Prairie Seeds Academy - psak12.org · Prairie Seeds Academy WBWF Annual Report 2017-2018 Page 5 II. Implementation of Primary and Additional Statutory Purposes Our statutory purpose

Prairie Seeds Academy

PSA Lycans H.O.W.L! Our students are:

Honorable

Open-Minded

Willing

Leaders

PUBLIC CHARTER SCHOOL DISTRICT # 4126

SCHOOL YEAR 2017-2018

WORLD’S BEST WORKFORCE & ANNUAL REPORT

Prairie Seeds Academy WBWF Annual Report 2017-2018 Page 1

Table of Contents Table of Contents 1

I. School Information 4

A. Mission Statement 4

B. Vision Statement 4

C. Authorizer Information: Audubon Center of the North Woods (ACNW) 4

II. Implementation of Primary and Additional Statutory Purposes 6

III. Student Enrollment & Demographics (Operations) 10

A. Student Enrollment 10

B. Student Demographics 10

IV. Student Attendance, Attrition & Mobility 11

A. Student Attendance 11

B. Student Attrition 11

C. Student Mobility 11

V. Educational Approach & Curriculum 12

A. Pedagogical Approach and Alignment to the Mission 12

B. The Instructional Program and Curriculum. 12

C. The Work of the Academic Coaches 12

D. Remediation and Acceleration Practices 13

E. Special Education 13

F. English Learners 14

i. EL Department Year at a Glance 14

ii. Hmong Language and Culture Classes at PSA 14

G. PSA Staffing 15

H. School Calendar and Daily Schedule 15

VI. Innovative Practices & Implementation 16

A. Innovative or Unique Aspects of the School 16

B. After School and/or Summer School Programs 16

i. Anime Club 16

ii. Reading Well by Third Grade 16

iii. Hmong New Year 17

iv. Student Council K-5 17

v. High School Student Council 18


C. Hmong Student Organization 18

i. National Honor Society 19

ii. Girl Scouts ConnectZ 19

iii. Sports 20

7. Academic Performance: Goals & Benchmarks 21

Indicator 1: Mission Related Outcomes 21

Key Measures & Results 21

Indicator 3: Reading Growth 22


Indicator 4: Math Growth 24


Indicator 5: Reading Proficiency 26

Key Measures & Results for this Goal 26

Indicator 6: Math Proficiency 31

Key Measures & Results for this Goal: 31

Indicator 7: Science Proficiency (and Growth) 35

Indicator 8: Proficiency or Growth in Other Curricular Areas or Educational Programs 37

Indicator 9: Post-Secondary Readiness 38

Key Measures & Results: 38

Indicator 10: Attendance 40

Key Measures & Results for this Goal: 40

8. Educational Effectiveness: Assessment & Evaluation 40

A. Reading: 40

B. Math: 40

C. Science: 40

D. Instruction: 41

E. Reading: 41

F. Math: 41

G. Science: 41

H. Instruction: 41

9. Student & Parent Satisfaction 43

A. Parent Satisfaction Survey 43

B. Student Survey 44

10. Environmental Education 45


11. Governance & Management 45

A. Board of Directors 45

B. Board Membership Table: 2017-2018 46

C. Prairie Seeds Academy Board Training – School Year 2017-2018 46

i. Initial Training 46

ii. Annual Training 47

iii. School Academic Leadership 51

12. Staffing 52

A. CURRENT YEAR - 2018-2019 Staffing 57

B. 2017-2018 Teacher Professional Development Activities 59

13. Operational Performance 61

A. Health and Safety at the school 61

B. Transportation 61

C. Facilities 61

D. Food Service programs 61

E. Parent Engagement 61

F. Community engagement 62

14. Finances 62

A. Overview 62

C. Revenues 63

i. General Fund 63

ii. Food Services Fund 63

D. Expenses 63

i. General Fund 63

ii. Food Service Fund 63

E. Net Income and Fund Balance 63

15. PSA Future Plans 64

A. Thrive Education LLC Leadership 64

B. Data and Standards Driven 64

C. Focus on Academic Achievement 64


I. School Information

PRAIRIE SEEDS ACADEMY 6200 West Broadway Ave. N

Brooklyn Park, MN 55428

763.450.1388

www.psak12.org

GRADES SERVED - K-12

YEAR OPENED - 2004

A. Mission Statement Prairie Seeds Academy, in cooperation with families and the community, provides leadership

in rigorous education to develop inquiring, knowledgeable, and caring citizens who help

create a better and more peaceful world through intercultural understanding and respect.

B. Vision Statement Our Prairie Seeds Academy community members are inspired global thinkers, who

will understand the importance of inquiry, lifelong learning, intercultural awareness,

respect, and adaptability as they become future leaders.

C. Authorizer Information: Audubon Center of the North Woods

(ACNW) ACNW became the authorizer of Prairie Seeds Academy in 2010. The most

recent contract expired in June 30, 2017. We currently hold a three-year contract

with Audubon Center of the North Woods (2017-2020).

The authorizing mission of ACNW is to ensure quality academic and environmental

literacy outcomes for students in Minnesota by conducting effective oversight and

evaluation of its authorized schools, providing strategic support to schools, and making

informed and merit-based decisions about its portfolio of charter schools.

The authorizing vision of ACNW is to authorize a portfolio of high performing charter

schools that instill a connection and commitment to the environment in their school

communities, while working towards a healthy planet where all people live in balance

with the Earth.

David Greenberg, Director of Charter School Authorizing

Audubon Center of the North Woods

Charter School Division

43 Main St. S.E., Suite #507

Minneapolis, MN 55414 612-331-4181 www.auduboncharterschool.org

http://www.psak12.org/

http://www.psak12.org/

http://www.auduboncharterschool/

http://www.auduboncharterschools.org/


II. Implementation of Primary and Additional Statutory

Purposes

Our statutory purpose strategies are the Gradual Release of Responsibility (GRR), family

involvement, Hmong Language & Culture Program, Responsive Classroom (RC), Positive

Behavior Interventions Support (PBIS), Instructional Coaching, Community Partnerships &

Volunteer Program.

Key Academic Approaches How it aligns with

PSA’s Mission

How it aligns with

PSA’s Vision

How it aligns with

Statutory Purposes

Gradual Release of Responsibility-

This instructional framework purposefully shifts the

cognitive load from teacher as model, to joint responsibility of teacher and learner, to independent

practice and application by the learner. It supports

students in becoming independent learners while helping teachers develop the precision and

effectiveness of their instruction.

At PSA, all teachers are trained in Gradual Release by Kristin Scherman and the instructional coaches

with ongoing walkthroughs to assess fidelity of

implementation in the classroom and coaching to support the precision of implementation of each

phase. Next year, we are adding the strategy of

Close reading to the I do component of the GRR process. This will provide a precise instructional

tool for reading in the content areas.

GRR supports PSA’s mission to

“provide leadership in rigorous

education to develop inquiring, knowledgeable…” Within

gradual release, teachers model

more rigorous, expert thinking for students. Teachers ask robust

questions and ask students to

justify their thinking. Assessment is woven throughout the model,

so students show their

knowledge, and teachers are able to modify and adjust as needed.

The checks for understanding,

depth of knowledge questioning,

the focus on student centered learning, and transfer or

responsibility of learning to the

student aligns itself well to our Inquiry and Adaptability values.

It aligns with our value of Inquiry

as it promotes building higher order thinking skills through

robust questioning students learn

to grow in their independence in learning.

GRR aligns with our statutory

purposes as it encourages the use

of different and innovative teaching

methods. Gradual

Release is a structural best practice framework for effective

instruction. It is relevant to our

statutory purposes through its ability to help our educators and

students put emphasis on

academic rigor and refinement of the instructional structure in the

classroom. It can be flexible to

meet content demands, while still remaining true to instructional

best practice.

Family Involvement/ Atmosphere We strongly believe and are confirmed by the widespread research that correlates the high level of

family engagement at home with student academic

achievement. PSA works on getting more families involved, offers family library nights for the

elementary school, EL night, Hmong New Year,

Spring Concert, Senior breakfast and graduation, parent/teacher conferences, and parent chaperones.

This year, we continued to utilize our Parent

Coordinator to focus is on parent outreach and promoting parent involvement. She worked closely

with students and families regarding truancy and

attendance issues as well as communicated to follow-through on academic strategies (SST) related

cases. This serves to satisfy the purpose of improving student learning.

Promoting family involvement

aligns with our mission by fostering “intercultural

understanding and respect.”

With our culturally diverse demographic, family involvement

brings a sense of community and

provides a culturally interactive atmosphere in an academic

related setting.

Family Involvement is a crucial

piece that appropriately aligns with our values of Intercultural

Awareness and Adaptability as it

supports our efforts towards connecting with the families of

our students in order to increase

the outcomes of academic learning. It promotes Intercultural

Awareness as our families

demonstrate their own culture and intercultural awareness

within our school community. It

promotes adaptability as families and students acknowledge

various traditions. There is willingness to adjust events to

show consideration to families

and their own traditions

It aligns with our statutory

purposes as it improves Pupil Learning. Research in successful

schools shows that increased

family involvement increases pupil learning.

Instruction in Hmong Language and Culture

Hmong Language & Culture program is our way of honoring the Hmong culture for those who identify

with this ethnicity, while at the same time, it is an

opportunity to open doors to learn about new cultural aspects and expand the students’ diversity

mentality. This applies to our students two-fold as it

also works with language acquisition research components. Participation in this program will teach

students to understand, read and write Hmong. In

Instruction in Hmong Language

and Culture aligns with our mission by fostering

“intercultural understanding and

respect.” As a charter school with a Hmong focus, we are honoring

the culture through our

recognition of the Hmong Language and culture while also

acknowledging and celebrating

Instruction in Hmong Language

and Culture aligns with our value of the importance of inquiry. It

provides students with the skills

to compare and contrast the differences and similarities of the

language and culture, as well as

transferring academic skills from the Hmong language to the

English language.

It aligns with our statutory

purposes as it improves pupil learning and increases learning

opportunities. With linguistic

acquisition research in mind, this satisfies the purpose of ultimately

supporting the language learning

of English language as well as English as second language

through linguistic best practices.


the Elementary school, all students receive

instruction in Hmong language and culture every other day by a Hmong-speaking teacher. In the

middle school, students either take Spanish, EL, or

Hmong Language. In the high school, students can chose to take Hmong Language as an elective.

the diversity of cultures in our

school community. Through our instruction of language and

culture, we teach students to

value and respect all cultures.

When students are strong in their

first language, they will be stronger in learning their second

language.

Responsive Classroom

The Responsive Classroom approach to teaching

emphasizes academic, social, and emotional growth

in a strong school community. We believe that how children learn is as important as what they learn,

and that academic success is inextricably tied to

building social, emotional competencies. It is evident through teacher language, modeling,

offering academic choice, logical consequences, and

our behavioral system. Research has found that the Responsive Classroom approach

is associated with higher academic achievement in

math and reading, improved school climate, and higher- quality instruction. This works also prepares

them for real-world interactions.

Responsive Classroom aligns with our mission by fostering

“understanding and respect.”

Modeling respect brings respect. As the approach is implemented,

understanding of how children

learn is key to respect and higher academic achievement. When

the understanding of how

students learn becomes important to each child, then the what they

learn can lead to higher quality

instruction.

Responsive Classroom aligns with our values of respect and

adaptability as it focuses on

building respect by responding to student’s needs. It fosters respect

of one’s self and respect of others

learning styles. It promotes adaptability by allowing teachers

to be flexible in addressing

student needs. This is a lifelong skill. Learning about other styles

in social- emotional

competencies leads to flexibility and adaptability in the real world.

It aligns with our statutory purposes as it encourages the use

of different and innovative

teaching methods. This research-based approach is linked to

higher achievement, improved

school climate and higher quality instruction. Responsive

classroom can be associated to

meeting our school’s purposes by the way we implement this

classroom management structure

in our school. It promotes respect and adaptability towards

acceptance, which elevates

academic achievement via positive school culture.

Positive Behavior Interventions Support

Positive Behavior Interventions and Supports

(PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed

for all students in a school to achieve social,

emotional and academic success. Attention is focused on creating and sustaining primary (school-

wide), secondary (classroom), and tertiary

(individual) systems of support that improve lifestyle results (personal, health, social, family,

work, recreation) for all youth by making targeted

misbehavior less effective, efficient, and relevant, and desired behavior more functional. At PSA,

PBIS is evident through the common area posters,

students receiving HOWL’s for positive behavior, the reduction in majors and minors, the consistency

in staff handling of behaviors, and behavioral

interventions.

