LoveWorks for Visual and Performing Arts Annual Report

Submitted to:

Pillsbury United Communities and all vested parties

December 5, 2016

(This information is a reflection of the 2015-16 School Year) Updated January 7, 2017

LoveWorks Academy

2225 Zenith Avenue North Golden Valley, MN 55422

www.lwa-arts.org

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Table of Contents

LoveWorks Pledge, Mission, Vision, Commitment 3-4

Authorizer 5

Teaching Staff 6

Administrators ,Support Staff 6-7

School Board Members 2015-16 9-10

Program Successes & Best Practices 10-13

Staff Development 15-18

Data Analysis 18

Teacher Performance Evaluation 19

Admission Policy 20-21

Student Enrollment and Attrition Rates 22

Academic Performance and Program Challenges 23

Reading Proficiency 23

Math Proficiency 24

Special Education 25

Finance 26-27

Future Plan 28-30

Statutory Process 37-40

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Daily Pledge

I am Somebody! My playing small does not serve the world. I am Strong. I am smart. I respect myself, I respect others. I will always do my best at LoveWorks Academy. Where

strong academics are a must and college is in my future!

LoveWorks Mission LoveWorks Academy for Visual & Performing Arts’ mission is to offer and exemplify an inspiring and nurturing teaching and learning environment strongly complimented with a liberal arts curriculum and teaching methods that are continuously evaluated and improved.

LoveWorks Vision LoveWorks Academy for Visual & Performing Arts offers a comprehensive and rigorous academic program along with intensive and professional training in visual arts, music, theater and in the future competitive sports as well. LoveWorks Academy aims to be a national leader in preparing students for academic scholarships and careers in the arts and competitive sports upon entering the collegiate level of education. LoveWorks Academy’s most auspicious goal is to provide significant academic opportunity for Twin Cities’ area students to excel academically, artistically and athletically regardless of race, economic status or other circumstances. Beliefs

● We believe that all LoveWorks students can and will learn and develop to their fullest potential

● We believe students learn best in a nurturing, collaborative, personalized and creative environment placed within a firm framework of high standards in teaching and learning.

● We believe performing and fine arts encourage each individual to work in a creative, cooperative and collaborative manner while promoting independent thinking.

● We believe in partnering with artists and arts organizations, community partners, and business supports to pursue mutually beneficial goals and rich cultural experiences.

● We believe in the value of our audiences, the talent of our artists, and the generosity of our funders.

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● We believe in embracing an internal staff culture that values innovation and cooperation, utilizes talent and skills, and provides opportunities for growth and learning.

● We believe students should have access to developing technologies and be provided opportunities to build the necessary skills to participate and lead in a technologically developing society. We offer a rich visual and performing arts education, helping each student develop their whole being and become effective citizens in our changing world. We encourage students to be engaged and empowered. Our highly qualified staff of trained professionals prepares students to reach their goals and dreams with a focus on every child being prepared to attend any first-class secondary schooling opportunity. LoveWorks is geographically located on the border of and serves a large population of North Minneapolis families. Our proverbial mandate is to “train up a child in the way he should go…” Parents are critical to this vision and are leaders of our their children’s success. We prioritize aiding and supporting parents in reinforcing the shared values of the school and empower parents to be involved, engaged, and lead. The LoveWorks Way!!

LoveWorks Commitment

● A positive school environment ● A peaceful school atmosphere

(everyday) ● Student behavior expectations ● Self Esteem Builders ● Exceptional Teachers ● Parent behavior expectation ● 98% - 100% student daily

attendance

● Team work expectations ● 0% negativity in the workplace ● Office & Classroom organization ● Correct Usage of the English

Language (building wide) ● HomeWork Policies ● Parent Involvement ● Administrative Expectations ● Effective School Management

● Community Relations ● Closing the achievement gap

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Authorizer Information LoveWorks Academy for Visual & Performing Arts is authorized by Pillsbury United Communities. Pillsbury United Communities is a unique nonprofit organization in Minneapolis. As a descendent of the Settlement House Movement, Pillsbury recognizes the complex causes and effects of social and economic inequalities in our core cities and believes that the best way to effect positive change is to help to build and maintain positive relationships. The programs offered at Pillsbury are not based around a “charity mission” but a system built on a give and take philosophy. Pillsbury emphasizes people over programs yet realizes that programs are essential when addressing inequalities in the system. Pillsbury United Communities is recognized for its innovative approaches, programs and financing mechanisms that build better communities for everyone by helping individuals confront inequalities and create lives that are meaningful to them and are reflective of their own values.

Pillsbury actively participate in bringing leaders from all Pillsbury sponsored school to a round table environment to brainstorm challenges, and innovative ways to help our schools success. They work to be available at multiple board meetings. LoveWorks, along with our direct liaisons from Pillsbury believe that all children can learn and that all children deserve the opportunity to learn and to be given ample chance to prove themselves as individuals. Pillsbury receives financial updates and accountability goals from LoveWorks. They are sure to seek clarification on any items given.

The PUC-Office of Public Charter Schools (PUC-OPCS) has been a charter school authorizer since the 1990s, currently providing oversight to 15 chartered schools. Elementary to high schools, online schools, internship focused programs, and project-based learning models are all represented in the portfolio of the PUC-OPCS. As an Authorizer, PUC provides educational opportunities for approximately 7,300 students within Minnesota.

Vision: Pillsbury United Communities’ chartered schools are committed to creating communities where students can excel academically and socially to realize their opportunities and potential for higher education, citizenship, self-sufficiency, and personal fulfillment.=

Mission: To bring that vision into reality PUC chartered schools will:

o Offer bold and innovative educational strategies o Provide an environment that promotes respect for all students and their individual identities o Engage students in academic and authentic learning opportunities, service learning, and personal development

PUC-OPCS intentionally seeks schools increasing achievement with students at-risk of negative educational outcomes.

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2015-2016 Teaching Faculty Information

Name File Folder Assignment Marcy Guzman 444120 Kindergarten ( 10 years) Jaena Millage 483429 Math 4th/5th Grade (2 months) Daya Harding 446720 First Grade (4 years) Chelsea Rettinger 478374 Second Grade (1month) Kerry Kost 482862 Third Grade (2 months) Jordan Brown 483001 LA 4th/5th Grade (2 months) Soham Sengupta Math/Science 4th/5th Grade

( 1.3 years) Amanda Vaughn-Traaseth 477839 Language Arts 6-8 (1.3 years) Daniel Whelan 482872 Math 6-8 (1.3 years) Janiru Herath 482808 Science 6-8 (2 months) Dawn Shannon Special Education (1 month) Sandtrice Lovaloy 997250 Special Education (3 years)

Jessie Hollie ------------- Dance K-8 (2 months) LoveWorks Administration and Support Staff Name Assignment

George Sand Director of Academics (2 years)

Trelinshelia Harrison School Administrative Manager (10 years)

LaSonya Johnson Office Manager (4 years)

Rachel Monsaas Curriculum coordinate (9 years)

Kenatia Cade Administrative Assistant (10 years)

Jazzlyn Paige Special Education Coordinator/Psychologist

Richard Terrell Behavioral Specialist (2 years)

Jamar Smith Arts Coordinator/PBIS Coach (10 years)

Tamera Pulver Director of Special Education (2 years)

Jaszlyn Paige School Psychologist (1 year)

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LeeAnn Mateffy Occupational Therapist

Corrie Muench Speech Therapist

Angela Woods Reading Corp (1 year)

Tynetta Wright Kitchen Manager (3 years)

Sheila Shambley Special Ed Paraprofessional (7 years)

