Annual Report - Friendship Academy of the Arts

FRIENDSHIP ACADEMY
OF FINE ARTS
2012 ANNUAL REPORT ON CURRICULUM, INSTRUCTION, AND STUDENT
ACHIEVEMENT
Minnesota Charter School District #4079
Ethel Norwood, Director
2600 East 38th Street
Minneapolis, MN 55406
Phone: (612)879-6703
Fax: (612)879-6707
Email: [email protected]
Authorizer
Minneapolis Public Schools
Office of New Schools
1250 W Broadway
Minneapolis MN 55411
Phone: (612) 668-5336
TABLE OF CONTENTS
I. Executive Summary....................................................................................................................................... 3
II. Mission, Goal, and Accountability Plan ........................................................................................................ 4
III. School Program, School Enrollment, and Student Attrition.......................................................................... 5
IV. Academic Performance.................................................................................................................................. 8
V. School Operational Performance................................................................................................................. 12
VI. Successes, Innovative Practices and Implementation.................................................................................. 13
VII. Challenges, and Future Plans....................................................................................................................... 14
VIII. Finances....................................................................................................................................................... 15
IX. Staffing ........................................................................................................................................................ 16
X. Governance and Management ..................................................................................................................... 18
XI. Professional Development........................................................................................................................... 19
XII. Appendix A: Registration with Minnesota Attorney General’s Office ....................................................... 20
XIII. Appendix B: Application for Enrollment .................................................................................................... 22
XIV. Appendix C: Enrollment and Admissions Policy........................................................................................ 24
XV. Appendix D: Enrollment Form.................................................................................................................... 26
XVI.
Appendix E: UFARS Financial Statement ................................................................................................. 28
2
EXECUTIVE SUMMARY
This report provides the Minnesota Department of Education, Minneapolis Public Schools (MPS),
families of Friendship Academy of Fine Arts (FAFA), and the general public with information
describing the progress of FAFA and its students during the school’s twelve years of operation. A
summary of the key findings in this annual report are as follows:
•
FAFA serves a unique student population
o All students are students of color (100%) and the large majority qualify for free or
reduced lunches (93%). FAFA served a higher percentage of students of color
(+37%) and students qualifying for free or reduced lunches (+28%) than MPS.
•
Academic performance
o Measures of Academic Performance
• The majority of students (80%) made Above Growth from fall 2011 to
spring 2012 in reading; the large majority (96%) made Above Growth in
mathematics.
• The percentage of students scoring Above Growth has increased
substantially from the 2009-2010 school year to the 2011-2012 school year
for a total increase of +45.6% in reading and +52.8% in mathematics.
o
•
Minnesota Comprehensive Assessment
• FAFA students had the highest percentage of students scoring proficient
in the school’s history with 70.7% of students proficient in reading (an
increase of +8.5% from the previous school year) and 65.0% proficient in
mathematics (an increase of +16.4% from the previous school year).
• FAFA proficiency rates exceeded those of MPS by +12.1% in reading and
+22.4% in mathematics.
• The percentage of students scoring as proficient has increased
substantially from the 2009-2010 school year to the 2011-2012 school year
for a total increase of +30.7% in reading and +45.0% in mathematics.
•
In 2012, the proportion of students On Track (not-proficient but making
high growth or proficient and making medium or high growth) was 64% in
reading and 82% in mathematics.
•
FAFA gained 95% of possible points on the Multiple Measures Rating
(MMR) placing the school in the 94th percentile of all Minnesota schools;
FAFA is designated as a Reward School for scoring in the top 15% of Title I
schools on the MMR.
School Operational Performance
o Parent Involvement
• In 2011-2012 FAFA rigorously collected information on levels of parent
involvement in the school. In 2011-2012 FAFA achieved 61.8% of families
attending one or more family involvement activities. The goal for 20112012 is to increase involvement by +25% over to achieve 86.8% of total
families attending one or more events by 2012-2013.
o Student Enrollment
• FAFA’s met the goal of increasing student enrollment from 2011-2012 to
2012-2013 by 10%, achieving a +37.4% increase in enrollment.
3
MISSION, GOALS, AND ACCOUNTABILITY PLAN
FAFA is a Minneapolis charter school that serves urban students in grades K-6. FAFA emphasizes
educating students for a successful global future through the arts. FAFA is a registered non-profit
with the Minnesota Attorney General’s Office (see Appendix A).
Mission Statement. Students will demonstrate the importance of discipline, practice,
persistence and self-evaluation; and will apply what they experience and learn through the arts
and other core subjects to all aspects of their lives.
Goals & Accountability Plan. FAFA has developed two academic and two non-academic goals
for the 2011-2012 school year as part of their commitment to accountability. All of the academic
and non-academic goals were developed with specific measurement tools and indicators of success
(see Table 1 below).