PBIS aligns with our mission by fostering “cooperation.” PBIS is

a cooperative approach via leadership, a cohesive plan for K-

12, a focus on positive support,

and looking for desired behaviors.

PBIS also aligns with our

mission by fostering “inquiring, knowledgeable, and caring

citizens who help create a better

and more peaceful world.” PBIS does this by creating a system

where social, emotional and

academic success work together.

PBIS aligns with our values of respect, adaptability, the

importance of inquiry, lifelong learning, intercultural awareness,

and adaptability as it is tied

closely to individual, personal, health, social, family, work and

recreation systems. It also aligns

with our value of inspiring global thinkers. The transfer of the

individual, personal, social,

health, family, work and recreational systems as it relates

to a more global perspective.

PBIS provides students with the soft skills they need to become

future leaders.

This is another strategy that satisfies our statutory purpose of

using different and Innovative Methods. PBIS expands positive

behavior supports out to a

systemic implementation with specifically behavior-based

outcomes.

Rigorous Core Content with

Coaching

ELA, Math, and Science teachers are provided a

standards-based curriculum as well as a scope and sequence/pacing guide, which includes standards.

Teachers are also provided resources for building

content and language objectives, DOK questions, and assessments. Additionally, coaches write and

provide common benchmark assessments that are

written to the rigor of the standard. Instructional Coaching is vital for the development

of creating routines and systems to be put in place at

the academic ground-level with teachers that immediately impact student learning. Coaches

observe and coach teachers to improve their

instruction by providing support, feedback, instructional strategies and resources to teachers.

Furthermore, instructional coaches bring clarity to

the nuances in the standards and give techniques for instruction on specific standards/benchmarks.

Providing teachers with rigorous curriculum as well as

instructional coaching aligns with

our mission by “providing leadership in rigorous education.”

Coaches are teachers that work

with teachers to build and add rigor, precision and effectiveness

into the delivery of content. It

also supports teachers in “developing inquiring,

knowledgeable, and caring

citizens” by providing opportunities to increase in

learning and knowledge that fit

all students’ needs while giving them the skills to become better

citizens.

Implementing a rigorous curriculum supported with

instructional coaching aligns with

our values of understanding the importance of

inquiry, lifelong

learning, intercultural awareness, respect, and

adaptability as

students become future leaders by using curriculum and coaching

ant only to increase learning, but

to establish the importance of that learning to become future

leaders.

This strategy that satisfies our statutory purpose to improve

pupil learning and

increase learning opportunities by helping teachers develop

consistent opportunities for

learning, routines increase pupil learning, and instructional

strategies to increase learning

opportunities to fit the students’ needs. This increases student

learning due to the emphasis on

delivering effective, precise instruction and differentiated

student-centered learning.

Community Partnerships/ Volunteer Program

Our community partnership and volunteer program align with our

Our community partnership and volunteer program align with our

It satisfies our statutory purpose of increasing learning


Community Partnerships & Volunteer Programing

is important to our school due to the opportunities that it opens up to our students and families. The

learning is enriched through these interactions and

with the global and community-based mindset, our students come away with an understanding of the

needs of others and learn to solve real-life problems

around them to make a difference. Some of this is also covered through our implementation of

Environmental units and collaboration efforts with

various organizations and countries. We have Career Fairs that bring in representatives from

varied professional backgrounds. Our students

thrive on the authentic input and broaden their base for possible careers.

mission by fostering

“cooperation” and building relationships between members

of PSA and the larger

community.

values of understanding the

importance of inquiry, lifelong

learning, intercultural

awareness, respect, and adaptability as

students become future leaders by

helping students build relationships with members of the

larger community, identifying

real world problems, and developing real world skills.

opportunities, respect and

leadership by exposing students to various opportunities and

experiences to increase learning,

connecting to the various resources along with hands-on

learning opportunities and

experiences within the communities.


III. Student Enrollment & Demographics (Operations)

A. Student Enrollment Since PSA opened in 2004, the enrollment has grown each year. Within the last five to

six years, we have been able to sustain enrollment between 750-800 students. Waiting

lists are in place every year for various grades.

Number of Students Enrolled 2017-18 2018-19 2019-20 Projection

Kindergarten 50 53 50

1st Grade 45 65 52

2nd

Grade 49 55 48

3rd

Grade 66 53 52

4th

Grade 52 50 60

5th

Grade 61 72 60

6th

Grade 68 60 58

7th

Grade 58 63 70

8th

Grade 65 60 58

9th

Grade 69 43 68

10th

Grade 56 61 62

11th

Grade 52 54 62

12th

Grade 69 52 67

TOTAL 760 741 767

Total ADM for year

(Average Daily Membership)

93.81%

95.12%

B. Student Demographics Our student demographics have remained relatively stable in many categories, such as

gender, White students, and Asian/Pacific Islander students. We have seen an increase

in our Special Education population over three years. We show a decrease in our

English Learners due to our students exiting the EL program.

Demographic Trends 2015-16 2016-17 2017-18

Total Enrollment 773 760 753

Male 54% 53% 52%

Female 46% 47% 48%

Special Education 8% 9.1% 11%

English Learners 44% 42.0% 44%

Free/Reduced Priced Lunch 81% 81.7% 62%

Black, not of Hispanic Origin 19% 23.7% 22.4%

Hispanic/Latino 9.5% 11.2% 12.3%

Asian/Pacific Islander 66.6% 63.8% 63.9%

American Indian/Alaskan Native N/A 0% 0%

White, not of Hispanic Origin 1.2% 0.9% < 1%


Two or More Race 0.4% < 1%

IV. Student Attendance, Attrition & Mobility

A. Student Attendance PSA maintains a successful attendance rate of greater than 90%.

2015-16 2016-17 2017-18

Overall Student Attendance Rate 93.91% 94.64% 93.81%

B. Student Attrition

Percentage of students* who were continuously enrolled between October 1 of the

2016-17 school year and October 1 of the 2017-18 school year.

76.4%

*Does not include graduating students

Percentage of students* who continued enrollment in the school from Spring 2017

to October 1, 2017.

84.7%

*Does not include graduating students

C. Student Mobility Summer

Transfers

In

Number of

Students

on Oct. 1

Mid-Year

Transfers

In

Mid-Year

Transfers

Out

Total Mid-

Year

Transfers

Mobility

Index *(as a

percent)

2015-16 120 773 60 86 146 29.8%

2016-17 141 760 46 90 136 31%

2017-18 177 770 46 54 100 12.9%

* Total mid-year transfers divided by number of students on October 1.

Percentage of students who were enrolled for 95% or more of the 2017-18 school

year.

86.4%


V. Educational Approach & Curriculum

A. Pedagogical Approach and Alignment to the Mission

To accomplish this, PSA students are taught in a gradual release of responsibility (GRR) model,

which offers students high degrees of scaffolding to support them on the continuum of learning.

The gradual release of responsibility model allows students to see the teacher model their

thinking around a new skill or concept in the “I Do” portion of the lesson, then students are

provided scaffolded opportunities to practice what they just learned in pairs and groups with the

teacher facilitating the learning in the “We Do” portion of the lesson. Students are then offered

opportunities to apply learning collaboratively and with high levels of differentiation in the later

part of the “We Do”, before finally moving into independent practice.

This model of instruction provides students opportunities to practice and apply standards-based

skills and strategies within a differentiated approach where they are applying to real world

higher-levels of thinking that they asked to apply as 21st Century global citizens.

In addition to the gradual release of responsibility, the individual student is recognized through

ongoing data-driven differentiation within the classroom, and through ongoing community

engagement project learning opportunities, all of which invite parent engagement through

various opportunities.

B. The Instructional Program and Curriculum.

PSA’s instructional program supports a gradual release of responsibility model. PSA’s

curriculum across K-12 (i.e Lucy Calkins reading and writing, Collections for 6-12 ELA, LLI for

K-8 intervention, and Math Expressions etc.) follows the gradual release of responsibility model,

as well as aligns to common core standards and MN math standards. In addition, teachers are

asked to write lesson plans in a gradual release of responsibility template that includes which

standards and benchmarks are being addressed, how they are being taught, and how they are

being assessed within the lesson. In an effort to align to instruction and curriculum to Minnesota

State Standards, PSA has created scope and sequence teaching documents to guide teachers in

how to use the curriculum to meet MN State Standards, as well as benchmark assessments that

are given quarterly as a way to gauge levels of proficiency students have towards grade level

standards and benchmarks, and to guide intentional instructional decisions that bring students to

higher levels of thinking.

C. The Work of the Academic Coaches

The instructional coaches’ role at PSA is to guide teachers in giving precise instruction, as well

as aligning curriculum to the MN state standards. This year, the coaches developed and refined

these realms with the collaboration of stakeholders. Two primary initiatives implemented this

year were the standardization and support of the Gradual Release of Responsibility model and

aligning assessments.


The coaches defined what the Gradual Release of Responsibility meant for Prairie Seeds

Academy. First, they created a standardized informal walk-through rubric that contained the best

of our previous professional development elements. With the aid of Google forms, they were

able to enter and house the walk-through data. Next, they used the data to deliver coaching

support to the teachers and help arrange relevant trainings. Parallel to this effort, the coaches

built four websites to anchor all of the school’s resources as well as their curriculum maps.

The instructional coaches developed standardized assessments to aid with literacy. They created

in house assessments closely aligned to both Webb's Depth of Knowledge as well as the state

standards. Google Forms and sheets automatically graded the assessments and generated reports

for PLCs. The coaches also created reteaching resources such as developing screencast videos

that could be emailed directly to the students.

D. Remediation and Acceleration Practices

PSA has designed a highly intentional Multi-Tiered System of Support for reading and math that

provides high levels of scaffolding for students from core instruction, into levels of intervention

that include special education, and English Learner supports. Each level of the tiers of support

provides opportunities for students to move into and beyond grade level proficiency using

research –based best practices including for reading in K-8 Leveled Literacy Intervention (LLI),

co-teaching models, pull- out models, and classes that build intervention into core instruction,

this also encompasses math through an Algebra Reborn intervention curriculum for tier 2.

Students are offered opportunities for acceleration through honors classes at the secondary level,

and through highly differentiated core instruction within classes at the elementary level.

MTSS is driven through the PLC work. Data cycles constantly apply strategies in order to move

students from one tier to the next. Common assessments, FAST assessments, MCA, and EL

assessments are all used in the determination of student tier levels.

E. Special Education

PSA provides special education services are provided for identified K-12 students. PSA serves

students in a variety of disability areas in the regular classroom setting and/or in the special

education setting. Our special staff includes special education teachers, paraprofessionals, speech

& language pathologists, occupational therapist, school psychologist, early childhood special

education teacher, and adaptive physical education teacher.

Some of the evidence-based curriculum used in the special education setting includes: Edmark

Reading, Touch Math, Leveled Literacy, Reading A-Z, Moving with Math, Second Step.

Progress Reports are sent home 3 times a year with grades to report on how students are doing

with IEP goals/objectives; progress is also reported at annual IEP meetings

Most special education teachers are using Easy CBM - a curriculum-based assessment - to

monitor IEP goals in reading and math every 2-3 weeks. Most special education students take

part in Minnesota Comprehensive Assessments (MCA) once a year to determine how they are

progressing with grade level standards. PSA also uses Fast Bridge to monitor grade level,

standards-based progress 3 times a year.


F. English Learners

Using PSA’s MTSS, English Language Learner students are supported through an in-addition to

model that encompasses the gradual release of responsibility instructional model, as well as

supports students learning through highly differentiated scaffolds that move students towards

meeting their language goals, as they work towards greater levels of grade level proficiency.

This can be seen through EL co-teaching models, sheltered, and EL pull-out that supports

students in core instruction, as well as providing supports in moving students towards greater

levels of language proficiency. EL teachers use formative data on an ongoing basis to inform

instruction and differentiate based on student needs.

Ongoing Monthly EL professional development is provided to all instructional staff to support

EL student learning. Additionally, information about state-mandated WIDA standards,

descriptors and rubrics and language proficiency levels are shared with classroom teachers to

inform non-EL educators.

i. EL Department Year at a Glance

During the 2017-2018 school year, the PSA EL department has implemented coaching and

professional development sessions via Hamline University’s ELM (English Learners in the

Mainstream) project. On total, three EL teachers observed lessons of 30 mainstream teachers.

Each observation was met with a one-on-one debrief between the EL and mainstream teachers.

