public charter school district # 4067-07 school year …€¦ · as our enrollment increased, we...
TRANSCRIPT
PUBLIC CHARTER SCHOOL DISTRICT # 4067-07
SCHOOL YEAR 2015/16
WORLD’S BEST WORK FORCE & ANNUAL REPORT
2 Aurora Charter School FY16 Annual and World’s Best Workforce Report
TABLE OF CONTENTS 1. School Information ............................................................................................................................................. 3
2. Implementation of Primary and Additional Statutory Purposes .......................................................................... 4
3. Student Enrollment & Demographics ................................................................................................................. 5
4. Student Attendance, Attrition & Mobility ........................................................................................................... 7
5. Educational Approach & Curriculum ................................................................................................................... 9
Key Pedagogical Approach ............................................................................................................................ 9
Remediation Practices ....................................................................................................................................... 9
Special Education Services............................................................................................................................... 10
The English Learner Program........................................................................................................................... 11
6. Innovative Practices & Implementation ............................................................................................................ 13
Successes ........................................................................................................................................................ 13
Key Challenges ................................................................................................................................................ 14
Future Plans ......................................................................................................... Error! Bookmark not defined.
7. Academic Performance: Goals & Benchmarks .................................................................................................. 16
8. Educational Effectiveness: Assessment & Evaluation ....................................................................................... 29
9. Student & Parent Satisfaction .......................................................................................................................... 31
10. Environmental Education ............................................................................................................................... 31
11. Governance & Management ........................................................................................................................... 39
12. MANAGEMENT .............................................................................................................................................. 41
13. Staffing........................................................................................................................................................... 45
14. Operational Performance ............................................................................................................................... 52
Health and Safety at the School ....................................................................................................................... 52
Transportation ................................................................................................................................................. 52
Facilities .......................................................................................................................................................... 52
Food Service Programs .................................................................................................................................... 52
Parent Engagement ......................................................................................................................................... 53
Hiring Practices................................................................................................................................................ 53
Background check process for staff, board, and volunteers .............................................................................. 53
Reporting and Compliance Practices................................................................................................................ 53
Admission and Enrollment ............................................................................................................................... 54
15. Finances ......................................................................................................................................................... 55
Attachment 1 ....................................................................................................................................................... 56
3 Aurora Charter School FY16 Annual and World’s Best Workforce Report
1. SCHOOL INFORMATION CONTACT INFORMATION Aurora Charter School 2101 East 26th Street Minneapolis, MN 55404 (612) 870-3891 www.auroracharterschool.org
GRADES SERVED PreSchool-8th Grade
YEAR OPENED 2000
MISSION AND VISION
The mission of Aurora Charter School is to operate a center of learning that embraces academic
excellence and celebrates the gift of Latino culture.
Aurora Charter School will be a high-achieving learning environment where the student is nurtured
academically, socially, and physically. Students will be held to learning standards mandated by the
State of Minnesota through a dual language curriculum in English and Spanish and, with the instruction
of highly qualified teachers and other support staff, will strive to close the achievement gap within the
school.
AUTHORIZER INFORMATION
Aurora Charter School has been authorized by the Audubon Center of the North Woods (ACNW) since
2006. ACNW has been a staunch supporter of ACS’s development, holds our school to high and
achievable standards, and remains invested in our continued success. During the 2014/15 school year
we applied for renewal under Audubon and was granted a three year, probationary contract with clear
goals. This will be our first year reporting on the probationary goals.
The authorizing mission of the Audubon Center of the North Woods (ACNW) Charter School Division is
to provide superior oversight, evaluation, feedback and strategic support to its authorized schools
resulting in the increased academic, financial, operational and environmental education performance of
each school.
The authorizing vision of ACNW is to authorize a portfolio of high performing charter schools that instill
a connection and commitment to the environment in their school communities while working towards
a healthy planet where all people live in balance with Earth.
David Greenberg, Director of Charter School Authorizing Audubon Center of the North Woods Charter School Division 43 Main St. S.E., Suite #507 Minneapolis, MN 55414 612-331-4181
www.auduboncharterschools.org
REPORT NOTES
This Annual and World’s Best Workforce report was produced with Andrea Krause from Designs for
Learning. She can be reached at 651/255-8855 or [email protected]
4 Aurora Charter School FY16 Annual and World’s Best Workforce Report
2. IMPLEMENTATION OF PRIMARY AND ADDITIONAL STATUTORY PURPOSES
The statutory purposes of Minnesota charter schools are; to
improve all pupil learning and all student achievement, increase
learning opportunities for all pupils, and encourage the use of
different and innovative teaching methods.
Aurora Charter School re-evaluated its Language Arts and
Mathematics curriculum before the 15/16 school year. We did
this because our test scores were unsatisfactory. A review of
the curriculum revealed that it did not align with new MN state standards, and did not address the
unique needs of our dual inclusion language program. Implementing the new curriculums was an
essential part of our school improvement plan.
As a primary purpose of its mission, ACS students learn their academic subjects in Spanish as well as
English. This innovative approach provides our Spanish-speaking students with a way of solidifying
their native language before and as they learn English, which helps them succeed in school and in the
American and global workforce. In addition, because English language tests are not an accurate
indicator of our students’ progress at the lower grade levels when students are learning primarily in
Spanish, we use different assessments which can be administered in Spanish in addition to State-
required assessments. During the 2015-2016 school year, we adopted the Fountas & Pinnell Benchmark
Assessment System, which allowed us to assess more about our students’ reading abilities in both
languages multiple times throughout the school year.
5 Aurora Charter School FY16 Annual and World’s Best Workforce Report
3. STUDENT ENROLLMENT & DEMOGRAPHICS
STUDENT ENROLLMENT Aurora’s enrollment cap is 450 students in grades PreK-8. We will keep our enrollment cap at 450 to
preserve our school culture and small class size. We have experienced stable enrollment throughout the
last several years and stable attendance. During the 2016-17 school year, we anticipate reaching our
enrollment cap and implementing waiting lists for all grades.
Number of Students Enrolled 2014-15 2015-16 2016-17 (est.)
Pre-Kindergarten 0 20 20
Kindergarten 37 47 39
1st Grade 59 42 46
2nd Grade 48 60 40
3rd Grade 42 47 53
4th Grade 43 47 48
5th Grade 47 47 46
6th Grade 41 48 47
7th Grade 47 43 46
8th Grade 39 45 40
Total 403 426 426
Total ADM (Average Daily
Membership) for year
406 430 430
STUDENT DEMOGRAPHICS As our enrollment increased, we saw growth in special education students and EL students. Most of our
students come from Spanish speaking families and identify as Hispanic or Latino.
Demographic Trends 2014-15 2015-16 2016-17 (est.)
Total Enrollment 403 425 425
Male 180 201 195
Female 223 239 230
Special Education 28 41 38
English Learners 319 319 313
6 Aurora Charter School FY16 Annual and World’s Best Workforce Report
Free/Reduced Priced Lunch 380 408 380
Black, not of Hispanic Origin 2 5 5
Hispanic/Latino 401 422 425
Asian/Pacific Islander 0 1 0
American Indian/Alaskan Native 0 0 0
White, not of Hispanic Origin 1 5 5
7 Aurora Charter School FY16 Annual and World’s Best Workforce Report
4. STUDENT ATTENDANCE, ATTRITION & MOBILITY
STUDENT ATTENDANCE Aurora has historically enjoyed steady attendance. Families and students are invested in their academic
success and demonstrate this through their attendance. We value their commitment to their students’
education and feel privileged to be service this dedicated community.
2013-14 2014-15 2015-16
Overall Student
Attendance Rate
96.9% 97.03% 97.26%
STUDENT ATTRITION Percentage of students* who were continuously enrolled between
October 1 of the 2014-15 school year and October 1 of the 2015-16
school year.
92.3%
*Do not include graduating students or those who have completed your school program, i.e., if your school
is K-6, do not include students who have completed 6th grade.
Percentage of students* who continued enrollment in the school from
Spring 2015 to October 1, 2015.
93.4%
*Do not include graduating students or those who have completed your school program, i.e., if your school
is K-6, do not include students who have completed 6th grade.
STUDENT MOBILITY Student mobility represents the movement of students in and out of the school at different times
during the school year. During the 14/15 school year we had a large group of students transfer mid-year,
about double the amount we usually see. This was due to changes in other schools in the community.
During 2015/16 we did not have large amounts of movement, and we expect to see a lower mobility
index as a result.
Summer
Transfers In
Number of
students on
Oct. 1
Mid-year
Transfers In
Mid-year
Transfers
Out
Total Mid-year
Transfers
Mobility
Index* (as a
percent)
2012-13 5 324 11
14 25 7.72%
2013-14 21 333 6
20 26 7.81%
2014-15 56 391 26
15 41 10.49%
* Total mid-year transfers divided by number of students on October 1.
8 Aurora Charter School FY16 Annual and World’s Best Workforce Report
The percentage of students who were enrolled for more than 95% of the year
decreased very slightly again this year. This is attributed to another year of growth in
student numbers. We see a spike in enrollment in the first few weeks of school and
continue to enroll students throughout the year as class size allows.
9 Aurora Charter School FY16 Annual and World’s Best Workforce Report
5. EDUCATIONAL APPROACH &
CURRICULUM
KEY PEDAGOGICAL APPROACH Based on our current demographics, which is
composed of 99% native speakers of Spanish, the
primary pedagogical approach at Aurora Charter
School (ACS) is shifting from a Transitional Bilingual
Education model to a type of dual language program
identified by the National Dual Language Consortium
as Developmental Bilingual. This dual language
program model aims to help students who are native
speakers of Spanish achieve bi-literacy in English and
Spanish by sixth grade.
Aurora utilizes a dual language program developed by the National Dual Language Consortium as
Developmental Bilingual. With 99% native Spanish Speakers, this program assists in cultivating
bilingual language development. This model aims to help students who re native speakers of Spanish
achieve bi-literacy in English and Spanish by sixth grade. Under the Developmental Bilingual Dual
Language model, students in kindergarten through second grade will receive 30-90 minutes a day of
formal instruction of English as a second language and 12% of the day in English for Specialist Classes
(Gym, Art, Etc.) Third through Sixth grade include incorporating 30-45 minutes of Spanish Language
Arts instruction within 45% of time devoted to content instruction in Spanish. Seventh and Eighth
grade include three specialist classes throughout the week, including Physical Education, Music, and
Computer, taught in Spanish and 45 minutes daily of Spanish Language Arts instruction.
REMEDIATION PRACTICES The Empowerment Committee (EC) at Aurora Charter School provides a forum for general education
teachers to bring student concerns related to behavioral or academic student performance. Teachers
may present information defining current concerns they are experiencing in their classrooms with
individual students. The EC will provide suggestions and identify resources available to help the
teachers remedy the concerns. The EC is the venue that provides suggestions for appropriate classroom
interventions that may be used prior to referring a student for special education evaluation. The EC
meets bi-weekly at a regularly scheduled time. Currently, the Team meets every other Thursday at
2:45. A Gmail account has been created especially for this Committee at:
[email protected] to help streamline the process and assist with communication
(i.e., organize and manage email, submit and review documents, and view calendar and scheduled
events, etc.).
Empowerment Committee Procedures:
● The teacher with concern completes the required form on Google Docs. The assigned grade
level designee will review the form for completion and schedule the meeting.
● Teachers concerned about a student’s academic achievement and/or behavior complete a
referral form and email it to the Empowerment Committee. The teacher is also expected to
10 Aurora Charter School FY16 Annual and World’s Best Workforce Report
review the student’s cumulative folder prior to submitting the form to the Empowerment
Aurora Charter School 2014-15 World’s Best Workforce (WBWF) & Annual Report 8 Committee.
The appropriate Team member will review the form and schedule an Empowerment
Committee meeting to discuss the student.
● Empowerment Committee meetings are held on a bi-weekly basis in the intervention room.
Attendees include a special education teacher, administrator, school psychologist, Title One
teachers, ELL teachers, intervention teachers, and the referring teacher.
