Niemand 427306 Special-Ed. 9H12 Yes Yes

4015 Community-of-Peace-Academy Shirley-Klitzke 361145 Special-Ed.-Leadership Due-Process-Specialist Yes No Position-eliminated,-responsibilities-contracted-out.-

4015 Community-of-Peace-Academy Cindy-Stark 320091 Special-Ed.-Leadership SpEd-Coordinator Yes Yes

4015 Community-of-Peace-Academy Claire-Kiewel 490945 Art KH7 Yes Yes

4015 Community-of-Peace-Academy Xiong-Lor 438033 Art 8H12 Yes Yes

4015 Community-of-Peace-Academy Bailey-Geist 489838 Music KH12 Yes No

4015 Community-of-Peace-Academy Eric-Schutte 376321 Phy.-Ed. KH12 Yes Yes

4015 Community-of-Peace-Academy Lisa-Gerleve 472065 Health/PE KH12 Yes Yes

4015 Community-of-Peace-Academy Cara-Quinn 419228 Executive-Director Yes *Yes

4015 Community-of-Peace-Academy Bao-Vang 411303 Elementary-Principal Yes Yes

4015 Community-of-Peace-Academy Tim-McGowan 355383 7H12-Principal Yes Yes

4015 Community-of-Peace-Academy Kenan-Moore PreKH6-Dean-of-Students Yes Yes

4015 Community-of-Peace-Academy Chris-McElroy 357076 7H12-Dean-of-Students Yes Yes

Consistent-with-the-MDE-licensure-assignment-tables-and-the-requirements-of-Staff-Automated-

Reporting-System,-the-Dean-of-Students-position-at-CPA-does-not-require-a-educational-license.-

Mr.-McElroy-chose-not-to-renew-his-teacher-and-administrative-license.-Consistent-with-the-MDE-

licensure-assignment-tables-and-the-requirements-of-Staff-Automated-Reporting-System,-the-Dean-

of-Students-position-at-CPA-does-not-require-a-educational-license.-

Additional)Notes)

Returned-as-Leadership-Consultant

201892019 201992020District)# School)Name Administrator)Name File)# Position

STUDENT APPLICATION, ENROLLMENT

Policy 5.1.1

Student Intake at Community of Peace Academy is a three step-process involving application, acceptance and

placement.

Parents/Guardians must complete a Community of Peace Academy PreK-12 Application Form, which will be kept on

file until there is an opening for the child.

Community of Peace Academy will conduct a general lottery on the first business day of March (3/1/19) for each

grade level where the number of enrollment applications received exceeds the number of openings for the fall of

2019. Preference for enrollment is given to a sibling of an enrolled student and to a foster child of that pupil’s parents. Secondary preference for enrollment is given to enrolling children of the school’s staff. A completed enrollment application must be received by February 3, 2020 to be included in the March lottery for

the 2020-2021 school year.

If your child is accepted for the grade level applied for: ● Community of Peace Academy will notify you of the acceptance of your application by mail. ● Following the notification of acceptance you will be asked to complete registration materials. The registration

materials will ask about your child’s home language, health information, parent/guardian information,

counseling services and whether your child receives special education or has a 504 Plan. ● Community of Peace Academy will request copies of current and past records from your child’s school. ● Community of Peace Academy staff will use the completed registration information to determine the

appropriate placement for the student and to identify resources or support services the student will need to

succeed. ● No placement will be finalized until all necessary information has been received and the appropriate services

and programming have been arranged. ● Students with IEPs or 504 Plans: If your child receives special education and has an IEP, or if your student has

a 504 plan, a staff member will contact you to arrange a meeting to determine the appropriate services and

placement for your child. ● High School Transfer Students: Transfer requests by students outside of CPA must be submitted before the

first 10 schools days of a semester to be accepted. After the first 10 school days of a semester, a student will

not be enrolled until the start of the subsequent semester.

If your child is not accepted in the grade level applied for: ● You will be notified by mail of your student’s placement on the wait list for selection by lottery, consistent

with Minnesota law, for the requested grade level. ● Your student will be placed on a list for selection by lottery, consistent with Minnesota law, sequentially by

lottery number. ● As openings become available during the school year, applicants will be accepted in order of their placement

from the lottery. ● Consistent with Minnesota charter school law, wait lists for selection by lottery will remain in place for one

school year. ● All student enrollment applications will be re-entered in the lottery each year, along with all new applications. ● Sibling applications will be lotteried first and sibling preference will remain as dictated. ● This process will repeat each school year on the first business day of March for the following school year.

Kindergarten

According to Minnesota law, a student must be five years old by September 1st to enroll in Kindergarten.

D1 Application and Enrollment Policies

Early Admission to Kindergarten Policy

At the request of a parent or guardian, a child who turns 5 years old between Sept. 2 and Oct. 1 may be screened

and evaluated to determine readiness for placement in Kindergarten. This is a free service.

The purpose of the procedure is to determine whether the child’s educational and personal/ social development

would be best served by early admission. Only children with superior cognitive abilities who have strong academic

readiness and motor skills and are mature in language and social/emotional development will be recommended for

early admission. In addition, a child must be toilet trained and able to use the restroom independently.

Rationale for Early Admission to Kindergarten

In general, most children will have the best chance for successful school experiences if they begin their schooling

with their own age group at the usual time of entrance into preschool. A child will be considered a good candidate

for early admission to Kindergarten if the child can successfully compete, without substantial stress, with the most

mature children entering that grade. Those children appropriate for early admission are clearly superior in their level

of development.

