School Year 2013-14
CHARTER SCHOOL ANNUAL REPORT
&
WORLD’S BEST WORKFORCE
ANNUAL REPORT
Mastery School 2013-2014 Charter School Annual Report & World’s Best Workforce Annual Report Page 2
Table of Contents
1. School Information 3
2. Mission and Vision 3
3. History 4
4. Student Enrollment and Demographics 4
5. Student Attendance, Attrition, and Mobility 5
6. World’s Best Workforce Components:
a. Educational Approach and Curriculum 6
b. Innovative Practices & Implementation 13
c. Academic Performance 14
d. Student and Parent Satisfaction 17
7. Staffing 18
8. Governance and Management 20
9. Finances 25
10. Future Plans 26
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School Information
Mastery School
1301 Seventh Avenue North
Minneapolis, Minnesota 55411
612-876-4105
www.themasteryschool.org
Grades served: Approved as K-8 charter school; serving grades K-3
Year opened: August 13, 2012
Authorizer:
Minneapolis Public Schools
1250 W. Broadway Ave.
Minneapolis, MN 55411
612-338-0731
http://newschools.mpls.k12.mn.us
Betsy Ohrn, Director of Office of New Schools (2012-2013)
Mission and Vision of MPS – To ensure that all students learn, and to support their growth into
knowledgeable, skilled, and confident citizens capable of succeeding in their work, personal, and
family lives into the 21st century. The vision is for every child to be college and career ready.
Mission and Vision
Mastery School’s mission is to instruct, empower, enable, and guide students on the path through
college and career success in dual single-gender programs. Mastery School is committed to
serving all children that enroll at the Mastery School and serves low-income students and/or
students at high risk of academic failure in a K-8 setting.
Mastery School will ensure that all students get the learning they need for success in high
school, college, and beyond.
Mastery School will close equity gaps in achievement in reading, mathematics, social
studies, and science at each grade level served.
Mastery School shows that low-income students can achieve to the highest academic
standards.
Statutory Purposes. Mastery School will serve four statutory purposes:
(1) improve pupil learning and student achievement;
(2) increase learning opportunities for pupils;
(3) encourage the use of different and innovative teaching methods;
(6) create new professional opportunities for teachers, including the opportunity to be
responsible for the learning program at the school site.
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History
2014 was Mastery School’s first year in taking the MCA. There were approximately 46 students
that took the reading and math test in 2014. In reading the percentage of students proficient on
the MCA for the 46 3rd students was 35%. For the state of Minnesota the average proficiency for
all students in 3rd grade was 58%. The average 3rd grade performance for all of Minneapolis
was 41%. Of the 14 area schools in north Minneapolis, including Harvest Prep and Best
Academy that serve similar populations, Mastery School outperformed 10 of these schools in
reading.
Using the Star Tribune qualification for “Beating the Odds” schools (85% and higher) the only
school in north Minneapolis that beat the 3rd grade reading proficiency in north Minneapolis was
Harvest Preparatory School.
In math, that overall percentage of students that were proficient on the MCA in math was 60.4%.
The state average 3rd grade math proficiency was 71%. MPS 3rd grade proficiency was 52% on
the MCA. Of the 14 schools in north Minneapolis, including Harvest Prep and Best Academy,
Mastery School outperformed 9 of these schools in reading.
Using the Star Tribune qualification for “Beating the Odds” schools (85% and higher) the only
two schools in north Minneapolis that beat the 3rd grade math proficiency in north Minneapolis
was Harvest Preparatory School and Best Academy. Another “Bright Spot” in the Mastery math
data was after disaggregating our male and female populations, 68% Mastery male 3rd grade
students were proficient in math. This means that the African American boys in Mastery were
only three percentage points off the state average for 3rd grade math.
Student Enrollment and Demographics
Number of Students Enrolled
2012-13 2013-14 2014-2015 (est.)
Kindergarten 69 57 53
1st Grade 48 64 49
2nd Grade 58 54 47
3rd Grade 0 52 45
4th Grade 0 0 51
Total 175 227 245
Total ADM (Average
Daily Membership) for
year
142 190 244
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Key Demographic Trends
2012-13 2013-2014 2014-2015 (est.)
Total Enrollment 175 227 245
Male 93 122 119
Female 82 105 126
Special Education 15 19 24
LEP 1 1 0
African American 173 225 242
Latino 0 0 1
Asian/PI 0 0 0
American Indian 0 0 0
White 2 2 2
F/R Lunch 89.7% 88.9% 89.0%
Student Attendance, Attrition, and Mobility
STUDENT ATTENDANCE
2011-12 2012-13 2013-14
Overall Attendance
Rate
N/A 92% 93%
STUDENT ATTRITION
Percentage of students* who are continuously enrolled between
October 1 of 2012-13 school year and October 1 of 2013-14 school
year.
52%
Percentage of students* who continue enrollment in the school from
Spring 2013 to October 1, 2013. 65%
STUDENT MOBILITY
Percentage of students who were enrolled for 95% or more of the
2013-14 school year. 65%
Percentage of students who were enrolled for 95% or more of the
2012-13 school year. 61%
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World’s Best Workforce Components
Educational Approach and Curriculum
Educational Philosophy. The founders of Mastery School have an educational philosophy that
can be distilled down to three fundamental beliefs:
1. All children have unlimited academic potential, and given the amount of time and support
that they need, these children can realize their potential.