● At the Empowerment Committee meeting, the teacher shares student concerns, reviews
current progress, and presents data regarding the interventions already attempted (if any). The
Team brainstorms what scientifically research-based interventions are needed, determines the
specific interventions that will be implemented for 4-6 weeks, and identifies the method of data
collection.
● Interventionists and/or support staff carry out the specified interventions for 4-6 weeks,
collecting data on a weekly basis while being provided guidance and support. Depending on the
nature of the intervention, it is possible that the data is collected on a bi-weekly basis, rather
than weekly. The Empowerment Committee will inform the teacher and other staff involved.
● The Team reassembles to discuss the data and the overall effectiveness of the interventions
implemented. If the data demonstrates that the interventions were not successful, another
scientifically research-based intervention is determined by the Team and will be implemented
for an additional 3-4 weeks in the specific area of concern.
● After 6-8 weeks of targeted intervention(s), the Team reviews all intervention data, student
progress, and overall performance to determine whether to continue with the intervention,
modify the intervention, or even add another intervention for 3-4 additional weeks if the
student has shown progress.
● If the student did not make adequate progress (as demonstrated by the data) after receiving a
minimum of two scientifically research-based interventions, the Empowerment Committee
might refer that student to the Child Study Team in order to plan an initial special education
evaluation.
Other possible options are:
● Recommend the classroom teacher continues current interventions for an extended time
and/or implements other suggested interventions.
● Recommend increasing ELL services
● Recommend pursuit of services such as Title I
● Recommend After School Tutoring
● Recommend a 504 evaluation for students with a current diagnosis or condition that meet the
definition of “disabled” under ADA
● Recommend pursuit of special education evaluation.
● No further consideration required.
SPECIAL EDUCATION SERVICES Aurora Charter School provides a continuum of educational service alternatives. All students with
disabilities are provided special instruction and services, which are appropriate to meet their needs. The
following is representative of Aurora Charter School’s method of providing special education services
for the identified pupils. Appropriate program alternatives to meet the special education needs, goals,
11 Aurora Charter School FY16 Annual and World’s Best Workforce Report
and objectives of a pupil are determined on an individual basis. Choices of specific program alternatives
are based on the pupil’s current levels of performance, special educational needs, goals, and objectives,
and must be written in the IEP.
Program alternatives are comprised of the type of services provided, the setting in which services are
located, and the amount of time and frequency in which special education services occur.
1. Special Education Support and Services:
a. Direct instruction in general education setting
b. Small group instruction in general education
c. Direct 1:1 instruction in resource room
d. Small group instruction in resource room
e. Paraprofessional/Instructional Assistants (IA) support in general education
f. Indirect instruction
2. Related Services available:
a. Speech/Language and Articulation Therapy services
b. Occupational Therapy services
c. Psychological services/Behavior Skills
d. Social Work/School Counseling services
e. Deaf/Hard of Hearing services
f. Audio logical services
g. Blind/Visual Impairment services
h. Developmental Adaptive Physical Education (DAPE) services
THE ENGLISH LEARNER PROGRAM Aurora Charter School provides English Language Services to students who are identified as English
Language Learners. In grades K-2 English as a Second Language (ESL) classes are delivered 5 times a
week for 40 minutes. These classes are designed to ease students into the English language by teaching
them to read and write in English while their primary learning objectives occur in Spanish. Our Dual
Inclusion program allows for English Learners and Spanish Language Learners to share the experience
of learning a new language together. In Kindergarten, students are taught in English 30 minutes a day,
in addition to the 40-minute ESL class. In first grade, it is 60 minutes a day plus 40 minutes of ESL class.
In second grade, students are taught in English 90 minutes a day plus 40 minutes of ESL class.
In grades 3-5 students receive 40 minutes of ESL instruction and are taught their Language Arts class in
English with an ESL teacher assisting. Co teaching is done in a sheltered instruction model to support
the ELL students.
Students with low WIDA ACCESS test scores are pulled out of their general classroom to receive
services in a small group with peers who are at a similar level of English Language Proficiency.
In Middle School, all students have an ESL class in addition to their English Language Arts class. They
receive sheltered instruction in Science, Social Studies, and Language Arts.
Due to Aurora Charter School’s unique approach to education and language acquisition, its staff
members are also very carefully selected to fill its needs. Aurora Charter School instructional staff of 42,
28 licensed teachers and 14 educational assistants. Our teachers in grades Preschool through second
12 Aurora Charter School FY16 Annual and World’s Best Workforce Report
grade are native Spanish speakers and are bilingual in Spanish and English. They have the knowledge
and skills to teach the Spanish curriculum. These skills are fundamental to teaching these grade levels
because the first language of literacy for our students’ Pre-K through second grade is Spanish.
Beginning in the third grade through fifth grade, students split their day between Spanish and English,
increasing English literacy while maintaining their first language. Beginning in the 6th grade through
8th grade, the language of instruction is English along with a Spanish Language Arts class designed for
native speakers of Spanish to maintain their academic Spanish. Currently, roughly seventy (70%) of
Aurora's staff is bilingual. Various grade levels share a teaching assistant. There are nine teaching
assistants, and all are native Spanish speakers or bilingual. Due to the increase in student population of
students with disabilities who have IEPs, the role of specific teaching assistants has slowly shifted from
a classroom assistant to working part day and/or primarily with students with disabilities who require
this service per their IEP, either as a “child-specific” paraprofessional or a classroom special education
paraprofessional. Key support staff is also native Spanish speakers or bilingual. By having Spanish-
speaking and bilingual staff, it assures that language barriers for students and parents are drastically
minimized or eliminated altogether allowing for parents to stay involved in their children's education.
The School Calendar for 2015/16 is Attachment 1 of this report.
13 Aurora Charter School FY16 Annual and World’s Best Workforce Report
6. INNOVATIVE PRACTICES & IMPLEMENTATION Aurora Charter School is comprised primarily of students who are native speakers of Spanish, which
gives it a unique opportunity to teach a dual-language curriculum, the end goal being that students will
graduate from eighth grade both bilingual and bi-literate in Spanish and English. In kindergarten
through second grade, students are taught language arts, math, science, and social studies in Spanish.
In third through fifth grade, half of the subjects are continuously taught in Spanish, while the others are
taught in English. While students are learning English in third and fourth grade, their language arts
classes are co-taught with an ESL teacher to expedite the students’ English acquisition. By middle
school, students are bilingual, and education in English and Spanish continues through both English
and Spanish Language Arts. This dual-language structure is the core of our mission to “operate a center
of learning that embraces academic excellence and celebrates the gift of Latino culture.”
For the last three years, ACS has offered a summer program. The summer program traditionally runs
for four weeks in June and July. This year, lead teachers lead the program. 138 students attended this
summer in Kindergarten-7th grade.
After school programming ran from 2:30-4:30 and functioned as homework support for students.
Teaching assistants staffed the after school programming, and a couple middle school teachers
volunteered to spend additional time supporting students as they progressed through the day’s work.
For our students whose families may not be able to assist with homework, this program has reduced
missing homework significantly. This program provides a quiet workplace where students can focus
and be productive.
Aurora Charter School has operated a preschool program consisting of students ages 3-5 for the last
two years. The program measures proficiency according to Minnesota’s Early Childhood Indicators of
Progress. Specifically, the program is designed to support children’s learning in their first language at
an early stage of intellectual development, which in turn will facilitate accelerated learning in English
and Spanish as students’ progress through school. The school serves primarily Spanish-speaking
families, and students begin learning in their first language in preschool through grade two and then
transition quickly into English in the following grades. Teaching the school’s curriculum in Spanish not
only helps our students succeed academically but also enables parents to be more involved in their
children’s education. The majority of ACS families are immigrants or second generation, and the school
is dedicated to providing quality care, exceptional instruction, and a safe environment for children while
parents are working to support their families.
SUCCESSES ● During the 15/16 school year, we completed an initiative to support academics and
socioemotional responsiveness through higher order thinking skills and a caring and mindfulness
growth mindset. This program was headed by our Student Support Liaison. The Student Support
Liaison assisted in writing behavior management plans using these principals. The program
proved effective in improving behavior management skills for classroom teachers.
● Obtaining a 4-star Parent Aware Rating for our Preschool program is a success and allows more
parents to see that our program is a high quality option for their students. It also has allowed
parents to apply for Pathway II scholarships.
● We continue to see stable enrollment and attendance from our students and value the continued
14 Aurora Charter School FY16 Annual and World’s Best Workforce Report
commitment of our families.
● Investing in additional Professional Development for teachers, on and off site, had a direct
positive impact on staff culture and performance. We will continue to develop and refine our PD
program.
● This year, we implemented the Fountas and Pinnell Benchmark Assessment system for the first
time, which provided new forms of assessment for classroom teachers and useable data. This
system provided tests in Spanish, which is helpful when determining actual skill levels for our
English Learner students.
● We saw teacher leadership increase during the school year in the form of more committee
participation from teachers.
● Our Authorizer featured components of our Environmental Education program in their
newsletter twice, which we feel is a good reflection of our program and our Environmental
Education Committee’s commitment to engendering Environmental Education within the
school.
● Parent participation has increased as parents are invested in raising money for the school to
purchase and install a playground for our students. Parents have so far raised four thousand
dollars with the Angels that Help.
● During this school year, we applied for a solar panel array with the Made in MN Lottery.
Unfortunately, our school was not chosen to be a recipient this year, but we will continue to apply
in subsequent years.
● We continue to have an excellent relationship with our landlord.
● Progress continues to be made on creating a school library. School staff have been collecting
books from different resources and bringing them to the school. We hosted a book fair and used
those proceeds to make purchases for the library. Half Price books has been a good partner to
the school, calling the school regularly with available donations.
● Aurora continues to have solid community partnerships with:
● The MN Twins – Eduardo Escobar visited the school during the 15/16 school year.
● We developed a partnership with CLUES, who will be providing mental health services
at the school in the 2016-2017 school year.
● Siempre Padres continue to provide services to our families.
● Many of our students attend sessions with Urban Ventures. Urban Ventures
representatives regularly visit the school to check on the student's’ behavior and academic
progress.
● Several of our students attend Banyan Community after school.
● Raíces provided an after-school program, which several students attended.
● The MN United FC Soccer team donated 170 game tickets to give out to kids with
perfect attendance. Several families took advantage of this opportunity.
● 50 8th grade students and their parents toured Mankato School. During this visit,
parents attended a class on how to plan for college and pay for it.
KEY CHALLENGES ● Teacher retention continues to be a challenge for Aurora. This year we implemented a rigorous
professional development program to address this issue.
● Standardized test scores are challenging for several reasons: students at Aurora learn English later
in life, which makes the test more challenging for them as it is not offered in multiple languages;
15 Aurora Charter School FY16 Annual and World’s Best Workforce Report
two of our upper grades had teachers switch in the middle of the year, which added a challenging
element to the test; students do not take the test very seriously, and getting their buy-in for the
test is difficult; the testing schedule was a challenge, interventionists and support staff focused on
testing which took those services away from kids for several weeks.
● In response to low test scores in SY 2014-2015, we implemented both a new Math and Language
Arts Curriculum, Everyday Math and Benchmark Universe, at the same time this year, which was a
bit overwhelming for teachers. In the future, we will change only one curriculum at a time as
necessary.
FUTURE PLANS ● We will continue to make strides towards improving our use of High Order Thinking Skills and our
students Socio Emotional Wellness.
● Development of our school library and the acquisition of a playground are important
developments.
● Teacher retention and the improvement of our Professional Development program continues to
be an important development for Aurora.
16 Aurora Charter School FY16 Annual and World’s Best Workforce Report
7. ACADEMIC PERFORMANCE: GOALS & BENCHMARKS As articulated in MN Stat. 124D. 10, Subd. 10, “A charter school must design its programs to at least
meet the outcomes adopted by the commissioner for public school students,” which means striving
for the world's best workforce (WBWF) as outlined in MN Stat. 120B.11. As an authorizer, ACNW
must evaluate the school’s performance on meeting outcomes adopted by the commissioner (i.e.,
WBWF). Therefore, these contractual goals and measures have been aligned to WBWF goal areas.
Measures are assigned to WBWF goal area(s) as appropriate and as outlined below:
Ready for Kindergarten [R4K]
All students are ready for kindergarten.
