SHCA Annual Report 2006-2007 : Seven Hills Classical Academy : A Public Charter Elementary School that provides a classical education for modern times.

Seven Hills Classical Academy Annual Report 2006-2007

School Mission

Seven Hills Classical Academy (“Seven Hills”) provides students with a classical education in an academically rigorous environment designed to promote strong citizenship and life-long learning.

Vision Statement

Recognizing that all students have a right to pursue academic and personal excellence, Seven Hills challenges students by:
• Providing a caring and structured small-school environment
• Maintaining high expectations of students, staff, and the community
• Inspiring critical thinking, creativity, and an appreciation for beauty through active implementation of the Core Knowledge curriculum
• Promoting a strong value system that embraces caring, assertion, responsibility, empathy and self-control (“CARES”)

Sponsor Information

Friends of Ascension
Liaison: R.E. Topoluk
EX0-01-A
200 Lake Street East
Wayzata, MN 55391-1693
Telephone: (952) 475-5185
Fax: (952) 475-5201

While executed on August 26, 2005, Seven Hills’ first year of operations closed on June 30, 2007. The school is currently in its second operational year and the school’s Charter School Contract (Exhibit A) with Friends of Ascension (“Friends”) reflects a termination and renewal date of June 30, 2008. Per the contract, Friends engages in an extensive oversight program and monitors the three critical areas of charter school operations: academic performance, finance, and reporting and legal compliance. The monitoring program is described below.

Academic Performance. Monitoring academic performance occurs through three basic avenues: testing, site visits, and review of annual reports.

Testing. Friends requires regular testing to measure student performance, and student performance results must meet or exceed the results required by non-chartered public school students. The testing required by Friends is set forth in the Charter School Contract with Seven Hills. Generally, however, testing data is reviewed each semester to ensure that Seven Hills’ goals are being met, both in terms of individual student performance and for the school as a whole. Testing data is compared with other schools to measure performance. Seven Hills’ academic, student and school wide goals are set forth in the school’s charter and are, as follows:

Student Academic Goal: 95% of students will show at least one year and one month’s growth in one year’s time in reading as demonstrated by a value-added analysis of student achievement data using results from the NWEA Measures of Academic Progress (MAP).
Student Academic Goal: 95% of students will show at least one year and one month’s growth in one year’s time in math as demonstrated by a value-added analysis of student achievement data using results from the NWEA Measures of Academic Progress (MAP).

Annual Reports. Friends requires that Seven Hills prepare an annual report which details the school’s evaluation of meeting each of its academic performance goals.

To assist with its sponsoring responsibilities with respect to academic performance, Friends has contracted with the Minnesota Humanities Center, formerly the Minnesota Humanities Commission. The Center’s staff assists in the implementation of academic programs at over thirty schools in Minnesota and has done so over the past ten years. Through its contract with the Minnesota Humanities Center, the Center assists with monitoring the implementation of the academic program at Seven Hills. Friends also implements a support network for the schools it is sponsoring to engage in mutual support and problem solving.

Finance. Friends’ oversight of financial affairs is accomplished primarily through a review of financial statements and the independent audit.

Financial Statements. Prior to July 1st of each year, Seven Hills must submit to Friends an annual budget which has been adopted by the School Board. Seven Hills must also submit monthly financial statements to Friends as well as cash flow projections when requested by Friends. The financial statements must contain budget and actual expenses and contain explanations for all items exceeding budget and the manner in which the excess items will be resolved.

Independent Audit. By December 15th of each year, Seven Hills must submit to Friends its independent audit report, with any school management response due to Friends on or before January 15th. Seven Hills’ annual independent audit report for 2006-07 was completed in July of 2007 and was conducted by Larson Allen LLP, 220 South Sixth Street, Suite 300, Minneapolis, MN 55402 [Main 612-376-4500, Fax 612-376-4850, www.larsonallen.com].

As a secondary measure in monitoring financial affairs, site visit interviews with the school business manager and board members may reveal financial concerns.

Reporting and Legal Compliance. Friends’ oversight of reporting and general legal compliance is accomplished primarily through review of documentation, site visits, and communication with the Department of Education.

Governance. Seven Hills must submit board meeting minutes to Friends on a timely basis, generally prior to the next scheduled school board meeting. Friends may attend board meetings on either an announced or unannounced basis and is available to attend specific meetings upon request by Seven Hills.

Annual Reports. Friends requires that Seven Hills submit an annual report which details the school’s evaluation of meeting State reporting requirements.