What Parents Should Do

Parents who would like their child to be considered for early admission to Kindergarten should submit the following

documents to CPA by March 15th:

1. CPA Application for Early Admission to Kindergarten.

2. A copy of the child’s birth certificate. 3. A copy of the Early Childhood Screening.

What CPA Will Do

Upon receipt and review of the above documents, your child will be included in the lottery for admission to

Kindergarten. If your child is awarded a seat in that lottery, he or she will be evaluated for early admission to

Kindergarten. A school-based assessment team will:

1. Contact you to schedule a time for an initial assessment of your child, which will include:

• Academic Readiness Skills

• Fine and Gross Motor Skills

• Language Skills

• Social and Emotional Maturity

2. The school assessment team will inform parents/guardians whether or not the child has passed this initial

screening. If the child has passed, the school makes a referral for evaluation the school psychologist.

3. The psychologist will assess intellectual development to help determine the child’s academic readiness to

successfully compete with Kindergarten children as well as evaluating other areas identified by the

screening team. The psychologist will also be looking for evidence that the child can handle all-day every

day Kindergarten program without harm to the child’s self-concept.

This evaluation will take about an hour. The parents may then meet with the psychologist to discuss the evaluation

and have the results shared with them.

Please note the following:

Only children who have been awarded a seat in Kindergarten via the lottery system will be evaluated for early

admission.

The child is expected to have superior academic functioning compared to children her/his age, and have similarly

advanced social, emotional, language and motor development. If the child demonstrates this above average

development, the child will be recommended for early admission.

The school psychologist’s evaluation and recommendation is the final step in determining early admission. Children

must pass both the individual screening AND the evaluation by the psychologist to be considered for early admission

status. The decisions of the school screening team and the school psychologist are final and cannot be appealed.

Early Admission is Probationary

In the event that a student is accepted for early admission to Kindergarten, the first 6 weeks of school will be

considered a probationary period. During that period, either the Parent(s) or the School may determine that it is in

the best interest of the child, or of the program, for the child to be withdrawn.

Accommodation of Special Needs (Policy 5.6.1)

It is the responsibility and the goal of Community of Peace Academy to ensure appropriate placement and services

to students eligible for special education and students with 504 Plans.

After your application has been accepted and Community of Peace Academy has notified you of an opening, you will

be asked to complete additional registration forms to assist with the appropriate placement of your child.

If your child has special needs, receives special education, or has a 504 Plan, please indicate so on the appropriate

form.

Upon reviewing your registration material, Community of Peace Academy staff will request copies of academic and

special education records from your child’s school and will contact you to arrange an IEP meeting or a 504 Plan meeting to determine the appropriate services and placement for your child.

If the newly enrolled student received special education services at their prior school, Community of Peace Academy

will continue to provide services comparable to those described in the student’s previous individual education program (IEP), until the student’s IEP team has received and reviewed the relevant records from the previous school and developed the new IEP. Until the student’s new IEP has been developed, the student’s IEP team will not make a final determination as to the appropriate educational placement for the student.

Community of Peace Academy does not limit or restrict enrollment based on a student’s physical or mental ability or aptitude, disability or receipt of services pursuant to the Individuals with Disabilities Education Act (IDEA) or

Section 504 of the rehabilitation act of 1973 (Section 504).

\\fs1-cpa\shared-resources\office-resources\district\enrollment\PreK-12_APPLICATION_19-20(Fillable).docx

PreK – 12TH GRADE ENROLLMENT APPLICATION Application must be filled out completely. One application per child.

APPLYING FOR SCHOOL YEAR: 20 - 20 GRADE LEVEL:

Parents/Mentors who choose Community of Peace Academy for their children will be committing themselves to full participation in the education of their child’s mind, body and will within an educational community committed to peace and non-violence.

SECTION 1: STUDENT INFORMATION

Student LAST Name (Legal)

Student FIRST Name (Legal)

Student MIDDLE Name (Full)

Student Date of Birth

Student Gender

MALE FEMALE

Has this student EVER attended a MN Public School?

NO YES, Dist #

Home Address (BLDG/House#, Street Name, Street Type (ST, AVE, BLVD, ETC), Street Direction (N, S, SE, NW, ETC),and APT#)

City

State

Zip Code

Home Phone

( ) -

Any change in address or phone number should be reported immediately to Community of Peace Academy at (651) 280-4587.

SECTION 2: PARENT/GUARDIAN INFORMATION

PARENT/GUARDIAN #1: PARENT/GUARDIAN #2:

Name (First, MI, Last) Name (First, MI, Last)

Relationship to Student (mother, stepfather, etc)

Relationship to Student (mother, stepfather, etc)

Work Phone # Work Phone #

Cell Phone # Cell Phone #

E-mail address E-mail address

Interpreter Needed? No Yes, Language Interpreter Needed? No Yes, Language

SECTION 3: SCHOOL(S) PREVIOUSLY ATTENDED (List all, beginning with most recent school first)

Name of School(s) City and State Grades Attended Dates Attended

to

to

Minnesota Statutes require the school district to keep accurate and updated personal records for all pupils. This information will become part of the student’s permanent cumulative record and will be available to appropriate staff members. Minnesota law also requires that you provide immunization information to your child’s school.