Reading Well by 3rd Grade [RG3]
All students in third grade achieve grade-level literacy.
Achievement Gap Closure [AGC]
All racial and economic achievement gaps between students are closed.
Career and College Ready [CCR]
All students are career- and college-ready before graduating from high school.
Graduate from High School [GRAD]
All students graduate from high school.
All goals are for students enrolled as of October 1 in each of the years assessed for all grades assessed
unless otherwise indicated.
Indicator 1: Mission Related 12%
Goal: Over the period of the contract, Aurora Charter School (ACS) students will demonstrate
proficiency in Spanish and understanding of Latino culture.
Measure 1.1 – 3%: In aggregate, from FY16 to FY17, at least 80.0% of students will
demonstrate a level of proficiency in artistic expression related to celebrating the Latino
culture as measured by successfully completing a public performance at a festival or other
venue with an audience.
● Exceeds Standard: The aggregate percentage of students demonstrating a level of proficiency in
artistic expression is at least 90.0%.
● Meets Standard: The aggregate percentage of students demonstrating a level of proficiency in
artistic expression is at least 80.0%.
● Approaches Standard: The aggregate percentage of students demonstrating a level of
proficiency in artistic expression is at least 70.0%.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
Aurora does not have data to report on this metric.
Measure 1.2 [RG3] – 3%: In aggregate, from FY16 to FY17, at least 65.0% of students in
17 Aurora Charter School FY16 Annual and World’s Best Workforce Report
grades K-2 will attain grade level proficiency in Spanish as measured by performance on the
annual spring Aprenda assessment.
● Exceeds Standard: The aggregate percentage of K-2 students attaining grade level proficiency in
Spanish is at least 75.0%.
● Meets Standard: The aggregate percentage of K-2 students attaining grade level proficiency in
Spanish is at least 65.0%.
● Approaches Standard: The aggregate percentage of K-2 students attaining grade level
proficiency in Spanish is at least 55.0%.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
Aurora did not administer the Aprenda assessment during FY16.
Measure 1.3 [CCR] – 3%: In aggregate, from FY16 to FY17, at least 55.0% of students in
grades 3-6 will attain grade level proficiency in Spanish as measured by performance on the
annual spring Aprenda assessment.
● Exceeds Standard: The aggregate percentage of 3-6 students attaining grade level proficiency in
Spanish is at least 65.0%.
● Meets Standard: The aggregate percentage of 3-6 students attaining grade level proficiency in
Spanish is at least 55.0%.
● Approaches Standard: The aggregate percentage of 3-6 students attaining grade level
proficiency in Spanish is at least 45.0%.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
Aurora did not administer the Aprenda assessment during FY16.
Measure 1.4 [CCR] – 3%: In aggregate, from FY16 to FY17, at least 55.0% of students in
grades 7 and 8 will be functionally bilingual as determined by attaining a proficient level
scale score in Spanish on the annual spring “Intermedio 4” Aprenda assessment AND by
achieving at least a partially proficiency MCA reading score in grades 7 and 8.
● Exceeds Standard: The aggregate percentage of 7-8 students determined to be functionally
bilingual is at least 70%.
● Meets Standard: The aggregate percentage of 7-8 students determined to be functionally
bilingual is at least 55%.
● Approaches Standard: The aggregate percentage of 7-8 students determined to be functionally
bilingual is at least 40%.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
Aurora did not administer the Aprenda assessment during FY16.
Indicator 2: English Language Learners 12%
Goal: Over the period of the contract, English Learners at ACS will demonstrate adequate
progress towards English language proficiency.
18 Aurora Charter School FY16 Annual and World’s Best Workforce Report
Measure 2.1 [AGC] – 12%: In FY15, FY16, and FY17, ACS will meet the State Progress Target
(AMAO 1) on the ACCESS assessment for English Learners each year. Targets are 46.39% for
FY15, 48.62% in FY16, and 50.85% in FY17.
● Exceeds Standard: The school exceeds the State Progress Target by at least 5.00 percentage
points in all three years.
● Meets Standard: The school meets the State Progress Target in all three years.
● Approaches Standard: The school is within 5.00 percentage points of the State Progress Target
in all three years.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
FY15: Exceeds Standard, 69.62% of students making progress.
FY16: Approaches Standard, 45.87% of students making progress.
Indicator 3: Reading Growth _ 16%
Goal: Over the period of the contract, ACS students will demonstrate growth in reading as
measured by state assessments and nationally normed assessments.
Measure 3.1 [CCR] – 4%: In aggregate, from FY15-FY17 the growth z-score for all students on
MCA assessments will be equal to or greater than 0.00.
● Exceeds Standard: The school achieves an aggregate growth z-score equal to or greater than
0.50
● Meets Standard: The school achieves an aggregate growth z-score equal to or greater than 0.00.
● Approaches Standard: The school achieves an aggregate growth z-score greater than -0.50.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
Does Not Meet Standard: The school’s aggregate growth score for all students is -0.542
Measure 3.2 [CCR] – 4%: In aggregate, from FY15-FY17 the percentage of students that
achieve a positive z-score on MCA assessments will be at least 60.0%.
● Exceeds Standard: The aggregate percentage of students with a positive z-score is at least
70.0%.
● Meets Standard: The aggregate percentage of students with a positive z-score is at least 60.0%.
● Approaches Standard: The aggregate percentage of students with a positive z-score is at least
50.0%.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
Does Not Meet Standard: 26.94% of students achieved a positive z-score on the MCA Reading
Assessment.
Measure 3.3 [RG3] – 3%: In aggregate, from FY15 through FY18, at least 60.0% of students in grades 1-3 who take both fall and spring NWEA MAP tests annually will meet their projected
RIT point growth target from fall to spring (except for FY18, from fall to winter).
● Exceeds Standard: The aggregate percentage of students meeting their projected RIT point
growth target is at least 63.0%.
19 Aurora Charter School FY16 Annual and World’s Best Workforce Report
● Meets Standard: The aggregate percentage of students meeting their projected RIT point growth
target is at least 60.0%.
● Approaches Standard: The aggregate percentage of students meeting their projected RIT point
growth target is at least 57.0%.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Does Not Meet Standard. 29% of Students in Grade 3 met their NWEA RIT Growth
target.
Measure 3.4 [CCR] – 5%: In aggregate, from FY15 through FY18, at least 56.0% of students in
grades 4-8 who take both fall and spring NWEA MAP tests annually will meet their projected
RIT point growth target from fall to spring (except for FY18, from fall to winter).
● Exceeds Standard: The aggregate percentage of students meeting their projected RIT point
growth target is at least 59.0%.
● Meets Standard: The aggregate percentage of students meeting their projected RIT point growth
target is at least 56.0%.
● Approaches Standard: The aggregate percentage of students meeting their projected RIT point
growth target is at least 53.0%.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Does Not Meet Standard. 39% of students met their NWEA RIT Growth target.
Indicator 4: Math Growth _ _ 16%
Goal: Over the period of the contract, ACS students will demonstrate growth in math as
measured by state assessments and nationally normed assessments.
Measure 4.1 [CCR] – 4%: In aggregate, from FY15-FY17 the growth z-score for all students on
MCA assessments will be equal to or greater than 0.00.
● Exceeds Standard: The school achieves an aggregate growth z-score equal to or greater than
0.50
● Meets Standard: The school achieves an aggregate growth z-score equal to or greater than 0.00.
● Approaches Standard: The school achieves an aggregate growth z-score greater than -0.50.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: The sum of z-scores for the Math MCA is -171.9781, the average z-score for 15/16
was -0.77.
Measure 4.2 [CCR] – 4%: In aggregate, from FY15-FY17 the percentage of students that
achieve a positive z-score on MCA assessments will be at least 60.0%.
● Exceeds Standard: The aggregate percentage of students with a positive z-score is at least
70.0%.
● Meets Standard: The aggregate percentage of students with a positive z-score is at least 60.0%.
● Approaches Standard: The aggregate percentage of students with a positive z-score is at least
50.0%.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: 23% of students had a positive z-score on the Math MCA.
20 Aurora Charter School FY16 Annual and World’s Best Workforce Report
Measure 4.3 [CCR] – 8%: In aggregate, from FY15 through FY18, at least 58.0% of students in
grades 1-8 who take both fall and spring NWEA MAP tests annually will meet their projected
RIT point growth target from fall to spring (except for FY18, from fall to winter).
● Exceeds Standard: The aggregate percentage of students meeting their projected RIT point
growth target is at least 61.0%.
● Meets Standard: The aggregate percentage of students meeting their projected RIT point growth
target is at least 58.0%.
● Approaches Standard: The aggregate percentage of students meeting their projected RIT point
growth target is at least 55.0%.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Does Not Meet Standard. 37% of students who tested in fall and spring met their
growth target.
Indicator 5: Reading Proficiency _ 14%
Goal: Over the period of the contract, ACS students will meet or exceed the standards in
reading as measured by state assessments.
Measure 5.1 [RG3] – 1%: The school’s aggregate proficiency index score for 3rd grade
students from FY15 to FY17 will increase by at least 10.0 points from the baseline
proficiency index score (baseline score – 33.3).
● Exceeds Standard: The aggregate proficiency index score is at least 15.0 points above the
baseline score.
● Meets Standard: The aggregate proficiency index score is at least 10.0 points above the baseline
score.
● Approaches Standard: The aggregate proficiency index score is at least 5.0 points above the
baseline score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Does Not Meet Standard. 3rd Grade students at Aurora had 7 proficiency Index
Points.
Measure 5.2 [CCR] – 2%: From FY15 to FY17, the school’s aggregate proficiency index score
for students enrolled at the school for at least two years will increase by at least 12.0 points
from the baseline proficiency index score (baseline score – 43.2).
● Exceeds Standard: The aggregate proficiency index score is at least 18.0 points above the
baseline score.
● Meets Standard: The aggregate proficiency index score is at least 12.0 points above the baseline
score.
● Approaches Standard: The aggregate proficiency index score is at least 6.0 points above the
baseline score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Does Not Meet Standard. Students who have been enrolled for two years or more at Aurora earned 47 index points on the Reading MCA.
21 Aurora Charter School FY16 Annual and World’s Best Workforce Report
Measure 5.3 [CCR] – 2%: The school’s aggregate proficiency index score from FY15 to FY17
will increase by at least 10.0 points from the baseline proficiency index score (baseline score
– 43.2).
● Exceeds Standard: The aggregate proficiency index score is at least 15.0 points above the
baseline score.
● Meets Standard: The aggregate proficiency index score is at least 10.0 points above the baseline
score.
● Approaches Standard: The aggregate proficiency index score is at least 5.0 points above the
baseline score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Meets Standard. All students at Aurora earned 64.5 index points on the Reading
MCA.
Measure 5.4 [CCR] – 1.5%: In aggregate, from FY15-FY17 the school will achieve a
proficiency index score equal to or greater than that of the state for the same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the state’s score.
● Meets Standard: The school achieves an aggregate proficiency index score equal to or greater
than the state’s score.
● Approaches Standard: The school achieves an aggregate proficiency index score within 10.0
points of the state’s score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Does Not Meet Standard. Aurora’s Reading Proficiency Score is 13.7%, the state’s
score is 59.9%.
Measure 5.5 [CCR] – 1.5%: In aggregate, from FY15-FY17 the school will achieve a
proficiency index score equal to or greater than that of the local district (ISD 1 –
Minneapolis) for the same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the district’s score.
● Meets Standard: The school achieves an aggregate proficiency index score equal to or greater
than the district’s score.
● Approaches Standard: The school achieves an aggregate proficiency index score within 10.0
points of the district’s score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Does Not Meet Standard. Minneapolis Public school district scores as 43.2%
proficient, Aurora scored as 13.7% proficient.
Measure 5.6 [AGC] – 1.5%: In aggregate, from FY15-FY17 the school’s FRP subgroup will
achieve a proficiency index score equal to or greater than that of the state for the same
subgroup and the same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the state’s score.
22 Aurora Charter School FY16 Annual and World’s Best Workforce Report
● Meets Standard: The school achieves an aggregate proficiency index score equal to or greater
than the state’s score.