Site Visits. Friends engages in both unannounced and scheduled site visits. In addition to general observation and classroom visits, site visits may include interviews with the Executive Director, business manager, selected school teachers, students, and available parents and board members. Site visits may also include a review of pertinent files. General observation, interviews, and review of selected files during site visits facilitate determination by Friends of Seven Hills’ general compliance, including compliance with the Minnesota Open Meetings Law, Public Employment Relations Act, teacher licensing requirements, student immunization compliance, Minnesota Human Rights Act, Minnesota Pupil Fair Dismissal Act, Minnesota Public Schools Fee Law, special education requirements, financial controls, and open enrollment processes.

Department of Education. Friends has asked that the Minnesota Department of Education inform Friends if Seven Hills is not reporting properly and to share copies of all pertinent correspondence between Seven Hills and the MDE. Friends adopts a similar procedure regarding compliance with local, State and Federal laws.

Remediation. Should Seven Hills fall short of its agreed-upon academic standards, financial targets, or fail in any aspect of reporting and legal compliance, Friends engages in a range of possible interventions including:

Friends notifies the school leader or board chair of areas of concern
Friends formally notifies the school board of areas of concern and may ask that the school board develop a performance improvement plan
Friends initiates a notice and action plan whereby Friends states its intention to revoke sponsorship.
Friends complies with all state requirements regarding sponsorship withdrawal.

Governance

Board of Directors – 2007-08

Mike Stanchfield** (parent), 5501 Portland Ave. So., Minneapolis MN 55417, H: 612-825-4441, W: 612-766-7764, MStanchfield@faegre.com

+appointed in June 2007

Sara Eschle* (teacher), 15661 Crocus Ct., Rosemount, MN 55068, H: 952-210-5643, seschle@shcamn.org (1st), Link0038@tc.umn.edu +attendance: 12/06; 1/07; 2/07; 3/07; 4/07; 5/07; 6/07 (100%)

Mike Olmstead* (parent; board secretary), 1300 E. 100th Street, Bloomington, MN 55425 H: 952-888-3016, W: 952-253-3099, C: 612-750-7989, mjolmstead@yahoo.com, olmstead.mike@gmail.com, +attendance: 12/06; 1/07; 2/07; 3/07; 5/07; 6/07 (86%)

Susan Pearce* (parent; board vice-chair), 7225 Oak Grove Blvd., Richfield, MN 55423, H: 612-866-3052, C: 651-785-8987, spearce7@msn.com, +attendance: 12/06; 1/07; 2/07; 3/07; 4/07; 5/07; 6/07 (100%)

Jeremiah Reedy (board chair), P.O. Box 101, Macalester College, 1600 Grand Avenue, St. Paul, MN 55105, H: 651-690-4264, W: 651-696-6722, reedy@macalester.edu, +attendance: 7/06; 8/06; 9/06; 11/06; 12/06; 1/07; 3/07; 4/07; 5/07; 6/07 (91%)

Mary Ann Nelson ** (community member), 3832 West Calhoun Pkwy, Minneapolis, MN 55410, H: 612-836-0120, C: 612-388-2334, maryannvanhouton@msn.com, +appointed in June 2007

Johana Sand* (community member; board treasurer), 3250 Red Oak Drive, Eagan, MN 55121, H: 651-330-5654, C: 612-382-7419, johanasand@gmail.com, +attendance: 12/06; 1/07; 2/07; 3/07; 4/07; 5/07; 6/07 (100%)

Don Swetala* (parent), 6745 Irving Avenue S., Richfield, MN 55423, H: 612-869-1731, C: 612-508-9728, dswetala@L1ID.com, +attendance: 12/06; 1/07; 2/07; 3/07; 4/07; 5/07; 6/07 (100%)

Steve Wendorf (parent), 7121 Oliver Avenue S., Richfield, MN, H: 612-869-2914, W: 612-269-8444, Tek-marketing.com, +attendance: 7/06; 8/06; 9/06; 11/06; 1/07; 3/07; 4/07; 5/07; 6/07 (82%)

*interviewed and appointed to the board on November 27, 2006.

**interviewed and appointed to the board in June, 2007 to serve as members effective July, 2007.

The Board of Directors meets monthly on the first Tuesday of each month, unless re-scheduled. Minutes of the Board of Directors are submitted to Friends of Ascension and the Minnesota Department of Education, as are requisite financial documents. Copies of all minutes and financial reports are maintained in the main office of the school. The By-Laws call for a January board election date. No elections have been held to date and all board members have served per board resolution approving her or his appointment to the board.

At the beginning of the school year, in addition to Jeremiah Reedy and Steve Wendorf, the board consisted of Cherie Riesenberg, Duane Smith (Secretary), Patricia Cullen (Treasurer) and Warren Anderson, all four community members. Cherie Riesenberg attended 8 of 12 monthly meetings and submitted her resignation in August, 2007. Duane Smith attended July, August and September’s meetings and submitted his resignation in September of 2006. Patricia Cullen resigned in July of 2006 and Warren Anderson attended 4 meetings, resigning in February of 2007. The current members’ attendance is referenced above.