SECTION 4: SIBLING PREFERENCE

Does this child currently have a sibling attending Community of Peace Academy? No Yes, please write name/grade below

Sibling Name: Grade:

SECTION 5: How did you hear about Community of Peace Academy?

Family Member/Friend Advertisement School Brochure School Website

Facebook Other

____________________________________________ Parent/Guardian Signature and Date

For assistance, call (651) 776-5151 Application Deadline 2020-2021 February 3, 2020

Send, fax, or bring this application to: Community of Peace Academy 471 Magnolia Ave E St. Paul, MN 55130 Fax: (651) 771-4841

Office Use Only: SIBLING ATTENDS CPA

Date Rec’d __________ Lottery Date _________ Enrl Date ___________ TSIS ID# ___________ FM Date____________

D2 Enrollment Application

Board Member Information Template Please include information for current and prior year members.

Due to the requirement for ongoing training in the three areas, please include training information for each member each year.

School: Community of Peace Academy Name Date

Seated

Term

End Date

Position Type Expertise Email Phone Attendance

Rate

2018-2019

Board Trainings:

Date Completed, Topic and Trainer Governance Employment Financial

Management

Annual

Ongoing

Training

Margaret

Pitsenbarger

8/2015 6/2018,

renewed

for a 3-

year term

through

6/2021

Treasur

er

Teacher Education,

Finance

Margar

etp.bo

ard@c

papk12

.org

651-

280-

4540

90%

(9 out of 10

meetings)

Nov. 7th

2015

through

Attorney

James

Martin

Nov. 7th

2015

through

Attorney

James

Martin

Nov. 7th

2015

through

Finance

Manager

Mark Beltz

Listed

below this

table

Jennifer

Baker

8/2015 6/2016

Renewed

for a 3-

year term

through

6/2019

Chair Teacher Education,

Governance

Jennife

rb.boar

d@cpa

pk12.o

rg

651-

280-

4523

100%

(10 out of

10

meetings)

Nov. 7th

2015

through

Attorney

James

Martin

Nov. 7th

2015

through

Attorney

James

Martin

Nov. 7th

2015

through

Finance

Manager

Mark Beltz

Listed

below this

table

Mary Davis 10/2015 6/2018

Renewed

for a 3-

year term

through

6/2021

Director Parent Parent

Involvement

Governance

Maryd.

board

@cpap

k12.or

g

651-

246-

9646

80%

(8 out of 10

meetings)

Nov. 7th

2015

through

Attorney

James

Martin

Nov. 7th

2015

through

Attorney

James

Martin

Nov. 7th

2015

through

Finance

Manager

Mark Beltz

Listed

below this

table

E 2018-2019 Board Member Information

Charley

Swanson

8/2014 6/2017

Renewed

for a 3-

year term

through

6/2020

Director Parent Community

Engagement

Marketing

Charley

s.board

@cpap

k12.org

651-

324-

2442

100%

(10 out of

10

meetings)

Nov. 15th

2014

through

Attorney

James

Martin

Nov. 15th

2014

through

Attorney

James

Martin

Nov. 15th

2014

through

Finance

Manager

Mark Beltz

Listed

below this

table

Angela Sizer 8/2012 6/2014

Elected

for a

second

term,

through

6/2016,

and a

third term

through

6/2019

Secretar

y

Community

Member

Community

involvement

Development

Angela

s.board

@cpap

k12.org

612-

363-

4153

80%

(8 out of 10

meetings)

11/2/2013

through

Ellen

McVeigh

11/12/2012

through

MACS

11/2/2013

through

Mark Beltz

Listed

below this

table

Orobosa Ero 8/2018 6/2021

Director Parent Finance

Orobos

ae.boa

rd@cp

apk12.

org

651-

428-

8897

100%

(10 out of

10

meetings)

11/3/2018,

through

School

Attorney Jim

Martin of

Booth Law

Group.

11/3/2018,

through

School

Attorney Jim

Martin of

Booth Law

Group.

11/3/2018,

through

Finance

Manager

Brenda Kes

of Bergan

KDV.

Listed

below this

table

Courtney

Humm

8/2018 Appointe

d to carry

out the

term

Through

6/2020.

Stepped

down

from

Board in

December

2018.

Director Community

Member

Education

Community

Involvement

Courtn

eyh.bo

ard@c

papk12

.org

612-

616-

0353

80%

(4 out of 5

meetings)

12/10/2011

through

the

University of

St. Thomas

12/10/2011

through

the

University of

St. Thomas

12/10/2011

through

the

University

of St.

Thomas

Listed

below this

table

Pamella

Stommes

5/2019 6/2020

Appointe

d to carry

out the

term of

Courtney

Humm.

Director Community

Member

Education

Charter

School

Finance

Board

Governance

Pamell

as.boar

d@cpa

pk12.o

rg

917-

912-

4286

100% (2 of 2

meetings)

pending pending 6/13/19

Through the

Minnesota

Association

of Charter

Schools

Listed

below this

table

Kevin Keto 8/2018 06/2021

Director Teacher Education,

Governance

Kevink.

board

@cpap

k12.org

651-

280-

4531

88%

(7 out of 8

meetings)

11/3/2018,

through

School

Attorney Jim

Martin of

Booth Law

Group.

11/3/2018,

through

School

Attorney Jim

Martin of

Booth Law

Group.