Through this debrief, teachers discussed opportunities and set goals to better support EL students

within content-area learning.

The EL department also created and presented 7 professional development workshops this year.

The main focus of these PDs was to ground teachers in language objectives. Teachers were given

opportunities to hone their skills in creating function-driven language objectives, determine

academic language necessary for students to successfully interact with content, and apply the

language objectives throughout the course of lessons/units.

In February 2018, K-12 EL students took the WIDA ACCESS test to assess language

proficiency and growth. Schoolwide, 17% of EL students qualified to exit services this year (53

of 318 students). The preliminary ACCESS scores are attached to this document. Additionally, a

snapshot of student growth (utilizing 3-5 data) from the 2016-17 to 2017-18 school years is

attached. This data shows that 3-5th

grade students made considerable overall growth (an average

of .7 levels), listening growth (an average of 1.1 levels), and reading growth (an average of .9

levels). As shown in the 3-5 data, the one modality that needs greater targeted support next year

is that of speaking. Students will need to be given more intentional opportunities to practice

using academic language in spoken language.

ii. Hmong Language and Culture Classes at PSA

Richard Hawj grades 6-12 & Shao Chang K-5, Pang Mua 3rd, Rasamee Vang 2nd


The Hmong Language and culture class across Prairie Seeds Academy this year has shown

student growth. In grades K-5, at least 81% of students made growth movement from pre to post

/ fall to spring. Students at the secondary level grades 6-12 showed 73% growth gain who were

enrolled in the course. This was the first year that PSA’s elementary and middle school used a

Hmong curriculum to supplement the language component. It was able to guide the instruction

by making it more consistent across the board and helped the Hmong teachers reinforce

foundational linguistic knowledge by gradually building on language concepts quarter by

quarter. Despite the scheduling conflicts in 5th grade that arose for a portion of the the year,

overall, the Hmong Language and Culture program was able to make the academic growth.

PSA’s Hmong program also made some stride by also connecting to the University of Minnesota

to work towards and obtain credit for the Hmong Language SEAL that is offered to students who

go on to college.

G. PSA Staffing

PSA’s staffing includes staff, and new hires, that not only know and understand the mission and

vision of PSA but are also highly trained in PSA’s vision of carrying out best practice in

curriculum and instruction. Ongoing training throughout the year has been given to new hires

joining PSA to ensure that they understand the educational approaches and supports used in the

school as well as implementation processes, supports, and timelines.

PSA staff encompasses the PSA mission, through such positions as Title 1, ELL, special

education, reading specialist, instructional coaches, behavior specialists, counselors, parent and

community liaison and various consultants to support.

H. School Calendar and Daily Schedule

PSA’s school calendar represents not only appropriate, and research supported instructional

times, but also includes the appropriate number of days students are in school, with a balance of

days where teachers are being professionally developed in research-based best practice that

supports PSA’s mission and vision. An assessment calendar is also aligned to this that works as a

reminder to all stakeholders. Daily functioning schedules for each school in the district are

written to reflect exact minutes per class hour and/or content areas including breakfast and lunch

time windows and designated professional learning communities (PLC) times.


VI. Innovative Practices & Implementation

A. Innovative or Unique Aspects of the School

PSA provides students and families a variety of ways to connect to the student’s learning. This is

done through such things as home visits, opportunities for parents to volunteer and be a part of

PSA programs and processes, and opportunities for parents to connect to the school through

various programs that include community representation. Parent communication is highly

valued as a way for teachers, parents and students to connect to instructional programming K-12.

In this manner, community support, and parent alignment to the vision and mission of PSA’s

success is a highly valuable aspect of PSA.

Using data, PSA is innovative in its approach to student centered learning, through the use of

multi-tiered systems of support, and through community-based project learning that helps

develop the student as a global citizen. PLC is data focus with the use of data walls. Teachers

support students with individualized prescription plans.

B. After School and/or Summer School Programs We have three sessions of after school, which give students extra support in reading and math.

Each session is 2 hours long and runs 3 days a week for 5-6 weeks each. Our summer program

is 5 weeks long, 4 days a week, and 4 hours a day. It focuses on reading, math, and science.

i. Anime Club

David Halstead, HS ELL Teacher and Karl Hoeschen, HS

ELA Teacher

● Anime club is a multicultural group in which the

students explore a variety of entertainment forms from

around the world. Popular forms of entertainment

among the students have included Japanese animation,

Korean Drama, writing Chinese Kanji characters, and

training for entering the League of Legends National

Tournament.

● This year the students focused on many fund-raising

efforts such as an all-night school lock in, a raffle contest, an egg roll eating

contest, and an end of the year obstacle course and barbecue. ● Parents assisted the anime club for this all-night event.

ii. Reading Well by Third Grade

Reading supports from title reading program have been in place all year for K-5 as well as 6-12

students who need reading intervention support. Our reading intervention program continued to

use the LLI intervention curriculum with students throughout the year to support reading level

increase for those who are reading significantly below grade level.

Concurrently, our elementary core classrooms continued to utilize our leveled reading system,

Assess Now, in conjunction with the mainstream guided reading model. Students were assessed


in the fall for a starting baseline and assessed again in the spring to determine reading level

growth with the goal to push students up the reading continuum as much as possible. In the

spring, we moved towards a more universally aligned and updated leveling system called BAS.

We piloted this in the spring to prematurely detect any issues that may come up so that our

upcoming school year implementation will be smoother.

The elementary teachers joined forces to create a Literacy Committee in which they met

regularly to incentivize reading and motivate students to reach the goals of a certain number of

books as possible. The engaging Football theme was a key motivator where students reaching the

goal each was recognized in the all-school assembly and each received a real-life football. The

Vikings mascot even came through to the assembly to help motivate students as the Superbowl

was in Minnesota this year.

iii. Hmong New Year

Jeff Culp, Secondary Music and Becca Bellman,

Elem Music teachers

For the 2017-18, a new and exciting opportunity

came for our 5th grade classes to perform in the

Vocal Essence’s Cantare! at the Ordway Theatre on

May 22nd. The organization holds an annual concert

in which Mexican composers bring their expertise

into the schools and work directly with students to

practice and perform chorally. Ms. Bellman

expressed the accomplishment wonderfully when

she wrote in an email invite to staff,

“This is a big deal for our students, for me as a

music educator, and for our school. The opportunity

this organization has given to our students to be able to perform on a professional stage

is a once in a lifetime opportunity for many.”

PSA’s music program continued with the yearly tradition of a performance concert

program in December to mark the Hmong New Year & diversity celebration as well as

another performance in May for the Spring Concerto. Additionally, different from

previous years, the music program decided to hold a talent show this year on the last

day of school to accompany the celebratory atmosphere of the field day activities in the

school and with parents.

iv. Student Council K-5

Christina Lee & Tracy Moua

PSA encouraged the students to make their own decisions and only using the advisors for

guidance. At PSA, students are taught to give back to communities in surrounding cities and to

reach out to other parts of the world. Examples of those were, by volunteering at Feed My


Starving Children and donating to organizations that deal with mental health, and children that

are less fortunate.

After each event/activity, students can reflect what they learned and felt and discuss about the

purpose and meaning of each event. The students also really wanted to show appreciation to their

teachers and give back to their student body. They did that by celebrating and showering teachers

with snacks and little gifts during Teacher Appreciation week. Student Council also bought tote

bags and treats during field day for all the students in the elementary school.

PSA really has seen the growth and leadership in all the Student Council members. The staff and

administration at PSA are so proud and privileged to have such strong student leaders this year.

v. High School Student Council

Lindsey Graske, Spanish Teacher and Advisor

High School Student Council is made up of student leaders in Grades 9-12 who want to

encourage school spirit and community involvement. The students in this club set an example for

their peers and act as positive role models and active participants in the school community. This

year, student council hosted school wide events such as the homecoming dance, the high school

overnight lock-in, and the end of the year field day, where many students came together to

celebrate their friendships here at Prairie Seeds. Student council also collected nonperishable

food items for a November food drive and raised nearly six hundred dollars for mental health

programs at Tree House Brooklyn Park through candy bar sales.

C. Hmong Student Organization Maignia Lo, Media Center

In the school year of 2017-2018, the trip to Thailand for Hmong Student Organization (HSO)

members were cancelled due to budget. Students decided that they would plan smaller events for

the organization. With that in mind, HSO did fundraising throughout the school year for two

mini gatherings: Annual picnic at Elm Creek and a trip to Wisconsin Dells.

HSO members bonded, socialized with each other and did activities together. They took part in

looking after each other at Wisconsin Dells and helped one another in preparing meals.

Fundraising was comprised of Minute Maid Juice bars, to Valentine Hershey kisses with a

special message to drinks and food: smoothies, mangonada, spring rolls, eggrolls, fried rice, pot

stickers, to name a few dishes for fundraising.

Fundraising happened during school time and during PD day. Students came together to prepare

food and drinks. They learned to make traditional food and new food. They collaborated to

make each fundraiser a success.

Hmong Student Organization members participated in the Hmong New Year as well as the

Spring concert. They not only participated in the Fashion Show but also performed traditional

dances and 2-line dances at each event. They made sure that one-line dance involved all

participants (parents, secondary students and staff, including elementary students): the electric

slide. It always had a great turn out.


i. National Honor Society

Melanie Bradshaw, 6-12 Art teacher

PSA’s National Honors Society recognized

over 20 students who have demonstrated

achievement in the four areas of: Character,

Scholarship, Leadership and Service. NHS

students lead the following school-wide

service areas:

● Volunteered at Parent Teacher

Conferences: Students volunteered to

check parents in and direct them to

conferences as well as serve as

translators as needed, although the later

service was not used.

● Red Cross Blood Drive (Service): NHS

hosted a blood drive in April. Students

recruited donors and volunteered

during the event itself. ● Pennies for Patients Fundraiser

(Service): Members of the service

committee organized a penny drive for

the elementary school and a penny

wars event for the high school to encourage students to donate to this national fundraiser

by the Leukemia and Lymphoma Society. ● Students attended two college visits to University of MN- Duluth and St. Scholastica in

which they participated in service learning projects.

ii. Girl Scouts ConnectZ

A program that brings a culturally responsive leadership experience to 2,700 girls throughout the

Twin Cities metro area and southern Minnesota. Under the leadership of trained youth-

development professionals, ConnectZ provides girls from underrepresented communities the

opportunity to discover, connect, and take action in the community. Through weekly sessions,

field trips, college tours, and so much more, Girl Scouts ConnectZ strives to build girls of

courage, confidence, and character.

6th

-8th

grade girls who participated in Girl Scouts ConnectZ: They tackled topics on

friendship, bullying, respecting ourselves and others, personal values, and goal setting. Girls also

participated in our yearly Cookie Sales, where they developed essential skills such as goal

setting, decision making, money management, people skills and business ethics.

9th

-12th

grade girls who participated in Girl Scouts ConnectZ: Our high school troop tackled

topics on college and career readiness, self-esteem, personal goal setting, current issues in the

Hmong community, and race relations in America. Our high school troop also participated in


Cookie Sales with the middle school girls and celebrated with a day exploring downtown

Minneapolis. They also participated in community service projects including environmental

cleanup projects.

iii. Sports

Our sports seasons were very busy. We started out the fall with our boys’ and girls’ soccer

programs, along with our girls’ volleyball program. Winter consisted of a very busy boys’

basketball season. In the spring, we also participated in boys’ volleyball, sponsored by our

conference consisting of five (5) schools, along with flag football (JH), boys and girls track and

field, and girl’s badminton.


VII. Academic Performance: Goals & Benchmarks

Indicator 1: Mission Related Outcomes School Goal: Over the period of the contract, students at Prairie Seeds Academy (PSA) will

demonstrate growth in becoming caring citizens who help create a better and more peaceful

world through intercultural understanding and respect and by fully engaging in the classroom

environment.

WBWF Goal Areas Addressed by this Goal: The WBWF goal area that aligns here is the

College and Career Readiness goal that is done through the work and collaboration of students

with community organizations and college visits.

Key Measures & Results

Measure 1.1

From FY18 to FY20 (January 2020), at least 65% of students in grades K-12 will volunteer

annually at schools or community organizations (local or global) as indicated by the school-

created “Service in Action” logs and will demonstrate exemplary qualities of IB Learner

Profiles: Caring, Principled, Balanced, Communicators, Inquirers, Knowledgeable, Thinkers,

Open-Minded, Risk-takers, Reflective.