With the resignation of Duane Smith and Patricia Cullen, the new board approved the appointment of Michael Olmstead as Board Secretary in November of 2006 and Johana Sand as Board Treasurer in January of 2007. These appointments were made pursuant to board resolutions which passed unanimously.

Teaching Staff

Teacher by grade, File Folder Number, Comments

Kindergarten:

Celeste Wiederholt, #381944 ,Returned 07-08

Julie Ball, #382298 ,Returned 07-08 as Curriculum Director

Katie Forseth, #426762 ,Resigned in 2/07

Erin Hall, #416936, Hired 2/07; Returned 07-08 as 1st Gr. Teacher (looped w/class)

John Becker, #430959, Returned 07-08 (K-aid)

First Grade:

Kelsey Passa, #430418, Returned 07-08

Margaret Rowan, #363494, Returned 07-08

Second Grade:

Janelle Mellgren, #385030, Returned 07-08

Lisa Carlin, #419280, Returned 07-08

Third Grade:

Melissa Storbakken, #355940, Resigned in 1/07

Kerry Tieman, #415975, Hired 1/07; Returned 07-08 as 5th Gr. Teacher

Michelle Young, #372984, Returned 07/08

Fourth Grade:

Sara Linkert, #419429, Returned 07/08

Fifth Grade:

Steven Olberg, #358310, Resigned in 11/07

Heather Compton, #430473, Returned 07/08 as Enrichment Teacher

Antonella Vitale, WI licensure, Resigned in 7/07 (hired as para professional)

Phy Ed:

Suzanne Splinter, #332621, Returned 07/08

Special Education:

Laura Christoff-Doyle, #252620, Returned 07/08

Jessica Nelson, #430437, Returned 07/08

For the academic year, 2007-08, new hires were made to fill one 3rd grade position (teacher moved to 5th), one 4th Grade position (added a class), and 2 Kindergarten teacher positions (teacher looped to 1st, teacher moved into administrative position).

Program Successes, Analysis and Best Practices

Student Demographics

Enrollment: Total = 245
Kindergarten: 61 (3 classes: 20, 20 and 21)
First Grade:  46 (2 classes @ 23 each)
Second Grade: 43 (2 classes: 22 and 21)
Third Grade:  46 (2 classes: @ 23 each)
Fourth Grade: 23 (1 class)
Fifth Grade:  26 (1 class)

Free Lunch: 24 students (9.79%)
Reduced Price Lunch: 15 students (6.12%)
Full Price Lunch: 207 students (84.49%)
Special Education: 30 students (12.24%)

Native American: 4 students (1.63%)
Asian: 4 students (1.63%)
Hispanic: 8 students (3.27%)
African American: 27 students (11.02%)
Caucasian: 202 (82.45%)

Seven Hills’ academic, student and school goals, are set forth below in the Accountability Measures, Data and Strategies to Meet Student Needs section of this Annual Report. Each of the stated goals is followed by a brief discussion, including supporting data, of the school’s successes and progress towards meeting those goals in 2006-07.

Having as one of its objectives for the Fall of 2006, the enrollment of 126 Kindergarten through 2nd graders, Seven Hills started setting records when it opened its doors to 245 Kindergarten through 5th graders, serving families from more than 30 zip codes in and around Bloomington, Minnesota. A key contributing factor to the success of Seven Hills is that the entire community supports a rigorous, structured and disciplined academic program. All students are viewed as gifted as we seek to challenge them to the best of their individual abilities. The community will not compromise with its vision, and all staff are dedicated to bringing each child up to, and when possible, beyond grade level. Thus, embedded in its academic programming, Seven Hills has an enrichment program designed to accommodate both remediation and gifted and talented needs.

School Curricula

Core Knowledge Scope and Sequence

The Core Knowledge Scope and Sequence, aligned with the Minnesota State standards and implemented through classical instructional strategies, supports each student’s ability to meet the highest of academic standards. Inspired to produce extraordinary levels of achievement, teachers work with students, from a very young age, to master basic and foundational skills and engage in in-depth studies of high-interest level concepts.

The Core Knowledge Scope and Sequence holds that a grade-by-grade core of common learning is necessary to ensure a sound and fair elementary education by:

mapping out a complete program that provides each student with a broad-based education, free of significant gaps,
clearly defining the knowledge and skills that each student must master at each grade level to create high levels of academic expectations, and
eliminating many of the gaps and repetition characterized in standard curriculums.