2. There are already proven effective solutions to solve our nation’s education crisis that is
popularly called the “achievement gap”. We must find them and then use them.
3. To solve these educational problems it is going to take people with the skill and the will
to do whatever it takes for our children.
Instructional Approach. Mastery School proposes to improve academic achievement and exceed
the academic performance of low-income and socially-disadvantaged students in existing public
schools in Minneapolis through a model of education that has proven its success in two of
Minnesota’s most successful charter schools, Harvest and Best, both of which are classified as
Reward Schools.
The Mastery School is a replication of the instructional methods used in these two Reward
Schools. Much of Mastery School’s theoretical framework for student improvement comes from
the backward-design, standards-based reform literature. In addition, the school has adopted
comprehensive formative assessments as observed at Roxbury Prep in Roxbury, Massachusetts,
and as codified by Driven by Data: A Practical Guide to Improve Instruction (Bambrick-
Santoyo). The theoretical framework supporting Mastery School’s instructional strategies
includes The Skillful Teacher (Saphier, Haley-Speca & Gower), Teach Like a Champion (Lemov
& Atkins), and The First Days of School: How to Be an Effective Teacher (Wong and Wong).
The Professional Learning Communities (PLC) approach to improving instructional quality is
supported by a range of research; particularly notable are the works of Richard DuFour and his
colleagues, e.g. Learning by Doing: A handbook for professional learning communities that
work (2006). A growing body of research supports the use of formative assessments to inform
instruction and enhance learning, including the work of Dylan Wiliam and that of Robert
Marzano. Suitability of the education model to the targeted student population is shown by the
success of the existing Harvest and Best programs.
The Education Plan will be implemented through these strategies:
Curriculum alignment by grade-level teams at the beginning of the year
Common grade-level pacing guides based on Minnesota State Standards
Common grade-level planning (via Professional Learning Communities) based on the
pacing guide and academic instruction
Frequent Interim Formative Assessments which includes weekly quizzes
Response To Intervention (system-wide student support)
Data-driven decision making (framework)
Instruction and data analysis and coaching (provided by the principal and two
instructional coaches)
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Extended school day and extended school year
Shared two-week interval lesson plans among grade levels
The Mastery School educational program focuses on enabling all students to meet challenging
state student academic achievement standards. Mastery School will replicate the success of
Harvest Preparatory School (Harvest), ranked the number one “Beating the Odds” school in the
state of Minnesota in reading and math by the Star Tribune. Best Academy (Best) was ranked
number one in the state of Minnesota for high poverty schools (75% on free and reduced lunch)
based on the new Multiple Measure Ratings (MMR). Although all schools are unique, Harvest,
Best, and most high performing schools throughout the United States have implemented 10 best
practices to achieve the high levels of academic performance. The table below shows the 10 best
practices of high performing schools and how Mastery School will incorporate these practices
into its educational program:
Practices of High Performing Schools Mastery School Educational Plan
1. Extended school day and extended school year 1. 178 school days; nine hours per day
2. Frequent formative assessments 2. Daily exit slips, weekly benchmark
assessments, and six-week comprehensive
assessments
3. A relentless focus on the state and national
standards
3. Backwards planning and curricular
alignment prior to the beginning of the
academic year
4. A very high standard for discipline at the school 4. Comprehensive behavior and incentive
systems
5. College-focused culture 5. Classrooms named after colleges/college
visits
6. Data-driven culture 6. Weekly data tracking; Also every six
weeks. Data dashboards
7. Frequent observations and feedback to teachers 7. Weekly teacher observations; Teacher
Learning Plans (TLP)
8. High level of professional development 8. Professional development every other week
9. A “whatever it takes” culture for students and
teachers
9. “No excuses” culture for students and staff
10. A culture that promotes a “growth mindset” 10. Growth mindset taught explicitly to all
children
Over the past four years Harvest and Best have developed the components of an effective “gap-
closing” educational framework. This “gap-closing” framework is depicted by a graphic with
three concentric rings
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This “gap-closing framework” has proven effective at Harvest and Best, and is being
implemented at Mastery School. The framework uses three mutually supporting “rings” of
processes and practices to ensure success for students:
Ring 1 --
Planning: What do my children need to know and be able to do by the end of the school
year? Teachers will “backwards” plan based on state standards, internal standards, and
standards that are from grade levels above the teacher’s current grade. For example,
Mastery School second grade teachers will determine all of the second grade standards
that students need to know by the end of the school year. They will then map out how the
standards can be taught in five six-week terms. Teachers will also determine the level of
rigor at which the standards will be taught. Weekly and daily lesson plans are derived
from this long-term planning.
Teaching: What are the most effective practices to teach what students need to know?
This question is answered using the best research on effective instruction and also using
the professional experiences of the teacher. Mastery School will ensure that it hires the
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most effective teachers for all classrooms. Mastery School instructional leaders will
facilitate ongoing professional development on effective and engaging instructional
strategies for student learning.