11/3/2018,

through

Finance

Manager

Brenda Kes

of Bergan

KDV.

Listed

below this

table

Carol

Weissen-

born

8/2016 6/2019 Vice-

Chair

Community

Member

Law Carolw.

board

@cpap

k12.org

612-

229-

0572

88%

(7 out of 8

meetings)

4/29/17

through the

University of

St. Thomas

4/29/17

through the

University of

St. Thomas

4/29/17

through the

University

Listed

below this

table

of St.

Thomas

Board Member Ongoing Training

Margaret Pitsenbarger

• HR: Performance Management and Documentation, Feb. 11th 2016 through attorney Jim Martin

• Board Governance, March 10th, 2016 by Beth Finch of CharterSource

• Finance: Evaluating Monthly Financial Statements, Jan. 23, 2017, by Finance Manager Brenda Kes; Beltz, Kes, Darling and Associates,

LLC.

• Finance: Fiscal Year 2017 Audit Report, Dec. 11th, 2017 by Dennis Hoogeveen, CLA, LLC

• Finance: 2017-2018 Long-Range Budget Update, Dec. 11th, 2017 by Brenda Kes of BerganKDV

• Leadership Succession Planning: Charter School Governing Board Primer - School Leadership, by The National Charter School Resource

Center at Safal Partners, Nov. 19, 2018.


• Finance: 2018-2019 Long-Range Budget Update and 2019-2020 Budget, June 10, 2019 by Brenda Kes of BerganKDV.

Jennifer Baker

• Finance: Municipal Bonds for Charter Board Members, Nov. 12th 2015 through Ellen McVeigh

• Finance: Charter School Finance, Dec. 10th through Mark Beltz



• Finance: Fiscal 2016 Audit Report, December 11th, 2016 by Dennis Hoogeveen, CLA, LLC


LLC.

• Governance: Authorizer Contract Renewal, Oct. 9, 2017 by Dana Peterson, University of St. Thomas

• Finance: Fiscal 2017 Audit Report, Dec. 11th, 2017 by Dennis Hoogeveen, CLA, LLC





• Special Education: Current Issues and Programming Overview, May 13, 2019 by Emily Cooley, Special Education Director, Creatively

Focused.


Mary Davis

• Finance: Mutual Bonds for Charter Board Members, Nov. 12th 2015 through Ellen McVeigh











Focused.


Charley Swanson







LLC








Focused.


Angela Sizer







LLC.








Focused.


Orobosa Ero





Focused.


Courtney Humm



Pamella Stommes


Focused.


Kevin Keto



Focused.

• Finance: 2018-2019 Long-Range Budget Update and 2019-2020 Budget, June 10, 2019 by Brenda Kes of BerganKDV

Carol Weissenborn



LLC.







Focused.


602,019 494,680 (1,363,100) (1,634,508) 253,033 387,818 507,890 514,202195% 184% 143% 118% 131% 142% 148% 151%49% 51% 34% 20.0% 24% 25% 28% 31%

Actual

2017‐2018 2018‐2019 2019‐2020 2020‐2021 2021‐2022 2022‐2023 2023‐2024 2024‐2025Yr 1 expansion Yr 2 expansion Yr 3 expansion Yr 4 expansion Yr 5 expansion

Enrollment Projections All Day Kind. Funding begins 7/1/14

Number Students Grade ECSE 2.07 2 2 2 2 2 2 2Number Students Grade Voluntary PreK 2 sections starting 19‐20 34.98 34 34 34 34 34 34 34Number Students Grade HK 7.16Number Students Grade K = 4 Sections at 18 to 19 per cls, starting fy19‐20 40.88 50 50 75 75 75 75 75Number Students Grade 1 = 2 Sections at 25 49.86 49 49 75 75 75 75 75Number Students Grade 2 = 2 Sections 25 49.94 49 49 50 75 75 75 75Number Students Grade 3 = 2 Sections at 25 51.9 53 53 50 50 75 75 75Number Students Grade 4 = 2 Sections at 25 52 51 51 50 50 50 75 75Number Students Grade 5 = 2 Sections at 25 49.7 51 51 50 50 50 50 75Number Students Grade 6 = 3 Sections at 25 starting 19‐20 50.86 51 51 72 72 72 72 72Number Students Grade 7 = enrollment max at 75 74.47 74 74 72 75 75 75 75Number Students Grade 8 = enrollment max at 75 73.58 74 74 75 75 75 75 75Number Students Grade 9 = enrollment max at 75 67.05 67 67 75 75 75 75 75Number Students Grade 10 = enrollment max at 75 68.33 60 60 64 71 71 71 71Number Students Grade 11 = enrollment max at 75 61.31 65 65 56 58 65 65 65Number Students Grade 12 = enrollment max at 75 51.29 55 55 55 56 56 56 56

Total Number of Students Grade Voluntary PreK ‐ EC 2.07 2 2 2 2 2 2 2Total Number of Students Grade Voluntary PreK 34.98 34 34 34 34 34 34 34Total Number of Students Grade HK 7.16 0 0 0 0 0 0 0Total Number of Students Grade K 40.88 50 50 75 75 75 75 75Total Number of Students Grades 1‐3 151.70 151 151 175 200 225 225 225Total Number of Students Grades 4‐6 152.56 153 153 172 172 172 197 222Total Number of Students Grades 7‐12 396.03 395 395 397 410 417 417 417