● Approaches Standard: The school achieves an aggregate proficiency index score within 10.0
points of the state’s score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Approached Standard. Free & Reduced Lunch students at Aurora score as 12.5%,
the All students group scores as 13.7% proficient.
Measure 5.7 [AGC] – 1.5%: In aggregate, from FY15-FY17 the school’s FRP subgroup will
achieve a proficiency index score greater than that of the local district (ISD 1 – Minneapolis)
for the same subgroup and the same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the district’s score.
● Meets Standard: The school achieves an aggregate proficiency index score greater than the
district’s score.
● Approaches Standard: The school achieves an aggregate proficiency index score within 5.0
points of the district’s score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Does Not Meet Standard. Free & Reduced Lunch students at Aurora score as 12.5%
on the Reading NWEA, Minneapolis Public School students score as 24.5% proficient.
Measure 5.8 [AGC] – 1.5%: In aggregate, from FY15-FY17 the school’s English Learner
subgroup will achieve a proficiency index score equal to or greater than that of the state for
the same subgroup and the same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the state’s score.
● Meets Standard: The school achieves an aggregate proficiency index score equal to or greater
than the state’s score.
● Approaches Standard: The school achieves an aggregate proficiency index score within 10.0
points of the state’s score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Does not meet standard. EL students at Aurora score as 5.4% proficient, the state’s
proficiency score is 16.9%.
Measure 5.9 [AGC] – 1.5%: In aggregate, from FY15-FY17 the school’s English Learner
subgroup will achieve a proficiency index score greater than that of the local district (ISD 1 –
Minneapolis) for the same subgroup and the same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the district’s score.
● Meets Standard: The school achieves an aggregate proficiency index score greater than the
district’s score.
● Approaches Standard: The school achieves an aggregate proficiency index score within 5.0
points of the district’s score.
23 Aurora Charter School FY16 Annual and World’s Best Workforce Report
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Does not meet standard. EL students at Aurora score as 5.4% proficient, MPS
scores as 11.6% proficient.
Indicator 6: Math Proficiency 14%
Goal: Over the period of the contract, ACS students will demonstrate proficiency in math as
measured by state assessments.
Measure 6.1 [CCR] – 2.5%: From FY15 to FY17, the school’s aggregate proficiency index score
for students enrolled at the school for at least two years will increase by at least 7.0 points
from the baseline proficiency index score (baseline score – 64.3).
● Exceeds Standard: The aggregate proficiency index score is at least 14.0 points above the
baseline score.
● Meets Standard: The aggregate proficiency index score is at least 7.0 points above the baseline
score.
● Approaches Standard: The aggregate proficiency index score is greater than the baseline score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Meets Standard. For students enrolled for two years or more, the baseline
proficiency index score is 77.
Measure 6.2 [CCR] – 2.5%: The school’s aggregate proficiency index score from FY15 to FY17
will increase by at least 5.0 points from the baseline proficiency index score (baseline score
– 64.3).
● Exceeds Standard: The aggregate proficiency index score is at least 10.0 points above the
baseline score.
● Meets Standard: The aggregate proficiency index score is at least 5.0 points above the baseline
score.
● Approaches Standard: The aggregate proficiency index score is greater than the baseline score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Exceeds Standard. The proficiency index score for FY16 is 85.5.
Measure 6.3 [CCR] – 1.5%: In aggregate, from FY15-FY17 the school will achieve a
proficiency index score equal to or greater than that of the state for the same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the state’s score.
● Meets Standard: The school achieves an aggregate proficiency index score equal to or greater
than the state’s score.
● Approaches Standard: The school achieves an aggregate proficiency index score within 10.0
points of the state’s score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Does Not Meet Standard. Aurora students test as 16.7% proficient, Statewide the
percent proficient is 59.5%.
24 Aurora Charter School FY16 Annual and World’s Best Workforce Report
Measure 6.4 [CCR] – 1.5%: In aggregate, from FY15-FY17 the school will achieve a
proficiency index score equal to or greater than that of the local district (ISD 1 –
Minneapolis) for the same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the district’s score.
● Meets Standard: The school achieves an aggregate proficiency index score equal to or greater
than the district’s score.
● Approaches Standard: The school achieves an aggregate proficiency index score within 10.0
points of the district’s score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Does Not Meet Standard. Aurora students test as 16.7% proficient, at MPS the
percent proficient is 44.1%.
Measure 6.5 [AGC] – 1.5%: In aggregate, from FY15-FY17 the school’s FRP subgroup will
achieve a proficiency index score equal to or greater than that of the state for the same
subgroup and the same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the state’s score.
● Meets Standard: The school achieves an aggregate proficiency index score equal to or greater
than the state’s score.
● Approaches Standard: The school achieves an aggregate proficiency index score within 10.0
points of the state’s score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Does Not Meet Standard. Aurora students test as 15.6% proficient, Statewide the
percent proficient is 39.7%.
Measure 6.6 [AGC] – 1.5%: In aggregate, from FY15-FY17 the school’s FRP subgroup will
achieve a proficiency index score greater than that of the local district (ISD 1 – Minneapolis)
for the same subgroup and the same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the district’s score.
● Meets Standard: The school achieves an aggregate proficiency index score greater than the
district’s score.
● Approaches Standard: The school achieves an aggregate proficiency index score within 5.0
points of the district’s score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Does Not Meet Standard. Aurora students test as 15.6% proficient, at MPS the
percent proficient is 26.2%.
Measure 6.7 [AGC] – 1.5%: In aggregate, from FY15-FY17 the school’s English Learner
subgroup will achieve a proficiency index score equal to or greater than that of the state for
the same subgroup and the same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the state’s score.
25 Aurora Charter School FY16 Annual and World’s Best Workforce Report
● Meets Standard: The school achieves an aggregate proficiency index score equal to or greater
than the state’s score.
● Approaches Standard: The school achieves an aggregate proficiency index score within 10.0
points of the state’s score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Does Not Meet Standard. Aurora students test as 13.7% proficient, Statewide the
percent proficient is 27.5%.
Measure 6.8[AGC] – 1.5%: In aggregate, from FY15-FY17 the school’s English Learner
subgroup will achieve a proficiency index score greater than that of the local district (ISD 1 –
Minneapolis) for the same subgroup and the same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the district’s score.
● Meets Standard: The school achieves an aggregate proficiency index score greater than the
district’s score.
● Approaches Standard: The school achieves an aggregate proficiency index score within 5.0
points of the district’s score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Does Not Meet Standard. Aurora students test as 13.7% proficient, at MPS the
percent proficient is 19.0%.
Indicator 7: Science Proficiency _ 8%
Goal: Over the period of the contract, ACS students will demonstrate proficiency in science as
measured by state assessments.
Measure 7.1 [CCR] – 1%: From FY15 to FY17, the school’s aggregate proficiency index score
for students enrolled at the school for at least two years will increase by at least 12.0 points
from the baseline proficiency index score (baseline score – 40.6).
● Exceeds Standard: The aggregate proficiency index score is at least 18.0 points above the
baseline score.
● Meets Standard: The aggregate proficiency index score is at least 12.0 points above the baseline
score.
● Approaches Standard: The aggregate proficiency index score is at least 6.0 points above the
baseline score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
Does not meet standard. The Proficiency Index Rate for 2-year enrolled students increased from 20 in FY15 to 22.7 in FY16. A gain of 2.7.
Measure 7.2 [CCR] – 1%: The school’s aggregate proficiency index score from FY15 to FY17
will increase by at least 10.0 points from the baseline proficiency index score (baseline score
– 40.6).
● Exceeds Standard: The aggregate proficiency index score is at least 15.0 points above the
baseline score.
26 Aurora Charter School FY16 Annual and World’s Best Workforce Report
● Meets Standard: The aggregate proficiency index score is at least 10.0 points above the baseline
score.
● Approaches Standard: The aggregate proficiency index score is at least 5.0 points above the
baseline score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
Does not meet standard. The Proficiency Index Rate for students increased from 19.4 in
FY15 to 22.2 in FY16. A gain of 2.8.
Measure 7.3 [CCR] – 1%: In aggregate, from FY15-FY17 the school will achieve a proficiency
index score equal to or greater than that of the state for the same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the state’s score.
● Meets Standard: The school achieves an aggregate proficiency index score equal to or greater
than the state’s score.
● Approaches Standard: The school achieves an aggregate proficiency index score within 10.0
points of the state’s score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
Does Not Meet Standard: Aurora Students have a 22.2% proficiency index score for All students. The state holds a 67% proficiency index score for all students. Measure 7.4 [CCR] – 1%: In aggregate, from FY15-FY17 the school will achieve a proficiency
index score equal to or greater than that of the local district (ISD 1 – Minneapolis) for the
same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the district’s score.
● Meets Standard: The school achieves an aggregate proficiency index score equal to or greater
than the district’s score.
● Approaches Standard: The school achieves an aggregate proficiency index score within 10.0
points of the district’s score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
Does Not Meet Standard: Aurora Students have a 22.2% proficiency index score for All students. Minneapolis Public Schools has a proficiency index for All students of 45.2%. Measure 7.5 [AGC] – 1%: In aggregate, from FY15-FY17 the school’s FRP subgroup will
achieve a proficiency index score equal to or greater than that of the state for the same
subgroup and the same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the state’s score.
● Meets Standard: The school achieves an aggregate proficiency index score greater than the
state’s score.
27 Aurora Charter School FY16 Annual and World’s Best Workforce Report
● Approaches Standard: The school achieves an aggregate proficiency index score within 10.0
points of the state’s score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
Approaches Standard: Statewide the proficiency index score for Free & Reduced Lunch students is
30%. Aurora students of the same demographic have a proficiency index score of 22%.
Measure 7.6 [AGC] – 1%: In aggregate, from FY15-FY17 the school’s FRP subgroup will
achieve a proficiency index score greater than that of the local district (ISD 1 – Minneapolis)
for the same subgroup and the same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the district’s score.
● Meets Standard: The school achieves an aggregate proficiency index score greater than the
district’s score.
● Approaches Standard: The school achieves an aggregate proficiency index score within 5.0
points of the district’s score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
Does Not Meet Standard: In ISD 1 the proficiency index score for Free & Reduced Lunch students is 53%. Aurora students of the same demographic have a proficiency index score of 22%. Measure 7.7 [AGC] – 1%: In aggregate, from FY15-FY17 the school’s English Learner
subgroup will achieve a proficiency index score equal to or greater than that of the state for
the same subgroup and the same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the state’s score.
● Meets Standard: The school achieves an aggregate proficiency index score equal to or greater
than the state’s score.
● Approaches Standard: The school achieves an aggregate proficiency index score within 10.0
points of the state’s score.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
Meets Standard: Aurora Students have a 22.2% proficiency index score for All students, the State’s proficiency index score for EL students is 21%. Measure 7.8[AGC] – 1%: In aggregate, from FY15-FY17 the school’s English Learner
subgroup will achieve a proficiency index score greater than that of the local district (ISD 1 –
Minneapolis) for the same subgroup and the same grades (3-8).
● Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points
above the district’s score.
● Meets Standard: The school achieves an aggregate proficiency index score greater than the
district’s score.
● Approaches Standard: The school achieves an aggregate proficiency index score within 5.0
points of the district’s score.
28 Aurora Charter School FY16 Annual and World’s Best Workforce Report
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
Exceeds Standard: Aurora Students have a 22.2% proficiency index score for All students.
Minneapolis Public Schools EL subgrouping has a proficiency index of 8.4%. While Aurora EL
students score 13.8% higher than MPS.
Indicator 8: Proficiency in Other Curricular Areas 3%
Goal: Over the period of the contract, prekindergarten students at ACS will demonstrate
readiness for kindergarten as measured by the Teaching Strategies Gold assessment.
Measure 8.1 [R4K] – 3%: From FY15 to FY17, the aggregate percentage of prekindergarten
students who demonstrate readiness for kindergarten as measured by the Teaching
Strategies Gold assessment will be at least 85.0%.
● Exceeds Standard: The aggregate percentage is at least 95.0%.
● Meets Standard: The aggregate percentage is at least 85.0%.