Science and Social Studies at Seven Hills follows in close alignment with the sequence of units as delineated in the Core Knowledge Scope and Sequence. Relying generally on the Pearson Social Studies texts and the FOSS Science kits, teachers are able to present the most meaningful learning opportunities possible, understanding each child’s learning styles, interests and ability levels.

Differences in student ability and variances in their readiness are accommodated with all of the curricular programs. Through frequent work sampling and ongoing assessments embedded within the Sequence and the reading and math programs, teachers will be able to identify any student who is struggling with any part of the curriculum.

Saxon Math

Saxon Math enhances Core Knowledge through providing a solid foundation in all areas of mathematics through balancing theory with practical application and offering opportunities to address students’ differing learning styles. As a result, children are able to learn at their own level and progress at their own pace. Flexible grouping according to student performance levels will enable teachers to work more closely with each individual student, and students will be accountable for their own success. Instructions are straightforward with easy access to previous lessons, opening the door to greater parental involvement.

Scholastic Guided Reading Program

Seven Hills implements the Scholastic Guided Reading Program whereby teachers support each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty. Teachers work with a small group of children who demonstrate similar reading processes and are able to read similar levels of text with support. The ultimate goal in Guided Reading is to help children learn how to use independent reading strategies successfully. The Guided Reading program is aligned with Core Knowledge in that it focuses on building knowledge and greater understanding in a systematic, structured, cohesive, and consistent manner. The program further instills in the young reader a lifelong interest in reading and literature.

Zaner-Bloser Handwriting

Zaner-Bloser Handwriting uses a step-by-step approach to teaching handwriting, so that students develop a solid foundation skill that encourages and supports all of their writing, reading, and assessment efforts. Zaner-Bloser Handwriting incorporates the four keys of legibility: Shape, Size, Spacing, and Slant to focus evaluation.

Lucy Calkins Writer’s Workshop

In Kindergarten through the second grade, Lucy Calkins Writer’s Workshop is implemented. This writing program features units of writing that are presented sequentially. Students are, thereby, guided through the process of oral and pictorial storytelling, through emergent, and into fluent writing.

Teaching the Qualities of Effective Writing

In the third through fifth grades, teachers implement this writing model for evaluating writing based on four common characteristics: idea development, design, language, and presentation that is infused with voice:

Students learn how to include rich content in their writing by including examples, elaboration, events, evidence, and background information.
Students receive instruction in the organization of narrative, expository, and creative writing using thesis statements, topic sentences, outlines, and notes.
Students develop writing styles which indicate the audience and tone of the author.
Students learn how to complete final drafts through the revision and editing process which emphasizes correct punctuation, spelling, grammar and usage, capitalization, and paragraphing.

Music and Visual Arts

Music and the Arts are essential complements to both our greater vision and the Core Knowledge Scope and Sequence. An early introduction to the Arts provides Seven Hills’ students with opportunities to sing, dance, listen and act in an atmosphere that encourages greater participation. Seven Hills music and visual arts programs impact the academic achievement, high level thinking, and well rounded nature of Seven Hills students.

Physical Education

The physical education program at Seven Hills is designed to reflect National Standards for growth and development in the areas of physical fitness and nutrition, social and emotional health, motor skill acquisition, and intellectual skill and concept development. Additionally, to align with the school goals, each grade level has units and activities designed to integrate with the Core Knowledge curriculum. These are used to reinforce the concepts and vocabulary covered by the classroom teachers. The CARES values are highlighted in each class and provide the framework for the social skill goals and objectives.

Latin and Spanish Instruction

Core Knowledge holds that early elementary education is the best time to introduce the study of language structures. Language structures in turn serve as the foundation for understanding the complex vocabulary, concepts, and paradigms of more advanced studies. A full immersion Spanish program is presented to the children in all grades, except 5th in the 2007-08 academic year. Effective in the 08-09 academic year, all students will engage in the study of Spanish with all 4th and 5th graders studying Latin. Extensive research led to Seven Hills’ decision to introduce Latin to the students in the 4th grade. The school’s Latin program is content rich, drawing from the cultural influences, texts, and history which shaped the language

Character Development

Seven Hills is not only committed to academic excellence, but to ethical standards—including our core virtues of Cooperation, Assertion, Responsibility, Empathy, and Self-Control. Seven Hills’ students and teachers call these our C.A.R.E.S rules and practice applying these characteristics in our daily lives. Additionally, Seven Hills adopts the CORE Virtues program of: respect, compassion, courage, diligence, patience, responsibility and perseverance, closely aligning with the Core Knowledge Scope and Sequence. At Seven Hills, the community holds that, through great children’s literature, students can effectively learn core virtues.

