SHCA Annual Report 2007-2008 : Seven Hills Classical Academy : A Public Charter Elementary School that provides a classical education for modern times.

Seven Hills Classical Academy Annual Report-2007-08

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

Seven Hills executed its Charter School Contract with Friends of Ascension ("Friends") on August 26, 2005. Its second year of operations closed on June 30, 2008. The school is currently in its first renewal year with the sponsor. Per the renewal agreement Friends continues to monitor the school's operations in three critical areas: 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 sponsor agreement and related to the 2007-08 academic year and are, as follows:

a. 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).

b. 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).

c. 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.)

d. 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.

e. 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.

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 2007-08 was completed in July of 2008 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 mechanism to monitor 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

Name, Address, Phone, Email

Mike Stanchfield, (parent; treasurer) 5501 Portland Ave. So., Minneapolis MN 55417 H: 612-825-4441 w: 612-766-7764 MStanchfield@faegre.com - attendance: 7/10; 9/4; 10/2; 11/5; 12/5; 12/21; 1/15; 2/5; 3/4; 4/8; 5/13; resigned

Sara Eschle, (teacher) 15661 Crocus Ct., Rosemount, MN 55068 952-210-5643 seschle@shcamn.org (1st)
Link0038@tc.umn.edu +attendance: 7/10; 9/4; 9/17; 10/2; 11/5; 12/5; 12/21; 1/15; 2/5; 3/4; 4/15; 5/13; 6/3; 6/9 (93%)

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: 7/10; 9/4; 10/2; 11/5; 12/21; 1/15; 3/4; 4/8; 4/15; 5/13; 6/3; 6/9 (80%)

Susan Pearce, (parent; board chair as of 11/5) 7225 Oak Grove Blvd., Richfield, MN 55423 H: 612-866-3052 C: 651-785-8987 spearce7@msn.com +attendance: 7/10; 9/4; 9/17; 10/2; 11/5; 12/5; 12/21; 1/15; 2/5; 3/4; 4/8; 4/15; 5/13; 6/3/; 6/9 (100%)

Julie Ball, (curriculum director) 206 Logan Ave. N., Upper, Minneapolis, MN 55405 W:952-426-6016 C: 612-220-7933 jball@shcamn.org +appointed: 12/5 +attendance: 12/5; 12/21; 4/8; 4/15; 5/13; 6/3; 6/9 (70%)

Mary Ann Nelson, (community member) 3832 West Calhoun Pkwy, Minneapolis, MN 55410 H: 612-836-0120 C: 612-388-2334 maryannvanhouton@msn.com +attendance: 7/10; 9/4; 9/17; 11/5; 12/21; 1/15; 3/4; 4/8; 4/15; 5/13; resigned

Erin Hall, (teacher) 291 W. 7th St., #1409, St. Paul, MN 55102 W: 952-426-6010 C: 651-261-4034 ehall@shcamn.org +appointed: 12/5 +attendance: 12/5; 12/21; 1/15; 2/5; 3/4; 4/8; 4/15; 5/13; 6/3; 6/9 (100%)

Don Swetala, (parent; board vice-chair as of 12/5) 6745 Irving Avenue S.,Richfield, MN 55423 H: 612-869-1731 c: 612-508-9728 dswetala@L1ID.com +attendance: 7/10; 9/4; 10/2; 11/5; 12/5; 1/15; 2/5; 4/8; 4/15; 5/13; 6/9 (73%)

Steve Wendorf, (parent) 7121 Oliver Avenue S., Richfield, MN H: 612-869-2914
w: 612-269-8444 Tek-marketing.com +attendance: 7/10; 10/2; 12/5; 2/5; 3/4; 5/13; 6/3; 6/9 (53%)

Johana Sand, (community member) 3250 Red Oak Drive, Eagan, MN 55121 H: 651-330-5654
c: 612-382-7419 johanasand@gmail.com +attendance: 7/10; 9/4; 9/17; 12/5; 12/21; 2/5; 3/4; 4/8; 4/15; resigned

Jeremiah Reedy, (former board chair) P.O. Box 101, Macalester College, 1600 Grand Avenue, St. Paul, MN 55105 651-690-4264 651-696-6722 reedy@macalester.edu +attendance: 7/10; 9/4; 9/17; 10/2; 11/5; resigned

Tracy Benson, (community member) 2612 Sheridan Pl., Bloomington, MN 55431 H: 952-426-6016
C: 612-220-7933 bensonfam7@hotmail.com +approved: 5/13 +attendance: 6/3 (50%)

John Rimstad, (community member) 7418 Wentworth Ave. S., Richfield, MN 55423 H: 612-869-0201 jrimstad@sheltercorp.com +approved: 5/13 +attendance: 6/3; 6/9 (100%)

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 May board election date. Election were held in May in accordance with the bylaws resulting in the above board composition.