Total Number of Students ‐ Prek‐12 785.38 785 785 855 893 925 950 975

Total Number of Students ‐ K‐12 748.33 749 749 819 857 889 914 939Total Number of Current Year Pupil Units 850.61 850 850 921 961 995 1,020 1,045

100% 108% 104% 103% 103% 102%Total Number of Marginal Cost Pupil Units (declining pu calc 7/1/14) n/a n/a n/a n/a n/a n/a n/a

Growth each year 0.00 70.00 38.00 32.00 25.00 25.00

Declining pupil units for fy 18‐19 exclude VPK pu's 0 (0.21) total growth for

expansion

Community of Peace AcademyBudget Projection Model ‐ Adopted Budget FY 18‐19 as of 5‐14‐18

Long Range Budget model , revised #1 fy 18‐19 and Proposed fy 19‐20 as of 5‐22‐19‐ new director at 1.0, current at .5

Budget Projections

F Long-Range Budget

F Long-Range Budget


6,188 6,312 6,438 6,567 6,666 6,765 6,867 6,970 General Education Revenue State Averages Per Pupil Unit $6,188 $6,312 $6,438 $6,567 $6,666 $6,765 $6,867 $6,970

Inflation Rate Assumption ‐ Basic only 2.0% 2.0% 2.0% 2.0% 1.5% 1.5% 1.5% 1.5%Basic Excluding Transportation $5,899.64 $6,017.86 $6,138.22 $6,260.98 $6,354.90 $6,450.22 $6,546.97 $6,645.18Declining pupil unit revenue = 1698.76 per declining pu calc. 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00Referendum Aid ‐ Home District 253.38 227.11 227.11 215.75 204.97 194.72 184.98 175.73Transportation & Transportation Sparsity 288.36 294.14 300.02 306.02 310.61 315.27 320.00 324.80Sparsity 29.46 29.80 29.80 29.80 29.80 29.80 29.80 29.80Training & Experience 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00Operating Capital 226.34 226.32 226.32 226.32 226.32 226.32 226.32 226.32Supplemental, gifted & talented 13.00 13.00 13.00 13.00 13.00 13.00 13.00 13.00Equity 120.98 117.32 117.32 117.32 117.32 117.32 117.32 117.32Transition 37.47 37.47 37.47 37.47 37.47 37.47 37.47 37.47

Per Pupil Unit State Revenue 6,868.63 6,963.02 7,089.26 7,206.67 7,294.39 7,384.12 7,475.87 7,569.62Less Pension Adjustment 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38

Total Per Pupil Unit State Revenue $6,869.01 $6,963.40 $7,089.64 $7,207.05 $7,294.77 $7,384.50 $7,476.25 $7,570.00

Total General Education State Revenue 5,842,821 5,921,675 6,029,030 6,636,251 7,013,189 7,346,102 7,624,277 7,909,139

Compensatory Revenueper state 9/19/17

69.4%/15%per state 1/9/18

70.1%/16%per state 1‐8‐19

68%/18% est'd ‐ 68%/18% est'd ‐ 68%/18% est'd ‐ 68%/18% est'd ‐ 68%/18% est'd ‐ 68%/18%Number of Students Oct. 1 of prior yr. 781 790 799 785 855 893 925 950Number of Free Lunch Students prior yr. 542 556 541 534 581 607 629 646Number of Reduced Lunch Students prior yr. 120 127 145 141 154 161 167 171Adjusted Counts = 100% Free, 50% Reduced = (A) 602.00 619.50 613.50 604.45 658.35 687.61 712.25 731.50Concentration Portion 0.7708 0.7842 0.7678 0.7700 0.7700 0.7700 0.7700 0.7700Concentration Factor (lessor of 1 or Conc. portion/.8) 0.9635 0.9802 0.9598 0.9625 0.9625 0.9625 0.9625 0.9625Revenue/Adjusted Count = (B) $3,092.28 $3,218.85 $3,224.47 $3,307.92 $3,364.81 $3,422.55 $3,481.16 $3,540.64rounding 165 (12,086)VPK Compensatory revenue per spreadsheet and gen ed aid report

Calculated Compensatory State Revenue ((A) x (B)) 1,861,720 1,981,992 1,978,211 1,999,474 2,215,222 2,353,379 2,479,453 2,589,979(146,198) 120,273 (3,781) 21,263 215,748 138,157 126,074 110,526

Building Lease Aid : Lesser of Line a or b below: beg. FY15 (19,710) 0 0 (70,091) (23,519) 0 0Lease Aid Expense 1,201,872 1,219,684 1,241,584 1,344,368 1,481,523 1,478,540 1,488,908 1,525,408a) Lease Aid Rev at $1,314 per pupil unit beginning 2014‐15 1,117,696 1,117,426 1,117,426 1,209,931 1,263,280 1,307,167 1,340,017 1,372,867b) Lease Aid Rev at 90% of Lease Expense 1,081,685 1,097,716 1,117,426 1,209,931 1,333,371 1,330,686 1,340,017 1,372,867Lessor of $1,314/p.u. or 90% of lease payment 1,081,685 1,097,716 1,117,426 1,209,931 1,263,280 1,307,167 1,340,017 1,372,867Estimated Proration of Lease Aid Revenue 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Total Prorated Building Lease Aid Revenue 1,081,685 1,097,716 1,117,426 1,209,931 1,263,280 1,307,167 1,340,017 1,372,867Lease Aid Revenue per pupil unit (before proration) 1,272 1,291 1,314 1,314 1,314 1,314 1,314 1,314