Enrichment Program

In January of 2007, Seven Hills initiated an Enrichment for All Program. This program served as a vehicle to address the needs of all children—it’s gifted and talented population of approximately 60 students as well as 10% of the population who demonstrated weaknesses or challenges impeding academic progress. Additionally, the entire population participated in ongoing extension activities associated with the Core Knowledge curriculum. Students participated in semester long activities in a high interest area focusing on math, science, social studies, writing, and/or fine arts. In this way, all children were challenged to extend their knowledge on a particular topic which was covered in the classroom.

Data supporting the success of the programs implemented at Seven Hills can be found in the NWEA MAP test results and MCA II test results that are set forth in the Accountability Measures/Data and Strategies to Meet Student Needs section of this Annual Report.

Program Challenges

(1) Differentiated Instruction

Seven Hills is a Kindergarten through 5th grade charter elementary school located in Bloomington, Minnesota. The 2006-07 academic year was its first operational year and the school opened its doors to 245 students who came from, in excess of, thirty different zip codes. Throughout the course of the year, all students participated in NWEA MAP tests, the base line testing taking place in the Fall of 2006. Those test results, combined with parent and teacher reports of both remediation situations as well as a significant number of exceptional or gifted students led the administration and entire teaching staff to conclude that a Differentiated Instruction model would be best to foster and encourage the ongoing academic and personal growth of all of its students—from those needing remediation (approximately 10%) to those needing extension and enrichment opportunities (approximately 30%). The school had an ongoing plan for professional development in its opening year; however, upon self-reflection, the staff deterimined that it would benefit significantly from a more focused approach to its professional development plan where both individual and whole group goals and objectives were being set. As such, and given its understanding of the student population, the teaching staff set an overall goal of growth and implementation of an effective Differentiated Instruction model. In the 2007-08 school year, then, the administration and staff will have as its Professional Development Plan focus, the Differentiated Instruction model, incorporating concepts such as inclusion of all ability levels and data driven instruction. Assessment analysis and identifying each child’s individual strengths and challenges are just a few of the practices that the teaching staff uses to assist in formulating classroom instruction.

During the summer of 2007, certain key staff members participated in the development of a Professional Development Plan that incorporates training in the Differentiated Instruction methodology combined with data analysis and its impact on curriculum implementation. Assessment Teams and Grade Level Teams will be meeting periodically to address ongoing student assessment results and developing strategies designed not only to meet the needs of those students targeted for remediation but, also, for those students for whom the academic bar must be raised. Seven Hills’ professional development plan will necessarily impact classroom instruction and, accordingly, will increase student achievement through the development and maintenance of a tailored education plan for each child. This Plan has been presented to the Minnesota Department of Education in the school’s Q Comp application.

Data supporting the need for the Q Comp Plan initiative for Seven Hills can be found in the NWEA MAP test results and MCA II test results that are set forth in the Accountability Measures/Data and Strategies to Meet Student Needs section of this Annual Report, below.

(2) Saxon Math

Having fully implemented the Saxon Math Curriculum for grades K-5, students, families, and teachers were not satisfied with the lack of differentiated instruction materials and the inability to maintain a challenging math curriculum for all students. While Saxon Math provides for skill and fact practice, it does not provide enough practice for new concepts being taught particularly in the area of homework. After surveying teachers and families on Seven Hills’ curriculum components, the overall conclusion was dissatisfaction with Saxon Math. A Curriculum Committee was established to review the curriculum and make suggestions for improvement/changes in future Math instruction. The review resulted in several site visits to other successful charter schools to view their Math curriculum. A decision was made to adopt Singapore Math for grades K-3, adding grade 4 in 2008-09 and grade 5 in 2009-10. Friends approved this change in the curriculum and the decision to implement Singapore Math was adopted unanimously by the school’s board of directors.

(3) Kindergarten Phonics & Reading Program

Seven Hills fully implemented the Saxon Phonics & Reading Curriculum for Kindergarten in 2006-07. Upon review, teachers indicated their disappointment with several phonological components of the program. The phonics worksheets were too difficult for students to understand and provided little benefit for concept mastery. Teachers were compelled to supplement 80% of the curriculum to address student needs at varying instructional levels. The Curriculum Committee reviewed the curriculum and requested samples of several well-known Phonics & Reading programs for consideration. Thoroughly reviewing the programs using the National Reading Panel Reports of the Subgroups (2000)(“NRP”) guidelines for teaching children to read, the decision was made to go with the Phonics & Friends program by Hampton-Brown. This curriculum is research-based using the NRP’s findings and the No Child Left Behind Act for early reading interventions.