Assessment and Reflection: How will I know if the students understood the benchmark
and/or objective that I taught them? This is an assessment and reflection question.
Mastery School will use the model developed by Harvest in which teachers have
developed an instructional monitoring system that frequently assesses student
achievement. At the beginning of the year teachers will create and administer an end-of-
the-year comprehensive assessment on all of the benchmarks that students need to know
for the year. Then teachers assess students every six weeks, as well as provide weekly
quizzes so that the teacher can monitor the academic progress of students.
Systematic Student Support (S3): What if students don’t understand the concept after I
taught the new material? Mastery School teachers will set up interventions to support
students who may not understand the instructional material after it has been taught to
them the first time. Mastery School data systems will provide teachers with information
that will identify the precise academic needs of the students. Mastery School teachers will
use intervention strategies, such as providing additional reading and math lessons to
students and one-on-one tutoring. Mastery School teachers will also utilize computer-
aided instruction as an intervention strategy. What if the student has already mastered the
material that was just taught? In the Mastery School system, it is not just up to the teacher
to address the learning problems of students; there must be a school-wide response to the
learning problem.
Ring 2 --
Instructional Leadership: The purpose of instructional leadership is to ensure that the
most effective teaching practices are implemented in the classroom so that the teacher
can ultimately maximize learning. Mastery School will use the Harvest model for
effective instructional leadership that provides both formal and informal observations.
Instructional Coaching: Coaches work together with teachers to set clear goals and to
develop individualized Teacher Learning Plans (TLP), which last about six weeks and
include co-planning, data analysis, structured observations, video analysis, and whatever
supports teacher learning.
Data Analysis and Coaching: Instructional leaders meet with both grade-level teams
and individual teachers to review daily, weekly, and every eight-week term formative
assessments.
Ring 3 --
Fueling the “Gap-Closing” framework is school leadership. This is where the vision,
inspiration, and high expectations are developed for the educational institution. The
school leadership ensures that each of the components of the framework is tightly
coupled to student achievement.
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The school leadership ensures that the school culture, operations, calendar, and daily
schedules are in alignment with student achievement. The school culture must promote
an environment of achievement. The culture must be structured to minimize disruptions
in the classroom and throughout the school by setting high expectations for student
behavior. The operations of an organization -- which include student transportation,
lunches, and communications -- must be very efficient and effective to guarantee the
safety and satisfaction of both the students and parents. The school calendar and daily
schedule must be structured to maximize learning time for students.
Grade levels of children to be served
Mastery School is serving grades K-2 at present, in its initial year of operation; it will add a
grade a year until fully subscribed with grades K-8.
Curriculum and instructional practices
All purchased curricula will be rigorously aligned with the state academic standards. Mastery
School grade level teams will collaborate to create Curriculum Alignment Templates, a tool to
ensure that the curriculum is aligned to the state standards; the preparation of Pacing Guides for
implementing the curriculum over the course of the school year; and, implementation of
Common Formative Assessments to determine whether students are meeting state standards. In
every subject area, teachers will ensure that all benchmarks contained in the standards are met
before year’s end. The link from the standards to instruction is created by “backwards” planning,
from the standards to everyday classroom activities. An important distinction in the planning for
teachers at Mastery School is the fact that not only will teachers determine what standards will
be taught; the teachers must also determine the level of rigor based upon the standards that will
be assessed. This distinction ultimately determines the level of rigor that he standard will be
taught.
Below is a table showing the basic curriculum that was used at Mastery School for the first two
years of implementation.
Grades Math Language Arts Science Social Studies
K – 2nd
FY 13
Everyday Math
Saxon Math
Reading Mastery
Houghton
Mifflin
Scott Foresman
Science
Houghton
Mifflin Harcourt
3rd
grade
FY 14
Everyday Math
Saxon Math
Reading Mastery
Houghton
Mifflin
Scott Foresman
Science
Houghton
Mifflin
Harcourt
Interim Assessments are implemented weekly at Mastery School. Teachers come together in
grade level teams every week to review the results of the interim assessment, brainstorm how to
address areas where students have difficulties, plan instruction for the week and plan the interim
assessments for next week.
Planning at Mastery School will be spiraled backwards from interim formative assessments,
which are created by grade-level teams prior to the beginning of each term. Each of these
interim assessments is a rigorous assessment aligned to the state standards/benchmarks that the
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grade-level team expects to cover by that point in the school year; e.g., in grades 3-8, all tested
benchmarks must be covered by April 1st. For Kindergarten through second grade teachers will
have the full year to cover grade level standards. Backwards planning answers these questions:
1) “What do my students need to know?” and 2) “How am I going to get them there?”
In order to backwards plan from an interim assessment, one needs to understand the knowledge
(what students need to know) and the skills (what students need to be able to do) to answer each
question on the interim assessment. Prior to the school year a yearly pacing guide for the year is
mapped out by the instructional team. The yearly pacing guide maps out when each benchmark
will be taught, and thus ensures that all benchmarks are covered by the end of the academic year.