Results Measure 1.1

Based on the FY18 data, PSA met the target for Measure 1.1

Prairie Seeds

Academy

Number of Students

Volunteering Annually

Total Number of

Students (Grades K-

12)

Percent of Students

Volunteering Annually

FY18 540 780 69%

Measure 1.2

From FY18 to FY20 (January 2020), the aggregate percentage of students in grades K-12 who

demonstrate high levels of engagement in the classroom as measured by the engagement

observation tool will be at least 65%.

Results Measure 1.2

Based on the FY18 data, PSA exceeded the target for Measure 1.2.

Prairie Seeds

Academy

Number of Students

Demonstrating High

Levels of Classroom

Engagements

Total Number of

Students (Grades K-

12)

Percent of Students

Demonstrating High

Levels of Classroom

Engagements

FY18 NA NA 83.9%


Measure 1.3

From FY18 to FY20, the number of behavior referrals for minor disruption will decrease by at

least 5% annually when compared to the previous year as tracked by SWIS data software.

Results Measure 1.3

Based on the FY18 data, PSA exceeded the target for Measure 1.3.

Prairie Seeds

Academy

Number of Behavior

Referrals in Current Year

Number of Behavior

Referrals in Previous

Year

Percent Change in

Behavior Referrals

FY18 847* 1319* 36% decrease

*This includes all “minor” referrals only

Measure 1.4

From FY18 to FY20 (January 2020), 75% of students in grades K-5 will demonstrate an

increased knowledge of Hmong Language and Culture and measured by a pre-post assessment.

Results Measure 1.4

Based on the FY18 data, PSA met the target for Measure 1.4.

Prairie

Seeds

Academy

Number of Students

Demonstrating Growth on

Hmong Language and Culture

Assessment

Total Number

of Students

(Grades K-5)

Percent of Students



Assessment

FY18 265* 325 81%

*Not able to acquire 2nd grade data (student number still applied to “Total”)

Measure 1.5

From FY18 to FY20 (January 2020), 50% of students in grades 6-12 will demonstrate an

increased knowledge of Hmong Language and Culture and measured by a pre-post assessment.

Results Measure 1.5

Based on the FY18 data, PSA met the target for Measure 1.5.

Prairie

Seeds

Academy

Number of Students



Assessment

Total Number

of Students

(Grades 6-12)

Percent of Students



Assessment

FY18 About 83 * 114 72.85%

*Only students who took Hmong class

Indicator 2: English Language Learners

Goal: NA on the 17-20 contract


Indicator 3: Reading Growth School Goal: Over the period of the contract, students at PSA will demonstrate growth in

reading as measured by state accountability tests and nationally normed assessments.

WBWF Goal Areas Addressed by this Goal: The WBWF goal area that aligns to this is

Closing the Achievement Gap in the area of reading.


Measure 3.1

From FY17 to FY18 and FY18 to FY19, the aggregate percentage of students who grow from an

achievement level of “does not meet” to “partially meets” or higher or from “partially meets” to

“meets” or higher on state accountability tests will be at least 20%.

Results Measure 3.1

Based on the FY18 data, PSA met the target for Measure 3.1

Prairie

Seeds

Academy

Number of Students

Who Grew From

‘Does Not Meet’ to

‘Partially Meets’ or

higher

Number of Students

Who Grew From

‘Partially Meets’ to

‘Meets’ or higher

Total

Number of

Students

with Growth

Data

Percentage of Students

Who Grew from ‘Does

Not Meet’ to ‘Partially

Meets’ or ‘Partially

Meets’ to ‘Meets’ or

higher

FY18 27 32 64 59/309 = 19.1%

Measure 3.2

From FY17 to FY19, the aggregate percentage of students in grades K-5 assessed in the Fall who

achieve their Spring benchmark goal as measured by the FAST suite of assessments will be at

least 50%.

Results Measure 3.2

Based on the aggregated data, PSA is approaching the target for Measure 3.2.

Prairie Seeds

Academy

Number of Students

Achieving Spring

Benchmark Goal

Number of

Students

(Grades K-5)


Achieving Spring Benchmark

Goal

FY17 87 227 38.3%

FY18 143 317 45.1%

FY19

Aggregate 230 544 42.3%


Measure 3.3

From FY17 to FY19, the aggregate percentage of students in grades 6-8 assessed in the Fall who


least 50%.

Results Measure 3.3


Prairie Seeds

Academy

Number of Students

Achieving Spring

Benchmark Goal

Number of Students

(Grades 6-8)


Achieving Spring

Benchmark Goal

FY17 68 160 42.5%

FY18 76 178 42.7%

FY19

Aggregate 144 338 42.6%

Measure 3.4

From FY17 to FY19, the aggregate percentage of students in grades 9-12 assessed in the Fall

who achieve their Spring benchmark goal as measured by the FAST suite of assessments will be

at least 50%.

Results Measure 3.4


Prairie Seeds

Academy

Number of Students

Achieving Spring

Benchmark Goal

Number of Students

(Grades 9-12)


Achieving Spring

Benchmark Goal

FY17 86 152 56.6%

FY18 67 195 34.4%

FY19

Aggregate 153 347 44.1%

Indicator 4: Math Growth School Goal: Over the period of the contract, students at PSA will demonstrate growth in math

as measured by state accountability tests and nationally normed assessments.

WBWF Goal Areas Addressed by this Goal: The WBWF goal area that aligns to this is

Closing the Achievement Gap for the content of Mathematics.



Measure 4.1

From FY17 to FY18 and FY18 to FY19, the aggregate percentage of students who grow from an

achievement level of “does not meet” to “partially meets” or higher or from “partially meets” to

“meets” or higher on state accountability tests will be at least 20%.

Results Measure 4.1

Based on the aggregated data, PSA does not meet the target for Measure 4.1.

Prairie

Seeds

Academy

Number of

Students Who

Grew From ‘Does

Not Meet’ to

‘Partially Meets’

or higher

Number of

Students Who

Grew From

‘Partially Meets’

to ‘Meets’ or

higher

Total

Number of

Students

with

Growth

Data


Who Grew from ‘Does

Not Meet’ to ‘Partially

Meets’ or ‘Partially

Meets’ to ‘Meets’ or

higher

FY18 15 7 25 22/306 = 7.2%

FY19

Aggregat

e 15 7

25 7.2%

Measure 4.2

From FY17 to FY19, the aggregate percentage of students in grades K-5 assessed in the Fall who


least 50%.

Prairie Seeds Academy

Number of Students

Achieving Spring

Benchmark Goal

Number of Students

(Grades K-5)

Percentage of

Students

Achieving Spring

Benchmark Goal

FY17 97 254 38.1%

FY18 121 318 38.1%

FY19

Aggregate 218 572 38.1%

Results Measure 4.2


Measure 4.3

From FY17 to FY19, the aggregate percentage of students in grades 6-8 assessed in the Fall who


least 50%.


Results Measure 4.3


Prairie Seeds

Academy

Number of Students

Achieving Spring

Benchmark Goal

Number of

Students

(Grades 6-8)


Achieving Spring

Benchmark Goal

FY17 62 161 38.5%

FY18 78 178 43.8%

FY19

Aggregate 140 339 41.3%

Measure 4.4

From FY17 to FY19, the aggregate percentage of students in grades 9-12 assessed in the Fall

who achieve their Spring benchmark goal as measured by the FAST suite of assessments will be

at least 50%.

Results Measure 4.4

Based on the aggregated data, PSA is approaching the target for Measure 4.4

Prairie Seeds

Academy

Number of Students

Achieving Spring

Benchmark Goal

Number of Students

(Grades 9-12)

Percentage of

Students Achieving

Spring Benchmark

Goal

FY17 99 186 53.2%

FY18 90 195 46.1%

FY19

Aggregate 189 381 49.6%

Indicator 5: Reading Proficiency School Goal: Over the period of the contract, students at PSA will demonstrate proficiency in

reading as measured by state accountability tests and nationally normed assessments.

WBWF Goal Areas Addressed by this Goal: The WBWF areas that are aligned to this and

address these goal are, All Students in 3rd Grade Achieving Grade Level Literacy and Closing

the Achievement Gap between student groups, as pertains to reading.


Key Measures & Results for this Goal

Measure 5.1a

From FY17 to FY19, the school’s aggregate proficiency index score for students in grade 3 will

increase by at least 8.0 points from the baseline proficiency index score (FY14-16 baseline –

26.7) OR will be greater than that of the state for the same grade (3).

Results Measure 5.1a

Based on the aggregated data, PSA is approaching the target for Measure 5.1a.

Prairie Seeds

Academy Exceeds Meets

Partially

Meets

Does Not

Meet

Total Proficiency

Index

FY17 0 11 15 37 63 29.4

FY18 2 9 13 21 45 38.9

FY19

Aggregate 2 20 28 58 108 33.3

Measure 5.1b

From FY17 to FY19, the school’s aggregate proficiency index score for students in grades 4-8

and 10 will increase by at least 7.0 points from the baseline proficiency index score (FY14-16

baseline – 37.5) OR will be greater than that of the state for the same grades (4-8 & 10).

Results Measure 5.1b

Based on the aggregated data, PSA met the target for Measure 5.1b.

Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficiency

Index

FY17 9 85 106 132 332 44.3

FY18 14 106 97 155 372 45.3

FY19

Aggregate 23 191 203 287 704 44.8

Measure 5.2


and 10 will be greater than that of the local district (ISD 1 – Minneapolis) for the same grades (3-

8 & 10).


Results Measure 5.2


Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficiency

Index

FY17 9 96 121 169 395 41.9

FY18 16 115 110 176 417 44.6

FY19

Aggregate 25 211 231 345 812 43.3

Measure 5.3

From FY17 to FY19, the school’s aggregate proficiency index score for students in the

Free/Reduced Priced Lunch subgroup will be greater than that of the state for the same subgroup

and the same grades (3-8 & 10).

Results Measure 5.3


Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficienc

y Index

FY17 8 81 94 138 321 42.4

FY18 12 84 80 143 319 42.6

FY19

Aggregate 20 165 174 281 640 42.5

Measure 5.4


Free/Reduced Priced Lunch subgroup will be greater than that of the local district (ISD 1 –

Minneapolis) for the same subgroup and the same grades (3-8 & 10).

Results Measure 5.4

Based on the aggregated data, PSA met the target for Measure 5.4.

Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficienc

y Index

FY17 8 81 94 138 321 42.4


FY18 12 84 80 143 319 42.6

FY19

Aggregate 20 165 174 281 640 42.5

Measure 5.5

From FY17 to FY19, the school’s aggregate proficiency index score for students in the English

Learner subgroup will be greater than that of the state for the same subgroup and the same grades

(3-8 & 10).

Results Measure 5.5

Based on the aggregated data, PSA met the target for Measure 5.5

Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficienc

y Index

FY17 0 23 46 89 158 29.1

FY18 1 23 44 117 185 24.9

FY19

Aggregate 1 46 90 206 343 26.8

Measure 5.6


Learner subgroup will be greater than that of the local district (ISD 1 – Minneapolis) for the

same subgroup and the same grades (3-8 & 10).

Results Measure 5.6

Based on the aggregated data, PSA met the target for Measure 5.6

Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficienc

y Index

FY17 0 23 46 89 158 29.1

FY18 1 23 44 117 185 24.9

FY19

Aggregate 1 46 90 206 343 26.8


Measure 5.7

From FY17 to FY19, the school’s aggregate proficiency index score for students in the Special

Education subgroup will be greater than that of the state for the same subgroup and the same

grades (3-8 & 10).

Results Measure 5.7

Based on the aggregated data, PSA does not meet the target for Measure 5.7

Prairie

Seeds

Academy

Exceeds Meets Partially

Meets

Does Not

Meet

Total Proficiency

Index

FY17 0 2 4 27 33 12.1

FY18 1 2 4 27 34 14.7

FY19

Aggregate 1 4 8 54 67 13.4

Measure 5.8


Education subgroup will be greater than that of the local district (ISD 1 – Minneapolis) for the


Results Measure 5.8


Prairie

Seeds

Academy

Exceeds Meets Partially

Meets

Does Not

Meet

Total Proficiency

Index

FY17 0 2 4 27 33 12.1

FY18 1 2 4 27 34 14.7

FY19

Aggregate 1 4 8 54 67 13.4

Measure 5.9

From FY17 to FY19, the aggregate percentage of students in grades K-5 who earn a score

designated as “low risk” or “college pathway” in the spring of each year as measured by the

FAST suite of assessments will be at least 50%.