Jameliah Johnson Special Ed Paraprofessional (1 year)

Keacia Barth Special Ed Paraprofessional (1 year)

Quintessa Robinson Special Ed Paraprofessional (1 year)

Ida Pittman Special Ed Paraprofessional (1 year)

Tiane Robinson Special Ed Paraprofessional (1 year)

Tezzie Champion Special Ed Paraprofessional (1 year)

LeCresha Hollie Special Ed Paraprofessional (1 year)

DeVette Evans Special Ed Paraprofessional (3 year)

LoveWorks Academy Historical MCA Proficiency, MMR and FR scores

LoveWorks Academy for Visual and Performing Arts

2011- 2015 Minnesota Comprehensive Assessment Performance

Metric 2011 2012 2013 2014 2015

% of Students Meeting or Exceeding Standards

Math 21.1% 12.3% 16.7% 13.6% 10.1%

Reading 51.9% 37.7% 14.4% 12.1% 8.5%

Science 9.5% 2.5% 10.8% 10.9% 0.0%

% of Possible MMR and FR Points Earned

MMR 16.9% 6.5% 38.7% 19.6% 3.7%

FR 15.2% 15.2% 41.2% 20.6% 3.0%

Data Source: MDE Report Card, Accessed August 2015

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LWA Board of Directors Board of Directors Roster: Tierney Carroll – Board President tcarroll@lwa-arts.org Elected December 17, 2013 Term ends June 30, 2016 Jidana Cook – LWA Secretary jcook@lwa-arts.org Elected January 20, 2015 Term ends June 30, 2018 Marcy Guzman – Teacher mgzman@lwa-art.org Elected November 2013, 2010 Term ends June 30, 2016

Dina Payne- LWA Parent paynedina@yahoo.com Elected November 17th, 2015 Term ends June 30, 2018 Seated August 2015 Joe Brown- Community Member jbrown@lwa-arts.org joe@ddcgroup.net Elected November 17th, 2015 Terms ends June 30th, 2018 Seated: August 1st 2015 Ex-Officio Board Members

1. April Harrison- School Admin Manager

2. LaSonya Johnson- Financial Manager of LWA

3. Jamar Smith-Arts Coordinator 4. George Sand-Director

Board Composition:

● At least 5 members; maximum of 13 on the board (even number is allowed but odd is preferred.) (MN Charter School Law states at least 5 non-related members.)

● At least 1 of each; parent, community member and teacher. ● Teacher majority is allowed but not preferred.

Seating and Elections ● Term is 3 years ● When seat is left vacant due to resignation or termination board may vote on replacement

prior to elections without a public vote in order to continue functioning as a board. ● Elections are held every fall with Candidates announced in September. ● Public Voting occurs at LAW school event prior to October board meeting. Voting is open to

LWA parents, LWA staff and community members. Ballots are made available at the event and voting is closed the same day.

● Board members will vote on the record at the October meeting and those votes will be added to tally.

● Board members will vote to resolve any ties unless there are vacancies that can be filled by both of the candidates.

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Board Training All board members must attend approved Charter School Board trainings on: Employment Practices, Finances and Board Governance within 12 months of being seated according to Minnesota Statutes section 124D.10, subd. (f): Every charter school board member shall attend department-approved training on board governance, the board's role and responsibilities, employment policies and practices, and financial management. A board member who does not begin the required training within six months of being seated and complete the required training within 12 months of being seated on the board is ineligible to continue to serve as a board member.

In the fall and winter of the 2015-2016 school year, parents, board members and staff from LoveWorks Academy for Visual and Performing Arts, in partnership with their charter school authorizer Pillsbury United Communities - Office of Public Charter Schools (PUC-OPCS) and with the support of The School Leadership Project (TSLP) came together with the goal of dramatically improving student learning outcomes at the school. In service of that goal, school community members initiated and participated in a process that led to the identification, selection and seating of a turnaround operator who will carry out the state of Minnesota’s first operator-led charter school turnaround in the 2016-2017 school year. Through this process, LWA partnered with the Distinctive Schools network based in Chicago, Illinois to pursue a full-scale academic and programmatic turnaround over the course of the next three years. The selection of Distinctive Schools, and the design of the operational agreement that will govern the charter management organization’s ongoing work at the school, was the result an innovative process of parent organizing, education and activism. In effect, parents answered the challenge posed by PUC-OPCS – dramatically improve student academic performance or face charter revocation – by engaging in a process of learning about the characteristics of high-performing charter schools, visiting exemplar schools, defining their vision for school turnaround, and co-designing and participating in a rigorous operator selection process alongside community partners. LWA’s pioneering pursuit of the operator-led turnaround creates an opportunity for the region to imagine the role the strategy might play in broader school improvement efforts. Further, the effort highlights the central and critical role parents can play in school-based transformation efforts. While the turnaround is yet to be fully implemented at the school the transformation has begun, academic goals has been set, school culture is happening, and organizational culture outcomes at the school are improving, details of this 2016 year implementation are specified on the Transformation section of this report. Some activities in addition to the turnaround process during 2015 aare: the board added a discussion point to our monthly agenda to address student academic progress. Metrics are requested and presented to the board to review student progress by grade levels. The board reviews the Charter Contract and discusses any deficiencies, putting processes in place if

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needed and/or discussion compliance issues w/admin. Any compliance issues are monitored until corrective action has been implemented. LWA uses FAST testing for all students to track reading and math. Instruction needs are determined based off of the score results and tailored to fill the student needs. The board monitors the improvement of the students and discusses which instructors may need assistance meeting classroom goals. Board and Administrative Executive sessions are held and issues are addressed, support is offered to the admin staff if, necessary. Policies and procedures are implemented where beneficial. LoveWorks conducts two surveys per year to get pertinent feedback. We use the feedback from parents, students, teacher, community and vendors to inform decisions about satisfaction. The board has performance evaluations, which are given in the spring to the school leaders, Board members and staff. Some of the changes during SY 2015 was administration rol, April Harrison was named our School Administration Manager and George Sand, Interim Principal. Previously, these two positions were combined into the role of School Director. The school Principal was responsible for leading academic improvement efforts while the School Administrative Manager was responsible for day to day administrative operations and management. In addition, an Academic Director provides instructional support and a Dean of Students manages behavior and leadership programs.

A turnaround committee of the board was established in the spring of 2015 and met regularly to learn about high-impact schools, understand the spirit and structure of charter school turnaround, establish turnaround priorities and operator selection criteria and establish consistent and clear communication to the school community about the nature of the turnaround process. The school community was notified of an impending operator-led turnaround in fall 2015. They understand the school to be in the first phase of a school improvement process that will culminate in the selection and seating of a turnaround operator in the spring of 2016. The community-led character of this turnaround process aligns to PUC’s philosophy of authorizing and is a critical priority of LWA’s supportive school leadership.