Mastery School will also utilize at the end of each term a more detailed and comprehensive
version of the yearly pacing guide in that it not only includes when a benchmark will be taught in
the course of the school year but also what resources will be used and how the benchmark will be
assessed in order to ascertain if students learned the information. The term “pacing guide”
focuses the pacing to one term’s progress, highlights the standards or benchmarks to be taught
during that term, lists the days they will be taught and the daily objectives of the lesson, and
addresses any pre-requisite skills or knowledge students may need to have before accessing the
benchmark at grade level.
Weekly lesson plans enable instructional leaders to develop more thoroughly their plans for
delivering academic content that is rigorous and engaging. Grade-level teams divide up lesson-
planning responsibilities based on the individual strengths of the team members. Lesson plans
are built around the state Standard to be addressed in the lesson; teachers have a clear definition
of what students will know and be able to do at the end of each lesson in terms of the academic
content. Mastery School teachers make sure that differentiation is a part of each of their lessons.
During independent practice, the teacher meets with individuals or small groups to give more
focused attention to the specific needs of those learners. To ensure adequate academic support to
our student population, made up in large part of students who arrive already behind in basic
academic skills, Mastery School employs a full time academic interventionist in each of our
second grade classrooms, to work with students who are behind and give them the additional
support they need to build the skills for future success. With the academic interventionist
supporting the regular classroom teacher, assignments can be altered to meet different students’
needs by adjusting the volume, rate, and complexity of assignments. Formative assessments are
utilized at the daily, weekly, and end-of-term timeframes to determine whether students “got it.”
Mastery School uses a Response To Intervention (RTI) model to provide additional support to
students. RTI is the practice of 1) providing high-quality instruction and interventions that
match students’ needs and 2) using students’ learning rate over time and level of performance to
make important educational decisions. All students in need of remediation, regardless of Special
Education status, receive extra assistance through small group instruction, one on one coaching,
after hours help or weekend help focused on the specific areas identified through the weekly
Interim Assessments. Special Education students may also receive access to specialists such as
speech therapists, psychologists, physical therapists, occupational therapists, special education
teachers, etc. depending on the IEP. Special Education students may also receive environmental
modifications, additional prompting, additional wait time, behavior contracts, modified
assignments, etc. depending on the student’s IEP.
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Strategies for implementing this program, including details on curriculum by subject, are further
detailed in Mastery School’s application to the Authorizer.
Mastery School schedule and calendar
Mastery School has a nine-hour school day The day starts at 8:00 am and ends at 5:00 pm. The
day starts with breakfast for all students. There is a community meeting from 8:30 am to 9:00 am
for all students at least two days per week. This community meeting is used to orient students to
and build a new culture of positive values, hard work and expectation of high performance.
Academic work begins no later than 9:00 am. There is a minimum of 100 minutes allocated for
reading and 100 minutes allocated for math, 50 minutes allocated for social studies, and another
50 minutes allocated of science. There is an intervention block of 50 minutes built within the
schedule. Lastly there is a prep period of 50 minutes allocated for PE, computers, music, and
world language.
See the example schedule below:
Mastery School devotes a minimum of 6.5 hours per day to academic instruction out of a
nine-hour school day Monday through Thursday. Fridays are an early release day for
students. On Fridays there are five hours allocated to academic instruction. The total
number of hours per week for instruction is 31 hours. Average number of minutes
devoted of academic instruction per day is 390 minutes.
The typical day for teachers consists of arriving 8:00 am for a 30 minute prepping period
prior to students arriving. After teaching core subjects and based on classroom size,
teachers have two prep periods a day. One with their co-teacher and one without the co-
teacher (as a result of them prepping each other). Teachers also engage in intervention
and the dismissal process referenced to above. Typically they leave the building by 5:00
pm.
The daily schedule is optimum for learning, because it provides students and teachers an
extended period of time to devote to the core subjects of reading and math. The extended
time also gives teachers the time to differentiate instruction within the classroom,
meaning that teachers are given time to address students with greater learning needs and
advance higher performing students. The additional time in the schedule builds
intervention time into the school day; that means students get support at this time on the
skills for which they need to be successful.
The Mastery School calendar provides a total of 178 school days per year, a 35% increase
in the number of hours compared to a typical public school. The Mastery School calendar for
2013-14 follows.
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Innovative Practices and Implementation
Our innovative practices and implementation are described in detail in the previous Educational
Approach and Curriculum Section.
Successes
See “Academic Performance”.
In addition to achievements in academic performance:
PRESS Initiative
In our third year with Pathways to Reading Excellence in School Sites (PRESS), which provides
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literacy support for all of our schools, Target Foundation made it possible for $185,000 worth of
support for the Harvest Network of Schools.
The Growth Mindset Club
Established to give additional support for academic development to 3rd
grade scholars.
Workplace Satisfaction
After staff survey and organizational assessment we began the Workplace Satisfaction Initiative
and established an action plan.
Academic Performance
Progress on Academic Goals, Including Mission-Related Goals.
Goal I: Reading
Absolute measures
70% of Mastery students will meet and exceed proficiency in reading on the MCA in
2014.