Table 1: FAFA’s 2011-2012 Accountability Plan
Academic Goals
Increase
students’
academic
knowledge in
reading and
math.
Non-Academic
Goals
Increase parent,
student and staff
satisfaction with
the school’s
program.
Measurements
Measures of
Academic Progress
(MAP)
Reading, and
Mathematics
Minnesota
Comprehensive
Assessments-Series
II (MCA-II)
Measurements
Modified version of
the Yale University
School Climate
Surveys
Indicators of Success
Standard: The proportion of students in grades 2-6 who
were enrolled for the entire school year that score at or
above average in the spring will increase each year by
10%.
Growth: The proportion of students making appropriate
fall-to-spring growth will be similar to the proportion of
students from local district (Minneapolis Public
Schools) and national samples.
Standard: Tested students will perform at or above
district-wide averages on the MCA-II.
Growth: The percent of students meeting proficiency
will increase each year. (This goal will be measured for
subsequent years if an adequate number of FAFA
students are tested and the results are posted by the
Minnesota Department of Education.)
Indicators of Success
Standard: At least 85% of FAFA parents (of those who
respond) will be satisfied with the school’s program by
2013.
Standard: At least 85% of FAFA students (of those who
respond) will be satisfied with the school’s program by
2013.
4
SCHOOL PROGRAM, SCHOOL ENROLLMENT, AND
STUDENT ATTRITION
Authorizer
Minneapolis Public Schools
Office of New Schools
1250 W. Broadway
Minneapolis MN 55411
Phone: (612) 668-5336
FAFA opened in 2001
Contracts were renewed in 2004 (three
years), 2006 (two years), 2008 (two
years), 2010 (one year), 2011 (one year),
and in 2012 (three years).
Description of Sponsor Accountability Initiatives or Reports. FAFA is required to
submit an annual report to Minneapolis Public Schools (MPS) to document its progress in
meeting stated academic and non-academic goals.
School Calendar/Hours of Operation. School was in session August 29, 2011 through June
5, 2012. The school day at FAFA ran from 10:00 am to 4:45 pm Monday through Friday. FAFA
also operates early morning (7:00 am to 9:45 am) and after school (4:30 pm to 5:30 pm)
programs.
Student/Classroom Teacher Ratio. FAFA employed seven classroom teachers, four
educational assistants, and four administrative/support staff to serve 102 students in grades K-6.
The overall student to classroom teacher ratio for 2011-2012 was 14.9:1.
Enrollment. FAFA requests that parents/guardians of prospective FAFA students complete an
enrollment application (see Appendix B) which requests minimal information: student’s name,
grade, and parent/guardian contact information. As outlined in the enrollment policies and
procedures (see Appendix C), FAFA gives priority to siblings of currently enrolled FAFA
students, then admits other prospective students. However, if demand exceeds space, FAFA
conducts a lottery to fill openings in the program. Once a student has been accepted to FAFA,
additional information (e.g., previous history of IEP or special education programs) is obtained
in order to match program services to student needs (see Appendix D).
Characteristics of FAFA Students. As shown in Table 2, in 2011-2012 the student body was
comprised entirely of students of color (95% Black, 5% Hispanic) and a large majority of
students qualified for free or reduced lunch (93%). In 2011-2012, there were no students
identified as Limited English Language Proficient and 12% of students were identified as having
Special Education status.
5
Table 2: Characteristics of FAFA Students
Year
Enrollment
Average Daily
Membership1
Male
Female
Race/Ethnicity
American Indian
Asian/Pacific Islander
Black/Non-Hispanic
Caucasian
Hispanic
06-07
101
07-08
114
08-09
104
09-10
120
10-11
104
11-12
102
94.53
104.17
105.92
121.03
96.75
99.78
56 (55%)
45 (46%)
51 (45%)
63 (55%)
53 (51%)
51 (49%)
58 (48%)
62 (52%)
43 (41%)
61 (59%)
40 (39%)
62 (61%)
2 (2%)
0 (0%)
94 (93%)
4 (4%)
1 (1%)
3 (3%)
0 (0%)
101 (87%)
1 (1%)
9 (8%)
0 (0%)
0 (0%)
91 (88%)
8 (8%)
5 (5%)
0 (0%)
0 (0%)
100 (83%)
16 (13%)
4 (3%)
1 (<1%)
0 (0.0%)
93 (89%)
4 (4%)
6 (6%)
Students of Color
97 (96%)
113 (99%)
96 (92%)
104 (87%)
100 (96%)
Free or Reduced Lunch
Limited English
Proficient
Special Education Status
Mobility Index2
87 (86%)
105 (92%)
91 (88%)
117 (98%)
99 (95%)
0 (0%)
0 (0%)
97 (95%)
0 (0%)
5 (5%)
102
(100%)
95 (93%)
0 (0%)
0 (0%)
0 (0%)
0 (0%)
13 (13%)
0 (0.0%)
12 (12%)
0.39
11 (10%)
0.33
5 (5%)
0.23
11 (9%)
0.37
10 (10%)
0.35
12 (12%)
N/A3
Figures 1-3 below show the proportion of students enrolled at FAFA and enrolled at Minneapolis
Public Schools (MPS) on three key demographic characteristics. As can be seen in the figures,
FAFA has a much higher proportion of students of color and of students eligible for free or
reduced price lunch than does MPS. In contrast, MPS has a slightly higher proportion of
students with special education needs than does FAFA.