Timeline and tasks implemented by the turnaround committee:

Timeline Key Actions

Prior School Year (2014-2015)

· Authorizer and school in explicit talks about academic performance, need for dramatic improvement and options moving forward

August · School board votes to seek an operator for a turnaround effort

· Authorizer and school engage third-party support for community organizing, education and project management support in order to maintain authorizer’s accountability role in operator selection and turnaround effort

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· School board and leadership announce turnaround effort to school community

September · Turnaround committee explores and articulates school’s existing strengths and

visits to relevant high-performing schools to arrive at a shared vision for the school’s turnaround and key characteristics of promising operators

· Translation of vision for turnaround into turnaround operator Request for Proposals and RFP review rubric

· Early cultivation of potential operator applicants for RFP

October - November · School board approves RFP and selection process

· RFP is published; support organization distributes RFP and cultivates group of operator applicants

· Turnaround committee and external “Selection Team” partners receive and review operator proposals, determining operators who will be invited to next selection rounds

· School and authorizer engage in initial conversations regarding philanthropic support for turnaround effort

December – January · Turnaround committee visits schools of next-round operators and evaluates

schools to determine finalists

· Turnaround committee and Selection Team conduct panel interviews with finalist operators

· Turnaround committee renders selection recommendation to school board for approval

· Board-approved operator announced to school community and authorizer; school and operator representatives convene to craft contract and turnaround “critical path” from January to September

February · Operator establishes consistent presence at school and begins “needs assessment”

to inform turnaround pathway

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Innovative Practices and Implementation Arts- There was intensive focus on our arts program here at LoveWorks. The purpose was to provide students with the skills and knowledge in the art field of their choice, as to prepare them for the possibility of future careers as professional artist and to enhance student academic achievement. Our ongoing objective is to use student artistic passions and abilities to help them gain achievements in their academics by including innovative arts practices into the classroom. At LoveWorks Academy for Visual & Performing Arts, we understand that focusing on arts is one important way students learn and interact with our world. Art is powerful in our society. It has been proven that students who find their power in the arts go on to be powerful and effective leaders. Students at LoveWorks are exposed to a variety of artistic fields:

● Dance ● Band ● Drama ● Visual Art ● Choir ● Literary Art (SWAG) ● Media Arts

LoveWorks Academy is always looking and seeking new ways to enhance student’s art education, along with their academics. LoveWorks is partnering with the Ordway and SWAG to integrate art education in the classroom around all subject areas (math, language arts, science, and social studies). Also, LoveWorks Academy Dance will be contracting with the Ordway to perform six shows throughout 2015. In addition to the classes offered over the expanse of our years, we are proud to announce the addition of two new arts focuses during our visual and performing block for students. These new classes are Media Art and SWAG. S.N.E.A.K-A-WEEK- is a new and innovative way to share other ways of learning skills that students may or may not be exposed to. This time is dedicated to enhance the arts in our school. Students who have a focus on dance only can take the week to focus on singing, or scrap booking on sewing for about an hour out of their academic day. An added element was exposure to gardening! It was a joy to watch many students try radishes for the first time. Some students were offered summer work in the community gardens around the neighborhood. In addition, classroom activities cannot look the same. Teachers have to focus on innovative ways to get math and reading across to students. We want our student to have opportunity to find their other areas of interest. Teen Outreach Program (TOP) - Changing scenes is a contemporary and innovative curriculum designed to support the classroom-based component of the Wyman Teen Outreach Program is a nationally replicated youth development approach aimed at preventing primary

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teen pregnancy and helping young people make consistent progress in school. TOP has four main pillars or touchstones of the program. The youth development approach encourages adults to value young people as assets and resources. Strong community-wide partnerships promote broad-based community involvement to ensure program continuity. Top participants receive Learner-centered education, and can connect learning gained through the service experience to the classroom and vice versa through academic extensions built into the instructional design of the Changing scenes curriculum. The program components, Community Service, Classroom-based Activities and Service-learning are the conduits through which the goals and key principles are realized. Showcase- LoveWorks Academy continues with the wonderful tradition of its annual winter and spring showcases! This is when we highlight what students have learned in their Visual and Performing Arts Classes! The audience is continually amazed by the quality and student knowledge in their elected focus. There continues to be a great turnout from families and community members. This is an event folks rarely want to miss. Drill Team and Drum Line- LoveWorks Academy Drill team and Drum Line programs continues to have an outstanding impact in the community and the school. The teams were awarded its third grant from Wells Fargo and it’s second from North Point Wellness Center. What makes them winners? The team understands that “Discipline is Essential” and they stand on those words. You can and will achieve what you set your mind to if you can remain disciplined at what you do. Middle school students engage in business (We Them Boys Coffee Shop and Cake & Bake). They sell products such as: coffee, tea, hot chocolate, bake goods and much more. While learning viable skills for life, this initiative has developed leadership skills and pride in the lives of these young students. Our Tutoring program supports students in grades 2nd-8th that need extra time and support to achieve academic goals in both math and literacy. Students receive tutoring after school three times a week for a 1 hour each session. Our after school dance team and drumline has served over 150 students of LoveWorks and community students in the area. The two teams have won multiple awards at dance and drum competitions and have performed in the community events throughout any cities. Students participating in these program show discipline in the craft and academics. These programs help us realize our mission and vision by providing growth in academics, enriching students’ experiences, and allowing them the showcase their talents through arts.

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Best Practices Taking a tough look at our mission and goals we can certainly say that our focus did not shift. We did however; have to ask ourselves what needed to take place in order to meet the goals that we set forth in our contract. Between our leadership, our team form Regional, our administrative and PBIS teams we were able to start working toward a plan of cultural and academic improvements. To highlight a few areas, we first noticed that our students were making small academic gains but the high growth was just not there. We add more professional development in the areas of school culture and student’s relationships as well as small group instruction. We added Data days to assure that teachers had the time need to see what worked and what did not. We added 5 additional Paraprofessional to support struggling students in the class and structured special education teachers to have more push in classroom time with students. We moved from NWEA MAP testing to FAST Assessments to gain a clearer picture of data. We also added a Principal, School Administrative Manager, Academic Coordinator and multiple intervention positions. We are now moving into and exciting school transformation process. We believe these processes are crucial to continued success. As an organization we have certainly grown and are looking forward to the changes coming. The Board of Director and Administration are working closely with partners to maintain the structure and make gains in the challenging areas in our school. We are seeing success through our leadership and continued accountability measures. Minnesota Reading Corps- Minnesota Reading Core supports students in grades K-22nd that are below their grade level in literacy. Students receive service from a Reading Core tutor for 15 minutes daily. Their progress is monitor weekly to assess growth of the student’s skills. Once a student has reached the benchmark, they are tested out of the program, but continue to be assessed monthly to ensure growth continues. We are served over 50 students through this program. Math Tutoring- The Academy started an afterschool math tutoring program in 2013. The 2015 session began in October. This program targeted students in grades 2nd-8th who were performing just below target in their current grade. We will use a blended approach to education that combines the efficiency of computer learning with the expertise of knowledgeable staff. The program provides immediate feedback for students. Tutors provide helpful assistance and encouragement as students tackle tough problems. Math Talk aligns with the Common Core State Standards by promoting the use of dialogue and conversation to explore mathematical thinking. Math Talk provides students an opportunity for deeper understanding through communication. Individually or in groups, students articulate and defend their ideas and analyze the reasoning of others.