The actual performance of the Mastery 3rd
grade class was 35% of students were proficient in
reading. At the time the reading goals were developed the Common Core Reading standards had
never been tested in Minnesota, and it was not widely known what to expect from the new
assessment. To reduce the shock and surprise of schools and families the Minnesota
Commissioner of Education sent out letters to parents state-wide to be prepared for significantly
lower test scores, in reading in particular, in 2013. The following is an excerpt from the parent
letter that was sent from the Commissioner:
As we gear up for the 2013-2014 school year, I want to take this opportunity to provide you
with important information on the upcoming release of your child’s testing results.
This past spring I sent a letter that explains Minnesota’s transition to new, better tests that
aimed at preparing all students for college and careers.
There was a 20 percentile-point decline in performance state-wide from 2012 to 2013 across the
state. In 3rd
grade the decline was the most significant. Across the state the decline was 22
percentile-points.
Other reasons for the lower test score than what Mastery anticipated have to do with the amount
of time that students have been in the Mastery educational system. Many of Mastery students had
only been exposed to the Mastery system a maximum of only one year. It takes over a year to
overcome reading deficits.
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Comparative Measures
A large percentage of students will demonstrate on-track growth in reading on the MCA.
Because this is the first year for the MCA testing, there is no growth data available for Mastery
for this year.
Growth Measures
Mastery students in the aggregate made 1.0 years of growth based on their NWEA RIT score
growth targets in Reading from pre-testing in August/September to post-testing in June.
Goal II: Absolute measures
60% of Mastery students will meet and exceed proficiency measures in Math on the
MCA
Mastery students met this goal. On the 2014 MCA, 60.4 % of Mastery students were proficient.
Disaggregating Mastery boys performance in math from girls, 69% of Mastery boys were
proficient in math.
Comparative Measures
A large percentage of students will demonstrate on-track growth in reading on the MCA.
Because this is the first year for the MCA testing, there is no growth data available for Mastery
for this year.
Growth
Mastery students in the aggregate made 1.3 years of growth based on their NWEA RIT score
growth targets in Math from pre-testing in August/September to post-testing in June.
The significant difference in performance in reading and math on the MCA is based on the
difference of Mastery’s first year experiencing the new Common Core standards.
Professional Development
Mastery School has an organizational structure such that both administrators and teacher leaders
can provide ongoing coaching in classrooms for about 30 minutes every day. This kind of
support will substantially improve on the outcomes for students. On Friday, early release days
for students, teachers also receive targeted professional development.
Mastery School focuses on the following areas of professional development:
Data management
Observation and coaching of teachers
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Fiscal management
Professional Development Plan
During the 2013 – 2014 school year Eric Mahmoud, CEO, participated in an extensive
professional development plan. Mahmoud was nominated by the Charter School Growth Fund to
participate in the Charter Network Accelerator (CNA). This is an intense 18-month CEO
development program for educational leaders around the country. The CAO, Dr. Callie Lalugba
also participates in some of the sessions. The CNA focuses on four main areas of development:
1. Organizational Structure
2. Meeting the College Ready Bar
3. Personal Leadership Development
4. Team and Talent
March 2014 – PD in NY
Focus was on Common Core reading
Presentations on meeting the rigor of Common Core reading
School visit to Success Academy – one of the most successful charter networks in the
nation
Managing talent and conduct forecast of current talent at the school level
Workshop on how to support teacher and leadership development
Personal leadership development workshop
Required reading – Mission Possible, Primal Leadership, and Leverage Leadership
May 2014 – PD in NY
Focus on Common Core reading
School visit to North Star High school
Focus on Leading Organizational Change
Time Management
Critical Friends Visits in Hartford and Bridgeport, Connecticut
o Providing feedback to other school leaders
Required reading – Switch, Kotter’s Leading Change
PD for 2014-2015 includes:
September 2014 – PD in Memphis, TN
Organizational Planning
Decision Rights
School Culture
School Leadership
Required reading: Conversational Capacity, Situational Leadership
Other Development Opportunities Through This CNA Program:
Executive coaching every 2 weeks
CEO mentor calls once per month
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A school inspection from outside experts and feedback October 9 & 10, 2014
Student and Parent Satisfaction
As part of the Mastery School accountability plan, we conducted a survey of our parents/families
and the results told us that the majority of our parents/families were satisfied with the school’s
academic program. Our survey measured parent/family satisfaction in the following categories:
Service Excellence
Communication Excellence
Operational Excellence
Teacher and School Leadership (academic) Excellence
Overall Satisfaction
In our parent/ family survey we asked the Mastery school families the net promoter question: “I
will recommend the Harvest Network of Schools to another parent or family for their child to
attend”. The net promoter is a survey of questions that helps organizations gauge the loyalty of
its parents/families. Essentially 69% of our families answered “agreed” or “strongly agreed” to
the net promoter questions, thus satisfied and loyal parents/families.