(4) Spelling

Zaner-Bloser Spelling was taught in Grades 1-5 during the 2006-2007 school year. The Curriculum Committee reviewed the Spelling curriculum as part of the overall Reading program at Seven Hills and made the decision, based on research conducted by Seven Hills’ 2007-08 Literacy Coach to adopt a new curriculum for the 2007-2008 school year. Spelling Power by Curriculum Associates was adopted to meet the needs of all learners and improve student spelling of the most common sight and high-frequency words when writing.

(5) Grammar

In reviewing the Literacy components of Seven Hills’ curriculum, the Curriculum Committee identified weaknesses in the instructional piece of Grammar for Grades 3-5. The Committee requested samples of other Grammar curricula. Based on the Committee’s review, the overall consensus was that our current reading curriculum did not address Grammar adequately. The decision was made to adopt a new curriculum for the 2007-2008 school year. G.U.M. Grammar, Usage, and Mechanics was added for Grades 3-5 for the Fall of 2007.

Accountability Measures/Data and Strategies to Meet Student Needs

Academic, student and school goals

Seven Hills’ academic, student and school goals, are set forth below followed by a brief discussion of the school’s progress towards meeting those goals in 2006-07.

Student Academic Goal(s): (1) 95% of students will show at least one year and one month’s growth in one year’s time in reading as demonstrated by a value-added analysis of student achievement data using results from the NWEA Measures of Academic Progress (MAP). (2) 95% of students will show at least one year and one month’s growth in one year’s time in math as demonstrated by a value-added analysis of student achievement data using results from the NWEA Measures of Academic Progress (MAP).

Seven Hills has determined that the target growth rates do not necessarily translate into one year and one month’s growth. As such, meaningful goals representing significant academic achievement are currently being investigated and developed. Seven Hills will submit new academic goals to the Board of Directors as well as the Sponsor for discussion and approval. In the interim, the Board of Directors has approved the above referenced student academic goals—one in reading and one in math—for the 2007-08 academic year.

Student or School Goal: At least 80% of parents will volunteer in the school or at a school function during each year; and a minimum of 90% will attend at least one parent-teacher meeting.

With a student enrollment of 245, Seven Hills’ students hailed from approximately 175 families. During the enrollment and registration process, each parent, guardian and/or family formally submitted a statement indicating their intention to support the school’s vision and mission statements, the curriculum, the school’s policies and procedures and to volunteer at least 40 hours of time to the school to ensure not only its viability, but also, its growth and ongoing success. Throughout the course of the opening year, a parent organization evolved, functions such as a Founder’s Day Celebration, a Latin Play, Curriculum Nights, a Carnival and a Silent Auction/Dinner and Musical Performance were organized and well-attended. Based on sign-in sheets and other records maintained to monitor volunteerism in the school or at a school functions, it is clear that in excess of 140 (80%) families attended, participated and/or volunteered. The school’s volunteers will be more closely monitored during 2007-08 to track with more certainty parent involvement with regard to volunteer opportunities.

Seven Hills requires parent attendance at the Fall and Spring parent teacher conferences. Report cards are handed out during conferences, are not mailed home and a sign-in sheet is maintained by the classroom teachers. 100% of the parents attended both Fall and Spring parent teacher conferences.

Student or School Goal: Student attendance will average above 95%. This will be validated by attendance figures logged in the school office and submitted to the MDE.

2006-07 Percent Attendance as reported to MDE:

Kindergarten: 83.2% (Before February, 2007, daily attendance was significantly lower from March to June as a result of many cases of strep throat and other illnesses experienced during those times.)

First Grade: 95.47%

Second Grade: 96.70%

Third Grade: 95.67%

Fourth Grade: 96.09%

Fifth Grade: 97.32%

Average Daily Attendance (K-5th): 94.08%

Average Daily Attendance (1st-5th): 96.25%

Student or School Goal: At least 85% of parents, staff, and students will indicate a "satisfied" rating or above on a school survey administered annually in the spring in regards to both the educational program and the school climate and culture.

Seven Hills administered two surveys in 2006-07 to all parents. Staff and students were surveyed in the Spring. The rating scale on the surveys was between “1,” indicating not satisfied, and “5,” indicating very satisfied. The categories listed for the parent surveys included: Director, Office Staff/Receptionist, Facilities, Teachers, Educational Services, Technology Services and Values/Character Building. There are 35 subcategories. The student surveys were developed to speak to their likes and dislikes of the school, its program and culture in an age-appropriate format.

Between 10 and 15 parent surveys (of between 125 and 150 returned) assigned Seven Hills a rating of 1 or 2 for between 5 and 10 of 35 subcategories. This was the case in both the Winter and Spring. A substantial majority, well in excess of 85% of the parents, assigned between a 3 and 5 rating for all 35 subcategories, representing overwhelming positive feedback to the curriculum and culture of the school, particularly in light of the fact that the school was in its first year of operations. Where the parents indicated a need for improvement was in the areas of (1) extra-curricular activities; (2) busing and transportation concerns (transportation is provided at no cost to all parents/families, including a majority of the students who reside in areas outside Bloomington); and (3) timely updates being made to the webpage. With regard to academics, relatively few, if any, negative comments were received in either the Winter or Spring parent surveys.