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Guided Reading is another central focus for our LoveWorks students. It allows students to gain the skills needed required their grade but reading text at their level. This way, students have opportunity to get truly involved with the text they are reading. The purpose is to teach students to notice features and language used by the author for better understanding. Students will be required to think thoroughly and methodically about the details in their text. Overall instructional implementation:

· Daily 5 for small group instruction in reading, writing, vocabulary (K-8) · Fountas and Pinnell/Jan Richardson-Guided Reading leveled readers (K-8) · Kansas Writing Strategies for basic writing skills (3-5) · Words their Way for vocabulary instruction (K-8) · Math Expressions (grades k-5) · CMP math (grades 6-8) · Rational Number Project for teaching understanding of fractions and decimals (3-6)

School Play- LoveWorks produced and performed the play “The Skin I’m in.” for the 2015-2016 school year. In the past, LoveWorks has produced and performed the musicals “The Wiz” and “The Lion King”. PBIS- As a cohort 10 chosen school, LoveWorks Academy is excited about the implementation of Positive Behavior Interventions and Supports (PBIS), which is the behavior component of Response to Intervention (RtI). PBIS at LoveWorks Academy is a school wide initiative allowing us to be on the same page with regards to discipline and student behavior. We will use a continuum of positive supports for all students in all areas- classroom and non-classroom settings. Implementing PBIS at LoveWorks Academy will allow the opportunity for all students to achieve social, emotional and academic success. The overall goals of PBIS consist of:

1. Teaching students the behaviors we expect 2. Providing a safe environment where students achieve academically and socially 3. Encourage positive behaviors and interactions 4. Decrease problem behaviors 5. Reduce the number of office discipline referrals

Staff Development 2015 Each month, LoveWork Academy takes a half day for teachers, paraprofessionals, and administration to sit down and dissect all data gathered throughout the month to help drive instruction and also to set individual goals for students. At this monthly meeting, staff looks at Fountas and Pinnell assessment levels, aReading and aMath scores, CBM progress monitoring scores, and benchmark assessments. When looking at this data, teachers look at the current level in which students are performing and where they need to be at the end of the year. They then plan small group and whole group instruction around these goals.

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On top of the monthly data days, all teachers and paraprofessionals have a weekly 90 minute professional learning community meeting. At this meeting, staff takes a closer look at what they are currently doing in their classroom and have to determine the effectiveness of it through exit tickets, graphic organizers, or other smaller assessments. Based on that data, teachers and paraprofessionals are able to see which students need further instruction and can plan accordingly whether it is through whole group, small group, or one-on-one instruction. Our ultimate goal is to assure that students are learning. We are making sure that staff has the best tools to meet student needs. We look for the right professional development to correlate with our school needs. We give teachers the time to reflect on data days and through PLC’s on students need and the support and feedback for best instruction.

● Goals for staff development sessions this year include: o Building staff community and morale through discussion and activities o Working on PBIS goals and strategies to implement school-wide o Engaging in discourse regarding current educational topics and philosophies:

▪ Building relationships with students, parents, and community ▪ Cultural awareness and race relations ▪ Self-Awareness and teaching philosophy

● Sessions will be held on Data Days, beginning on 9/14, with the goal of implementation during weekly staff meetings by 2015.

● Staff members will have the opportunity to lead discussions and activities, as well as contribute ideas/topics for meetings

Trainings were developed from Instructional Campus Coordinator and School leaders based on weekly data; in addition, Staff Development planning was completed by academic leaders to increase knowledge and train Staff on-site.

Training Topic Presenter Date of Training

SWAG Julia Sewell August 17th

Math Planning, Curriculum Mapping, Math Talk/Strategies

George Sand August 18th

Data Analysis George Sand August 18th

Special Ed classroom support and interventions, accommodations, modifications, Child Study

Tamera Pulver August 18th

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Daily 5/Guided Reading Strategies and Implementation

Minnesota Center of Excellence, Carol Swanson

August 19th

Reading Planning, Curriculum Mapping, Close Reading Strategies, Kansas Writing Strategies

George Sand August 19th

OSHA OSHA Rep Jennifer Kreiman August 19th

PBIS, School Wide Behavioral Plan Jamar Smith, Richard Terrell August 21st

Words Their Way training Minnesota Center of Excellence, Carol Swanson

August 24th

FAST Assessment George Sand August 25th

Grade Level Team Mtg/Planning George Sand, Rachel Monsaas August 17th-25th

Weekly PLC Meetings George Sand, Rachel Monsaas September 2015

Weekly PLC Meetings George Sand, Rachel Monsaas September 25th

Weekly PLC Meetings George Sand, Rachel Monsaas October 2015

Weekly PLC Meetings George Sand, Rachel Monsaas November 2015

Weekly PLC Meetings George Sand, Rachel Monsaas November 20th

Weekly PLC Meetings George Sand, Rachel Monsaas December 2015

Weekly PLC Meetings George Sand, Rachel Monsaas January 2016

Weekly PLC Meetings George Sand, Rachel Monsaas January 22nd

Weekly PLC Meetings George Sand, Rachel Monsaas February 2016

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Weekly PLC Meetings George Sand, Rachel Monsaas February 19th

Weekly PLC Meetings George Sand, Rachel Monsaas March 2016

Weekly PLC Meetings George Sand, Rachel Monsaas March 25th

Weekly PLC Meetings George Sand, Rachel Monsaas April 2016

Weekly PLC Meetings George Sand, Rachel Monsaas May 2016

Weekly PLC Meetings George Sand, Rachel Monsaas May 27th

Data Analysis

Internal Assessment Purpose Frequency Month Administered

Fountas & Pinnell · Find students independent and instructional reading levels · Assess students comprehension level · Assess students vocabulary

· K-2- Quarterly · 3-5- Twice a year · 6-8- Once a year

· K-2- August, November, February, May

· 3-5- August, February

· 6-8- August

FAST- aReading, aMath · Standards based reading and math assessment · Find students standing amongst grade-level peers

· 3 time a year · September, January, May

FAST- CBM Progress Monitoring

· Monitor students reading proficiency · Monitor comprehension and recall

· Weekly or Bi-weekly

· Nov.- May

OLPA · Determine students readiness for MCA

· Once a year · January

Benchmark Assessments · Determine students proficiency on math benchmarks

· As needed · Sept.- May

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Teacher Performance Evaluation

The LWA performance evaluation process in 2015-16 consisted of two components. The more formalized component uses the Minnesota Teacher Performance Standards rubric. The rubric consists of the following four domains:

· DOMAIN 1: PLANNING o Indicator A: Aligns learning targets with standards and student data to inform planning o Indicator B: Uses content, resources and student knowledge to design coherent instruction o Indicator C: Plans for assessment and differentiation · DOMAIN 2: ENVIRONMENT o Indicator A: Creates a respectful classroom culture of trust, safety and high expectations o Indicator B: Establishes and maintains clear expectations for classroom and behavior management · DOMAIN 3: INSTRUCTION o Indicator A: Communicates learning targets and content effectively o Indicator B: Facilitates activities and discussions that promote high cognitive engagement o Indicator C: Uses varied assessment techniques to advance student learning · DOMAIN 4: PROFESSIONALISM o Indicator A: Reflects on teaching practice o Indicator B: Engages in professional development o Indicator C: Maintains professional responsibilities and communicates with families

Administration provides weekly feedback on Domain 1. Classroom observations focus on Domains 2 and 3. Administrators meet with individual teachers beforehand to plan observation, the teacher is then observed, and after observation teacher and Admin debriefs to identify strengths and weaknesses and establish professional development goals. Our less formal evaluation process is designed as a coaching model to improve instruction and happens frequently throughout the year. All teachers are observed weekly and receive coaching feedback from the school Principal and Academic Coordinator. These observations and coaching sessions focus on the LWA math and reading strategies. Administrative staff is evaluated by the Board of Directors based on academic, financial, and management goals. Evaluation is completed in the spring of each year.

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Admission Policy LoveWorks Academy is open to all that apply, except if the school is oversubscribed, in which case a lottery is held for all of the students who applied before the deadline. Once a student is enrolled, siblings are given preference in admission. Open enrollment for the upcoming school year will begin on April 1st of each school year. Students for all grade levels can be wait-listed all year for placement for the following school year. All interested applicants must request an appointment for an enrollment interview and visit. The academy does not send application/enrollment information via U.S. mail. Please call the main office for enrollment and tour information. Intent to Return Forms will be issued to currently enrolled students the 1st week of February of each school year. Families of currently enrolled students will have a month to respond to Intent to Return Forms before we move on to our wait listed students. Open enrollment for the upcoming school year will begin the first school week in April of each school year.