End of World’s Best Workforce Components
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Staffing
2013-2014 Licensed Teaching Staff
Name File # License /
Assignment
2014-15
Status*
Comments
Burns, Jason w/lic. teacher Teacher 3rd
* Highly qualified
Domholt, Aurie 474543 Teacher 1st
Eide, Sarah 470214 Teacher 1st
Fitzloff, Kallie 454692 Teacher K *
Griffin, LaDeva 438223 Teacher Title 1 *
Kolles, Ashlee 467679 Teacher 2nd
McAnulty, Laura 475995 Teacher SPED
Menheer, Hesat 479182 Teacher Science Community Expert
Nordman, Jessica 454989 Title 1
Noyes, Melissa 447734 Teacher K
Phillips, Jade 471768 Teacher 2nd
Price, Terrence 400482 Teacher 3rd
*
Smith, Denise 340757 Teacher 3rd
Waldecker, Daniel 477344 Teacher 2nd
* Community Expert
* R = Return, NR = Not Return
2014-2015 Licensed Teaching Staff
Name File # License /
Assignment
Comments
Daramola, Joshua w/lic teacher SPED Highly qualified
Eide, Sarah 470214 Teacher 1st
Fitzloff, Kallie 454692 Teacher K
Guerra, Kaymee 476624 Teacher 2nd
Joubert, Raine 461082 Teacher 4th
Kelly, Shannon 475899 Teacher 1st
Manuel, Marissa 477175 Teacher K
McElveen, Darnell 480889 Teacher 2nd
Noyes, Melissa 447737 Teacher 3rd
Phillips, Jade 471768 Teacher 2nd
Price, Terrence 400482 Teacher 3rd
Rudolph, Cecelia 483451 Teacher 4th
Waldecker, Daniel 477344 Teacher 4th
Zigbuo, Markeesha 393901 Teacher 4th
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2013-14 Other Licensed (non-teaching) Staff
Name Assignment 14-15
Status*
Comments
Lalugba, Callie Principal *
* R = Return, NR = Not Return
2013-14 Non-Licensed Staff
Name Assignment 14-15
Status*
Comments
Badal, Milgo Paraprofessional *
Collins, Lemuel EA
Daniel, Mychoice Para
Donald, Calvin BA
Dower, Devarious EA
Hagler, Quashaun Para
Harris, Nakia EA
Holmes, Keisha Para *
Jennings, Sharrie BA
Johnson, Saehea EA *
King, Victoria DI Asst. *
Lemmie, Dennis EA
Levine, Serenae Para
Mullins, Jamar BA
Olusanya,
Olutimilehin
EA
Poole, Raymond BA
Pratt, Marlon Para *
Reed, Shalom BA
Rich, Eugene BA
Robinson, Jr., James Asst. Prin.
Robinson,
Kimberely
BA
Smith, Steven EA
Taylor, T’Keyhia EA
Ware, Shadelle Para
Williams, Shannon EA *
Wofford, Courtney Para
Young, Willis Para
* R = Return, NR = Not Return
Mastery School 2013-2014 Charter School Annual Report & World’s Best Workforce Annual Report Page 20
2014-15 Non-Licensed Staff
Name Assignment Comments
Barnes, Jay BA/HM
Beal, Quiana Para
Burns, Jason BI
Green, Ronald Para
Harris, Nakia EA
Hazlett, Taquaris EA
Holliday, Joshlin BA
Hurst, David Para
Johnson, Saehea EA
Johnson, Walter Para
Karim, Asha EA
King, Victoria DI
Lane, Dezaray BI
McGhee, Dutchess BA
Moore, Tamela EA
Murkey, Clifford Para
Phillips, Marcia EA
Robinson, Asia EA
Taylor, T’Keyhia EA
Turner, Kevin Para
Williams, Shannon EA
Worthor, Theodore BI
Young, Willis EA
Governance and Management
Founder
Eric Mahmoud, President/Chief Executive Officer of Seed Inc., Harvest Preparatory School and
Best Academy. Responsible for business management, fundraising, community relations and
student recruitment. Eric has over 25 years’ experience as an educational leader. He has started,
incubated and developed 5 charter schools over the past 20 years. He has consulted with other
charter school leaders around the country. Eric has been the keynote speaker at national
educational conventions around the country. The most recent has been the National Association
of Direct Instruction in July 2012. He has received numerous awards for his educational
leadership. In 2012 he received the University of Minnesota Distinguished Educators Award. In
June 2012, Eric was inducted into the National Charter School Hall of Fame.
Mastery School 2013-2014 Charter School Annual Report & World’s Best Workforce Annual Report Page 21
Mastery Management Team (paid employees):
Callie Walker-Lalugba, Ph.D., Principal of Mastery School. As the Principal of Harvest
Preparatory School since 2001 and now Principal of Mastery, Dr. Lalugba has fostered
improvement in the quality of teaching through in-depth analysis of teachers’ teaching efficiency
and providing feedback based on students’ overall academic performance. She directed and
oversaw instructional activities and academic improvement programs for the entire faculty. Her
work included measuring both students’ and faculty performance and providing strategic
direction in instructional planning. Prior to Harvest Preparatory, Dr. Lalugba taught for several
years, both in charter and traditional schools. She earned her administrative licensure (K-12
Principal) from the University of Minnesota in 2003, and her doctorate in Educational
Psychology in 2007, also from the University of Minnesota.