Figure 1: Proportion of Students of Color Enrolled at MPS and at FAFA
Students of Color
100%
80%
60%
40%
20%
0%
MPS
06-07
73%
07-08
72%
08-09
70%
09-10
69%
10-11
67%
11-12
63%
FAFA
96%
99%
92%
87%
96%
100%
1
Average Daily Membership (ADM) is computed by taking the number of days the student was reported as enrolled divided by the
number of instructional days reported for that school.
2
Mobility is calculated by adding mid-year enrollments, transfers and withdrawals and then dividing by the district's October 1
enrollment. Mobility represents how much activity occurs annually based on student transfers after the school year begins.
3
Not currently available.
6
Figure 2: Proportion of Students Eligible for Free or Reduced-Price Lunch
Enrolled at MPS and at FAFA
Free / Reduced Price Lunch
100%
80%
60%
40%
20%
0%
MPS
06-07
72%
07-08
70%
08-09
64%
9-10
65%
10-11
65%
11-12
65%
FAFA
86%
92%
88%
98%
95%
93%
Figure 3: Proportion of Students with Special Education Status Enrolled at MPS
and at FAFA
Special Education Status
100%
80%
60%
40%
20%
0%
MPS
06-07
20%
07-08
21%
08-09
14%
09-10
16%
10-11
14%
11-12
14%
FAFA
12%
10%
5%
9%
10%
12%
7
ACADEMIC PERFORMANCE
Measures of Academic Progress. During the 2011-2012 school year, FAFA used Northwest
Evaluation Association’s (NWEA’s) Measures of Academic Progress (MAP) as one piece to monitor
student progress towards accountability goals. The MAP is a computer-adaptive assessment that is
aligned with state educational objectives and can be used to assess student understanding in
reading, language use, and mathematics. FAFA administered the MAP tests for reading and
mathematics in fall 2010 and spring 2011 to students in grades 1-6. Students in kindergarten
completed the MAP primary reading and primary mathematics in fall 2010 and spring 2011.
FAFA currently has two MAP related goals: (1) the proportion of students in grades 2-6 who were
enrolled for the entire school year that score at or above average will increase each year by 10%
(standard), and (2) the proportion of students scoring as Above Growth will be similar to the
proportions of students from MPS and national samples (growth).
Table 3 and Figure 4 below show the proportion of students making Above Growth and Below
Growth on reading and math by school year. As can be seen in the table, the proportion of students
scoring Above Growth in both subjects remained at high levels with 79.7% for reading (a decrease
of -10.3% from the previous year) and 95.7% for math (an increase of +10.7% from the previous
year). It is also important to note that the proportion of students scoring as Above Growth
increased substantially in 2010-2011 compared to 2009-2010.
Table 3: Proportion of Students Scoring Above and Below Growth by School Year
School Year
Subject
Above Growth
Below Growth
34.1%
65.9%
Reading
2009 - 2010
42.9%
57.1%
Math
90.0%
10.0%
Reading
2010 - 2011
85.0%
15.0%
Math
79.7%
20.3%
Reading
2011 - 2012
95.7%
4.3%
Math
* Note: Kindergarten students took the primary version of the MAP and therefore are not included in fall-to-spring
growth.
Figure 4: Student Proportion Above Growth by School Year and Subject
100%
95.7%
90.0%
85.0%
79.7%
80%
09/10
10/11
11/12
60%
42.9%
40%
34.1%
20%
0%
Reading
Math
Minnesota Comprehensive Assessments – Series II/III
The Minnesota Comprehensive Assessments – Series II/III (MCA-II/III) is a mandatory statewide
assessment of reading and mathematics performance in grades 3-8, reading in grade 10, and
mathematics in grade 11. The MCA-II is used to measure students’ progress toward mastery of
Minnesota’s academic standards and was first administered in spring 2006.