Results Measure 5.9


Prairie

Seeds

Academy

Number of Students

Designated “Low

Risk” on FAST

Assessment

Number of Students

Designated “College

Pathways” on FAST

Assessment

Number

of

Student

s

Percentage of

Students Designated

as “Low Risk” or

“College Pathways”

FY17 48 12 214 28.0%

FY18 97 83 317 56.8%

FY19

Aggregat

e 145 95

531 45.2%

Measure 5.10

From FY17 to FY19, the aggregate percentage of students in grades 6-8 who earn a score



Results Measure 5.10


Prairie

Seeds

Academy

Number of

Students

Designated “Low

Risk” on FAST

Assessment

Number of Students


Pathways” on FAST

Assessment

Number

of

Student

s

Percentage of

Students

Designated as

“Low Risk” or

“College

Pathways”

FY17 33 26 183 32.2%

FY18 47 32 178 44.4%

FY19

Aggregate 80 58 361 38.2%

Measure 5.11







Prairie

Seeds

Academy

Number of

Students

Designated “Low

Risk” on FAST

Assessment

Number of Students


Pathways” on FAST

Assessment

Number

of

Students

Percentage of

Students

Designated as

“Low Risk” or

“College

Pathways”

FY17 60 15 206 36.4%

FY18 43 54 195 49.7%

FY19

Aggregate 103 69 401 42.9%

Indicator 6: Math Proficiency School Goal: Over the period of the contract, students at PSA will demonstrate proficiency in

math as measured by state accountability tests and nationally normed assessments.

WBWF Goal Areas Addressed by this Goal: The WBWF area that addresses this goal is

Closing the Achievement Gap between student groups, pertaining to Mathematics.

Key Measures & Results for this Goal:

Measure 6.1


and 11 will increase by at least 7.0 points from the baseline proficiency index score (FY14-16

baseline – 36.7) OR will be greater than that of the state for the same grades (3-8 & 11).

Results Measure 6.1


Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficienc

y Index

FY17 13 87 101 191 392 38.4

FY18 11 66 108 216 401 32.7

FY19

Aggregate 24 153 209 407 793 35.5


Measure 6.2


and 11 will be greater than that of the local district (ISD 1 – Minneapolis) for the same grades (3-

8 & 11).

Results Measure 6.2


Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficienc

y Index

FY17 13 87 101 191 392 38.4

FY18 11 66 108 216 401 32.7

FY19

Aggregate 24 153 209 407 793 35.5

Measure 6.3



and the same grades (3-8 & 11).

Results Measure 6.3

Base on the aggregated data, PSA does not meet the target for Measure 6.3.

Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficiency

Index

FY17 11 66 82 163 322 36.6

FY18 7 49 84 170 310 31.6

FY19

Aggregate 18 115 166 333 632 34.2

Measure 6.4



Minneapolis) for the same subgroup and the same grades (3-8 & 11).


Results Measure 6.4

Base on the aggregated data, PSA is approaching the target for Measure 6.4.

Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficienc

y Index

FY17 11 66 82 163 322 36.6

FY18 7 49 84 170 310 31.6

FY19

Aggregate 18 115 166 333 632 34.2

Measure 6.5


Learner subgroup will be greater than that of the state for the same subgroup and the same grades

(3-8 & 11).

Results Measure 6.5


Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficiency

Index

FY17 0 25 37 103 165 26.4

FY18 4 18 34 115 171 22.8

FY19

Aggregate 4 43 71 218 336 24.6

Measure 6.6




Results Measure 6.6

Base on the aggregated data, PSA met the target for Measure 6.6.

Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficiency

Index

FY17 0 25 37 103 165 26.4


FY18 4 18 34 115 171 22.8

FY19

Aggregate 4 43 71 218 336 24.6

Measure 6.7


Education subgroup will be greater than that of the state for the same subgroup and the same

grades (3-8 & 11).

Results Measure 6.7

Base on the aggregated data, PSA does not meet the target for Measure 6.7.

Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficiency

Index

FY17 0 3 4 26 33 15.2

FY18 1 2 4 28 35 14.3

FY19

Aggregate 1 5 8 54 68 14.7

Measure 6.8


Education subgroup will be greater than that of the local district (ISD 1 – Minneapolis) for the


Results Measure 6.8


Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficienc

y Index

FY17 0 3 4 26 33 15.2

FY18 1 2 4 28 35 14.3

FY19

Aggregate 1 5 8 54 68 14.7


Measure 6.9

From FY17 to FY19, the aggregate percentage of students in grades K-5 who earn a score

designated as “low risk” or “college pathway” as measured by the FAST suite of assessments in

the spring of each year will be at least 50%.

Results Measure 6.9


Prairie

Seeds

Academy

Number of

Students

Designated “Low

Risk” on FAST

Assessment

Number of

Students

Designated

“College

Pathways” on

FAST Assessment

Number of

Students

(Grades K-

5)

Percentage of

Students

Designated as

“Low Risk” or

“College

Pathways”

FY17 55 45 256 39.1%

FY18 97 83 318 56.6%

FY19

Aggregate 152 128 574 48.8%

Measure 6.10






Prairie Seeds

Academy

Number of

Students

Designated “Low

Risk” on FAST

Assessment

Number of

Students

Designated

“College

Pathways” on

FAST Assessment

Number

of

Students

Percentage of

Students

Designated as

“Low Risk” or

“College

Pathways”

FY17 44 38 183 44.8%

FY18 41 45 178 48.3%

FY19

Aggregate 85 83 361 46.5%


Measure 6.11






Prairie Seeds

Academy

Number of

Students

Designated “Low

Risk” on FAST

Assessment

Number of

Students

Designated

“College

Pathways” on

FAST Assessment

Number

of

Students

Percentage of

Students

Designated as

“Low Risk” or

“College

Pathways”

FY17 44 57 217 46.5%

FY18 30 71 195 51.8%

FY19

Aggregate 74 128 412 49.0%

Indicator 7: Science Proficiency (and Growth) School Goal: Over the period of the contract, students at PSA will demonstrate proficiency in

science as measured by state accountability tests.

Measure 7.1

From FY17 to FY19, the school’s aggregate proficiency index score for students in grades 5, 8,

and High School will increase by at least 8.0 points from the baseline proficiency index score

(FY14-16 baseline – 26.2) OR will be greater than that of the state for the same grades (5, 8 &

High School).

Results Measure 7.1


Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficiency

Index

FY17 0 32 46 86 164 33.5

FY18 4 20 58 84 166 31.9

FY19

Aggregate 4 52 104 170 330 32.7


Measure 7.2

From FY17 to FY19, the school’s aggregate proficiency index score for students in grades 5, 8

and High School will be greater than that of the local district (ISD 1 – Minneapolis) for the same

grades (5, 8 & High School).

Results Measure 7.2


Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficiency

Index

FY17 0 32 46 86 164 33.5

FY18 4 20 58 84 166 31.9

FY19

Aggregate 4 52 104 170 330 32.7

Measure 7.3



and the same grades (5, 8 & High School).

Results Measure 7.3


Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficiency

Index

FY17 0 27 37 71 135 33.7

FY18 3 14 46 71 134 29.9

FY19

Aggregate 3 41 83 142 269 31.8

Measure 7.4



Minneapolis) for the same subgroup and the same grades (5, 8 & High School).


Results Measure 7.4


Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficiency

Index

FY17 0 27 37 71 135 33.7

FY18 3 14 46 71 134 29.9

FY19

Aggregate 3 41 83 142 269 31.8

Measure 7.5


Learner subgroup will be greater than that of the state for the same subgroup and the same

grades (5, 8 & High School).

Results Measure 7.5


Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficienc

y Index

FY17 0 7 17 37 61 25.4

FY18 1 1 18 45 65 16.9

FY19

Aggregate 1 8 35 82 126 21.0

Measure 7.6



same subgroup and the same grades (5, 8 & High School).

Results Measure 7.6

Base on the aggregated data, PSA met the target for Measure 7.6.

Prairie Seeds


Partially

Meets

Does Not

Meet

Total Proficienc

y Index

FY17 0 7 17 37 61 25.4


FY18 1 1 18 45 65 16.9

FY19

Aggregate 1 8 35 82 126 21.0

Indicator 8: Proficiency or Growth in Other Curricular Areas or

Educational Programs

Kindergarten Readiness

School Goal: Over the period of the contract, incoming kindergarten students enrolled at PSA

will demonstrate readiness for kindergarten as measured by a school-created Kindergarten

Readiness assessment.

WBWF Goal Areas Addressed by this Goal: The WBWF goal that is addressed by this goal is,

All Students Ready for School, pertaining to kindergarten or school readiness.

Measure 8.1

From FY18 to FY19, the aggregate percentage of kindergarten students assessed in the fall who

achieve their spring benchmark goal as measured by the FAST early Reading assessments will

be at least 50%.

Results Measure 8.1


Prairie Seeds

Academy

Number of

Kindergarten

Students Achieving

Spring Benchmark

Goals

Total Number of

Students (Grade

K)

Percent of

Kindergarten

Students Achieving

Spring Benchmark

Goals

FY18 30 56 53.6%

FY19

Aggregate 30 56 53.6%

Measure 8.2

From FY18 to FY19, the aggregate percentage of kindergarten students assessed in the fall who

achieve their spring benchmark goal as measured by the FAST earlyMath assessments will be at

least 50%.


Results Measure 8.3


Prairie Seeds

Academy

Number of

Kindergarten Students

Achieving Spring

Benchmark Goals

Total Number of

Students (Grade

K)

Percent of

Kindergarten Students

Achieving Spring

Benchmark Goals

FY18 30 55 54.5%

FY19


Indicator 9: Post-Secondary Readiness

Goal: Over the period of the contract, students at PSA will demonstrate readiness for Post-

Secondary success.

WBWF Goal Areas Addressed by this Goal: The WBWF goal that addresses this goal is,

College and Career Readiness by Graduation, in relation to preparation and planning toward

post-secondary education options and includes monitoring on-track status for graduation.

Key Measures & Results:

Measure 9.1

From FY17 to FY19, the aggregate 4-year graduation rate will be at least 75.0%.

Results Measure 9.1

Based on the aggregated data, PSA exceeded the target for Measure 9.1.

Prairie Seeds

Academy Number of Graduates Number of Students

Percent of

Students who

Graduate

FY17 52 60 86.7%

FY18 49 51 96.1%

FY19

Aggregate 101 111 91.0%


Measure 9.2

From FY17 to FY19, the aggregate percentage of graduating students accepted to a post-

secondary opportunity (i.e., 4-year college, 2-year college, technical school, certificate program,

or internship) will be at least 80%.

Results Measure 9.2


Prairie

Seeds

Academy

Number of Graduating

Students Accepting a Post-

Secondary Opportunity

Total Number

of Graduates

Percent of Graduating

Students Accepting a Post-

Secondary Opportunity

FY17 38 52 73.1%

FY18 47 49 95.9%

FY19


Measure 9.3

From FY18 to FY19, 50% percent of graduating seniors will earn an Honors Diploma which will

be defined by Prairie Seeds Academy’s Honors Diploma Program.

Results Measure 9.3

Base on the aggregated data, PSA is approaching target.

Prairie Seeds

Academy

Number of Graduating

Seniors Earning An

Honors Diploma

Total Number of

Graduating

Seniors

Percent of Graduating

Seniors Earning An

Honors Diploma

FY18 18 49 36.7%

FY19

Aggregate

Indicator 10: Attendance Goal: Over the period of the contract, students at PSA will attend the school at high rates.

WBWF Goal Areas Addressed by this Goal: The WBWF goal area that addresses this goal is

Closing the Achievement Gap, with relevance to positive academic achievement outcomes when

attendance rates are consistent and high.


Key Measures & Results for this Goal:

Measure 10.1

From FY17 to FY19, the average of the school’s annual attendance rates will be at least 92.0%.



Prairie Seeds Academy Attendance Rate

FY17 95.17%

FY18 93.86%

FY19

Average 94.52%

VIII. Educational Effectiveness: Assessment & Evaluation

Using multiple assessment points from FAST, MCA, ASSESS NOW, LLI, GRR

RUBRICS, WIDA, and standards-based Benchmark Assessments, the team identified

the following SUCCESSES:

A. Reading:

● Successfully implement common MCA style benchmark assessments in grade 3 through

10 (our tested grades) to measure student progress toward mastery of each benchmark.

● Developed a secondary literacy and an elementary literacy website in order to provided

supplementary materials and differentiated strategies for teaching the benchmarks.

● All K-5 teachers were able to complete year-at-a-glance for Reading.