Special Education Revenue ‐ Increase in staff salaries only = 93.74% expenses = 93.74% expenses = 93.74% expenses = 93.74% expenses = 93.74% expenses = 93.74% expenses = 93.74% expenses = 93.74% expenses

State Special Education Aid and Tuition Billing 1,567,865 1,757,615 1,754,264 1,947,348 2,013,340 2,138,131 2,199,229 2,261,750

Uniform Billing to other Districts

Formula Allowance actual/est's

State Revenue Assumptions and Calculations

CPA pays 10% of tuition billing=6.3% of rev


State AidsGeneral Education Revenue 5,842,821 5,921,675 6,029,030 6,636,251 7,013,189 7,346,102 7,624,277 7,909,139Declining pupil unit revenue = per declining pu calc., $1,767.36 fy 18‐19 / pu 0 0 0 0 0 0LEP Aid 137,557 123,802 123,802 134,841 140,834 145,881 149,824 153,766Q‐Comp Program Aid / Teacher Development & Evaluation 195,024 198,796 198,796 198,796 198,796 198,796 198,796 198,796Land Endowment Aid, calculated using prior yr adm x $ 38.57 29,497 29,761 29,761 30,277 32,977 34,443 35,677 36,642TRA Adjustment @.0021 x TRA salaries 2 yrs prev 8,564 8,564 8,564 8,564 8,564 8,564 8,564Compensatory Revenue 1,861,720 1,981,992 1,978,211 1,999,474 2,215,222 2,353,379 2,479,453 2,589,979 Subtotal 8,066,619 8,264,590 8,368,164 9,008,203 9,609,582 10,087,165 10,496,590 10,896,885Building Lease Aid 1,078,440 1,097,716 1,117,426 1,209,931 1,263,280 1,307,167 1,340,017 1,372,867Prior Year audit (over)/under accruals state aid (35,870) 0 0 0 0 0 0 0Extended time revenue 13,499 13,499 13,499 13,499 13,499 13,499 13,499 13,499Literacy Incentive Aid 25,771 27,827 27,827 27,827 27,827 27,827 27,827 27,827Long Term Facilities Revenue (New beginning FY17) $34, $85, $132 71,578 112,253 112,253 121,546 126,905 131,314 134,614 137,914Special Education Aid and Tuition Billing 1,567,865 1,757,615 1,754,264 1,947,348 2,013,340 2,138,131 2,199,229 2,261,750

Total State Aids 10,787,902 11,273,500 11,393,433 12,328,354 13,054,434 13,705,103 14,211,776 14,710,742

Other Revenue Federal Title I ‐ Basic 298,993 344,100 296,619 296,619 296,619 296,619 296,619 296,619Federal Title II 42,861 43,431 43,431 43,431 43,431 43,431 43,431 43,431Federal Flow Thru Grant, estimate 10% decrease and no c/o 138,216 137,612 137,612 137,612 137,612 137,612 137,612 137,612Federal Flow Thru EIS Early Intervention (15% opt) 24,708 20,085 20,085 20,085 20,085 20,085 20,085 20,085Federal Spec Ed Early Childhood Funds F420 1,294 2,808 2,808 2,808 2,808 2,808 2,808 2,808Federal Title III Grant (ESL Funding) 20,395 25,053 25,053 25,053 25,053 25,053 25,053 25,053

Total Federal Funds 526,467 573,089 525,608 525,608 525,608 525,608 525,608 525,608Microsoft Cypress Grant 0 0 0 0 0 0 0 0

Other Revenues 52,012 34,095 34,095 34,095 34,095 34,095 34,095 34,095p gGifts and Bequests 27,412 36,000 36,000 36,000 36,000 36,000 36,000 36,000E‐Rate Revenue 50,602 53,292 53,292 53,292 53,292 53,292 53,292 53,292E‐Rate Revenue ‐ 5 year Major Update ‐ expense below 0 0 0 0 0 0 0 0Fund 04 Preschool Program Pathways II, no grant in fy 17‐18 0 0 0 0 0 0 0 0Fund 04 Preschool Program Grant ‐ Mcknight Foundation 0 0 0 0 0 0 0 0McKnight PreK‐3 Literacy Grant (new grant for 3 more years) 115,650 50,500 0 0 0 0 0 03rd party Billing 851 0 0 0 0 0 0 0Spotlight Incentive Grant 15‐16 0 0 0 0 0 0 0 0Interest Revenue 20,143 34,000 20,000 17,000 17,000 17,000 17,000 17,000

Total Other Revenue 793,137 780,976 668,995 665,995 665,995 665,995 665,995 665,995

Total Revenue 11,581,040 12,054,476 12,062,429 12,994,350 13,720,429 14,371,098 14,877,772 15,376,737per audit 164,879 473,436 7,953 931,921 726,080 650,669 506,673 498,965

101% 104% 100% 108% 106% 105% 104% 103%

Budget Projections

Revenue Calculations


Inflation Calculations

Salaries 2.0% 3.0% 2.0% 2.0% 2.0% 2.0% 2.0% 2.0%Other costs 1.5% 1.5% 1.5% 1.5% 1.5% 1.5% 1.5% 1.5%