1. Intent to Return Forms are issued in April 2. Returning family registration papers and New Student Information is issued in the

summer. 3. If you have a new student starting, a student application should also be returned with

appropriate fees. 4. Complete and return your registration papers as soon as possible. Should a class fill up

with registered students, those completing registration will be placed on a waiting list.

Admissions Requirements for Kindergarten Students After filling out the application kindergarten students who are 5 years of age will be accepted on a first come first serve basis. After serving all 5 year old students who apply, we open enrollment to students who will turn 5 by December 1st of the current school year.

1. After receiving the names of students who appear to have the social, emotional, and behavioral competence to succeed in Kindergarten, students will then take the LW Kindergarten assessment test of which they must have an 90% or higher to continue. This does not exclude early childhood screening. All students entering Kindergarten must have completed the early childhood screening process.

2. The following areas will determine early admittance for Kindergarten: a. Child has completed the early childhood screening b. Child will turn 5 by December 1st. c. Child has taken and passed LW assessment with a 90% or better. d. Child has attended a kindergarten observation session. e. Parent must submit a valid birth certificate for age verification f. Parent must sign exiting document. g. No 4 year old will be admitted after Sept. 15th

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Monitoring Early Entrance 1. By the first week in May parents will be notified of their child’s placement at LW. 2. Before September parents must sign a document acknowledging that the child may be withdrawn based on a recommendation from the teacher and principal. 3. During the first 4 weeks the teacher will send weekly written. 4. Communication regarding the children’s academic and behavioral progress and needs. 5. On September 30th the teacher and principal will send recommendations to parents in writing as to whether the placement in kindergarten should be continued or terminated. 6. By October 15 parents must find new placement for their child. 7. Winter: Success of children admitted early through this procedure will be assessed and modified as need. *All students attending K-4 or K-5 will be instructed for readiness to enter the 1st grade the following school year.

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Student Enrollment and Attrition Rates This table identifies the number of students enrolled at the school during the 2008-2015 school years. Data is based on October 1 Average Daily Membership (ADM). School Year

K 1 2 3 4 5 6 7 8 Total number of students

Attrition Rate

2008-09

51 36 45 34 33 27 26 23 19 294 -25%

2009-10

53 35 35 40 36 33 24 28 21 305 + 4%

2010-11 35 36 34 24 26 25 18 21 18 237 -1% 2011-12 32 29 40 38 29 20 22 15 18 243 2.5% 2012-13 30 28 38 38 28 19 21 15 18 235 1.03% 2013-14

31 35 33 41 42 35 23 25 21 286 +21%

2014-15 25 22 24 22 25 27 23 14 21 213 -13% 2015-16 22 23 20 24 19 24 21 19 16 188 -11%

Student Recruitment and Enrollment: Our main source of advertisement is word of mouth, however, from time to time small concerted efforts are made to support community functions and to keep LoveWorks’ name visible in the community through smaller ads placed at community events that target our surrounding community populations. Our Drill/Drum line has been a huge asset to LoveWorks. They have participated in a number of community events and competitions that have brought great exposure to the school and its vision and mission.

During the summer we utilized our parent pool to spread the word in the community. Visits were made to local businesses and community centers to spread the word about open enrollment.

Withdraw Process If it is necessary to withdraw from school for any reason, the parent or legal guardian must contact the Director, Teacher or Administration prior to the day of withdrawal. A withdrawal form must be obtained from the office, all textbooks returned to the appropriate teacher, library books returned to the library, and any fines, debts, or charges cleared. Once a Request for Records is submitted from the new school, we send records within 10 days of the request.

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Academic Performance Program Challenges Priority Rating- We are continuously working towards the academic growth of our students with help from Center for Excellence. Our challenges are that students are not making the gain that we are working so hard to obtain. We are continually adjusting instructional practices and assessment opportunity to make sure that students show growth.

ACADEMIC and NON ACADEMIC GOALS

REPORTED PROGRESS NOTES

Reading Proficiency: Students at LoveWorks Academy (LWA) will increase their Reading proficiency scores by 10% in each contract year based on MCA tests.

☐ Goal met ☐ Goal partially met ☐ Goal currently not met

8.6% of LWA students who were tested using the MCA III Reading scored proficient in 2015.

Math Proficiency: Students at LoveWorks Academy (LWA) will increase their Math proficiency scores from 19%-29% in year one of the contract (2014-15) and from 29%-35% in year 2 (2015-16) based on MCA tests.

☐ Goal met ☐ Goal partially met ☐ Goal currently not met

10.1% of LWA students who were tested using MCA III Math scored proficient in 2015

Finance: Our board has set a policy of a 5% fund balance and the plan is to reach that by the close of school year 2015.

☐ Goal met ☐ Goal partially met ☐ Goal currently not met

LWA met fund balance goal of 5%. It ended the year with a 13.6% Fund Balance. Increase 6.58% from 2015 fund balance of 7.02%.

Operations and Leadership Goal 1: Improving instruction Goal 2: LWA will be a PBIS school with a goal of creating a positive school climate that supports education.

☐ Goal met ☐ Goal partially met ☐ Goal currently not met

1- Further Academic leadership responsibilities took place in 2015 -2016 school year, allowing the team to focus attention on academic interventions within instructional practices, assessments, and progress towards achievement. 2-LWA managed and executed a Positive Behavior Intervention Supports system (PBIS) in 2015. LWA fosters a loving, caring atmosphere amongst all students, staff, and parents.

Math

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Reading

Classroom Practices LoveWorks teachers are provided with sample lesson plans, pacing guides, and curriculum maps that are aligned to the state standards. Teachers are also provided “Practice Profiles” that identify teacher behaviors for using focus instructional strategies in reading and math. Resources used include the Minnesota Math and Science Frameworks, curriculum resources in math and reading and sample assessments for measuring student progress.

Parent Involvement LoveWorks has an established a parent group called PODS (Parents of Dynamite Stars). The mission of this group is to keep parents aware and engaged in what is going on with their child and school wide. This group meets on the 4th Tuesday of each month. Our School Administrative Assistant works to keep parents engaged in the school by asking parents to come and serve in various areas of need. We keep parents updated through Wednesday notes, conferences, and student progress report. We require teachers to reach out to parents during outreach week every month. We put this in place so that teachers will be reminded that at least once per month they must check in with all of their families. We require that teacher turn in their parent communication log once per month.