● Approaches Standard: The aggregate percentage is at least 75.0%.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
Data from this assessment was not collected.
Indicator 9: Post Secondary Readiness
The school does not have a contractual goal in this indicator area as it does not serve high
school students.
Indicator 10: Federal and State Accountability
The school does not have a contractual goal in this indicator area. ACNW will evaluate the
school’s performance in this area based on results from the Multiple Measurement System.
Indicator 11: Attendance _ 5%
Goal: Over the period of the contract, ACS students will attend the school at high rates.
Measure 11.1 – 5%: From FY15-FY17, the average of the school’s annual attendance rates
will be at least 93.0%.
● Exceeds Standard: The average of the school’s annual attendance rates is at least 96.0%.
● Meets Standard: The average of the school’s annual attendance rates is at least 93.0%.
● Approaches Standard: The average of the school’s annual attendance rates is at least 90.0%.
● Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
2015/16: Exceeds Standard: Attendance was 96.26%
29 Aurora Charter School FY16 Annual and World’s Best Workforce Report
8. EDUCATIONAL EFFECTIVENESS: ASSESSMENT & EVALUATION Assessing and evaluating each student’s learning and growth: In addition to state standardized
assessments (MCA and WIDA), ACS also uses local assessments to assess and evaluate student growth.
During the 2014-2015 school year, ACS implemented three new, research-based assessments:
1. NWEA Measures of Academic Progress (MAP) assessment for grades 3-8 (Math and reading)
2. The Reading and Writing Project benchmark reading assessment for grades 3-8 (designed by
Columbia University)
3. 3. EasyCBM for grades K-2 (Spanish reading, and math assessments)
The data collected from these assessments are used to determine students’ academic needs, assess
student progress, and measure student growth. Teachers then use this data to inform their instruction
and guide PLCs (Professional Learning Communities). Furthermore, through the addition of local
assessments, ACS is now able to not only make data-driven decisions in regard curriculum and
instruction, but also use data collected to discuss possible implementation or reform of school-wide
systems.
Test scores the previous year were much lower than we had hoped for in Math & Language Arts. This
helped us determine that the curriculum was not addressing students’ needs in these areas or working
well with our Dual Language programming. We elected to change both the Mathematics and Language
Arts curriculums. To support this change, we added an extra week of teacher development training
prior to the start of the school year. Additional Professional Development offered at the start of the
school year focused on classroom management, SIOP training, and Crisis Prevention Intervention
Training.
During 2015/2016, we worked to improve our Environmental Education program. Selected teachers
went to the Environmental Education retreat offered by Audubon Center for the Northwoods and to
other various trainings throughout the school year. They reported back that these trainings were
beneficial, so the Environmental Education (EE) Committee sought out ways to bring similar trainings
to all teachers. In August 2016, EE training will be brought to the school for all teachers through a new
partnership with the Jeffers Foundation.
In addition to state standardized assessments (MCA-II and WIDA ACCESS), ACS also uses local
assessments to assess and evaluate. During the 2015-2016 school year, we used NWEA-MAP, teacher
observations, our Child Find process (the Empowerment Committee), Dreambox Learning Platform,
Fountas & Pinnell reading assessments, and classroom work.
Our population is mostly Hispanic and Latino, and most students are bilingual, having some proficiency
in Spanish and English. We disaggregate data by identified ESL, home language, and new to country
when applicable. We also look at Special Education students. Most of our students have a Free or
Reduced lunch status, so this group is not very useable in terms of disaggregating data.
A review of student test scores on the MCA-II as well as progress throughout the previous year on
NWEA prompted us to research the strengths of our current curriculum and the populations with whom
it was most effective. Once we determined areas where our current curriculum was lacking, we looked
30 Aurora Charter School FY16 Annual and World’s Best Workforce Report
for additional curriculums to support these areas. Instead of reviewing one curriculum this year as we
normally do, we chose to replace our previous Math curriculum with Everyday Math and our Language
Arts curriculum with Benchmark Universe. ACS traditionally evaluates one curriculum a year to see if it
remains effective and applicable to students learning needs. During the summer of 2016, the science
curriculum was evaluated. We looked for a science curriculum which is designed for bilingual students
and has a large environmental education focus. The curriculum chosen to replace our former curriculum
is called Interactive Science.
31 Aurora Charter School FY16 Annual and World’s Best Workforce Report
9. STUDENT & PARENT SATISFACTION Close to 200 parents participated in the parent satisfaction survey during the 2015/16 school year.
Overall, parents state that they bring their students to Aurora due to the unique bilingual approach to
education, as well as a referral from other parents. 90% of participants in the survey state that the
school meets their expectations. Citing that the staff, educational programming, and bilingual
approach are the best aspects of the school.
66% of participants feel the school does not need improvement. The remaining 34% of respondents
feel that the school can improve on bus service, student discipline, and more physical activities
incorporated into school programming.
The Executive Director is a positive force in the school (46%), 33% of respondents are neutral or have no
opinion in response to this question. Commentary on this question suggests the Executive Director
increase his fluency in Spanish, better communication with parents, and work on student discipline.
Results of the parent survey are overall very positive and give direction for areas of improvement which
will be addressed during the next school year.
10. ENVIRONMENTAL EDUCATION The mission of Aurora Charter School’s authorizer, the Audubon Center of the North Woods, is to
“instill a connection and commitment to the environment in people of all communities through
experiential learning.” The Audubon Center of the North Woods defines environmental education as
the implementation of values and strategies that foster learning and create environmentally literate
citizens who engage in creating healthy outcomes for individuals, communities, and the Earth.
Environmental literacy is the knowledge, skills, attitudes, motivation, and commitment to work
individually and collectively toward sustaining a healthy natural and social environment. As part of our
contract with our authorizer, we are required to provide opportunities to instill a connection and
commitment to the environment through experiential learning.
Indicator Area 1: Curriculum and School Culture
Outcome: In SY 2016-2018, 100% of students in Grades K-8 will demonstrate increased knowledge of
environmental education concepts and environmental stewardship.
Evaluation methods: Quarterly performance assessments such as student portfolios (cross-curricular),
presentations, scientific journaling (over extended time), and authentic application of EE concepts to
take action in the local environment. Initial and final survey of students’ knowledge and attitudes about
the environment will help measure yearly growth.
Activities: During the 2015-2018 school years, students in grades K-8 will be exposed to a curriculum
embedded with environmental themes and topics which across content areas, and aligned with the
Minnesota State Standards. The curriculum presented will not only teach students about the different
aspects of environmental education world-wide, but will also provide students with hands-on, higher-
level thinking activities that will allow them to open their eyes to how they impact the environment and
how they can take action to ensure that the environment around them is protected.
32 Aurora Charter School FY16 Annual and World’s Best Workforce Report
During SY 2016, one of the biggest challenges for ACS while implementing environmental education
(EE) goals was incorporating EE within the existing bilingual curriculum. To combat these challenges,
ACS created an Environmental Education Committee, which includes both teachers and administrators.
The EE Committee worked consistently throughout the school year to develop ACS’s EE program and
incorporate EE into the school’s culture at both the staff and student levels.
One of the EE Committee’s main objectives for this year was to design a practical way to roll out its EE
goals to staff, students, and families. Because change must be manageable, the EE Committee's
intention was to introduce the goals and requirements in small steps so as to not overwhelm teachers,
who already have heavy workloads, in order to maintain a positive school culture. The committee
started small by asking teachers to do one short EE-related activity per week during morning meetings
and to add a Green Corner to their classrooms. The Green Corner would be meant to display EE-related
student work, news, connections to EE lessons, etc. and would need to change each month. In addition,
to make it easier and to create school unity around EE, the EE Committee asked teachers to follow the
theme of “Reduce, Reuse, Recycle" when choosing EE activities for morning meeting and for EE class
projects. EE Committee members have continually documented the success of this approach by taking
photographs of student projects, interviewing students, and requiring teachers to include these EE
activities and projects into their weekly lesson plan submissions.
The second step of the EE Committee's EE roll-out plan was to have teachers create full lesson plans
around EE grade-level standards. As a guide, ACS adapted the Minnesota Office of Environmental
Assistance’s ʺEnvironmental Literacy Scope and Sequence (ELSS)." The Committee felt this would be
helpful for teachers during EE professional development and for EE use in the classroom. To make the
document more manageable, the EE Committee broke the ELSS down by cluster (PK-2, 3-5, 6-8). Each
teacher received their cluster’s benchmarks, key systems concepts and supporting concepts, and
related definitions. Upon first introduction, the EE Committee gave the staff time to familiarize
themselves with the document and to begin brainstorming ways to work EE benchmarks and concepts
into their existing curriculum. Once they were familiar, teachers were asked to incorporate EE into one
lesson per week, in addition to their existing EE requirements. Teachers provided proof of their lesson
connections to the ELSS benchmarks in their weekly lesson plan submissions.
At the end of the year, to assess the EE progress in the classrooms, teachers, along with the help of
their students, were asked to create classroom EE portfolios. These portfolios included lesson plans and
student work demonstrating the ELSS benchmarks and how they were utilized and taught in the
classroom. This assessment will be developed and modified for the coming school years.
Moving forward, ACS would like to increase the students’ opportunities to be exposed to natural
environments, which is sometimes difficult given the school’s urban location. To accomplish this,
teachers are first encouraged to do small activities on school grounds. The EE Committee is also
currently in the process of making connections with local environmental education programs and
wildlife reserves to provide experiential learning experiences for students and trainings for teachers.
Before the beginning of the next school year, ACS will provide formal training and EE CEUs to all staff
members in order to start the 2016-2017 school year with a stronger EE focus. The EE Committee will
also continue to meet with the staff periodically to help guide the school's transition into a fully
incorporated Environmental Education program.
Indicator Area 2: Exposure to Natural Environments
33 Aurora Charter School FY16 Annual and World’s Best Workforce Report
Outcome: In SY 2016-2018 100% of students in Grades K-8 will increase their knowledge of the local
and regional environment in order to understand how human activities impact the natural
environment.
Evaluation methods: Environmental Education is centered around experiential learning. The skills and
abilities related to Environmental Education are abstract and difficult to measure with standard
assessments. The methods used to assess students learning are focused on student output. At Aurora
Charter School, Environmental Education Goal Evaluation Methods consist of: Student presentations
(to school board), journals, portfolios, physical projects, experiments, proposal plans, videos,
interviews, etc.
Activities: During the term of the contract school year, all students in grades K-8 will be exposed to the
natural environment at least twice. These experiences will be diverse and well researched prior by
educators. In addition, teachers will write and share with students their goals for the field trip. These
goals should require students to not only learn the about the environments, but also apply their
learning in a way that positively affects the environment around them. This application of knowledge
will help measure the effectiveness of each field trip as well as each student’s level of understanding in
regard to how humans affect the natural environment.
During SY 2016, Aurora Charter School made serious strides toward developing a plan to expose more
students to natural environments. The eventual goal is to have each grade level attend two field trips
per year to natural spaces. In the past, the only regularly scheduled environmental field trips were to
the Audubon Center of the North Woods in Sandstone, Minnesota. This year, several grades were able
to attend field trips to natural spaces, as outlined below.
On June 7, 2016, the third graders of Aurora Charter School went on an excursion to the Woodlake
Nature Center in Richfield, MN. Students were divided into groups and led through three hands-on
activities related to the environment. The activities required that kids carefully observe their
environment in three different manners: with their eyes, with magnifying glasses, and with
microscopes. In the first activity, students were led to the end of a dock. Here, they used small buckets
to scoop water from the lake. They used their eyes to look for living things in the water they gathered.
The second activity brought students into the woods. They were given jars and magnifying glasses.
The kids used the magnifying glasses to look for insects. The last activity involved students looking
through microscopes at feathers, sand, tree bark, and other things from the great outdoors.
This trip to Woodlake Nature Center was impactful for students in various ways. First, students had the
opportunity to engage with nature using tools that they don't often use in school or at home. The
magnifying glass and microscopes helped sharpen their observation skills and encouraged to pay
attention to details, something which translates well into many realms. Additionally, some of our
students at Aurora seldom have the chance to go to lake or explore the forest. The experiences at
Woodlake Nature Center therefore broadened their horizons. Finally, the kids seemed excited at the
vast amount of life and incredible intricacy found in nature. I believe that this field trip increased their
appreciation of the great outdoors.