Performance on the MCA-II/III is reported in scaled scores and achievement levels (does not meet
expectations, partially meets expectations, meets expectations, exceeds expectations). Those
students who achieve levels of ‘meets expectations’ and ‘exceeds expectations’ are identified as
“proficient” according to Minnesota’s academic standards by the Minnesota Department of
Education.
One of FAFA’s standards was that students will perform at or above district-wide proficiency levels
on the MCA-II/III. As Table 4 and Figure 5 below show, FAFA’s proficiency rates were above
district-wide levels in reading (+12.1%) and in mathematics (+22.4%). Reading and mathematics
proficiency levels in 2012 and were slightly below statewide levels in both reading (-7.1%) and
mathematics (-2.7%).
A second goal of FAFA was that the proportion of proficient students will increase each school
year. Since 2010, FAFA has indeed increased their proficiency levels each year. From 2011 to
2012, FAFA gained in reading (+8.5%) and in math (+16.4%) proficiency ratings. Over the past
two years (2010 to 2012) FAFA has increased proficiency by +30.7% in reading and +35.0% in
math.
Table 4: Proportion of Students Enrolled in FAFA, Minneapolis Public School
District, and Across Minnesota Scoring At or Above Proficiency over the last six
Administrations of the MCA-II/III
Reading
Mathematics
Year
FAFA
Minneapolis
State
FAFA
Minneapolis
State
2012 (Grades 3-6)
70.7%
58.6%
77.8%
65.0%
42.6%
67.7%
2011 (Grades 3-6)
62.2%
56.9%
77.2%
48.6%
38.5%
60.4%
2010 (Grades 3-6)
40.0%
51.5%
72.3%
20.0%
48.1%
65.9%
2009 (Grades 3-5)
52.6%
53.7%
75.0%
34.2%
58.5%
74.1%
2008 (Grades 3-4)
48.3%
51.8%
75.6%
37.9%
58.1%
76.5%
2007 (Grades 4, 6)
28.6%
48.2%
69.0%
28.6%
49.0%
66.9%
9
Figure 5: Proficiency Rates in Reading and Math at FAFA, MPS, and Statewide (2012)
100%
80%
77.8%
70.7%
67.7%
65.0%
60%
58.6%
FAFA
42.6%
MPS
40%
Statewide
20%
0%
Reading
Math
Since 2008 MDE has reported growth measures (in terms of the MCA–II/III) for both proficient
and non-proficient students as High, Medium, and Low Growth. MDE classifies students who are
proficient and High or Medium Growth as “On track” and students not proficient but High Growth
also as “On track.” Table 5 below displays the percent of students “On track” from 2008 through
2012 for FAFA and in grades 3-6 for Minneapolis Public School district and Minnesota Public
Schools.
In 2012 FAFA showed 63.6% of students On Track in reading which exceeded MPS but fell slightly
below the State; for math FAFA had 81.8% On Track which was significantly greater than MPS and
Statewide. In reading, FAFA is above Minneapolis public schools, and not far behind the State of
Minnesota. In math, the percentage of students at FAFA “On track” has more than quadrupled
since 2010, gaining almost 20 percentage points just in 2012. These math “On track” numbers far
surpass Minneapolis Public schools and even the State of Minnesota.
Table 5: Proportion of Students Enrolled in FAFA, Minneapolis Public School
District, and Across Minnesota demonstrating “On Track” growth.
Year
2012 (Grades 4-6)
2011 (Grades 4-6)
2010 (Grades 4-6)
2009 (Grades 4-6)
2008 (Grades 4-6)
Reading
FAFA
63.6%
61.9%
48.4%
53.5%
N/A
Minneapolis
58.3%
62.9%
54.7%
53.2%
49.1%
Math
State
70.1%
71.9%
68.0%
65.6%
63.1%
FAFA
81.8%
61.9%
19.5%
53.6%
N/A
Minneapolis
46.2%
45.8%
49.7%
44.8%
48.3%
State
63.1%
63.8%
66.1%
61.7%
60.5%
For the 2012 state assessment Minnesota was granted a waiver that modified Adequate Yearly
Progress (AYP) standards for school accountability. The new standard for Minnesota is the
Multiple Measures Rating (MMR). The MMR considers the proportion of total points gained in
four academic areas: (1) proficiency, (2) growth from previous MCA assessment, (3) achievement
gap reduction, and (4) graduation rates4.
4
Only applicable for schools serving students in grade 12.
10
As shown in Table 6, FAFA earned nearly all of the 25 possible points for proficiency (24.99
points) and achievement gap reduction (24.54 points) and over 86% of possible points for growth
(21.64 points). The proportion of total points gained per school is used to rank schools into several
categories. FAFA was rated above the 94th percentile and designated as a Reward School (top 15%
of Title I schools).