At the beginning of the school year, in addition to Jeremiah Reedy and Steve Wendorf, the board consisted of Mike Stanchfield, Sara Eschle, Mike Olmstead, Susan Pearce, Mary Ann Nelson, Don Swetala, and Johana Sand. Jeremiah Reedy attended meetings through November, then offered up his resignation. Johana Sand attended meetings through April and submitted her resignation. Both Mary Ann Nelson and Mike Stanchfield attended meetings the majority of the year and offered their resignations in May of 2008. The current members' attendance is referenced above.

With the resignation of Mike Stanchfield, the new board approved the appointment of John Rimstad as Board Treasurer in May of 2008. This appointment was made pursuant to board resolution which passed unanimously.

Teaching Staff

Kindergarten: File Folder Number Comments:

Celeste Wiederholt 381944 Returned 08-09

Maria Mule 437617 Resigned Summer 08

Nicole Peterson 421959 Returned 08-09

John Becker 430959 para Returned 08-09

First Grade:

Erin Hall 416936 Moved to 3rd 08-09

Kelsey Passa 430418 Returned 08-09

Margaret Rowan 363494 Resigned Summer 08

Jane Weiss para Returned 08-09

Second Grade:

Janelle Mellgren 385030 Returned 08-09

Lisa Carlin 419280 Returned 08-09

Third Grade:

Claire Emery 422213 Returned 08-09

Michelle Young 372984 Resigned Summer 08

Fourth Grade:

Sara Eschle 419429 Returned 08-09

Gregory Wammer 409332 Returned 08-09

Fifth Grade:

Kerry Tieman 415975 Returned 08-09

Enrichment

Heather Compton 430473 Returned 08-09

Elizabeth Mokry para Returned 08-09

Phy Ed:

Suzanne Splinter 332621 Returned 08-09

Special Education:

Laura Christoff-Doyle 252620 Returned 08-09

Jessica Nelson 430437 Resigned 01/08

Laurie Wagner 334403 Hired 01/08 Returned 08-09

Sally Drescher para Returned 08-09

William Godbe para Returned 08-09

Brent Peterson para Returned 08-09

Dianne Rae para Resigned Summer 08

Tou Thao para Returned 08-09

Program Successes, Analysis and Best Practices

Student Demographics

Enrollment: Total = 267
Kindergarten: 56 (3 classes: 18, 18 and 19)
First Grade: 64 (3 classes: 21, 21 and 22)
Second Grade: 40 (2 classes: @ 20 each)
Third Grade: 46 (2 classes: @ 23 each)
Fourth Grade: 37 (2 classes: 20 and 17)
Fifth Grade: 24 (1 class)

Free & Reduced Lunch: 51 students (19.10%)
Full Price Lunch: 216 students (80.90%)
Special Education: 27 students (10.11%)

Native Americans: 1 student (.37%)
Asian: 5 students (1.87%)
Hispanic: 8 students (3.00%)
African American: 20 students (7.49%)
Caucasian: 233 (87.27%)

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 2007-08.

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.

Singapore and Saxon Math

Singapore Math: Kindergarten through 3rd Grades

Singapore Math is a unique approach to teaching math that focuses on building students' problem-solving, mental math, and high-level thinking skills. By starting with the concrete then moving to the pictorial, and finishing with the abstract, Singapore Math adds greater depth to math instruction and improves students' mastery of basic math concepts.

Saxon Math: 4th and 5th Grade

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, Classical Literature and Balanced Literacy Program

Seven Hills implements the Scholastic Guided Reading Program, which is implemented in a context whereby a teacher supports each reader's development of effective strategies for processing novel texts at increasingly challenging levels of difficulty. The teacher works 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.

A. Lucy Calkins Writer's Workshop

In Kindergarten through the second grade, Lucy Calkins Writer's Workshop is implemented featuring units of writing that are presented sequentially and take students through the process of oral and pictorial storytelling through emergent into fluent writing

B. Teaching the Qualities of Effective Writing

In the third through sixth 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.

C. Classical Literature

The school's mission and vision statement contemplates in-depth studies, as appropriate at each grade level, of the volumes of classical literature comprising a state-of-the-art Core Knowledge library including original texts such as the Declaration of Independence. Literature in a fully integrated classroom supplements the Core Knowledge sequence and dove-tails with the Scholastic Guided Reading program.