Community Partnership Regional Center for Excellence- the Regional team has put in a great amount of time with LoveWorks. In all focus areas they have helped us focus on key goals and establishing focused

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professional developments. They have done classroom observations and met with teacher to help with instructional tools. Ordway- the Ordway has been instrumental in creating opportunity for our students on and off the stage. They created a show that our students participated in over the summer. They have given opportunity for our students to attend show that we feel help them to grow as students and artist. LoveWorks will be a place for some of the residence to work with students. Teen Outreach Program- This program supports middle schools students through and innovative curriculum focused on self awareness and community engagement. Special Education Special education services are fully implemented at LoveWorks Academy (LWA). LWA has a total population of 11.7% students receiving special education services. For the 2016 school year LWA hired two full-time special education teachers and a full-time school psychologist to provide instruction and services for students eligible for special education. LWA does contract for services for special education director, speech/language therapist, and occupational therapist. Students are referred to our Child Find team and after interventions have been implemented the team decides if the student should be referred for evaluation based on the progress of the intervention data. IEP’s are developed, reviewed, and revised by the special education team and by the student’s case manager. The special education team includes the school psychologist/special education coordinator, special education teachers, general education teachers, and parents. Transition plans are not applicable at LoveWorks. LoveWorks place students in the least restrictive environment (LRE) indicating that special education students are in the general education classroom to the maximum extent appropriate, with appropriate aids and supports. PBIS is a positive reward system that LoveWorks does school wide for all students. Any of the practice incorporated in PBIS derived for practices from special education. At tier one of the PBIS system, all students are expect to know the set expectations of the school. LoveWorks expectations are being Productive, Respect, Integrity, Discipline, and Empathy. We call our model P.R.I.D.E. Students earn courage cash for exhibiting expected behavior (P.R.I.D.E). In tier two of the system, we support students that are not meeting the expected behaviors. If students receive tier two services, the will check in and check out with a coach that help them track their progress throughout the day. Students that have an IEP are a part of this practice. Their IEP will be used in conjunction with a plan make with them in PBIS tiers. In the case that a child with a disability transfers to our public agency from out of state, we will provide that child with Free Appropriate Public Education (FAPE) (including services comparable to those described in the child’s IEP from the previous agency) until we are able to conduct an evaluation (if needed) to determine their disability criteria. To determine what

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appropriate comparable services for the child are, the IEP team will review and discuss materials from the previous agency, contact previous case manager, and discuss with parents. Finances

Finance: Our board has set a policy of a 5% fund balance and the plan is to reach that by the close of school year 2015.

☐ Goal met ☐ Goal partially met ☐ Goal currently not met

LAW received MDE’s school Finance Award LWA met fund balance goal of 5%. It ended the year with a 9.36% Fund Balance. Increase 2.34% from 2014 fund balance of 7.02%.

LoveWorks Academy has the financial goal of maximizing enrollment and increasing cash reserve to the minimum of 20% of general funds within 5 years. Striving to achieve a 20% fund balance in the next 3 years is a comfortable goal. The goal of the school is monitoring cash balances more closely and ensure there is collateral.

ADM 210 185

State Aid: 2015-16 Budget 2015-16 Actual

Lease Aid 259,384 253,284 State General Education Aid 1,981,103 1,864,069

Special Ed- State 566,087 713,282

Total State Aid 2,806,574 2,830,635

Federal Aid: Federal Special Education 54,771 19,331 Title 1 77,036 79,778 ARRA- Stimulus- Part A $ $ ARRA- Stimulus- Part B $ - $ - Title 2 Part D 13,946 8,353

Total Federal Aid 145,753 107,462

Total Misc Revenue 6,000 88,725

Total Revenue 2,958,327 3,026,822

Expenditures: School Support Services 539,642 675,506 Regular Instruction 934,625 710,672 Special Education Instruction 573,604 816,114

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Instructional Support Services 93,724 114,064 Pupil Support Services 382,621 233,107 Site, Building & Equipment 400,258 400,545 Fiscal & Other Fixed Costs 10,500 8,472

Total Expenditures 2,934,974 2,958,480

General Fund Profit (Loss) 23,353 68,342

Food Service Revenue 176,900 160,620 Food Service Expenditures 176,900 160,620

Food Service Fund Profit (Loss) - -

Community Service Revenue 107,925 57,288 Community Service Expenditures 100,040 59,256 Community Service Fund Profit (Loss)

7,885 (1,968)

Current Year Fund Balance- All Funds

31,238 66,374

Add: Fund Balance- Beginning 207,397 207,397

Fund Balance Ending 238,635 273,771

Staying within budget guidelines proved to be a challenge with the limited reserve cash, state budget cuts, and holdbacks. LoveWorks experienced a slight drop in enrollment for FY 15-16. However, LoveWorks was able to increase its fund balance after being in SOD over the last couple of years. The budget was adjusted to ensure a positive, budgeted fund balance. LoveWorks increased their fundraising and marketing efforts during the school year to help meet financial goals by doing some grassroots marketing with flyers and yard signs. Our goal is to provide continued support to the Drill/Drum Line as they continue to provide exposure for the school to the community. Supporters of LoveWorks helped to supplement the unbudgeted goals. The fiscal responsibilities have continuously been under the guidelines of Minnesota Department of Education, Program Finance. As a public Charter school, LoveWorks is required to operate as an agent of the state. As a 501c3 non-profit organization, LoveWorks also operates within guidelines of Internal Revenue Service.

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Fundraising – Beginning this year LoveWorks will be fundraising to support the programs at LoveWorks with a conscious effort made to support our food service program as well.

Cash Flow- The States hold back has been difficult on charters especially. If you have not been around long enough to build a health end fund balance each year, it was difficult to maneuver through the year without the cash flow needed. Our program managed to stay afloat with the use of funds borrowed to us be CSC. As we strive to gain our own cushion with the help of our new accountant we still stand on the hope that the State will take a good look at other alternatives for balancing the state’s budget.

Future Plans SY 2016-17 School Transformation LoveWorks Academy is currently a Turnaround school year. All data has been reviewed and goals have been set based on use of the NWEA assessment. In the first year of Turnaround, a school-wide goal has been set to support closing the achievement gap as well as individual student growth targets.

On May 12, 2015 the LoveWorks Academy Leadership Team along with parents, school board members, community members, and technical support people from the Center of Excellence / SSOS conducted a Comprehensive Needs Assessment using preliminary data from the 2015 Reading and Math MCA examinations, and school PBIS data. The LoveWorks school board, consisting of parents and community members, had explored all the turnaround models during March and April 2015 board meetings. Each option was explored fully in order to understand implications for institutional structures and costs. The Minnesota

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State Model was considered the best fit based on the work the school has already undertaken and the needs identified in the Comprehensive Needs Assessment. The selection of Distinctive Schools, and the design of the operational agreement that will govern the charter management organization’s ongoing work at the school, was the result an innovative process of parent organizing, education and activism. In effect, parents answered the challenge posed by PUC-OPCS – dramatically improve student academic performance or face charter revocation – by engaging in a process of learning about the characteristics of high-performing charter schools, visiting exemplar schools, defining their vision for school turnaround, and co-designing and participating in a rigorous operator selection process Distinctive Schools

Distinctive Schools is a non profit charter schools management organization with a current portfolio of high performing schools in multiple states serving students in grades Kindergarten through eighth grade. In 2011, Distinctive Schools was founded on the core beliefs that: • All children deserve a rigorous public education regardless of zip code. • Teachers know best what children need to thrive and grow and should have a strong voice in a school. • Families are essential in creating a love of life-long learning and supporting the whole child. • Communities can be transformed and a bright future can be created by the presence of an excellent school. Distinctive

Schools sees education as the social justice issue of our time that can only be addressed by ensuring equity, access, and excellence via school choice. Founding Commitments

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Academic and Non-Academic Goals As being in our first Turnaround school year. All data has been reviewed and goals have been set based on use of the NWEA assessment. In the first year of Turnaround, a school-wide goal has been set to support closing the achievement gap as well as individual student growth targets.