On May 24, 2016, 5th grade visited Target Field to take the Sustainability Tour. Students took a behind-
the-scenes tour to learn how Target Field is the “greenest” stadium currently used in professional
sports. Many new stadiums are using Target Field’s model when designing new or remodeling other
34 Aurora Charter School FY16 Annual and World’s Best Workforce Report
stadiums for professional sports teams. Students learned how the site Target Field sits on was originally
an industrial area that was deemed unusable at one point. The area was carefully cleaned in order for
the site to be used. Students also learned how the stadium uses recycled rainwater for watering the
playing field as well as plants used for decoration around the stadium, which includes as much native
landscaping material as possible. In addition, the Sustainability Tour focused on the emphasis of how
the site was built with materials used from around or close to Minnesota, the use of clean energy in
lighting, materials to promote healthy air quality, plumbing with water-saving features, reflective
materials to reduce heat absorption, and education to promote the use of the numerous recycling
collection areas throughout the stadium; the recyclable rate of Target Field is 87% versus 16% at the
Metrodome. Target Field has also encouraged the use of organic and recyclable materials for food
consumption. Many of the containers used for holding food and beverages are biodegradable and
excess food is donated to a local charity very close to the stadium. Target Field also emphasizes the
availability of public transportation to reduce traffic and parking on game day. The stadium is also
located near local bike trails.
All this information was experienced as students toured the stadium and accessed some behind-the-
scenes areas, saw some historical memorabilia, and even got to sit in the dugout. They even learned
some baseball statistics along the way. Fifth grade had a great time and learned a great deal more.
On May 31, 2016, Mr. Schwegert Egge from Minneapolis Audubon came to visit Aurora. Mr. Egge
scheduled a presentation for students on the various types of birds found in the local area and some in
the northern areas of Minnesota. Students took notes and sketched out some birds in anticipation of
spotting some of them on a walking field trip scheduled for the following day. On June 1, Mr. Egge
returned with some binoculars for students to borrow as they set off for their expedition. Students
went out in small groups with either Mr. Egge or one of his volunteers and walked to a local park
spotting various birds they were exposed to in Mr. Egge’s presentation from the previous day. When
students returned, they discussed and compared which birds they saw and the number. It was an
enjoyable experience for students with exposure to the ecosystem in the immediate area often
overlooked. In the following days, students shared the different types of birds they saw the previous
day and even looked back in their notes if they could not remember the name.
In addition to these field trips, fourth grade visited the Three Rivers Park District, sixth grade visited the
Northwest Trading Post in Pine City, MN, and seventh grade spent a day at Fort Snelling exploring and
studying the natural environment. In the next school year, teachers will be encouraged to bring their
students on two field trip to natural spaces throughout the year, and the EE Committee and
administration will do what they can to assist them in planning meaningful, authentic EE field trip
experiences.
Indicator Area 3: Promote Environmental Stewardship
Outcome: In SY 2016-2018 100% of students in Grades K-8 will be able to identify an example of harm to their local environment and be able use critical thinking skills to propose and carry out a plan in which to improve that environment. This plan should involve collaboration with not only their teachers and classmates, but also the members of their local community.
Evaluation method: Goal Evaluation Methods: Student portfolios, written action plans, interviews with community members, student self-evaluations, performance assessments, journaling, presentations,
35 Aurora Charter School FY16 Annual and World’s Best Workforce Report
projects, reflections, and surveys. Implemented in SY 2016: Observations of student behavior and reactions to EE topics and events, recycled crafts, events with parents
Activities: During the 2015-2018 school year, student in Grades K-8 will improve their knowledge of environmental literacy through hands-on, higher-level thinking activities that are embedded in instruction across content areas. Furthermore, these activities will not only take place in the classroom, but will also take place in both urban and rural environmental. Also, student learning will be demonstrated through authentic performance assessments that impact the environment in a positive way. As result of this approach, students will develop a deeper understanding of the environment around them and a desire to want to protect it.
There is a learning process leading up to environmental stewardship. This year, the school focused on increasing student awareness of environmental issues and education through the aforementioned environmental lessons and classroom changes, field trips, and an activity-packed Earth Month in April. One event the school hosted during Earth Month was a week-long recycling contest. The students’ response to and participation in this event was overwhelmingly positive and raised student awareness of this crucial environmental issue. In addition, the preschool hosted an event where parents were invited to the school to create recycled crafts with their children, which helped raise awareness of the school’s EE goals with the broader school community. Building students’ environmental awareness this year will help make more natural our increase in environmental education incorporation into daily lessons in SY 2017 and beyond.
Indicator Area 4: Mission or Community Related EE Goals
Outcome: In SY 2016-2018, 100% of students in Grades K-8 will increase their critical thinking skills as it
relates to their local environment, regional environment, and country of origin.
Evaluation method: Goal Evaluation Methods: Cross-curricular projects, student portfolios,
presentations, student newsletter, performance assessments
Our Mission or Community Related EE Goal is one which will be developed in the coming school years,
because progress toward other goals needed to be achieved first in order to engage students critical (or
higher order) thinking skills. Further teacher training and familiarization with the school’s EE goals will
help improve lesson plans in the future and will help teachers more naturally incorporate EE into their
existing and cross-curricular curriculum.
Indicator Area 5: Financial and Operational Commitment
Outcome: In SY 2016-2018, the ACS Board of Directors will ensure that the annual ACS budget will
include financial resources and staffing resources to ensure students can participate in an in-depth
experience in a natural environment. The ACS Board will monitor implementation of environmental
education at least twice a year to ensure that the school is meeting its contractual EE goals.
Evaluation method: Goal Evaluation Methods: Student presentations, staff meeting notes, teacher
professional development, feedback
For FY 2017, the Aurora Charter School Board of Directors has agreed to dedicate $15,000 of the
school’s FY 2017 budget to Environmental Education. During SY 2016, a member of the EE Committee
presented updates to the board on the school’s progress toward implementing its EE goals and
initiatives. During Earth Week in April, board members were and will continue to be invited to the
36 Aurora Charter School FY16 Annual and World’s Best Workforce Report
school to see how EE is being implemented in the classrooms. Finally, although this has not yet been a
practiced evaluation method, the school plans to have students present on EE topics to the school
board in future school years.
Indicator Area 6: Science Proficiency
School goal: Over the period of the contract, ACS students will demonstrate proficiency in science as
measured by state assessments.
Goal Evaluation Methods: Outlined below in Measures
In school year 2014-15 (FY15), ACS pledged that students would reach proficiency in science by the end
of the 2016-17 school year (FY17) with a baseline score of 40.6. Below, standardized test data from the
MCA (Minnesota Comprehensive Assessment in Science) tells how fifth and eighth grade students have
progressed over the past two years. Across all data, scores are trending upward. From FY15-FY16, an
increase in index points was achieved regardless of how long a student had attended ACS, achieving a
growth index rate of 20.9-21.4. When compared to Minneapolis Public Schools (ISD #1), ACS has not
yet reached an index score equal to or greater in value, but ACS has grown in index whereas ISD #1 has
slightly declined. Furthermore, when compared to all student scores in the state, ACS index scores are
not equal to or greater in value, but growth in index rate is comparable, ACS with a 2.7 increase and the
state with 2.1. When looking at subgroup data points, ACS is still making small gains with students who
qualify for the free and reduced lunch program. A 1-1.5 increase in index rate compared to gains of 3 for
ISD # 1 and 4.1 for the state. Finally, the data looks at how English language learners are performing in
science. According to the data, this subgroup struggles the most. From FY15-FY16, index rate scores
dropped 8.2 points. This is in contrast to ISD #1who achieved a 3.1 increase, and the State with an
increase of 3.2.
Overall, what can be gathered from this data is that ACS is gradually making gains towards science proficiency, but before bigger gains can be made, the school will need to work together to devise a plan to that will help language learners grasp science skills and concepts. The first step toward achieving this goal was to reevaluate our science curriculum. A more comprehensive science program called Interactive Science will be implemented in all grades during SY2017. Measure 1 – 1%: From FY15 to FY17, the school’s aggregate proficiency index score for students enrolled at the school for at least two years will increase by at least 12.0 points from the baseline proficiency index score (baseline score – 40.6).
• Exceeds Standard: The aggregate proficiency index score is at least 18.0 points above the baseline score.
• Meets Standard: The aggregate proficiency index score is at least 12.0 points above the baseline score.
• Approaches Standard: The aggregate proficiency index score is at least 6.0 points above the baseline score.
• Does Not Meet Standard: The school did not meet the criteria for any of the ratings above. Does not meet standard. The Proficiency Index Rate for 2-year enrolled students increased from 20 in FY15 to 22.7 in FY16. A gain of 2.7. Measure 2 – 1%: The school’s aggregate proficiency index score from FY15 to FY17 will
37 Aurora Charter School FY16 Annual and World’s Best Workforce Report
increase by at least 10.0 points from the baseline proficiency index score (baseline score – 40.6).
• Exceeds Standard: The aggregate proficiency index score is at least 15.0 points above the baseline score.
• Meets Standard: The aggregate proficiency index score is at least 10.0 points above the baseline score.
• Approaches Standard: The aggregate proficiency index score is at least 5.0 points above the baseline score.
• Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
Does not meet standard. The Proficiency Index Rate for 2 students increased from 19.4 in FY15 to 22.2 in FY16. A gain of 2.8. Measure 3 – 1%: In aggregate, from FY15-FY17 the school will achieve a proficiency index score equal to or greater than that of the state for the same grades (3-8).
• Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points above the state’s score.
• Meets Standard: The school achieves an aggregate proficiency index score equal to or greater than the state’s score.
• • Approaches Standard: The school achieves an aggregate proficiency index score within 10.0 points of the state’s score.
• Does Not Meet Standard: The school did not meet the criteria for any of the ratings above. Does Not Meet Standard: Aurora Students have a 22.2% proficiency index score for All students. The state holds a 67% proficiency index score for all students. Measure 4 – 1%: In aggregate, from FY15-FY17 the school will achieve a proficiency index score equal to or greater than that of the local district (ISD 1 – Minneapolis) for the same grades (3-8).
• Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points above the district’s score.
• Meets Standard: The school achieves an aggregate proficiency index score equal to or greater than the district’s score.
• Approaches Standard: The school achieves an aggregate proficiency index score within 10.0 • points of the district’s score. • Does Not Meet Standard: The school did not meet the criteria for any of the ratings above.
Does Not Meet Standard: Aurora Students have a 22.2% proficiency index score for All students. Minneapolis Public Schools has a proficiency index for All students of 45.2%. Measure 5 – 1%: In aggregate, from FY15-FY17 the school’s FRP subgroup will achieve a proficiency index score equal to or greater than that of the state for the same subgroup and the same grades (3-8).
• Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points above the state’s score.
• Meets Standard: The school achieves an aggregate proficiency index score greater than the state’s score.
• Approaches Standard: The school achieves an aggregate proficiency index score within 10.0 points of the state’s score.
38 Aurora Charter School FY16 Annual and World’s Best Workforce Report
• Does Not Meet Standard: The school did not meet the criteria for any of the ratings above. Approaches Standard: Statewide the proficiency index score for Free & Reduced Lunch students is 30%. Aurora students of the same demographic have a proficiency index score of 22%. Measure 6 – 1%: In aggregate, from FY15-FY17 the school’s FRP subgroup will achieve a proficiency index score greater than that of the local district (ISD 1 – Minneapolis) for the same subgroup and the same grades (3-8).
• Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points above the district’s score.
• Meets Standard: The school achieves an aggregate proficiency index score greater than the district’s score.
• Approaches Standard: The school achieves an aggregate proficiency index score within 5.0 points of the district’s score.
• Does Not Meet Standard: The school did not meet the criteria for any of the ratings above. Does Not Meet Standard: In ISD 1 the proficiency index score for Free & Reduced Lunch students is 53%. Aurora students of the same demographic have a proficiency index score of 22%. Measure 7 – 1%: In aggregate, from FY15-FY17 the school’s English Learner subgroup will achieve a proficiency index score equal to or greater than that of the state for the same subgroup and the same grades (3-8).
• Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points above the state’s score. Meets Standard: The school achieves an aggregate proficiency index score equal to or greater than the state’s score.
• Meets Standard: The school achieves an aggregate proficiency index score equal to or greater than the state’s score.
• Approaches Standard: The school achieves an aggregate proficiency index score within 10.0 points of the state’s score.
• Does Not Meet Standard: The school did not meet the criteria for any of the ratings above. Meets Standard: Aurora Students have a 22.2% proficiency index score for All students, the State’s proficiency index score for EL students is 21%. Measure 8 – 1%: In aggregate, from FY15-FY17 the school’s English Learner subgroup will achieve a proficiency index score greater than that of the local district (ISD 1 – Minneapolis) for the same subgroup and the same grades (3-8).
• Exceeds Standard: The school achieves an aggregate proficiency index score at least 10.0 points above the district’s score.
• Meets Standard: The school achieves an aggregate proficiency index score greater than the district’s score.
• Approaches Standard: The school achieves an aggregate proficiency index score within 5.0 points of the district’s score.
• Does Not Meet Standard: The school did not meet the criteria for any of the ratings above. Exceeds Standard: Aurora Students have a 22.2% proficiency index score for All students. Minneapolis Public Schools EL subgrouping has a proficiency index of 8.4%. While Aurora EL students score 13.8% higher than MPS.
39 Aurora Charter School FY16 Annual and World’s Best Workforce Report
11. GOVERNANCE & MANAGEMENT Elected Officials: School Board elections were held in April of 2015. Board Terms are 3 years long. Board vacancies will be filled as they open
during the 3-year board terms.
Member Name Board Position Affiliation Date
Elected
Date
Seated
Term End
Date Email Address
Romulo Nieto Chair Parent 4/2015 4/16/2015 4/2018 [email protected]
Melanie Seiser Vice Chair Community Member 4/2015 4/16/2015 4/2018 [email protected]
Maribel Zuñiga Treasurer Teacher 4/2015 5/21/2015 5/2018 [email protected]
Guadalupe Quintero Member Community Member 4/2015 4/16/2015 4/2018 [email protected]
Adrian Hernandez Member Parent 4/2016 4/21/2016 4/2019 [email protected]
Diana Armenta Secretary Teacher 11/19/2015 11/19/2015 4/2018 [email protected]
Rodolfo Gutierrez Member Community 4/2015 4/16/2015 8/25/2016
Jaqueline Silva Secretary Teacher 4/2015 4/16/2015 11/19/2015
40 Aurora Charter School FY16 Annual and World’s Best Workforce Report
Board Training and Development
Provide a brief narrative regarding the school’s commitment and approach to board training and
development.
Annual Training
Board Member Name
Original
Date
Seated
Board’s Role &
Responsibilities
Employment
Policies &
Practices
Financial
Management
Romulo Nieto 4/16/2015 9/26/2015
Linda Tacke
9/26/2015
Linda Tacke
9/26/2015
Ellen McVeigh
Melanie Seiser 4/16/2015 9/26/2015
Linda Tacke
9/26/2015
Linda Tacke
04/15/2016
MACS
Maribel Zuñiga 5/21/2015 9/26/2015
Linda Tacke
9/26/2015
Linda Tacke
9/26/2015
Ellen McVeigh
Guadalupe Quintero 4/16/2015 9/26/2015
Linda Tacke
9/26/2015
Linda Tacke
9/26/2015
Ellen McVeigh
Adrian Hernandez
(This training was
originally scheduled for
10/08/2016. St Thomas
canceled the training
due to lack of
enrollment)
4/21/2016
12/10/2016
(Scheduled at St.
Thomas Executive
Education)
12/10/2016
(Scheduled at St.
Thomas Executive
Education)
12/10/2016
(Scheduled at St.
Thomas Executive
Education)
Diana Armenta 11/19/2015 12/05/2015
Linda Tacke
12/05/2015
Linda Tacke
12/05/2015
Ellen McVeigh
Rodolfo Gutierrez 4/16/2015 9/26/2015
Linda Tacke
9/26/2015
Linda Tacke
9/26/2015
Ellen McVeigh
Jaqueline Silva 4/16/2015 9/26/2015
Linda Tacke
9/26/2015
Linda Tacke
9/26/2015
Ellen McVeigh
Annual Training
Provide information on the ongoing annual training attended by each current board member in FY16 (July
1, 2015 – June 30, 2016). A list of trainings attended by the board without specifically indicating who
41 Aurora Charter School FY16 Annual and World’s Best Workforce Report
attended which training is insufficient. Two possible table formats are provided below (add rows or
columns as necessary).
The school board also engaged in a book reading of “The Seven Outs” by Brian Carpenter. The board
read and discussed chapters of the book at several board meetings. In addition, a representative from
the MN Council for Non-Profits attended a board meeting and provided some very valuable feedback to
the ACS School Board.
12. MANAGEMENT Provide a brief narrative regarding the school’s management. This could include a discussion of:
Aurora Charter School is run by an Executive Director, Matt Cisewski; and the school’s Business
Administrator, Naomi Christianson. The Executive Director and Business Administrator were hired
during the 2013/14 school year and will continue in those positions in the 2016/17 school year. They
report to the school’s Board of Directors. The School Board is the governing body of the school, and the
management team manages the school’s day-to-day activities. The Executive Director reports directly
to the School Board, and the Business Administrator reports directly to him. The Business
Administrator manages the school’s financial and administrative activities, facilities, food service,
student transportation, and mandatory reporting.
Although a Director of Teaching and Learning is indicated in the management structure approved prior
to SY2015, the school’s management
and governance decided not to hire a
new Director of Teaching and Learning
for SY2016 after not renewing the
contract of the person who had filled
that position the previous year.
Instead, ACS divided the
responsibilities of the position by
creating a position, Student Support
Liaison, to help manage student
behavior; the Reading Specialist took
on the responsibilities of Data and
District Assessment Coordinator; she
and the Business Administrator
became the leads in developing the
school’s Environmental Education
implementation plan; and the school
contracted services of a Bicultural
Education Specialist to help develop
the school’s professional development
program, teacher coaching, and socio-emotional response efforts. The structure pictured in this section
more accurately demonstrates the structure the school followed during the 2015-2016 school year. The
school has been working toward a more horizontal management plan, starting with the division of
responsibilities mentioned above and with the development of its Leadership Implementation Team.
42 Aurora Charter School FY16 Annual and World’s Best Workforce Report
Describe Administrative Professional Development Plan(s) and Implementation. As per MN Statute: The
board of directors and an individual who does not hold a valid administrative license and who serves in an
administrative, supervisory, or instructional leadership position shall develop a professional
development plan. Documentation of the implementation of the professional development plan of these
persons shall be included in the school’s annual report.
Provide information on that plan and the implementation of that plan. Please note, documentation of such
a plan and its implementation is required for all non-licensed individuals in an administrative,
supervisory, or instructional leadership position.
LIST OF ADMINISTRATORS/QUALIFICATIONS Provide the names of each individual in an administrative role at the school. Include their position title and a brief summary of their role/responsibilities at the school and their qualifications (including licensure information as applicable). Matt Cisewski, Executive Director: Matt Cisewski is a licensed Social Studies teacher with a Master’s Degree in Educational Leadership. As Executive Director, he provides energetic, visionary leadership for Aurora Charter School and its stakeholders, such as students, faculty, staff, parents, school board, contractors, community partners, and donors. The Executive Director leads efforts in ACS’s development, strategic planning, fiscal management, and external relations. The Executive Director reports directly to ACS’s School Board.
Naomi Christianson, Business Administrator: Naomi, a licensed secondary Communication Arts and Literature teacher, became ACS’s Business Administrator in 2014. Her role is to manage the school’s operations, including student accounting, student records, food service, State and authorizer reporting, day-to-day finances and accounts payable, human resources, employee benefits, orders, technology, facilities, and scheduling, among other duties. PROFESSIONAL DEVELOPMENT PLAN FOR Matt Cisewski, Executive Director Professional Development Goals/Areas of Focus for 2015-16:
● Leadership Organizational Management
● Administration of Special Programs (Title Programs, Special Education)
● Educational Leadership
Activities Completed/Progress/Results for 2015-16:
● University of St. Thomas, EDLD 801x – LEADERSHIP AND ORGANIZATIONAL
THEORY:
○ The course focuses on three core strands of subject matter. The first, individual
habits and interpretations of group interactions, is foundational to
understanding oneself as a potential manager and leader. It is the focus of a
number of personal inventories. The second, fundamental theory concerning
organizational life and implications for influencing it in positive directions, is
primarily accessed in the course texts and other class content. The third strand
consists of various pathways for applying the principles learned, primarily in
43 Aurora Charter School FY16 Annual and World’s Best Workforce Report
group exercises concerning a “live” leadership dilemma (or in the course
terminology, “organizational disruption”).
● University of St. Thomas, EDLD 840X Administration of Special Programs:
○ This course is designed to present an overview of administration and policy
issues, current and emerging programmatic trends related to the delivery and
administration of special programs. The course examines federal requirements
and statutes that form the foundation of federal disability law, the Individuals
with Disabilities Education Improvement (IDEA) Act 2004, Section 504 of the
Rehabilitation Act of 1973, statutes addressing “at-risk” learners including the
Bilingual Education Act and Title VII (ELL), the Elementary and Secondary
Education Act (ESEA-Title Programs), Gifted and Talented programs, and Non-
public settings, as they relate to pupil services. Particular attention is paid to the
leadership principles that support the skills, knowledge, and abilities associated
with successful learning communities for all students.
● University of St. Thomas, EDLD 874x: Principalship K-12
○ This is a core course in Educational Leadership, which examines the key
concepts of school administration with emphasis on the skills needed to
function as an effective building principal. Professional Development Goals/Areas of Focus for 2016-17:
● Communication
● Spanish Proficiency
● Community Partnerships
PROFESSIONAL DEVELOPMENT PLAN FOR Naomi Christianson, Business Administrator
Professional Development Goals/Areas of Focus for 2015-16:
● Environmental Education
● ESEA – NCLB to ESSA Transition
● State and Mandated Reporting
● Student Socio-Emotional Well-Being
Activities Completed/Progress/Results for 2015-16:
● Audubon Center of the North Woods Environmental Education Conference – August 3-4, 2015
○ This conference focused on formulating SMART goals, incorporating Environmental
Education (EE) across the curriculum, presenting teachers with practical and applicable
EE activities, and presenting ways of conducting EE field trips.
● Verification of Compensatory Revenue Counts – October 20, 2015
○ This WebEx session provided information on how compensatory revenue is calculated
and how to report students’ economic status in MARSS.
● 2015 ACNW Charter School Leaders Retreat – November 13-14, 2015
○ This conference was for school board members and school administrators and focused
on leadership and governance.
44 Aurora Charter School FY16 Annual and World’s Best Workforce Report
● Team Teaching with Mother Nature: Fun in the Winter – January 23, 2016
○ This Saturday workshop was presented by the Jeffers Foundation and focused on how
schools can use their own environment to teach environmental lessons at any time of
year.
● MAASFEP 2016 Spring Conference – March 17-18, 2016
○ The Minnesota Association of Administrators of State and Federal Education Programs
(MAASFEP) conference included two days of information presented by MDE and others
regarding information and changes to governmental programs that affect public
schools. Topics included ESSA updates, Gifted & Talented programs, and subject-
specific program techniques.
● ACA Essentials – Stay ahead of what 2017 brings – March 29, 2016
○ This webinar focused on the Affordable Care Act and its impact on employers,
employees, and Human Resources.
● Direct Reporters Workshop – April 1, 2016
○ This workshop provided direct reporters with updates on Minnesota programs and
reporting systems, such as MARSS, Student Transportation, UFARS, Special Education,
and IDEAS.
● MACMH 2016 Conference – April 24-26, 2016
○ The Minnesota Association for Children’s Mental Health presented a three-day
conference which included sessions on a variety of topics, such as a Supervision Series;
Cultivating School Success Through Trauma Informed Practices and Collaboration;
How Poverty, Stress, and Learned Helplessness Affect Students in School; Twin Cities
Spanish Speaking Provider Consoritum; and Why Suspension and Other Exclusionary
Practices Don’t Work.