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 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. During the 2006-07 academic year, NWEA MAP 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 teaching staff set an overall goal of growth and implementation of an effective Differentiated Instruction model, and, in the 2007-08 school year, the administration and staff had 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 incorporated training in the Differentiated Instruction methodology combined with data analysis and its impact on curriculum implementation. Throughout the 2007-08 academic year, Assessment Teams and Grade Level Teams met 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 impacted classroom instruction and, accordingly, increased student achievement through the development and maintenance of a tailored education plan for each child. This Plan was presented to the Minnesota Department of Education in the school's Q Comp application, which was approved in October of 2007, funded 100% of the staff professional development and facilitated merit based pay stipends to all participating staff in an aggregate amount which exceeded $30,000.

(2) Saxon Math/Singapore Math

The implementation of the Singapore Math program resulted in significant improvement in Math scores in the K-3rd grades in 2007-08. Introducing the program in the 4th grade during the 2008-09 academic year and including the 5th graders in 2009-2010 poses a challenge in the professional development of staff who have extensive training in the Saxon Math curriculum. The Q Comp Plan has allowed for extensive training in Singapore Math and other areas of the curriculum where there has been a demonstrated need for greater instructional knowledge and development particularly when considering a Differentiated Instruction model.

(3) Spelling

The implementation of Spelling Power in 2007-2008 proved to fall short of meeting the needs of all learners and the school saw some negative gains in the area of student spelling. A return to a more classical methodology, with staff development in the area of grammar instruction, will prove to turn this negative trend around. After a review and analysis of the NWEA MAP Language Arts scores and growth for the 2007-08 academic year, the Curriculum Committee, in conjunction with the administration and fully supported by the Board of Directors, determined to return to a skeleton version of the Zaner-Bloser Spelling in 2008-09, which will be supplemented with additional curricular pieces that relate to the Classical Core Knowledge Curriculum.

(4) Grammar

In reviewing the Literacy components of Seven Hills' curriculum, the Curriculum Committee identified further weaknesses in the grammar instruction in all grade levels. Based on the Committee's year long monitoring and 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 2008-09 school year. Shurley Grammar was added for Grades 1-4 and Junior Analytical Grammar was added for grade 5 for the Fall of 2008.

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 were investigated and developed. The Board of Directors and Sponsor considered and approved Seven Hills' new academic goals which are referenced above.

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.

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. Our parent organization has grown in numbers and activities. Functions such as the Second Annual Founder's Day Celebration, Curriculum Nights, a Carnival and a Silent Auction/Dinner were organized and well-attended. Based on sign-in sheets and other records maintained to monitor volunteerism in the school or at school functions, it is clear that in excess of 80% of our families attended, participated and/or volunteered. The school's volunteers will be more closely monitored during 2008-09 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. One hundred percent 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.

2007-08 Percent Attendance as reported to MDE:

Kindergarten: 95.7%

First Grade: 95.5%

Second Grade: 96.6%

Third Grade: 96.5%

Fourth Grade: 95.5%

Fifth Grade: 96.5%

Average Daily Attendance (K-5th): 96.05%

Average Daily Attendance (1st-5th): 96.12%

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 2007-08 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 were numerous 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.

Approximately 10 parent surveys (of between 125 and 150 returned) assigned Seven Hills a rating of 1 or 2 for between 5 and 10 of the subcategories. A substantial majority, well in excess of 90% of the parents, assigned between a 3 and 5 rating for all subcategories, representing overwhelming positive feedback to the curriculum and culture of the school. Where the parents indicated a need for improvement was in the areas of (1) extra-curricular activities; (2) busing and transportation concerns (transportation was provided at no cost to 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.

Between 95 and 100% of the students indicated that they were very satisfied with their education and the environment in which they are learning. One hundred percent 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.

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

During September of 2007, all of the children took the NWEA MAP tests to set an initial benchmark for assessments and measurement of student achievement. NWEA testing was completed again for all students in January of 2008. 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.

Grade Subject % Meeting Target Growth* 06-07 % Meeting Target Growth 07-08

Kinder Math 1 79.6 92.9
  Math 2 81.5 One combined score now
  Reading 1 88.7 93.3
  Reading 2 94.3 One combined score now

1st Grade Math 1 94.7 95.7
  Math 2 85 One combined score now
  Reading 1 92.5 91.5
  Reading 2 91.9 One combined score now

2nd Grade Math 61.5 58.1
  Reading 44.7 58.1
  Language Usage 63.2 58.1

3rd Grade Math 63.4 79.5
  Reading 39 80
  Language Usage 50 85.0

4th Grade Math 95.2 90.6
  Reading 52.4 64.7
  Language Usage 52.4 73.5

5th Grade Math Not Available 86.7
Reading Not Available 62.5
Language Not Available 60

*target growth determined by NWEA

The Fall to Spring 2007-08 NWEA MAP Test results reflect the following information regarding growth for the current (2008-09) Kindergarten through 5th grade classes.