LWA 2016-2017 Goals

Personal Objective Target Area Timing Results

Academic Goal LWA will achieve 120% overall growth in math and reading on the NWEA Assessment as measured from Fall to Spring

Academic Performance

June of each year

Academic Goal 60% of LWA students will meet growth targets at 100% in Reading and Math on the NWEA Assessment as measured from Fall to Spring

Academic Performance

June of each year

Non-Academic LWA Teachers will grow 1.5 points on average based on the Distinctive Schools Academic Framework on all 9 indicators taken from Baseline outcomes in August to Spring

Talent Development

June of each year

Non-Academic LWA will maintain an Arts Program and Partnerships and present a minimum of 8 performances during the school year

Climate and Culture June of each year

Non-Academic Teacher satisfaction will increase by 10% in each indicator area for any results under 65% as measured by the Upbeat Survey and baseline data. Baseline data collected May 2016

Climate and Culture June of each year

Non-Academic LWA will maintain a student retention rate of 75% annually as evidenced by student enrollment documents

Climate and Culture Oct 15th-Oct 15th

Non-Academic From Quarter 1 baseline data, student referrals will decrease by 10% each quarter as evidenced by student referral tracker, the next 2 proceeding years, we will use 2016-17 as baseline date to decrease by 50% annually

Climate and Culture June of each year

Non-Academic LWA will achieve 90% conference attendance for each quarter conference by evidence of conference sign-in sheets

Culture and Climate April of each year

Non-Academic LWA Board will conduct an annual review of Distinctive Schools-Annual Review Document

Leadership June of each year

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Non-Academic LWA will maintain a fully operating Board at full capacity and expertise as indicated by monthly Board minutes

Leadership June of each year

Non-Academic LWA will produce a minimum annual fund balance of 5% as measured by FY17, FY18, FY19 Budget outcomes

Leadership June of each year

Goals, Action Steps, Progress Monitoring

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Assessments used for Diagnostics and Progress Monitoring for 2016-2017 ❏ Kindergarten - 8th grade ❏ NWEA MPG ❏ NWEA MAP ❏ FAST Bridge Reading (Special Education) ❏ FAST Bridge Math (Special Education ❏ MCA III Action Steps ❏ Benchmark Advance implementation

● Students ○ All students in grades K-8th will receive instruction using the Benchmark

Advance Reading curriculum. Benchmark Advance is a comprehensive program that provides students instruction in phonemic awareness, phonics, fluency, vocabulary development, and comprehension.

❏ Staff ● All staff will receive ongoing professional development on implementation of

instructional components from Benchmark Advance instructors. LWA Instructional Coach will provide on-site support through observations, feedback, modeling, and co-teaching.

❏ Guided Reading Structure ● Students

○ All students in grades K-5th will receive differentiated instruction in reading. Teachers will use the Jan Richardson model for guided reading. Students will work on sight word recognition, decoding, fluency, comprehension, writing, and phonics at their instructional level.

❏ Personalized Learning Paths

● Students ○ All students in grades K-8th will have their own Personalized Learning

Plan. All students are held to clear, high expectations, but each student follows a customized path that responds and adapts based on his/her individual learning progress, motivations and goals.

● Staff ○ All staff will receive ongoing professional development on implementation

of personalized learning. Professional development will be provided by Director of Personalized Learning on Mondays during teacher collaborative planning meetings.

❏ Lexia ● Students

○ All students in grades K-8th will use Lexia at least 60 minutes each week. Lexia is an online program focused on literacy improvement. It provides personalized learning paths for each student.

● Staff

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○ All staff will review and monitor Lexia data and provide teacher-led instruction as needed to help students accelerate their learning.

❏ Guided math structure ● Students

○ All students in grades K-3rd will receive differentiated instruction in math. Students will be grouped based on needs determined from unit pre-assessments.

● Staff ○ All staff will receive ongoing professional development on implementation

of guided math components. LWA Director and Instructional Coach will provide on-site support through observations, feedback, modeling, and co-teaching.

❏ ST Math ● Students

○ All students in grades K-8th will use ST Math at least 60 minutes each week. ST Math is a game based instructional software designed to boost math comprehension and proficiency through visual learning.

● Staff ○ All staff will review and monitor ST Math data and provide teacher-led

instruction as needed to help students accelerate their learning. ❏ Skills Navigator

● Students ○ Students in grades 1-8 will use Skills Navigator to fill gaps in their learning

by practicing skills from the NWEA learning continuum. ● Staff

○ All staff will identify the skills students are ready to learn—on, above, or below grade level. They will check for evidence of learning progress and skills mastery. Staff will complement curriculum with resources that help students practice missing skills.

Teacher Development and Evaluation Development The entire teaching staff and support staff will meet together as a learning team weekly for at least one hour during early release time. The school staff will use the learning team time and other professional development time to develop all staff members’ understanding and implementation of the working definition of personalized learning to accelerate student learning in all areas, especially literacy. Staff will receive professional development on the four components of the learning cycle:

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❏ Learner profiles ❏ Personalized learning paths ❏ Competency-based progression ❏ Flexible learning environments In addition, the school holds a new teacher institute in the summer to prepare new teachers. New Teachers may also teach during the Summer Learning Academy to practice methods, build relationships with students and receive direct support. During the Summer Learning Academy new teachers teach a half-day in summer school and receive a half-day of professional development. This allows the school to sustain the job-embedded professional development approach with training that is directly implemented and observed in the classroom the next day. If the school is unable to offer summer school, new teachers report two weeks early to receive specialized training in best teaching practice, use of curriculum, subject specific strategies and program implementation. All new teachers receive more frequent support than veteran teachers with at least weekly requirements for observation, co-planning, co-teaching or modeling. All new teachers maintain a professional growth plan in which coaching support is documented. The school promotes teacher ownership of goals written in the professional growth plan. If an Instructional Coach observes severe deficits (a score of one in any of the indicators on the Distinctive Schools Teaching Framework rubric) in an instructional area, they will prescribe the goal area and action steps for improvement during the post-observation meeting. New teachers also receive at least two informal observations per week throughout the course of the school year with one formal observation occurring within the first month of the school year. Aligned to Personalized Learning, at LoveWorks Academy effective teaching and learning occur in a culturally-supported, learner-centered context, whereby the strengths that students bring to school are identified, nurtured, and utilized to promote student achievement. Extensive training occurs during the new teacher summer institute as well as during collaborative planning based on culturally responsive education that incorporates student identities and background to create optimal learning. Culturally responsive practices account for and adapt to the broad diversity of race, language, and culture in all Distinctive Schools and prepare all students for a multicultural world. Evaluation Tenured Teacher Evaluation Process During our Turnaround year, Veteran teachers are observed 2 times per year formally. They will begin a new professional growth plan with the Instructional Coach and assigned Mentor Teacher in September of each year. The teacher will also be informally observed once per month by either the Instructional Coach or Mentor Teacher. After each informal observation, the veteran teacher will log a reflection in the professional growth plan. The teacher will also complete the log anytime they have completed work related to their goal. All formal and

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informal observations will be based on the Distinctive Schools Teaching Framework, and the professional growth plan will be used to log all feedback, reflections and action steps as a result of monthly observations. Formal observations will be conducted by the school Directors and Instructional Coach. Each formal observation will be announced and scheduled at least 48 hours in advance. A pre- conference will be required with the formal observation. Within 72 hours after the observation, the teacher and observer will meet for a face-to-face post-observation conference. Prior to the post-conference, the teacher will use the Distinctive Schools Teaching Framework to score their observed lesson on the Observation Self-Evaluation Form which they will submit to their observer prior to the meeting. The post-observation conference will concentrate on the professional growth plan goals and identify an area of focus for upcoming goals. The teacher and observer will use the time in the post-observation conference to discuss the work they have done related to the professional growth plan and how this work was evidenced during the lesson. The observer will ask questions directly tied to the professional growth plan goal(s) and will input their scores of the observation into the Observation Summary Report Google Form, which will be signed by the observer, Instructional Coach and teacher after the post-observation conference. Informal observations will be conducted by the Instructional Coach and Mentor Teachers; however, the Director may also opt to do informal observations. These observations are brief, 10-20 minutes, and are intended to capture evidence of the teacher’s daily practice. An informal observation may be announced or unannounced but must be followed by timely and documented feedback within 48 hours via a face-to-face meeting between the teacher and observer. Informal observations are not scored on the Distinctive Schools Teaching Framework;however, feedback must be connected to and support best practice in teaching as defined by the framework. All informal observations must focus on the teacher’s current professional growth plan goal(s) and a summary of the observation and feedback, including reflections and next steps, must be documented in the log of the professional growth plan. Forms of coaching within the informal observation process include a range of supports such as: modeling, co-teaching, co-planning, observation and feedback, and peer observation. Probationary Teacher Evaluation Process New teachers, those with two or fewer years with Distinctive Schools, will be formally observed three times per year and informally observed at least once per week following the same formal and informal observation process as outlined for veteran teachers. New teachers will also follow the same professional growth plan process as veteran teachers and participate in the school’s mentoring program. Teacher Improvement Plan Through the use of the professional growth plans, teachers are continuously engaged in a teacher improvement process each year. Typically, teachers set their own goals based on feedback and guidance from the Instructional Coach or school director. Action steps and timelines are created for the teacher to accomplish that goal and restart the process with a new