Table 6: Points Earned in Each MMR Category and MMR Overall Points and Rating
Achievement
Proficiency
Growth
School
Gap Reduction Total Points MMR Rating
Points
Points
Points
FAFA
24.99
21.64
24.54
71.17
94.89%
11
SCHOOL OPERATIONAL PERFORMANCE
Family Involvement.
In addition to student performance, FAFA holds itself accountable with two non-academic goals: (a)
increase parent involvement from 65% to 85% within three years, and (b) increase student enrollment
by 10% for the 2012-2013 school year.
FAFA collected baseline data surrounding parent involvement and established incremental increases
over a three year period. FAFA did exceptionally well with increasing parent involvement. Parents
were generally positive to the open-ended items indicating that FAFA did well in delivering individual
attention to students, had quality teachers and staff, and had communicated with and kept parents
involved in the school. Ninety six percent of the families at FAFA experienced positive contact from
the teachers at FAFA. More than 48% of the families had face to face contact with their child’s teacher.
Figure 6: 2011-2012 Parent Involvement Data
Student Enrollment.
During the 2010-2011 FAFA set a goal to increase student enrollment by 10% within one year. FAFA
had an increase of +37.4% in student enrollment.
12
SUCCESSES, INNOVATIVE AND BEST PRACTICES, AND
IMPLEMENTATION
Friendship Academy of Fine (FAFA) Arts 2011 Annual Report documents many successes of an
extraordinary team. Only a collaborative team: teachers, students, families, administration, school
board, staff and community members all working with a shared mission and purpose, could earn such
recognition. We define excellence in all areas of education, from standardized testing, financial
management, parent involvement and arts to leveraging community partnerships.
As we continue to define our comprehensive strategic plan, we must also pay careful attention to the
details. Our broad success is made up of many hours spent together working for the greater good of
the families that entrust the Board to govern and educate the children we service.
FAFA sets a bar that few other urban elementary schools can reach. Below are some highlights of our
success and implementation of best practices.
AYP District Improvement Plan. Since the 2007-2008 school year, the FAFA School District has
been mandated by the State of Minnesota to write and implement a District Improvement Plan aimed
at increasing student achievement of specific sub-groups of students as indicated by our annual
Adequate Yearly Progress (AYP) results. In 2011, FAFA made AYP for the second consecutive year in
both reading and math proficiency. We exited the School Choice consequence phase of AYP for math
proficiency and returned to the No Stage level for both reading and math. FAFA was not required to
write an AYP District Improvement Plan for the 2012-13 school year.
Mathematics Achievement. Documented curriculum, including common assessments, was
implemented in all grades 2 through 6 Mathematics classes during the 2011-2012 school year. All
classes used new resources and teachers were trained in using the resources. The implementation was
monitored and data gathered in the process was used to make revisions to common summative
assessments and curriculum maps.
Multiple Measures Rating. FAFA gained 95% of possible points on the Multiple Measures Rating
(MMR) placing the school in the 94th percentile of all Minnesota schools; FAFA is designated as a
Reward School for scoring in the top 15% of Title I schools on the MMR.
National Recognition. The Star Tribune and Charter School Partners identified FAFA as one of the
highest performing charter schools in the state of Minnesota for 2 consecutive years (2011 and 2012).
13
CHALLENGES AND FUTURE PLANS
FAFA also faced a number of challenges in 2011-2012 and implemented unique strategies to face these
challenges. Below is a list of challenges and strategies as well as future plans for the school.
•
FAFA students and educators face divergent challenges. On one hand, we face the immediate
pressure to raise scores on high-stakes standardized tests and to meet new national and state
standards. On the other hand, teachers must prepare students for learning in a global society
where collaboration, creativity, problem solving, critical thinking, communication and cultural
understanding are keys to success.
•
Meeting all students where they are allows more equal access to our rigorous educational
environment, and promotes greater success for all students. FAFA teachers and support staff
provide a continuum of programs and services to engage and inspire all learners.
•
All students in grade K through 6 receive Title I support. During the 2011 school year FAFA
initiated blended learning opportunities for the majority of our student population. FAFA
implemented an online math program, IXL. With access to this online math program both during
and after school students had the opportunity to continue their learning and practicing of grade
level math content.
•
FAFA recognizes that not all students have access to a computer in their home. Community
Partnerships, fund raising efforts and grant opportunities are being sought to enhance technology
for the school, students, teachers and staff. One of the goals identified in our Comprehensive
Strategic Plan is to enhance the technology at FAFA. A committee has been created to identify
funding sources.