New Licensed Staff CalculationsStaff increases based on enrollment increasesProjected enrollment change from prior year 14 (0) 0 70 38 32 25 25Added new teacher FTE's ‐ calculated at 22:1 ratio 0.6 (0.0) 0.0 3.2 1.7 1.5 1.1 1.1

Rounding (0.6) 0.0 0.0 0.1 0.8 0.8 0.8 0.8 Add: Part Time Interventionist, 30,000 offset by McKnight grant 0.0 0 0 Add: Middle School Curriculum Coordinator 55,000.0 0.0 Add: Elementary Literacy Coach 60,000.0 0.0 Total new teachers added 0.0 115,000.0 0.0 8.0 1.0 1.0 1.0 1.0Projected new teacher (1 FTE) salary cost 44,367 46,545 47,476 48,425 49,394 50,382 51,389 52,417Added salary cost ‐19‐20 = MS Principal, fy 20‐21 additional staff for expansion 0 115,000 90,000 315,716 49,394 50,382 51,389 52,417reduced current director @ .5 (68,000) (68,000)New Director 115,000Added salary cost ‐19‐20 = MS Dean, 0 102,845 50,000 0 0

see left Benefits = Benefits = Benefits = Benefits = Benefits = Benefits = Benefits = Benefits =Budget Calculations 28.98% 29.00% 29.30% 29.60% 29.90% 30.20% 30.50% 30.80%

Salaries and wages (includes Q Comp) not including special ed & Title, incl VPK 4,098,215 4,344,322 4,726,745 5,068,996 5,219,770 5,374,547 5,533,428 5,696,514Benefits not including special ed and Title 1,187,860 1,259,853 1,384,936 1,500,423 1,560,711 1,623,113 1,687,695 1,754,526Salary Bonuses ‐ teachers, plus benefits at 20% (fy 15‐16) 0 0 0Contracted and Purchased Services ‐ Other (not incl. sped & Title)obj 305,394, 315 709,946 698,483 708,960 783,762 805,875 847,274 883,226 920,066Advertising 0 0 0 0 0 0Communications Svc. 8,079 8,200 8,323 9,201 9,754 10,255 10,691 11,137Communications Svc. For new site 3,036 3,219 3,384 3,528 3,675Postage 6,699 6,797 6,899 7,626 8,085 8,500 8,861 9,230Utilities @ 93,615 sqft 112,936 117,453 119,802 122,198 124,642 127,135 129,678 132,271Insurance property/liability 34,442 38,350 39,117 39,899 40,697 41,511 42,341 43,188Utilities ‐ Site expansion on current site, @28,300 sqft 36,216 36,941 37,680 38,433 39,202Insurance property/liability @ 28,300 sqft 11,825 12,062 12,303 12,549 12,800Repairs and Maintenance, 350 27,776 56,070 56,911 62,915 66,697 70,124 73,099 76,148Contracted Transportation ‐ Includes Summer School & no special ed 528,313 560,012 582,413 655,863 682,097 748,381 778,316 848,449Staff Training and Workshops, 366 & 389 34,494 34,995 35,520 39,267 40,628 42,715 44,527 46,385Student Field Trips/entry fees 38,001 38,571 39,150 43,280 45,882 48,239 50,286 52,383

Building Rent ‐ as amended 1/1/09 an pd off

0 0 2006 Bond Principal and Interest Payment 0 2015 Bond Principal and Interest Payment 891,064 892,371 889,344 888,638 886,450 887,650 888,450 888,850 2019 Bond Principal and Interest Payment 6.9M project 3‐4‐19 18,773 281,109 454,219 449,219 449,206 453,963 Additional rent for Capital Improvements Fund 175,000 175,000 175,000 71,066 36,500 36,500 45,248 75,743 Additional rent for annual building insurance, audit & accounting & other 87,253 103,758 109,913 40,000 40,800 41,616 42,448 43,297 Additional rent for annual fees (Issuer, trustee and S & P) = expense acct 48,555 48,555 48,555 63,555 63,555 63,555 63,555 63,555 trustee=13,500 (drops after A bonds pd off), issuer=32,500 declining, S&P=4500, plus audit and accting 10k+

Total Rent Payments 1,201,872 1,219,684 1,241,584 1,344,368 1,481,523 1,478,540 1,488,908 1,525,408

Expenditure Calculations

See revenue assumption for state aid


Other Operating Leases 54,138 54,950 55,774 61,659 65,365 68,723 71,639 74,627General Supplies 401, plus 405 computer software lic and 465 165,357 157,838 160,205 174,108 177,574 186,696 194,618 202,736Fuel , 440 312 817 829 917 972 1,022 1,065 1,109Food 26,364 20,189 20,199 22,330 23,672 24,888 25,944 27,026Instructional Supplies 430 and instructional software 406, instrl tech sply 456 89,940 120,940 122,754 135,706 143,863 151,254 157,672 164,248Textbooks and workbooks, standardized tests 23,890 24,248 24,612 42,209 25,746 32,068 33,429 34,823Library Books 21,040 21,356 21,676 23,963 20,404 20,710 21,020 21,336Equipment (non‐tech) & leasehold improvements (shift from repairs & Maint) 26,531 41,929 42,558 43,196 43,844 44,502 45,169 45,847Equipment (non‐tech) & Furniture for expansion, see spreadsheet 73,460 2,500 2,500 2,500 2,500Technology Prog 606 purch svc, sply & equip 315,405,406,455,456, 465, 466,530 555,556 80,199 81,402 82,623 91,341 92,711 94,102 95,513 96,946Technology equipment & Supplies for expansion, see spreadsheet 76,225 3,775 18,775 3,775 18,775E‐Rate Expense ‐ 5 year Major Update ‐ revenue above n/a n/a n/a n/a n/a n/a n/aDues and memberships & lic fees & taxes 41,403 42,024 42,654 47,154 49,989 52,557 54,787 57,072Scholarships 2,400 4,200 4,263 4,713 4,996 5,253 5,476 5,704Preschool Program (36 children),no Pathways 17‐18, included above (0) (0) (0) (0) (0) (0) (0)