2008 MCA II Results
Grade 3 4 5 ALL
Reading 87.23 74.36 75.0 80
State Average
Proficiency-Reading 78.98 72.23 73.43 70.7
Math 87.23 77.5 58.33 77.48
State Average Proficiency-Math 81.36 71.64 66.02 62.03

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 2007-08 as well as the 2008 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:

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.
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.
Break up into small grade level groups to:
a. discuss strategies for implementation of instruction in order to effectively meet the needs of the students
b. 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?
Meet weekly to discuss implementation and modifications, if needed:
a. remediation in areas where goals are not being met
b. adding new goals (going down the list of pre-determined priorities) as goals are being met to the whole team's satisfaction
c. 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 2007-08 academic achievement reports, the Assessment Teams used NWEA as a resource as reports identifying specific weaknesses and strengths of each student were generated. Within the report, very specific strategies and suggested activities are outlined which address identified weaknesses. This information was analyzed by the various assessment teams who generated plans identifying suggested strategies to meet the needs and remediate the targeted areas of weakness. Effective October 1st, students received small group instruction and one-on-one instruction in specific targeted areas. Individualized and ongoing assessments reflect areas of mastery and continuing needs.

For those students falling into the 'middle' group of students, target areas for whole group support were identified. Again, Grade Level Assessment Teams analyzed teacher observations, prior year's academic performance and standardized test scores. Each classroom teacher's instruction were driven via data from 2006-07 and 2007-08 standardized test results thereby focused on skills/concepts identified as posing a general challenge to the classes. Ongoing assessments reflected mastery and areas requiring further instruction. (Differentiated Instruction Model)
For those students falling into the 'high' or enrichment group, students were challenged to excel. Via the Differentiated Instruction model, students engaged in small group instruction and independent learning activities to ensure continued growth and academic progress. Ongoing assessments reflected mastery/academic excellence as well as areas requiring further instruction.

Academic Goals for 2008-09

At its August 2008 Board Meeting, the Board of Directors approved the academic goals for the 2008-09 academic year. The goals are those articulated in the school's charter school contract with 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:

Goal 1: State Assessment Tests (MCA-IIs)

Sub Goal #1: Math: 90% of all students enrolled at the School for three years ("continuously-enrolled students") will score at least proficient.
Sub Goal #2: Math: The number of continuously-enrolled students scoring at least proficient will increase 20% each year.
Sub Goal #3: Math: The School will demonstrate higher grade level and school wide proficiency rates than the Bloomington school district and Hillcrest Elementary School.
Sub Goal #4: Reading: 90% of all continuously-enrolled students will score at least proficient.
Sub Goal #5: Reading: The number of continuously-enrolled students scoring at least proficient will increase 20% each year.
Sub Goal #6: Reading: The School will demonstrate higher grade level and school wide proficiency rates than the Bloomington school district and Hillcrest Elementary School.
Sub Goal #7: Science: 90% of all students enrolled at the School for three years will score at least proficient.
Sub Goal #8: Science: The School will demonstrate higher grade level and school wide proficiency rates than the Bloomington school district and Hillcrest Elementary School.

Goal 2: NWEA Measures of Academic Progress

Sub Goal #1: MAP Math: 60% *of students enrolled continuously for at least two full academic years will meet or exceed their targeted RIT growth in FY09, 62% in FY10 and 64% in FY11.
*"Classes in which 50% or more of students met their growth target show above averagegrowth in relation to the norm group." http:/w/ww.nwea.org/support/details.aspx?content=543
Sub Goal #2: MAP Math: On average, each grade will meet or exceed its average RIT growth targets.
Sub Goal #3: MAP Reading: 60% of students enrolled continuously for at least two full academic years will meet or exceed their targeted RIT growth in FY09, 62% in FY10 and 64% in FY11.
Sub Goal #4: MAP Reading: On average, each grade will meet or exceed its average RIT growth targets.

Goal 3: Attendance The School will maintain at least a 95% student attendance rate.

Goal 4: Satisfaction Surveys Sub Goal #1: Parent Satisfaction. At least 90% of all parents returning the annual survey will indicate overall satisfaction with the School.

Sub Goal #2: Staff Satisfaction. At least 90% of all staff returning the annual survey will indicate overall satisfaction at the School.

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