B. Math:

● Developed a middle school math website in order to provided supplementary materials

and differentiated strategies for teaching the benchmarks.

● All K-5 teachers were able to complete year-at-a-glance for Math.

C. Science:

● Revised the middle school scope and sequence. Elements of life, earth, and physical

science are folded into each middle school year.


● Successfully implemented the Gizmo online lab program in secondary science class to

increase the rigor and provide students with the opportunity to complete complex labs

that they would not have the chance to do in a basic school lab.

● Piloted Science Fusion at the elementary level with great success.

● All K-5 teachers were able to complete year-at-a-glance for Science.

D. Instruction:

● Built the Lycan’s Den instructional website to house and provide teachers with easy

access to elementary and secondary instructional resources, including but not limited to:

professional development resources, supplemental curriculum resources, unit plans,

scope and sequences, pacing guides, scaffolding and differentiation strategies, etc.

● Revised a GRR Walk-through rubric to aid in providing feedback to teachers around

instruction and facilitating instructional coaching conversations and goal setting with

teachers.

Using multiple assessment points from FAST, MCA, GRR RUBRICS, WIDA, and

standards-based Benchmark Assessments, the team identified the following

CHALLENGES:

E. Reading:

● New teachers needed to orient themselves around the reading curriculum, Lucy Calkins

in elementary and Collections in secondary.

● For K-5, we piloted the BAS leveled reading assessment in the spring to work out any

issues before starting it next year. Training and usage went well however the transition

required us to make comparison from the Fall reading levels to the spring to determine

growth in reading levels and we found minor discrepancies due to different leveled

reading alignment charts that each system used. We had to ensure that our parents

understood the assessment change transition factors. We will not have this issue next

year.

F. Math:

● Math Expressions was outdated, so we decided to move forward with updating the

curriculum for next year.

● The high school math curriculum lacked a clear scope and sequence, so we created a new

scope requiring 4 years of math for all students to be implemented in the 2018-2019

school year.

G. Science:

● At the elementary level, we were lacking a robust science curriculum so the curriculum

committee looked into trying out Science Fusion with select grades and received positive

feedback.

● Although we had a robust biology curriculum, our chemistry and physics curriculum

needed revisions. Chemistry will be our focus for 2018-2019 implementing a design

thinking curriculum model which will be expanded to physics for the 2019-2020 school

year.


H. Instruction:

● The websites created for the teachers were not consistently referenced leading to some

teachers doing the supplementary research on their own instead of looking at what was

built for them.

IX. Student & Parent Satisfaction Below are the entire results of student and parent surveys. PSA continues to show positive

responses from families and students at the school. This year shows increased growth in many

areas, including safety in the school. The parents/families showed increased trust in the school,

particularly in the area of safety.

PSA has had consistently positive feedback across the years. When compared with other

schools, this is a strength for PSA. Students, families and staff have positive and constructive

feedback.

A. Parent Satisfaction Survey

Yes No Don’t

Know

My student’s reading has improved this year. 89% 3% 8%

My student likes to read. 86% 11% 3%

What language does your student feel most comfortable reading in?

English 96%

French 0%

Hmong 1%

Spanish 2%

Other 1%

My student’s writing has improved this year. 87% 5% 8%

My student likes to write. 81% 12% 7%

What language does your student feel most comfortable writing in?

English 95%

French 0%

Hmong 1%

Spanish 2%

Other 2%

My student’s math skills have improved this year. 85% 4% 11%

My student likes doing math. 81% 10% 9%

My student has improved in science this year. 63% 4% 33%

My student likes science. 73% 4% 23%

My student is learning about the Hmong culture. 84% 5% 11%

My student is learning about other cultures. 71% 9% 20%

My student believes that he/she can do well in school. 97% 1% 2%

My student likes going to Prairie Seeds Academy. 92% 1% 7%


My student feels safe at school. 89% 2% 8%

My student has friends at school. 98% 1% 1%

The teachers at school care about my student. 96% 0% 4%

I have a set place for my student to study at home. 89% 11%

I help my student with his/her homework. 91% 8%

I make sure that my student goes to school daily. 99% 1%

It is important to me that my student goes to school every day. 99% 1%

I attend parent-teacher conferences. 98% 2%

PSA has helped my student make better decisions socially, with friends,

peers, learning.

91% 1% 8%

My student knows where to get the support he/she needs. 82% 2% 16%

My student can name a teacher/staff member that they can go to for their

needs. (extra support)

89% 0% 11%

School staff has a positive impact on my child’s behavior. 88% 1% 11%

The teacher(s) tell me about my child’s academic progress, challenges, and

successes.

96% 1% 3%

I fell well-informed about what’s going on in the school. 86% 7% 7%

How many of your children currently attend PSA?

1 36%

2 40%

3 15%

4 3%

More than 4 6%

B. Student Survey

Yes No

I think I am a good reader. 81% 19%

I like to read. 44% 56%

My family thinks I am a good reader. 72% 28%

I think I am a good writer. 54% 46%

I like to write. 52% 48%

My family thinks I am a good writer. 65% 35%

I think I do well in math. 58% 42%

I like math. 44% 56%

My family thinks I am good at math. 62% 38%

I am learning new Hmong words at school. (Only answer if in Hmong Literacy. If

not, respond to Not Applicable.)

25% 21%

I am learning new things about Hmong people at school. 64% 36%

I like to read in Hmong. (Only respond if in Hmong Literacy. If not respond to

Not Applicable)

19% 28%

I am learning about other cultures. 76% 24%

I like my school. 70% 30%


I feel safe at school. 69% 31%

I am learning a lot at school. 74% 26%

I have friends at school. 94% 6%

The teachers at school care about me. 85% 15%

I do my homework:

Right after school 28%

After I eat dinner 26%

Before I go to bed 46%

I have a special place at home to study. 64% 36%

My family makes sure I do my homework. 86% 14%

My family makes sure I get to school on time. 95% 5%

X. Environmental Education

The mission of Prairie Seeds Academy’s authorizer, the Audubon Center of the North Woods, is

to instill a connection and commitment to the environment in people of all communities through

experiential learning. To anchor PSA’s environmental work, we created an environmental

literacy plan.

The ELP plan focuses on 5 elements that we want students to progress in: awareness, knowledge,

attitudes, skills, and action. K-12 students restored our outdoor garden, used our outdoor

classroom, attended environmental field trips, and acted on steps to improve exposure and

knowledge of the environment. Furthermore, this was the first year that we documented our plan

by building an EE website. The website showed how our students progressed in their

environmental literacy from awareness to action.

During the 2017-2018 school year, Prairie Seeds Academy began a school-culture shift in

regards to embracing environmental education. Although environmental education is built into

components of Minnesota science and social studies standards, PSA began to reach beyond the

walls of the classroom and specific content areas. The shift created increased outcomes in five

indicator areas.

Kindergarten through 6th

grade’s primary focus was on the first three indicators while secondary

focused on all five. Some activities to increase awareness, knowledge, and attitudes regarding

environmental issues included: 6th

grade creating recycled paper cranes to send to the Hiroshima

Peace Project, Humanities cause/effect project on ocean pollution, Art creating products out of

recycled materials, Environmental Adventures creating inventions to reduce/remove pollution

from air/water, outdoor observational writing activities, Earth Day flower planting,

environmental field trips, and units on sustainability, recycling unit, renewable energy to name a

few.

Although a majority of teacher actions were creating knowledge-outcome activities, student

skills and actions reached beyond the classroom. For example, Biology campaigned for organic


recycling, wrote a grant, and organics recycling was later initiated in the fall of 2018; high school

girl scouts volunteered at Willow Reserve for a restoration event; 11th

-12th

grade students

assessed the outdoor condition of the school and initiated a school-wide clean-up; and

Environmental Adventures designed outdoor classroom space and collaborated with

Conservation Corps to completely overhaul the garden area.

Environmental Education at PSA during the 2017-2018 school year began the shift to cross-

curricular integration, creating community partnerships, making a positive change to the local

environment, and creating environmentally-minded students. Many of the projects initiated in

2017-2018 set the foundation for further refinement and integration during the 2018-2019 school

year.

XI. Governance & Management

A. Board of Directors

The school board demonstrates the capacity to effectively govern by the board composition,

election of board members and trainings. Meetings are conducted and documented within the

laws, rules regulations and provisions. Policies, school performance (academic, environmental,

financial, operations), progress and bylaws are all a part of the standard for the PSA Board. The

board holds management accountable for outcomes. The board had meetings monthly plus

multiple extra meetings most months. To meet the demands of ACNW, the extra meetings

required time from committees and the entire Board.

The Prairie Seeds Academy Board of Directors met monthly in open public meetings and

fulfilled their role providing governance, financial oversight and adherence to the school’s

mission and vision. The Board followed an orderly process utilizing Roberts Rules of Order and

complied with the Minnesota Open Meeting Law. The Board published all Board meeting

notices, agendas and minutes. Announcements of meetings were posted on the school’s

designated bulletin board and the PSA website. All printed meeting material was available for

review by members of the public. Meeting minutes were posted on the school’s bulletin board

and on the school website. PSA updates its bylaws regularly to ensure that they are aligned with

the most current Minnesota law governing charter schools and Minnesota nonprofit corporations.

The PSA Board reviewed existing Board policies and updated them, as needed, to align with

applicable law.


B. Board Membership Table: 2017-2018

C. Prairie Seeds Academy Board Training – School Year 2017-

2018

Board training and development continues. The Board looks to secure this training on a

yearlong calendar with the trainings named, presenters named and date specific.

i. Initial Training

Initial Training

Board

Member

Name

Original

Date

Seate

d

Board’s Role &

Responsibilities

Employment Policies

& Practices

Financial

Management

Becky

Buckley

7/2016 2/2017

J. Martin

2/2017

J. Martin

3/2016

C. Herdegen

BKDA


Jeff Culp 7/2013 10/2013

St. Cloud

10/2013

St. Cloud

10/2013

St. Cloud

Mai Neng

Moua

7/2017 1/10/2018 MSBA-

Minneapolis

1/10/2018

MSBA-

Minneapolis

1/10/2018

MSBA- Minneapolis

Mee Vang 7/2017 1/10/2018

MSBA- Minneapolis

1/10/2018

MSBA- Minneapolis

1/10/2018

MSBA- Minneapolis

Kevin

Xiong

7/2017 1/10/2018

MSBA- Minneapolis

1/10/2018

MSBA- Minneapolis

1/10/2018

MSBA- Minneapolis

Kazoua

Yang

7/2017 1/10/2018

MSBA- Minneapolis

1/10/2018

MSBA- Minneapolis

1/10/2018

MSBA- Minneapolis

ii. Annual Training

Annual Training – FY17-18

Board Member

Name

Date of Training Training Title

or Topic

Presenter or Trainer

Jeff Culp 8/16/2017 Financial C. Herdegen, BKDA

Mai Neng Moua 8/16/2017 Financial C. Herdegen, BKDA

Mee Vang 8/16/2017 Financial C. Herdegen, BKDA

Kevin Xiong 08/16/2017 Financial C. Herdegen, BKDA



Board Member Name Date of Training Training Title

or Topic


Jeff Culp 8/16/2017 Mission and

Vision

Dr. Mai Moua Thrive

Mai Neng Moua 8/16/2017 Mission and

Vision

Dr. Mai Moua Thrive

Mee Vang 8/16/2017 Mission and

Vision

Dr. Mai Moua Thrive

Kevin Xiong 08/16/2017 Mission and

Vision

Dr. Mai Moua Thrive


Board Member Name Date of Training Training Title or

Topic


Beckly Buckley 11/15/2017 Financial board

governance: Group

Voting and

Individual Voting

C. Herdegen, BKDA

Mai Neng Moua 11/15/2017 Financial board

governance Group

Voting and

Individual Voting

C. Herdegen, BKDA

Mee Vang 11/15/2017 Financial board

governance Group

Voting and

Individual Voting

C. Herdegen, BKDA

Kevin Xiong

11/15/2017 Financial board

governance Group

Voting and

Individual Voting

C. Herdegen, BKDA

Kazoua Yang

11/15/2017 Financial board

governance Group

C. Herdegen, BKDA


Voting and

Individual Voting



or Topic


Jeff Culp 1/10/18 Board’s Role &

Responsibilities

Employment

Policies &

Practices

Financial

Management

MSBA, Minneapolis



or Topic


Jeff Culp 2/10/2018 Building a High-

Performance

School Board

Team

Bao Vang, Thrive

Becky Buckley 2/10/2018 Building a High-

Performance

School Board

Team

Bao Vang, Thrive

Mee Vang 2/10/2018 Building a High-

Performance

School Board

Team

Bao Vang, Thrive

Kazoua Yang 2/10/2018 Building a High-

Performance

School Board

Team

Bao Vang, Thrive

Kevin Xiong 2/10/2018 Building a High-

Performance

Bao Vang, Thrive


School Board

Team



or Topic


Jeff Culp 2/10/2018 SWOT Analysis Bao Vang, Thrive

Becky Buckley 2/10/2018 SWOT Analysis Bao Vang, Thrive

Mee Vang 2/10/2018 SWOT Analysis Bao Vang, Thrive

Kazoua Yang 2/10/2018 SWOT Analysis Bao Vang, Thrive

Kevin Xiong 2/10/2018 SWOT Analysis Bao Vang, Thrive



or Topic


Kevin Xiong 2/1/18 Data Practice

and Records

Retention

Training

Kerstin Forythe Hahn,

MDE



or Topic


Jeff Culp 6/27/2018 Financial C. Herdegen, BKDA

Mai Neng Moua 6/27/2018 Financial C. Herdegen, BKDA

Kazoua Yang 6/27/2018 Financial C. Herdegen, BKDA

Mee Vang 6/27/2018 Financial C. Herdegen, BKDA


Becky Buckley 6/27/18 Financial C. Herdegen, BKDA

Kevin Xiong 6/27/2018 Financial C. Herdegen, BKDA

iii. School Academic Leadership


The expectation that all students will achieve academically is a primary focus for Prairie