BOARD OF DIRECTORS 2013-2014
Board Governance and Process
Mastery’s board governs the school through ensuring the fidelity of its mission and
vision, provides extensive oversight to the school’s administration, monitors the school’s
progress according to its goals and the charter contract, and makes key strategic, business, and
operational decisions on an ongoing basis in accordance with best practices and local, state, and
federal statutes and regulations. The board also provides extensive oversight of its major
contracted service provider (Seed, Inc.) to ensure full and timely compliance with all aspects of
its contract, which is attached to this proposal, and maintains ongoing communication with MPS,
its authorizer. The day-to-day operation of the school, including overseeing, training, and hiring
and firing staff and promoting community involvement, is delegated to the principal and assistant
Member
Name
Board
Position Affiliation
Date
Elected
Date
Seated
Term
End Date Email Address
Sylvia Bartley Chair Corporate 4/24/12 4/24/12 6/30/15 [email protected]
Ben Whitney V. Chair Corporate 4/24/12 4/24/12 6/30/15 [email protected]
Robbie
Soskin Secretary Corporate 4/24/12 4/24/12 6/30/15 [email protected]
David Milton Treasurer Community 4/24/12 4/24/12 6/30/15 [email protected]
Alfred
Babington-
Johnson
Member Community 5/2013 5/2013 6/30/16 [email protected]
Margie Soran Member Community 5/2013 5/2013 6/30/16 [email protected]
Shelley
Carthen
Watson
Member Community 5/2013 5/2013 6/30/16 [email protected]
Mastery School 2013-2014 Charter School Annual Report & World’s Best Workforce Annual Report Page 22
principal, who report to the board and whose performance is reviewed and evaluated by the
board and its committees.
The Mastery board was recruited to include individuals with expertise and experience in
the areas of education, strategic planning, operations, finance, law, management, fundraising,
non-profit board management, and community organizing, and a number are very familiar with
charter school operations. Board members come from both the public and private sector.
Mastery’s diverse board is also representative of the North Minneapolis community and has the
requisite critical skills to advise, support, and manage the school’s leadership team. All board
members share a belief in the need to create an effective school for all students in Minneapolis,
regardless of their socio-economic background or prior academic preparation. The board will
continue to recruit like-minded individuals who possess complementary skills as its membership
expands or as individual members are replaced, and it has already identified a parent who it will
potentially add in the coming months.
The board is also very conscious of the need to transition from a founding board to a highly-
effective elected board in compliance with state law. This ongoing Board will be elected before
the school completes its third year of operation, consistent with Minn. Stat. 124D.10,
Subdivision 4(g), and will be comprised of at least one Minnesota licensed teacher employed at
the school, at least one parent/legal guardian of a child enrolled at the school, and at least one
community member who is neither employed at the school nor has a child enrolled at the school.
At its next annual meeting, the Board will designate each Director on its initial Board as Class A
or B to allow for a staggered election of ongoing board members, to ensure that the substantial
experience of all interim members is not lost. As the terms for these Directors’ seats expire, they
will be filled through an election process that is consistent with Minnesota’s charter school law
and Mastery bylaws.
The board is organized into six fully operational sub-committees which are designed to develop
short and long-term strategic plans, manage their execution, and govern all operations of
Mastery. (Day to day functions remain the purview of our administrative staff.) While these
sub-committees are led by board members, they also contain non-board members with expertise
in related issues. These committees and their responsibilities follow:
Executive Committee: Meets between regularly scheduled meetings to handle emergency or
sensitive issues and plans for upcoming board meetings; serves as a sounding board for
management on emerging issues and initiatives; and conducts evaluations of administration and
performance of all employees and major vendors.
Finance and Operations Committee: Responsible for recommending financial policies, goals,
and budgets that support the mission, values, and strategic goals of Mastery. This committee also
reviews financial performance against its projections/goals and proposes major transactions and
Mastery School 2013-2014 Charter School Annual Report & World’s Best Workforce Annual Report Page 23
programs to the board, and works closely with the auditor and school administration to ensure
there are no audit exceptions.
Fund Development Committee: Responsible for developing plans to obtain sustainable long-term
financial resources through philanthropic gifts, in-kind donations, etc.; and provides the board
with guidance and counsel by reviewing, discussing, evaluating and helping to implement
proposed financial development and marketing strategies.
Strategic Planning Committee: Responsible for developing the short and long-term strategic
plans for Mastery, and draws on its expertise to work with MPS and other key strategic
stakeholders. The committee meets on a quarterly basis to review these plans, refine them if
necessary, and track the progress of the stated goals and strategies.
Parent and Community Engagement Committee: Charged with establishing and maintaining
relationships with parents and the community to advice the board on related issues.
Academic and HR Committee: Oversees a broad range of issues related to the school’s
educational mission, teaching and service. The committee’s oversight includes consideration of
the needs of the teachers, administration and students, and it also provides oversight of the
teacher evaluation process as well as the students overall academic performance. The
committee also oversees the HR function of Mastery in terms of maintaining an inclusive and
supportive environment for staff to work.