•
FAFA will implement the Common Core Standards in literacy, social studies, and science, and
math during the 2011-2012 school year to provide a consistent, clear understanding of academic
standards for students that reflect the knowledge and skills students need for success in college
and careers. Science is an area of growth and FAFA will be working closely with MDE assessment
and standards division to assess our areas of growth.
•
To improve student achievement, FAFA has and plans to continue to develop and strengthen the
supports offered through partnerships with external agencies such as Hamline University, Center
for School Change, and MDE through Quality Compensation.
•
Plans are in place for continued, focused professional development for the leadership team,
teachers, and support staff in collaboration with FAFA’s principal to create a strategic vision for
continuous development and engaging stakeholders in academic and operation improvements.
14
FINANCES
FAFA will submit audited financial information to Minneapolis Public Schools and the Minnesota
Department of Education on or before December 31, 2012. See Appendix E for FAFA’s UFARS
statement run September 15, 2012.
15
STAFFING
FAFA experienced comparatively higher rates of turnover among teaching and non-teaching staff
during the 20110-2012 school year. Turnover rates were over 50% in 2010-2011 and remined
relatively high in 2011-2012. Turnover rates reflect a restructuring with a focus on FAFA’s
commitment to student achievement, as recent student achievement gains show.
Table 7: Turnover Rates Among Teaching and Non-Teaching Staff at FAFA
Year
Teaching Staff
Non-teaching Staff
Total
2011-2012
50.0%
11.1%
29.4%
2010-2011
57.1%
0.0%
22.2%
2009-2010
0.0%
0.0%
0.0%
2008-2009
0.0%
11.1%
6.25%
2007-2008
28.6%
10.0%
17.6%
2006-2007
14.3%
0.0%
4.8%
Table 8 below shows all staff employed at FAFA for the 2011-2012 year, their position, and whether or
not he or she will be returning for the 2012-2013 year.
Table 8: FAFA Staff
Position
FTE
11-12
12-13
Status
Reason for
change?
Ethel Norwood
Director
1.0
Y
N
Position
Reconstructed
Datrica Chukwu
Marian Langley
Verlon Laird
Academic Director
Clerk/Student Support
Clerk/Student Support
Marketing/Curriculum
Coordinator
Special Education
Kindergarten
1st Grade
2nd grade
3rd Grade
4th Grade
5th Grade
6th Grade
Educational Assistant
Educational Assistant
Educational Assistant
Educational Assistant
Technology Support
Technology Coordinator
Food Service
1.0
1.0
1.0
Y
Y
Y
Y
Y
Y
1.0
Y
Y
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
N
N
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
Name
File
Folder
Juan Effiom
Carr Kpanyor
Anna Nelson
Allison Waxson
Lisbeth Le Salle
Marie Thoemke
Laurie Johnson
Melissa Johnson
Julia Brandes
Julia Sabal
Terracelyn Smith
Keturah White
Evette Nance
Paul Collier
Penny Vang
Ebony Cotton
394524
444590
456242
395818
455367
391902
404092
394524
Relocation
New Position
Terminated
New Position
16
A total of three new staff will be joining FAFA in 2012-2013 as displayed in Table 9 below.
Table 9: New FAFA Staff
Name
Louisa Martinez
Rebecca Coubal
Lauri Barber
Jenna Reynolds
Margaret Jordan
File Folder
Position
FTE
466717
467173
224773
467662
5th Grade
2nd Grade
3rd Grade
1st Grade
Educational
Assistant
1.0
1.0
1.0
1.0
1.0
17
GOVERNANCE AND MANAGEMENT
For 2011-2012, there were five seated members of FAFA’s governing board. Three board members
represented the community with one representing parents and one staff. Table 10 below displays the
2011-2012 FAFA board.
Table 10: FAFA’s Board of Directors
Board
Group
Name
Position
Represented
Mary Riley
Chair
Community
Wendy Hines
Treasurer
Community
Nell Collier
Secretary
Community
Louis Smith
Director
Parent
Anna Nelson
Director
Staff
Brenda Hill
Director
Community
Contact
Information
612-879-6703
612-879-6703
612-879-6703
612-879-6703
612-879-6703
612-879-6703
Date
Seated
July 2011
July 2011
July 2010
October 2011
December 2010
March 2012
Note that regular meetings of the Board of Directors were held monthly. In addition, each Board
Member had one vote. The affirmative vote of a majority of a quorum of voting members constituted a
duly authorized action of the members.
All of FAFA’s Board members took advantage of MDE approved trainings in 2011-2012 in the
following areas: Governance, Finance, Board Roles and Responsibilities, and Employment Policy and
Practices.