Seeds Academy in the school year 2017-2018. Thrive created a school team that lead

processes designed to transform teaching and learning. The two Assistant Directors of

Elementary and Secondary and academic coaches dedicated to each division kept abreast of

research-based practices in curriculum, instruction, and assessment; serving as a change

agent; and evaluating the effectiveness of practices at PSA. The learning environment at

PSA is supportive of student success. Investment in Professional Development such as

GRR, differentiation, SIOP, Intercultural Awareness have given teachers strategies to help

students with difficult assignments and scaffold when necessary to encourage independence

and confidence in their academic abilities.

The CEO and Principal evaluation process was designed to assess the CEO and principals’

performance on leadership competencies, financial management, operations, as well as

implementation of educational programming. The Board of Directors selected indicators that

research has shown improves student achievement. By assessing the CEO and principal’s

performance using evidence and reflection, areas for targeted improvement were identified.

Both CEO and Principal worked on a continuous professional growth plan as school leaders.

Professional Development Chart




XII. Staffing

All positions are advertised as they become open. Ed Post, Indeed.com, PSA website

are the most commonly used for posting positions. Each person is interviewed by the

Principal and additional staff members depending on the position. We seek staff that

believe that all students can learn.

2017-18 Licensed Teaching

Staff

Name File # License and

Assignment

(subject/grades)

2018-

19

Status

*

Comments information

regarding special

licensure

Abigail Fickle 489347 KG Teacher NR

Courtney Anderson 486916 KG Teacher NR

Timothy Schneider 488873 1st Grade Teacher R

Holly Domeier 491708 1st Grade Teacher NR

Rasamee Vang 475966 2nd

Grade Teacher R

Jennifer Wagner 484319 2nd

Grade Teacher NR

Holly West 445543 3rd

Grade Teacher NR

Pang Mua 429558 3rd

Grade Teacher NR

Brittany Johnson 490345 4th

Grade Teacher R

Rachel Moog 505393 4th

Grade Teacher R

Haley Keyser 4th

Grade Teacher LM

Logan Goldberg 499690 4th

Grade Teacher LM

Jessica Anderson 499653 4th

Grade Teacher R

Kristie Flemming 271791 5th

Grade Teacher NR


Julie Anderson 484370 5th

Grade Teacher NR

Levi Peterson 463677 MS Humanities NR

Mai Xie 377538 MS English NR

Sandra Hill 505070 MS Science NR

Daniel Roddin 454638 MS Math NR

Karl Hoeschen 479994 HS English NR

Nicole Wagner 480863 HS English NR

Chelsea Roering 482092 HS Humanities R

Jacob Hinz 493249 HS Humanities R

Samantha Entinger 494413 HS Math R

Laurie Erkkila 310966 HS Math NR

Christopher Flores 498934 HS Science NR

Joel Blanchfield 250750 HS Science NR

Rebecca Burken 463212 Elem Phy Ed R

Caryn Chalstrom 486842 Sec Phy Ed R

Rebecca Bellman 469383 Elem Music R

Jeff Culp 447556 Sec Music R

Lindsey Graske 480983 Sec Spanish NR

Richard Hawj 995999 Hmong Culture and

Language

NR

Melanie Bradshaw 489218 Secondary Art NR


Kyle Krause 490769 Secondary Visual

Arts/Technology

R

Andrew Anderson 331860 Elem SpEd NR

Rachel Arel 461047 MS SpEd R

Jenny Haynes 344891 HS SpEd NR

Rachel Jensen 468966 MS SpEd R

Patricia Cunningham 451984 KG-12 SpEd NR

Brooke Herren 500775 KG-2 Reading NR

Tyler Sassaman 435081 3-5 Reading R

Katie Horecka 403060 Secondary Reading LM

Holly Krech Thomas 504700 KG-2 EL NR

Alexandra Hunter 495341 3-5 EL NR

Molly Naylor 504697 MS EL NR

David Halstead 433703 HS EL NR

* R = Returning, NR = Not Returning, LM= Left Mid-Year

Percentage of Licensed Teachers from 2017-18 not returning in 2018-

19 (non-returning teachers/total teachers from 2017-18 X 100)

66%


2017-18 Other Licensed (non-teaching) Staff

Name File # License and Assignment 2018-

19

Stat

us*

Comments

Ger Cha Yang 366846 CEO R

Choua Yang 365058 Principal R

Mai Thao 443594 Assistant Director R

Brody Derks 443217 KG-12 Instructional Coach R

Kelly Convery 464592 KG-12 Instructional Coach R

Maggie Greene 324671 KG-12 Instructional Coach LM

Kita Vang Her 383180 IB Coordinator NR

Annessia Xiong 490882 KG-8 Guidance Counselor NR

Sara Kawale 485780 9-12 Guidance Counselor NR


2017-18 Non-Licensed Staff

Name Assignment 2017-18

Status*

Comment

s

DeGune Lee Dean of Students & Director of

Building Operations

R

Crystal Vang Director of Business and Human

Resources

R

Mong Vang Transportation and Building

Operations Manager

R

Victor Vondracek Athletic Director LM

Andrew Gorrell Academic Advisor NR

Steve Lee Behavioral Specialist R

Maignia Lo Media Support Specialist R

Shao Chang Media Support Specialist R

Youssef Darbaki Student Support Specialist R

Christina Suos Registrar NR


May Lee Special Programs Coordinator LM

Fong Moua Receptionist & Web Master R

Teresa Long HR Generalist R

Yer Syhaphom Behavioral Office Assistant R

La Lee Custodian R

Jack Chung Custodian NR

Norma Montoya-Zavala Custodian R

Sokurt Suos Bus Driver/Custodian R

Paul Thao Bus Driver/Custodian R

Kham Vang Bus Driver/Custodian R

Long Her Bus Driver/Custodian R

Ricky Yang Bus Driver/Custodian R

Paul Xiong Bus Driver/Custodian R

Cha Lee Bus Driver/Custodian R

Cindy Lor Bus Driver/Custodian R

Ker Thao Bus Driver/Custodian R

Richard Lee Bus Driver/Custodian R

Ge Thao Bus Driver/Custodian R

Colleen Lee Paraprofessional LM

Tracy Moua Paraprofessional R

Christina Thao Paraprofessional NR

Sherry Marsh Paraprofessional NR

Tiffany Hodge Paraprofessional R

Lavee Kong Paraprofessional R

Erin Sollund Paraprofessional NR

Adreanna Manirath Paraprofessional NR

Stella Amiths-Darbaki SpEd Paraprofessional R

Maijoua Vui SpEd Paraprofessional R

Kekeli Christianson SpEd Paraprofessional R

Yee Her SpEd Paraprofessional R

Alanna Yang SpEd Paraprofessional NR

Chrissy Yang SpEd Paraprofessional R

Kalia Lee SpEd Paraprofessional NR

Gregory Pickett SpEd Paraprofessional LM

Heidi Singleton SpEd Paraprofessional NR

Chris Jones SpEd Paraprofessional NR

Tser Cheng SpEd Paraprofessional NR



A. CURRENT YEAR - 2018-2019 Staffing

2018-19 Licensed Teaching Staff

Name File # License and Assignment

(subject/grades)

Comments Includes informations

regarding special

licensure

Kelly Ker Xiong 428158 KG Teacher

Jenna Gibson 508948 KG Teacher

Timothy Schneier 488873 1st Grade Teacher

Michelle Schneider 336091 1st Grade Teacher

Catrinia Paulson 508810 1st/2nd Grade Teacher

Rasamee Vang 475966 2nd Grade Teacher

Kali Kuusisto 501421 2nd Grade Teacher

Hannah Duke 506778 3rd Grade Teacher

Faith Gnerer 508820 3rd Grade Teacher

Brittany Johnson 490345 4th Grade Teacher

Rachel Moog 505393 4th Grade Teacher

Jessica Anderson 499653 5th Grade Teacher

Kyle Krause 490769 5th Grade Teacher

Brandee Palmer 483102 5th Grade Teacher

Patrick Bevans 466581 MS Math Teacher

John Dredla 468750 MS Science Teacher

Samantha Arndt 492219 MS English Teacher

Justin Grossman 498070 MS Humanities Teacher

Samantha Engtinger 494413 HS Math Teacher

Kaleb Saindon 505101 HS Math Teacher

Ashley Conlin 488378 HS Science Teacher

Chue Seng Her 506160 Secondary Science Teacher

John Chacon 507298 HS English Teacher

Danna Gilbertson 499703 Secondary English Teacher

Matthew Meldrum 500450 Secondary English Teacher

Chelsea Roering 482092 HS Humanities Teacher

Rachel Studley 496208 HS Humanities Teacher

Rebecca Burken 463212 Elementary Phy Ed Teacher

Caryn Chalstrom 486842 Secondary Phy Ed Teacher

Jeff Culp 447556 Secondary Music Teacher

Raquel Schaper 490559 Secondary Music Teacher

Yer Syhaphom Hmong Language & Culture

Teacher

Katharine Leary Secondary Art Teacher

Alethea Ballard 489024 Secondary Visual

Arts/Technology Teacher

Molly Finn 425143 Elementary SpEd Teacher


Sue Scheidegger 279350 Elementary SpEd Teacher

Rachel Jensen 468966 MS SpEd Teacher

Rachel Arel 461047 MS SpEd Teacher

Cynthia Gjerde 44997 HS SpEd Teacher

Benjamin Osburn 463561 HS SpEd Teacher

Julie Carlson 456489 K-2 Reading Teacher

Tyler Sassaman 435081 3-5 Reading Teacher

Clarissa Nyquist 509393 K-2 EL Teacher

Elizabeth Cole 496427 MS EL Teacher

Benjamin Krueger 421697 HS EL Teacher

2018-19 Other Licensed (non-teaching) Staff

Name File # License and Assignment Comments

Ger Cha Yang 366846 CEO

Choua Yang 365058 Principal

Mai Thao 443594 Elementary Educational Leader

Brody Derks 443217 Secondary Educational Leader

Kelly Convery 464592 Lead Academic Coach

Jenna Hess 507817 KG-12 Guidance Counselor

Camden Reed 462140 KG-12 Guidance Counselor

Sue Yang 462028 Data Specialist

Lindsey Mieras 454211 Environmental Education Coordinator

2018-19 Non-Licensed Staff

Name Assignment Comments

DeGune Lee Director of Safety and Athletics

Crystal Vang Director of Operations

Mong Vang Transportation & Building Operations Manager

Cyndi Moua Intake Coordinator

Julie Her Operations Manager

Teresa Long Special Programs Coordinator

Tracy Moua Administrative Accounting Coordinator

Maignia Lo Media Support Specialist

Shao Chang Media Support Specialist

Fong Moua IT and DAC

La Lee Custodian

Norma Montoya-Zavala Custodian

Ge Xiong Custodian

Xeng Lee Custodian

Fue Her Custodian

Sokurt Suos Bus Driver/Custodian

Paul Thao Bus Driver/Custodian


Kham Vang Bus Driver/Custodian

Long Her Bus Driver/Custodian

Ricky Yang Bus Driver/Custodian

Paul Xiong Bus Driver/Custodian

Cha Lee Bus Driver/Custodian

Cindy Lor Bus Driver/Custodian

Ker Thao Bus Driver/Custodian

Richard Lee Bus Driver/Custodian

Ge Thao Bus Driver/Custodian

Richard Thao Bus Driver/Custodian

Camelia Miller Paraprofessional

Kaochi Pha Paraprofessional

Hafid Peterson-Darbaki Paraprofessional

Steve Lee Paraprofessional

Lavee Kong Paraprofessional

Stella Amiths-Darbaki Paraprofessional

Kekeli Christianson Paraprofessional

Yee Her Paraprofessional

Janet Argueta Fernandez Paraprofessional

Daryl Brown Paraprofessional

Chrissy Yang Paraprofessional

Teena Ting Yang Paraprofessional

Emmanuel Clinton Paraprofessional

Maijoua Vui Paraprofessional

Bunny Vang Paraprofessional

Youssef Darbaki Paraprofessional

B. 2017-2018 Teacher Professional Development Activities

The following are professional development activities completed by teachers in

2017-18 school year. Especially highlight professional development activities that

focused in whole or in part on developing quality assessments and measures of

student outcomes.