Mastery School 2013-2014 Charter School Annual Report & World’s Best Workforce Annual Report Page 24
Management agreement or other comprehensive service agreement
Mastery School contracts with Seed. Inc. as a Charter Management Organization (CMO). CMO
is defined as a third party entity contracted by the Mastery board to support the school by
providing academic program and operational services. All policy, legal and oversight authority is
reserved to the Mastery board as the governing body of the school. Mastery School has
contracted with Seed Inc. for the following specific functions: Financial Management, Human
Resource Services, Educational Leadership, Management of Transportation Services, Food
Service, Technology Services, Staff Development, Marketing, Student Reporting, Accountability
and Compliance, Government and Authorizer Relations, & Marketing for Mastery School. Aside
from this, there are no plans to outsource any other key functions. The principal and SEED are
directly supervised and reviewed by the board.
Mastery School 2013-2014 Charter School Annual Report & World’s Best Workforce Annual Report Page 25
Board Training Board Member Name Training Content Area Training Date Trainer/Presenter
Sylvia Bartley Governance 7/28/12 Charles A. Speiker
Employment “ “
Finance “ “
David Milton Governance 7/28/12 Charles A. Speiker
Employment “ “
Finance “ “
Robbie Soskin Governance 7/28/12 Charles A. Speiker
Employment “ “
Finance “ “
Ben Whitney Governance 7/28/12 Charles A. Speiker
Employment “ “
Finance “ “
Alfred Babington-
Johnson
Governance 10/26/13 Jeffrey Hassan, Esq.
Cheryl Mayberry
Employment “ “
Finance “ “
Margie Soran Governance 10/26/13 Jeffrey Hassan, Esq.
Cheryl Mayberry
Employment “ “
Finance “ “
Shelley Carthen Watson Governance 10/26/13 Jeffrey Hassan, Esq.
Cheryl Mayberry
Employment “ “
Finance “ “
Finances
For questions regarding school finances and for complete financials for 2013-2014 and/or an
organizational budget for 2013-2014 contact: John R. Torvik, CPA
Position: Contract CFO
Phone: 612-770-7136
Email: [email protected]
CliftonLarsonAllen provides accounting services for Mastery School.
FY14 Finances Fund 1 Fund 2 Fund 4
Total Revenues $2,941,459 $137,576 $0
Total Expenditures $2,749,501 $137,576 $0
Net Income $ 191,958 $0 $0
Total Fund Balance $ 16,496 $0 $0
Overview
Mastery served students equivalent to 190 average daily members (ADM) versus a budgeted
ADM of 198 so we met 96% of our enrollment target. Thus state revenue was very close to our
budget. We received approximately $454,000 in donations versus a budget of $270,000 so we
Mastery School 2013-2014 Charter School Annual Report & World’s Best Workforce Annual Report Page 26
significantly exceeded our donations budget. Expenses exceeded budget by approximately
$352,000 primarily because purchased staff services for general and special education was over
budget by approximately $369,000. We attained a net income of approximately $192,000 versus
a budgeted net income of $97,000 so we significantly exceeded our net income budget.
Revenues
As noted above, we met 96% of our enrollment target, so state revenue was very close to our
budget. We received approximately $454,000 in donations versus a budget of $270,000 so we
significantly exceeded our donations budget. Major grants included Cargill Foundation
($225,000) and the Minneapolis Foundation ($100,000).
Expenses
As noted above, expenses exceeded budget by approximately $352,000 primarily because
purchased staff services for general and special education was over budget by approximately
$369,000 due to the need for more targeted efforts to non-special education students who needed
more instruction, and because we served more special education children than anticipated.
Net Income and Fund Balance
The $192,000 net income positively affected our fund balance allowing it to reach a grand total
of $16,000 and achieving our goal of getting out of statutory operating deficit (SOD).
The full financial audit ending June 30, 2014 is attached.
Future Plans
Mastery will grow from the current 253 students to 450 students over the next five years.
The upcoming school year is the greatest enrollment increase. There is a 32% increase in
enrollment that is projected from FY15 to FY16. Subsequent increases are less than
10%. Mastery has a very high confidence level that it can meet its enrollment projections
based on past history.
o Enrollment Performance History
o FY13 (143 starting enrollment) = 143% increase
o FY13 (143) – FY14 (191) = 33% increase
o FY14 (191) – FY15 (253) = 32% increase
o Enrollment Projections
See table below
The entire HNS network has grown from FY14 to FY15 by close to 30%.
Mastery School 2013-2014 Charter School Annual Report & World’s Best Workforce Annual Report Page 27
Enrollment Projections
Students range from 5 to 10 years old
FY15 FY16 FY17 FY18 FY19 FY20
K 50 90 120 120 120 120
1st 50 60 80 100 100 100
2nd 50 60 50 70 90 90
3rd 50 60 50 45 60 70
4th 50 60 50 45 40 50
Total 250 330 350 380 410 430
In addition to the focus on increasing enrollment year to year, there is also a significant sense of
urgency to improve the reading proficiency of our scholars. Mastery has devoted close to 100%
more time towards staff development in general, and there has been just as much of an increase
in PD regarding reading instruction, in particular.
Mastery also has provided new curriculum for staff and students that meets the level of rigor to
meet and exceed new Common Core standards. School leaders in Mastery School as well as the
entire HNS instructional team will spend close to a year in a national leadership training program
designed to get a significant amount of our scholars on the path to college.
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