Between 95 and 100% of the students indicated that they were very satisfied with their education and the environment in which they are learning. 100% of the teachers indicated that they were very satisfied with the school, the curriculum and the school culture. Surveys were taken and provided to the Board of Directors in the Executive Director’s annual review process. All teachers and all other staff have returned for the 2007-08 academic year, with the exception of the 5th grade teacher who did not return because of relocating out of state.

With regard to state reporting requirements, Seven Hills met all charter school state reporting deadlines. Additionally, where federal funding dictated documentation and reporting, Seven Hills met all reporting deadlines as well.

Standardized Assessment Data

Seven Hills Classical Academy opened its doors to 245 Kindergarten through 5th graders in 2006-07. During September, all of the children took the NWEA MAP tests to set an initial benchmark for assessments and measurement of student achievement. The 3rd through 5th grade students took the MCA tests in the Spring, and, at year end, all students took the NWEA MAP tests, the results of which reflected those students who were successful in reaching targeted growth rates. As such, Seven Hills is not yet able to determine which of its students demonstrated one year’s growth with any real degree of certainty. Nevertheless, Seven Hills has determined growth based upon the students meeting targeted growth numbers established by the NWEA MAP test program.

The Fall to Spring 2006-07 NWEA MAP Test results reflect the following information regarding growth for the current (2007-08) 1st through 5th grade classes. Students who did not meet their growth targets were identified as those students who comprise the “Low” and a portion of the “Medium” Remediation Groups below.

2006-07 NWEA MAP Test Results

Grade Subject Fall 2006 Spring 2007 % Meeting Target Growth*

Kinder Math 1 157.3 164.9 79.6
(07-08: 1st) Math 2 154.3 167 81.5
  Reading 1 154.8 168.4 88.7
  Reading 2 150.2 160.5 94.3

1st Grade Math 1 177.9 187.2 94.7
(07-08: 2nd) Math 2 178.9 186.4 85
  Reading 1 183.8 196.3 92.5
  Reading 2 171.1 187.3 91.9

2nd Grade Math 179.9 193.8 61.5
(07-08: 3rd) Reading 176 186.2 44.7
  Language Usage 174.8 190.1 63.2

3rd Grade Math 196 207 63.4
(07-08: 4th) Reading 195.3 197.5 39
  Language Usage 194.3 201.9 50

4th Grade Math 206 221 95.2
(07-08: 5th) Reading 200.9 207.7 52.4
  Language Usage 200.7 208.4 52.4

*target growth determined by NWEA

Remediation/
Enrichment Groups
(2007-08) Grade (2007-08) Low Medium High
K-1st (117 students) 20 77 20
2nd (40 students) 10 20 10
  3rd (46 students) 15 26 5
  4th (36 students) 15 20 6
  5th (24 students) 10 10 4

Students in Grades 3 through 5, took the MCA II tests in April, 2007. The following results were achieved:
2007 MCA II Results

Grade 3 4 5 ALL
Reading 90 70 73 80
State Average
Proficiency-Reading 80 71 75 75
Math 69 78 54 67
State Average Proficiency-Math 79 71 63 71

Remediation/Enrichment Groups(strategies to meet student needs)

The 2007-08 Grade Level Assessment Teams analyzed data from the NWEA MAP test results for tests administered during 2006-07 as well as the 2007 MCA scores for the 3rd-5th graders. Their analysis resulted in the identification of specific groups of children who were targeted as those who (1) require remediation, (2) require ongoing support and re-teaching, and (3) require enrichment and extension activities. During the two weeks prior to the beginning of the academic year 2007-08, Grade Level Assessment Teams were formed. All staff members participate as a member of one of three teams: K-1 Team, 2-3 Team and 4-5 Team. The Teams were given the following assignments:

1. School Weeks 1 & 2: review and analyze NWEA and MCA test results with the objective of identifying group and individual strengths and weaknesses. Place all students in a low, medium or high group.

2. Week 3: Share identified weaknesses and strengths of each child and generate a list of concepts to incorporate into curriculum, prioritizing from greatest to least need. Pick up to four on which to work.

3. Break up into small grade level groups to:

discuss strategies for implementation of instruction in order to effectively meet the needs of the students
develop realistic measurements for assessment purposes: how will the classroom teacher know that concepts are being mastered? How will students demonstrate proficiency, if not mastery in areas of identified weakness?