18
PROFESSIONAL DEVELOPMENT
FAFA implemented a professional development plan throughout the 2011-2012 school year. The plan
was developed by the school’s Board of Directors and the school’s director. Table 11 below displays the
date, brief description of the professional development activities, and time spent on the activities. As
can be seen in the table, FAFA teachers and administrators participated in a number of various
professional development activities throughout the school year, all aimed at improving student
achievement for a total of 111 hours.
Table 11: FAFA 2011-2012 Professional Development
Date(s)
Description
August 2011 –
October 2012
Professional Knowledge: Declarative skills, instruction and disposition,
and individual learning plans connected to units and lesson plans
Culturally-relevant differentiated teaching instruction on all academic
subjects including the arts, focus on interpersonal skills and establish an
intercultural development inventory and develop a 3 year plan
Mentoring/leader training, focus on leadership skills for teachers and
administrators
Communication to students, parents, and between staff, individual
learning plans connected to units and lesson plans
August 2011 –
January 2012
August 2011 –
May 2012
August 2011 –
October 2012
September
2011 – May
2012
October 2011 –
May 2012
November
2011 – May
2012
Time
8 hours
8 hours
34 hours
4 hours
Coaching: Implementing data-directed instruction for rigor and learning
33 hours
SIOP: Sheltered Instruction Observation Protocol
16 hours
Cross-cultural communication to student, parents, and between staff
8 hours
19
APPENDIX A: REGISTRATION WITH MINNESOTA
ATTORNEY GENERAL’S OFFICE
Please note that the Minnesota Attorney General’s Office has FAFA listed as a K-4 school rather than a
K-6 school. FAFA is working with the Attorney General’s Office to resolve this discrepancy.
20
Office of Minnesota Attorney General Lori Swanson
1 of 1
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Search Results
Organization
Name
FRIENDSHIP FINE ARTS ACADEMY CHARTER
SCHOOL
Organization Type CHARITY
Contact Person
ATTN ETHEL NORWOOD
Address
2600 - 38TH STREET EAST
City
MINNEAPOLIS
State
MN
Zip Code
55406-
IRS Code 501(c)
03
Purpose or
Description
A charter school offering arts-infused curriculum to
children in grades K through 4.
Phone Number
(612) 879-6703
Status
ACTIVE
Extension
None
What year would you like to see information for?
Most Current Year
(651) 296-3353
(800) 657-3787
Submit
M - F 8 am - 5 pm
TTY:(651)
297-7206
TTY:(800)
366-4812
9/20/2012 1:10 PM
APPENDIX B: APPLICATION FOR ENROLLMENT
22
Student Application For Admission
Please print all information clearly:
Student’s Information:
Last Name: ________________________ First: __________________ Grade: ______
Parent’s Information:
Last Name________________________ First: _______________________________
Address: _____________________________________________
City: ____________________________ State: __________________ Zip: _________
Day Phone: _______________________ Evening Phone: _______________________
Emergency Information:
Last Name: _________________________ First: _____________________________
Day Phone: _________________________ Evening Phone: _____________________
Relationship to student: __________________________________________________
Parent Signature______________________________________ Date______________
Revised 7-30-07
APPENDIX C: ENROLLMENT AND ADMISSIONS POLCY
24
Admission and Enrollment Policy
Of
Friendship Academy of Fine Arts
Admission Requirement of Friendship Academy of Fine Arts
1.1.1
Friendship Academy of Fine Arts policy is open enrollment to all students in the
appropriate grades of Kindergarten through sixth grade.
1.2
Friendship Academy of Fine Arts does not limit admission to pupil on the basis of
intellectual ability, measures of achievement or aptitude, or athletic ability.
1.3
Friendship Academy of Fine Arts enroll an eligible pupil who submits a timely
Application, unless the number exceeds the capacity of the program, class, or grade level.
In such cases, selection shall be by lot. A student continuing for the next year will be reenrolled for the next year with out re-application. Sibling of an already enrolled student
will be given priority in admission over students in the lottery pool.
1.4
Friendship Academy of Fine Arts will notify student and parent or guardian when the
school encounter applications for enrollment surpass the capacity of the school and the
application for admission is declined.
1.5
Friendship Academy of Fine Arts request an application for admission be completed
by parent or guardian.
1.6
Friendship Academy of Fine Arts review parents completed admission form, provide
any and all requested information about program and transportation to parent and upon
request, admission to enroll is completed.
1.7
Friendship Academy of Fine Arts enrollment form and necessary documentations
for placement is completed for each student by parent and enrollment process is
complete.