McKnight PreK‐3 Literacy Grant 115,650 50,500 0 0 0 0 0CPA's contribution toward McKnight Grant, note reduction from salaries above 81,507 108,537 0 0 0 0 0

Leasehold Improvements, school contribution, facility expansion 1,500,000 1,500,000 0Title I, II & III ‐ Federal Grants (revenue offset above)01‐000‐100's Title Grant Salaries 246,873 278,214 283,778 289,453 295,242 301,147 307,170 313,31401‐000‐200's Title Grant Benefits 58,970 65,693 83,147 85,678 88,278 90,946 93,687 96,50101‐000‐300's Title Grant Contracted Services & 366 Staff Development 16,212 21,074 21,390 21,711 22,037 22,367 22,703 23,04301‐000‐401 Title Grant Instructional Supplies 5,118 1,567 1,590 1,614 1,638 1,663 1,688 1,71301‐000‐555 Title Grant Technology Purchases 26,060 30,579 30,579 30,579 30,579 30,579 30,579 30,57901‐000‐360 Title Grant Transportation 9,018 15,457 15,457 15,457 15,457 15,457 15,457 15,457Less inflation increase and adjustment for carryover changes (0) 0 (70,838) (79,390) (88,128) (97,057) (106,181) (115,504)

362,249 412,584 365,103 365,103 365,103 365,103 365,103 365,103Special Ed‐Federal Grants F419, 420, 425,437 (revenue offset above)01‐000‐100's Special Ed Salaries 49,553 47,336 48,283 49,248 50,233 51,238 52,263 53,30801‐000‐200's Special Ed Benefits 11,290 10,475 14,147 14,578 15,020 15,474 15,940 16,41901‐000‐300's Special Ed Contracted Services 88,537 81,885 83,114 84,360 85,626 86,910 88,214 89,53701‐000‐430 Special Ed Instructional Supplies 14,837 14,800 14,800 14,800 14,800 14,800 14,800 14,80001‐000‐556 & 533 Special Ed technology & equip 0 5,953 0 0 0 0 0 001‐000‐820 Special Ed dues & memberships 0 57 0 0 0 0 0 0Less Federal Special Ed Carryover Reduction 0 0 0 0 0 0 0 0Less Federal EIS Special Ed Carryover Reduction 0 0 0 0 0 0 0 0Less inflation increase and adjustment for carryover changes 0 0 162 (2,481) (5,174) (7,917) (10,712) (13,559)

Total Federal Special Ed Expenditures 164,218 160,506 160,505 160,505 160,505 160,505 160,505 160,505

Special Education ‐ State01‐000‐100's Special Ed Salaries 877,824 983,892 1,003,570 1,113,467 1,135,736 1,208,833 1,233,009 1,257,66901‐000‐200's Special Ed Benefits 269,058 325,778 294,046 329,586 339,585 365,067 376,068 387,36201‐000‐300's Special Ed Contracted Services 492,722 469,319 476,359 526,619 558,275 586,954 611,860 637,38101‐000‐433's Special Ed Supplies 113 0 0 0 0 0 0 001‐000‐360 Special Ed Transportation, F723 & F728 95,473 96,000 97,440 107,721 114,196 120,063 125,157 130,377

Total State Special Ed Expenditures 1,735,190 1,874,989 1,871,415 2,077,393 2,147,792 2,280,917 2,346,094 2,412,790

Total Expenditures 10,979,021 11,559,796 13,425,528 14,628,858 13,467,397 13,983,281 14,369,882 14,862,535per audit 10,979,021 580,775 1,865,732 3,069,062 (1,161,461) 515,884 386,601 492,654

0 104.6% 105% 116% 109% 92% 104% 103% 103%

Annual Surplus (Deficit) 602,019 494,680 (1,363,100) (1,634,508) 253,033 387,818 507,890 514,202per prior adopted budget 550,089 335,020 (2,627,725) 30,983 82,188 169,979 134,929

Beginning Fund Balance 4,823,994 5,426,012 5,920,692 4,557,593 2,923,084 3,176,117 3,563,934 4,071,824

Ending Fund Balance 5,426,012 5,920,692 4,557,593 2,923,084 3,176,117 3,563,934 4,071,824 4,586,026Fund Balance Percentage of Annual Total Expenditures (20% required) 49.4% 51.2% 33.9% 20.0% 23.6% 25.5% 28.3% 30.9%

Debt Service Coverage Ratio (see separate schedule) 1.95 1.84 1.43 1.18 1.31 1.42 1.48 1.51

Documents

Charter School Annual Report...Mission Statement Fostering academic excellence and character development!through the education of the whole person – mind, body and will. Core Values