Time Trainings

Opening Weeks Positive Behavioral Intervention and Supports

(PBIS) Data driven instruction

Guided reading

Lucy Literacy framework

Viewpoint Training

IXL Training


Lesson Planning

Gradual Release of Responsibilities

Differentiation

FAST Assessment

School-wide Assessment Suite

OSHA/ Medication

Cultural Awareness

Weekly elementary

throughout the school

year

PLC Staff Development includes but not limited to:

● Monday - lesson planning

● Tuesday - Collaboration/Committee

● Wednesday - Data mining

● Thursday - Lesson plan/collaboration

● Friday - PD training

Weekly secondary

throughout the school

year

PLC Staff Development includes but not limited to:

● Monday - lesson planning

● Tuesday - Calendar check/lesson planning

● Wednesday - Data mining

● Thursday - Collaboration/committees

● Friday - PD training

October PBIS

Data driven instruction

Gradual Release Responsibilities

Professional Development Plans (PDP)

Team Improvement Plans (TIP)

Environmental Education

Benchmark Assessment

QComp program & teacher performance evaluation model

November Infinite Campus – gradebook

EL Training

Student Support Team (SST)

Data driven instructions

Data mining cycles

Benchmark assessments

February Data cycle process, teachers bring their data and analyze them

Gradual Release Responsibilities

Cultural awareness Training

PBIS - looking at data.


March Data cycle process, teachers bring their data and analyze them.

PBIS - looking at data.

Thrive working in the process of needs assessment.

Thrive data training.

Thrive transformational work.

May Thrive continues the transformational process.

Thrive and Leadership work and planning for next year, PBIS,

SWOT Analysis of school year in PLC’s

Cultural Awareness & Competency

XIII. Operational Performance Provide a narrative that describes school operations and provides relevant data that

addresses a number of areas related to school operations. These may focus on certain

elements reviewed in the ACNW Operations Performance Evaluation; however, do not

simply copy and paste the entire ACNW evaluation. Consider information that your

stakeholders will find interesting.

A. Health and Safety at the school Health and safety at the school continues to improve. Our safety, as measured by

student and family surveys, has increased. We continue to track our SWIS behavioral

data for PBIS, and each year our behavioral referrals are declining. The continued

relationships with the students and families help to put all PSA stakeholders into the

situation of caring and support each other.

B. Transportation A part of the school operations includes Transportation. Many families find

transportation to be a very important part of the school operation. This is a strength of

Prairie Seeds Academy. The school has its own buses and drivers that are committed to

the students and families. A vendor provides service for PSA also. They are held to a

high level of accountability to our families by the transportation coordinator.

C. Facilities Due to our expanding staff and student drivers, one of the high needs at Prairie Seeds is

more parking, PSA has added 13 parking spaces to our parking lot.

D. Food Service programs The food service program has been consistent with the state and with the vendor. Our

families are still held to the requirement of completing forms based on family income.

PSA chooses to offer free breakfast and lunches to all students in the school.


E. Parent Engagement PSA invites parents to become active stakeholders in their child’s learning.

We have EL parent nights and Title meetings for parents. Home visits are encouraged to

build relationships with families. Library night January 2017 showed increased

attendance. A new strategy that increased attendance was the app, “Remind”. Student-

led conferences have increased attendance at conferences too.

F. Community engagement PSA includes community members as one of its stakeholders. The local community and

the metro community that represent the demographics are also included. The PSiA

activities include nearby Prairie Seeds Academy businesses, charities and service

learning. Our PSEO works with the local North Hennepin, Hennepin Technical College,

and the University of Minnesota. The school interacts with the community events with

Brooklyn Park Police and Fire Departments, as well as the great community of the

metro via Hmong Spelling Bee, cultural events and field trips, service projects,

environmental and opportunities as they become made available to PSA.

XIV. Finances

The school contracts with Bergan KDV to provide accounting and financial management

services for the school. Questions regarding school finances and for complete financials for

2017-18 and/or the budget information for 2018-19 should be directed to:

Contact: Chuck Herdegen, Senior Financial Manager

Phone: 952-563-6860

Email: [email protected]

Information presented below is derived from preliminary audit figures. The full financial audit

will be completed and presented to Minnesota Department of Education and Audubon Center of

the North Woods no later than December 31, 2018.

FY18 Finances General Fund Food Service Fund

Total Revenues 10,299,640 518,922

Total Expenditures 10,260,521 513,923

Net Income 31,293 4,999

Total Fund Balance 6,493,483 36,563


A. Overview The school did not reach its enrollment targets for the year (751 actual ADM compared to 760

budgeted), however more English Language Learner students were served than projected in the

budget. The school did not rely on a line of credit or any other short term borrowing to meet

cash flow needs during the year.

C. Revenues i. General Fund

General Education, Charter School Lease, and Facility Maintenance aids slightly higher than

budget due to the number of English Language Learners being served. The school did spend

more on special education programs from what was projected, hence there was a corresponding

increase from the budget for state and federal special education aids. General Fund revenues

came from the following sources:

State Aids and Grants: $9,708,542

Federal Aids and Grants: $512,748

Fees Collected and other Miscellaneous Revenues: $78,350

ii. Food Services Fund

The programs operated in the Food Service fund operated at a surplus. The school receives state

and federal reimbursements for meals served to students. During the year the Food Service fund

had revenues from:

State Sources: $33,988

Federal Sources: $397,930

Sale of Lunches and Other Local Revenues: $87,004

D. Expenses i. General Fund

The school’s largest expense was for employee salaries and benefits ($5,540,553), an increase of

6% due in part to additional positions added during the year and improvement in employee

compensation. The school’s second largest expense was for the lease on its school building and

improvements ($1,530,335). Other expenses incurred by the school were for:

Purchased Services (including building utilities): $2,415,477

Supplies and Instructional Materials Purchased: $578,770

Building Improvements and Equipment (including technology equipment) Purchased: $162,105

Memberships and Other Fees and Fund Balance Transfer: $33,281

ii. Food Service Fund

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

consisted of:

Meals and Other Supplies Purchased: $513,328

Other Fees: $595


E. Net Income and Fund Balance The net income of $44,118 in all funds resulted in an ending fund balance of $6,530,045 for the

year, or 61% of current expenditures. The school’s fund balance continues to remain strong and

exceeds its fund balance goal.

XV. PSA Future Plans

A. Thrive Education LLC Leadership In 2016, the leadership and school community of PSA pursued a school transformation to

address a turnaround mandate from its authorizer, the Audubon Center of the North Woods’

(ACNW). PSA sought a transformation partner to assist in fulfilling the school’s ambitious

vision for its future and for its students. As such, a School Transformation Committee (STC) was

formed with a commitment to the following aspirations for the school and its students:

● Students demonstrate academic proficiency in the top 10% statewide.

● All of PSA’s high school students graduate and have multiple college options.

● Staff, students and families experience the school as supportive, trusted and familial.

● Staff demonstrate a belief in the ability of all students to achieve.

● Parents are vital members of the school community and their value is affirmed through

parent organizing and support structures.

● PSA is dedicated towards continuous improvement.

● School governance holds school leadership and partners accountable for results and

provides the resources necessary to drive the school’s transformation.

Through a procurement process, the PSA Board of Directors chose to work with Thrive

Education, LLC (Thrive), a subsidiary of Hmong American Partnership (HAP), a nonprofit

social service and community development organization founded in 1990 to address the needs of

Minnesota's growing Hmong refugee community. Since its founding, HAP has advanced to

become a well-established non-profit provider of transformational, entrepreneurial, community-

focused social services and economic development programs serving the broader immigrant and

refugee community. HAP serves over 30,000 clients annually and offers programs across the

nation.

HAP's mission is to empower the community to embrace the strengths of our cultures while

achieving our potential. HAP achieves its mission by:

● Improving the lives of individuals and families in our diverse communities through

culturally sensitive social services

● Strengthening neighborhoods through housing, community and economic development

opportunities


● Promoting the rich heritage of our ethnic communities

It’s subsidiary, Thrive, works to improve school culture, leadership, staff morale and

performance, and school operational efficiency through collaborative measures that empower

parents, the community, school staff, and the leadership team. Ms. Bao Vang serves as Thrive’s

CEO and oversees the strategic plan to address disparities in academic discipline.

Throughout its partnership, an appreciative and affirming transformation process was developed

to honor and preserve the school’s core identity; as a welcoming, culturally affirming and culture

preserving institution.

In the Spring of 2017, Thrive conducted a needs assessment as part of the transformation process

to better understand and direct current and future efforts towards student, parent, teacher, and

staff engagement of PSA and PSA curriculum and activities. Thrive collaborated with PSA and

partners to determine the focus of the assessment. Results from the assessment was used to

develop the schools’ 3-year transformation plan and were presented to staff and board members

on June 9, 2017.

In the 2017-2018 school year, Thrive established an infrastructure for operations and high

academic achievement, data tracking, vision scoping, and helped PSA to restructure and realign

its work. Additionally, PSA now participates in 3HC (3 Hmong Charter Schools) as a strategy

for learning across other Hmong Charter schools and building our resources and capacity

together.

● With Thrive’s support through this first year of the transformation, we are hoping to

refine our academic structure to streamline the work of all the various departments. We

visited some schools as one way to expand our directions with the organization structure

as well as looked into potential programs that complement or strengthen our current

practices.

● Thrive’s collaboration with 2 other schools along with PSA resulted in the recently

created 3HC. With this, Thrive led us in starting 3HC working sessions throughout the

summer and into the school year to connect department staff and to collaborate on

resources. In the process we were able to draft some action steps to increase

effectiveness of operations and academics.

● Some of the key areas/components that are making changes in are:

○ Organization structure by adding new roles and responsibilities to

behavior/discipline

○ A focus on high academic achievement and high impactful programs

○ Improving data usage, understanding and evaluation of data; includes

improvements to collecting data and monitoring systems implementation


○ Refining instructional precision

○ Highlight cultural pride and identity

B. Data and Standards Driven ○ Moving into our 2nd year with Thrive, we know that we want to ensure that our teachers

have a clear road map and with clear benchmarks. Our intention is to implement and

maintain a cohesive and sustainable data system that defines standards-based success at

the most minute level as possible.

○ With the work that our teachers did this year around scope and sequence of content areas

YAGs, we want to make sure that we have these YAGs completed for all key content

areas as much as possible to create long-term resources that can be kept and followed for

future sake of PSA’s instructional consistency.

○ We found that FastBridge may not cover our grades completely, so we discussed looking

into NWEA to help address some of the data-analytics effort in high school.

○ We plan on utilizing ViewPoint to its full potential in terms of gathering and expressing

data school-wide.

C. Focus on Academic Achievement ○ We want to be able to help our teachers be very intentional with how they use their data

and to do it well systemically. We plan to increase teacher effectiveness of using

prescriptive instructional strategies to meet student needs at a more differentiated and

personalized level.

○ We will continue to use the walkthrough tools that we tried out in this first year and

duplicate it to reflect other areas such as lesson planning and teacher tiering supports for

our academic coaches.

Documents

Prairie Seeds Academy - psak12.org · Prairie Seeds Academy WBWF Annual Report 2017-2018 Page 5 II. Implementation of Primary and Additional Statutory Purposes Our statutory purpose