APPENDIX D: ENROLLMENT FORM
26
Admission Form District # 4079
“Educating Students for a Successful Global Future through the Arts”
Enrolled Date_________
Grade_______
Student_______________________________________________________________________
First
Middle
Last
Address_______________________________________________________________________
City_______________ State______ Zip Code ____Phone (
) ________________________
Birth Date_____/______/____ Sex M___F___ Social Security #_______-______-___________
Month Day Year
Father’s Name________________ _Day Phone______________ Evening Phone_____________
Address if different than child’s____________________________________________________
Mother’s Name________________ Day Phone______________ Evening Phone_____________
Address if different than child’s____________________________________________________
Last year’s school / preschool____________________________ Last year’s grade___________
School Address_________________________________ School Phone#___________________
School City___________________________________ State__________ Zip Code___________
Did the student receive Special Education Services addressed by an IEP? ____Yes _____NO
Please provide an emergency contact person (other than parent)
First and Last Name
Relationship to Student
Telephone #
How did you hear about Friendship Academy of Fine Arts Charter School?
A friend____
Website____
Media_____
Radio _____
Newspaper Ad_____ Community Meeting___ Church______
Business Org. _____ Flyer_____
Other______
Parent Signature______________________________________ Date_____________________
Revised 7-30-07R
APPENDIX E: UFARS FINANCIAL STATEMENT
28
DISTRICT NBR-TYPE 4079-07
UNAUDITED
MINNESOTA DEPARTMENT OF EDUCATION
DISTRICT NAME: FRIENDSHIP ACDMY OF FINE ARTS CHTR.
REVENUE SUMMARY REPORT
ECSU 11 ESV REGION 9
DATA YEAR 11-12
GENERAL
FUND
FOOD SERVICE
FUND
COMMUNITY
SERVICE FUND
FNA02040790712
RUN DATE 09/15/12
DATA AS OF 09/14/12
OPERATING
FUNDS TOTAL
TOTAL
ALL FUNDS
REVENUE SOURCE
001-020
021-099
200-299
300-371
381-499
500-599
601-622
625-629
LOCAL TAXES
OTHER LOCAL
GENERAL STATE AID
STATE SUPPORT PRG
FEDERAL THRU SDE
FEDERAL DIRECT
SALES&CONVERSION
INS REC & OTHER
TOTAL REVENUES
*
*
*
*
*
*
*
*
7,210.99
881,334.73
152,057.73
74,846.31
36,566.14
12,894.60
7,210.99
881,334.73
188,623.87
87,740.91
1,115,449.76
49,460.74
1,164,910.50 *
7,210.99
881,334.73
188,623.87
87,740.91
1,164,910.50
OTHER FINANCING SOURCES
623-624 PROP/EQUIP. SALES
631-639 BONDS AND LOANS
640-651 TRANSFERS
*
*
*
TOT.OTHER FINANCE
*
DESIGNATED REV
UNDESIGNATED REV
1,115,449.76
BLDG CONSTR
FUND
*
1,164,910.50 *
49,460.74
DEBT SERVICE
FUND
TRUST
FUND
AGENCY
FUND
1,164,910.50
INTERNAL
SERVICE FUND
REVENUE SOURCE
001-020
021-099
200-299
300-371
381-499
500-599
601-622
625-629
LOCAL TAXES
OTHER LOCAL
GENERAL STATE AID
STATE SUPPORT PRG
FEDERAL THRU SDE
FEDERAL DIRECT
SALES&CONVERSION
INS REC & OTHER
*
*
*
*
*
*
*
*
TOTAL REVENUE
*
7,210.99
881,334.73
188,623.87
87,740.91
1,164,910.50
OTHER FINANCING SOURCES
623-624 PROP/EQUIP. SALES
631-639 BONDS AND LOANS
640-651 TRANSFERS
*
*
*
TOT.OTHER FINANCE
*
DESIGNATED REV.
UNDESIGNATED REV.
*
*
1,164,910.50
NON-OPERATING
FUNDS TOTAL
TOTAL
ALL FUNDS
OPEB REV
TRUST FUND
OPEB IRREV
TRUST FUND
OPEB DEBT
SERVICE FUND
REVENUE SOURCE
001-020
021-099
200-299
300-371
381-499
500-599
601-622
625-629
LOCAL TAXES
OTHER LOCAL
GENERAL STATE AID
STATE SUPPORT PRG
FEDERAL THRU SDE
FEDERAL DIRECT
SALES&CONVERSION
INS REC & OTHER
*
*
*
*
*
*
*
*
TOTAL REVENUE
*
OTHER FINANCING SOURCES
623-624 PROP/EQUIP. SALES
631-639 BONDS AND LOANS
*
*
7,210.99
881,334.73
188,623.87
87,740.91
1,164,910.50
640-651 TRANSFERS
*
TOT.OTHER FINANCE
*
DESIGNATED REV.
UNDESIGNATED REV.
*
*
1,164,910.50