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goal. If a teacher demonstrates unsatisfactory performance (a score below 2.0 on the Distinctive Schools Teaching Framework) from the observations and student performance, the Instructional Coach or school director will write clear performance objectives in the professional growth plan with action steps and a timeline. If the teacher is not responsive to the additional professional growth plan goals, the teacher and school director will conduct a meeting to create a teacher improvement plan. The teacher improvement plan will consist of scheduled meeting dates, areas for improvement, action steps, timeline for completion and assessment of improvement. If a teacher is not showing improvement, or does not meet the timeline for improvement during the process, they will be removed from the position or their employment will be terminated. A teacher will be notified that they are being placed on a teacher improvement plan with an in-person meeting between the teacher, school director and Instructional Coach. All Staff Training During in-service week, teachers will be introduced to the rubric, the observation/evaluation system and the overall program requirements and expectations by the school administrative team with assistance from the Distinctive Schools leadership team (an internal group that includes: the Director of Talent Development, Director of Curriculum and Instruction, Director of Personalized Learning and the Coaching Support Specialist). The first staff learning cycle, through the PLC, will focus on the Distinctive Schools Teaching Framework. Staff will either be introduced to, or review, each part of the rubric. Each week will focus on a different area. Staff will learn, or review, what the descriptors would look like in the classroom, develop a plan for integration, apply, be observed and receive feedback on those descriptors. Peer Reviewer and Summative Evaluator Training Distinctive Schools conducts a leadership academy to professionally grow administrative and instructional leadership. A portion of the leadership academy is dedicated to supporting the Distinctive Schools coaching model. This includes training on inter-rater reliability, collaboration on coaching techniques and staying current on research-based instructional methods. Mentor Teachers and the Instructional Coach will attend this leadership academy with administrators annually. Teachers, evaluators and peer reviewers (the school director, Instructional Coach and Mentor Teachers) receive an introduction to the Distinctive Schools Framework during pre-service days before students arrive with follow-up training during the school year. This includes an in-depth exploration of the descriptors that make up the framework. Also, video is utilized to conduct practice applications using the framework to create a common vision of instructional performance levels. All evaluators and peer reviewers must conduct a live observation with a framework-trained colleague (trained, experienced directors, Instructional Coaches and Mentor Teachers from other schools) to score a lesson and lead a post-observation conference. Additional framework training for evaluators and peer reviewers is completed in the leadership academy.

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Statutory Purposes Continuous Improvement and Goal Setting to meet students success Distinctive Schools uses a rigorous plan and related protocols for measuring learning outcomes. Inherent in our school design frequent progress monitoring as relayed in the Educational Program section regarding Personal Learning Plans. Digital content include adaptive programs that measure learning and provide personalized learning paths for students. We currently work close with teachers to ensure they have ample formative data and are supported in their use of assessment data to inform instruction and improve learning outcomes. Specifically LoveWork Academy continuously collects and monitors multiple data to determine areas of strength and areas for growth to help personalized learning for each student. The data is used to inform instruction and assist in planning professional development for teachers in order to accelerate learning to ensure that all students are meeting grade-level proficiency, as outlined in the Minnesota Academic Standards, and that LoveWorks is reaching goals in math and reading as measured by the NWEA MAP for Primary Grades, MAP and on the Minnesota Comprehensive Assessment. The academic leadership team will annually set goals in August, write action plans to meet these goals including strategies targeting areas of focus, evidence of effectiveness, timelines for implementation and persons responsible for implementation throughout the year. The school goals in math and reading are outlined in this plan.

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Goal Area SMART Goals Results Action Steps for 2016-17

All students are ready for Kindergarten.

By spring of 2016, all kindergarten students will meet individual growth targets on the NWEA MAP for Primary assessment in reading. By spring of 2016, all kindergarten students will meet individual growth targets on the NWEA MAP for Primary assessment in math.

Kindergarten students will growth 120% or 1.2 years on average in reading Kindergarten students will growth 120% or 1.2 years on average in math.

❏ Benchmark Advance implementation ❏ Guided Reading Structure ❏ Personalized Learning Paths ❏ Lexia ❏ Guided math structure ❏ ST Math

All third graders can read at grade level.

All 3rd students will complete the NWEA assessment in Fall of 2016. All students will meet individual growth targets on the NWEA MAP assessment by Spring of 2016 in Reading All 3rd students will complete the NWEA assessment in Fall of 2016. All students will meet individual growth targets on the NWEA MAP assessment by Spring of 2016 in Math

Targeted support is provided daily to assess the needs of the students and put into Personalized learning plans. Each student is progress monitored by weekly and support provided accordingly. 3rd grade students will grow 120% or 1.2 years on average in math and reading.

❏ Benchmark Advance implementation ❏ Guided Reading Structure ❏ Personalized Learning Paths ❏ Lexia ❏ Guided math structure ❏ ST Math ❏ Skills Navigator

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Committees and Roles LoveWorks Advisory Committee ❏ Ensures active community participation in all phases of planning and improving the instruction and curriculum affecting state and local academic standards. The current members of the committee are listed below: ❏ April Shaw, School Director ❏ Sarah Schielke, Instructional Coach ❏ Jazlynn Paige, School Psychologis ❏ Tierney Carroll, Board President ❏ Dedereck Mitchell, School Safety and Security Manager LoveWorks Academic Leadership Team ❏ Develops and implements strategies and evidenced-based practices to improve instruction, curriculum, and student achievement at the school site. The current members of this team are listed below: ❏ April Shaw, School Director

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❏ Sarah Schielke, Instructional Coach ❏ Jamar Smith, Lead Teacher ❏ Antonio Zambrano, Director of Operations ❏ Kathryn Mongan-Rallis, Director of Personalized Learning ❏ Mariela Spejh, Director of Multicultural Education and Language Development

Governance The School Board’s annual meeting will be held in June. Board members, administration, and the advisory committee will work to establish academic goals for student achievement and assessments to be used in the upcoming school year. LWA currently is positioned in a crucial moment of academic turnaround. To assist with the turnaround, LWA has expanded the board membership to include crucial areas of expertise: marketing, human resources, finances, real estate, and performing/ visual arts. Loveworks Academy makes this Annual Report accessible to current stakeholders by posting it on the school's official website http://www.lwa-arts.org/ along with our summary report for World's Best 2015 and its 2016-2017 plan. Once approved by the Board of Directors; it is sent electronically to our family members, parents, legal guardians of students, all staff, community, and authorizer.

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