4. Meet weekly to discuss implementation and modifications, if needed:

remediation in areas where goals are not being met
adding new goals (going down the list of pre-determined priorities) as goals are being met to the whole team’s satisfaction
dialog on ongoing assessments, results, review/re-teaching of previously mastered concepts.

For those students falling into the ‘low’ or remediation group, targeted areas for remediation are being identified. In addition to teacher observation and 2006-07 academic achievement reports, the Assessment Teams are using NWEA as a resource as reports identifying specific weaknesses and strengths of each student can be generated. Within the report, very specific strategies and suggested activities are outlined which address identified weaknesses. This information is being analyzed by the various assessment teams who will, then, generate plans identifying suggested strategies to meet the needs and remediate the targeted areas of weakness. Effective October 1st, students will receive small group instruction and one-on-one instruction in specific targeted areas. Individualized and ongoing assessments will reflect areas of mastery and continuing needs.

For those students falling into the ‘middle’ group of students, target areas for whole group support are being identified. Again, Grade Level Assessment Teams are analyzing teacher observations, prior year’s academic performance and standardized test scores. Each classroom teacher’s instruction will be data driven from 2006-07 and Fall 2007 standardized test results thereby focusing on skills/concepts identified as posing a general challenge to the classes. Ongoing assessments will reflect mastery and areas requiring further instruction. (Differentiated Instruction Model)

For those students falling into the ‘high’ or enrichment group, students will be challenged to excel. Via the Differentiated Instruction model, students will engage in small group instruction and independent learning activities to ensure continued growth and academic progress. Ongoing assessments will reflect mastery/academic excellence as well as areas requiring further instruction.

Academic Goals for 2007-08

At its September 2007 Board Meeting, the Board of Directors approved the academic goals for the 2007-08 academic year. The goals are those articulated in the school’s charter application and understood by the school’s sponsor. The following are the student academic goals, as well as student or school goals, that were approved by the school’s Board of Directors:

Student Academic Goals: 95% of students will show at least one year and one month’s growth in one year’s time in reading as demonstrated by a value-added analysis of student achievement data using results from the NWEA Measures of Academic Progress (MAP).
Student Academic Goal: 95% of students will show at least one year and one month’s growth in one year’s time in math as demonstrated by a value-added analysis of student achievement data using results from the NWEA Measures of Academic Progress (MAP).
Student or School Goal: At least 80% of parents will volunteer in the school or at a school function during each year; and a minimum of 90% will attend at least one parent-teacher meeting. (Administration will track and record the percentage of parent volunteers who work in the classroom and/or who attend school functions during the year. Attendance of parents at parent-teacher meetings will be tracked and recorded. Levels of parental participation will be documented and will be included in the school’s Annual Report.)
Student or School Goal: Student attendance will average above 95%. This will be validated by attendance figures logged in the school office and submitted to the MDE.
Student or School Goal: At least 85% of parents, staff, and students will indicate a "satisfied" rating or above on a school survey administered annually in the spring in regards to both the educational program and the school climate and culture. Survey data will be reported in the annual report and distributed to all families, consisting of parent surveys which will ask for both feedback and suggestions on overall school quality, teaching, and culture, as well as responses to whether or not parents felt listened to and included by staff. Staff will be asked to comment thoroughly on school climate and culture, including perceptions, expectations, ideas, and next steps.

Significantly, NWEA generated target growth rates do not necessarily translate into one year and one month’s growth. As such, meaningful goals representing significant academic achievement are currently being investigated and developed. Seven Hills will submit new academic goals to the Board of Directors as well as the Sponsor for discussion and approval. In the interim, the Board of Directors has approved the above referenced student academic goals—one in reading and one in math—for the 2007-08 academic year.

In addition to the standardized assessments (NWEA MAP tests and MCA tests), student achievement is measured in a variety of ways, both formally and informally. Portfolios, essay writing, project completion, teacher observations, parent surveys, oral assessments, concept quizzes and tests, anecdotal reports, student self-assessments, etc., are used in all academic settings. Having a Differentiated Instruction model, it is imperative for the teachers to use data from standardized, formative and summative assessments, in order to effectively implement the curriculum so as to challenge all ability levels and to meet both remediation and enrichment needs.

Contact Information

For any clarification or questions regarding information contained in the Annual Report, please contact:

Margaret R. O’Brien, Executive Director
Seven Hills Classical Academy
8600 Bloomington Avenue South
Bloomington, MN 55425
(952) 426-6000 (ext. 6001)
Fax (952) 426-6020
mobrien@shcamn.org
www.sevenhillsacademy.com
Attachments:
Exhibit A-Friends of Ascension Charter School Contract
2006-07 State Report Card