● Other various MDE WebEx opportunities throughout the year
Professional Development Goals/Areas of Focus for 2016-17:
● Environmental Education
● State and Mandated Reporting
● Transition from NCLB to ESSA
● Special Education Funding
● Currently considering and searching for an appropriate and applicable Master's program to
better assist Aurora Charter School’s administration, teachers, and students.
45 Aurora Charter School FY16 Annual and World’s Best Workforce Report
13. STAFFING The school’s overall goals are to reduce the achievement gap and to provide our student with an
education that allows them to grow strong in both their native language, Spanish, and in English. One
way we support these goals is by hiring staff that are strong in either Spanish, English, or both
depending on the work the employee is to perform. Employees who work primarily with grades K-2 are
native Spanish-speakers because instruction is primarily delivered in Spanish at these grade levels. Staff
who work with grades 3-8 are a mixture of native Spanish and native English speakers, primarily
depending on whether their classes are taught in English or Spanish.
2015-16 Licensed Teaching Staff
Name File # License and Assignment
(subject/grades)
2016-17
Status*
Comments
Abigail Reeves 445487 Elementary Ed.
3rd Grade
R
Adam Michalek 405864 Physical Education NR
Adriana Hazi Aviña 396946 Elementary Ed.
1st Grade
R
Alex Lager 474939 Social Studies
7th and 8th Grade
R
Alexandra Schulz 6th Grade NR January-April
Ayme Almendarez 446469 Elementary Ed.
1st Grade
R
Bélen Junquera 481358 Substitute Teacher R Renewing Classroom
Music License
Candace Aldun 366781 Elementary Ed./EBD/LD
Special Education
R
46 Aurora Charter School FY16 Annual and World’s Best Workforce Report
Diana Armenta 385306 Communication
Arts/Literature
6-8th Grade Language
Arts
R
Doris Schulz 997134 Elementary Ed.
Kindergarten
R Returning as 2nd Grade
Teacher
Gavin Nachtigall 488562 Elementary Education
6th Grade
R Returning as Response
to Intervention
Gregoria Arita 448011 Elementary Education
2nd Grade
R Community Expert
License
Returning as Student
Support/ Reserve
Teacher
Gustavo Lira 997135 Visual Arts NR Community Expert
License
Holly Peters 488010 Communication
Arts/Literature
7th and 8th Grade
R
Janna Cuevas 467031 Elementary Education
2nd Grade
R
Jaqueline Silva 475400 Elementary Education
Bilingual/Bicultural
Education
4th Grade
NR Left Mid-Year for out-
of-state move
Jesse Moravec 483754 English as a Second
Language
R
Jessica Gustafson 416572 Elementary Education & R Returning as District
Assessment/Interventi
47 Aurora Charter School FY16 Annual and World’s Best Workforce Report
Reading on Coordinator
Jill Romans 355379 5th Grade NR
Joy Decker 377394 Elementary Education &
Learning Disabilities
R
Julie Reiss 482148 Early Childhood
Education
Kindergarten
R
Kyle Duesler 479022 Elementary Education
3rd Grade
R
Leticia Perez 996684 Elementary Education
2nd Grade
R Community Expert,
Teaching 1st Grade
16/17
Maria Ferri 483056 Early Childhood
Education
NR Left Mid-Year for out-
of-state move
Maribel Zuniga 447074 Mathematics
7-8th Grade
R Was employed for 8
weeks due to an
immigration issue
Maritza Flores 996685 Elementary Education
Kindergarten
R Community Expert
Moises Fernandez 453351 English as a Second
Language
R
Oscar Guerrero 997458 Spanish
7th & 8th Grade Spanish
NR Moved out of state
after school year
Patricia Claire Gilbert 450003 Elementary Education
5th Grade
NR Left Mid-Year
48 Aurora Charter School FY16 Annual and World’s Best Workforce Report
Rachele Naab 476017 English as a Second
Language
R
Rhebekkah Westre 484299 Science 5-8
7th & 8th Grade Science
NR
Stephanie Smith 387665 Elementary Education
5th Grade
R
* R = Returning, NR = Not Returning
2015-16 Teacher Professional Development Activities:
Provide the professional development activities completed by teachers in 2015-16. Especially highlight
professional development activities that focused in whole or in part on developing quality assessments and
measures of student outcomes.
2016-17 NEW Licensed Teaching Staff
Name File # License and
Assignment
(subject/grades)
Comments
Include information regarding special
licensure (e.g., Community Expert) or
other relevant information.
Bethany Peterson 435768 English as a Second
Language
Returning from 14/15 school year
Katie VanderBloomer 492245 Elementary Education
k-6
6th Grade English
Language Arts and
Social Studies
Keith Encalada 449773 Spanish
5th Grade Math and
Science
Has a variance for Elementary
Education
Luis Regalado 996309 Elementary Education Community Expert License
49 Aurora Charter School FY16 Annual and World’s Best Workforce Report
4th Grade Math and
Science
Maya Kruger 451884 Social Studies
6th Grade Math and
Science
Has a variance for Elementary
Education
Nicole Bolduc 996191 English as a Second
Language
Community Expert License until
December 2016
Will Tyler 495671 Science 5-8
7th & 8th Grade
Science
Provide a brief narrative discussing the teacher turnover rate. Include trend data from previous years as
appropriate.
Teacher turnover has been an issue at Aurora Charter School for the past few years for several reasons.
The turnover rate in SY2014-2015 was 37.5%, so we were pleased to have a smaller turnover rate of 23%
this school year. This year, a few teachers moved out of state during or after the school year due to
their spouses’ work situations, which was an unusual circumstance for our school. In addition, two
teachers’ contracts were not renewed by the school, and two teachers resigned for personal reasons or
a different position. The number of teachers who resigned mid-year was unprecedented and presented
a unique challenge this school year. However, the school was able to find skilled replacements for the
upcoming school year, and we have high hopes that the turnover rate next year will be even lower and
student satisfaction and test scores much higher.
Percentage of Licensed Teachers from 2015-16 not returning in 2016-17
(non-returning teachers/total teachers from 2015-16 X 100)
23%
2015-16 Other Licensed (non-teaching) Staff
Name License and Assignment 2016-17
Status*
Comments
Elizabeth Rundquist Short-Call Substitute R
Lady Montoya Substitute License –
Reserve Teacher and
R
50 Aurora Charter School FY16 Annual and World’s Best Workforce Report
Interventionist
Matt Cisewski Social Studies
Executive Director
R
Naomi Christianson Communication
Arts/Literature
Business Administrator
R
Nubia Morales Short-Call Substitute R
* R = Returning, NR = Not Returning
2015-16 Non-Licensed Staff
Name Assignment 2016-17
Status* Comments
Alejandro Aviña Maintenance R
Ana Soria Administrative Assistant R
Blanca Sanchez Education Assistant R
Briseida Diaz Education Assistant R Returning as Spanish Teacher
Carmen Wiedemann Education Assistant R Returning as Receptionist
Cecilia Monzon Education Assistant R
Elena Dumford Food Service R
Francini Acuna Education Assistant R
Francisco Gurrola Education Assistant R Returning as Physical Education
Teacher
Gerardo Moreno Education Assistant R Returning as Spanish Teacher
51 Aurora Charter School FY16 Annual and World’s Best Workforce Report
Guadalupe Hernández Food Service R
Guillermo Leal Special Education Assistant R Returning as Technology Teacher
Leticia Terán Receptionist R
Madeline Weiler Education Assistant R
Marcia Lema Food Service R
Maria Leticia Pérez Education Assistant R
Neila Garzon Education Assistant R
Rosalia Tepozteco Education Assistant R
Rubenia Olivares Special Ed. Assistant R
Soky Efteland Education Assistant R
Tania Betance Education Assistant R
Vanessa Gamez Receptionist R Returning as Family
Engagement Coordinator
Veronica Rodriguez Education Assistant R
* R = Returning, NR = Not Returning
2016-2017 New Non-Licensed Staff
Name Assignment Comments
Carrie Tatro Special Education Assistant
Geraldine Carstens Special Education Assistant
Molly Mattson Special Education Assistant
52 Aurora Charter School FY16 Annual and World’s Best Workforce Report
14. OPERATIONAL PERFORMANCE
HEALTH AND SAFETY AT THE SCHOOL The school currently does not have a nurse on staff, so all nursing services are administered by our
receptionists, aides, and occasionally administrators. For students who have medications that must be
kept at school (emergency inhalers, EpiPens, etc.), parents must complete a Medication Permission
Form, which gives the school permission to administer the medication, and provide the school with a
copy of the student's Action Plan, the prescription, and instructions for administering the medication.
The receptionists may administer generic medications (Tums, aspirin, etc.) to students only with
previous parental permission, either with a note or a phone call. They try to solve whatever health
problems they can with water and rest before administering medication. The only regular challenge the
school faced was that parents were sometimes unable to answer calls when children were ill or the
receptionists were seeking permission to administer medication. In those circumstances, no medication
was administered until parental permission was acquired. If a medical condition is too urgent or too
serious to handle in the school, we obtain permission from the students’ parents and call 911. The
current management team is in the process of developing and implementing an emergency
management plan for the next school year, including but not limited to periodic fire drills, clearly
marked maps in each room that specify emergency exit routes, a school-wide procedure for medical
emergencies, and the installation of an AED.
TRANSPORTATION Aurora contracted with Billie Bus Transportation for the 15/16 school year. This was our first year
working with Billie Bus. Contracting our transportation allows ACS to pay only for the services it uses,
and at this point, contracting out this service is more cost effective than purchasing buses and hiring
drivers. The company also carries its own insurance, which saves us that expense. Any concerns about
transportation services are communicated to the bus company and are dealt with promptly. The
majority of the students at ACS ride the bus to and from school. A small minority of students are driven
to and from school by their parents. ACS is only obligated to provide bus transportation to students
who live within the Minneapolis city limits, but if a family lives outside this area, we will attempt to
provide them with transportation whenever possible.
FACILITIES Aurora Charter School and Aurora Middle School are joined under one roof in Minneapolis’ Longfellow
neighborhood. The facility is two floors high, though only one small section of the second floor is
utilized for school operations. There are two main entrances to the building, one for each school, and
each school has a reception desk to better serve families, staff, and students. When the elementary
school was relocated to its current location in 2013, the school also added a new gymnasium, and the
middle school’s old gymnasium became the cafeteria for both schools. The facility is equipped with a
kitchen, full-size loading dock, and plenty of space should we ever choose to expand further into the
second floor.
FOOD SERVICE PROGRAMS Aurora Charter School has its meals catered through Caravan Kids Catering (CKC) Good Food. We do
not have a full-service kitchen with the appliances needed to prepare meals at our school, so having our
meals catered to the school saves us a lot of time, labor, and money. The school also offers a salad bar
53 Aurora Charter School FY16 Annual and World’s Best Workforce Report
for our school lunches in an attempt to give our students healthier food choices. This has had the
desired effect on many of our students, and we hope that, with additional nutritional education, it will
be even more of a success each new school year.
By having our food catered, we rely heavily on the caterer's ability to provide us with fresh salad bar
items and tasty food. Due to regular changes in USDA regulations, CKC is constantly working to
provide our students with tasty, regulation-compliant, and nutritious meals. In an attempt to
strengthen our food service and help the school financially, we also began actively practicing Offer vs.
Serve for both our breakfast and lunch services. This change has altered the way we order our food,
reduced food waste, and encouraged CKC to lower the meal prices.
PARENT ENGAGEMENT Our parent group is called Amig@s en Aurora and was active for its second year during 2015/16. Their
goals were to:
● Increase regular involvement of parents so that every grade is represented.
● Increase fundraising efforts
● Partner with other organizations that will help us educate the parents on needed content.
They saw great success in fundraising towards a playground and cultivated greater parent involvement
in the school.
HIRING PRACTICES Available positions at the school are posted online on St. Cloud State’s EdPost, the Minnesota
Association of Charter Schools (MACS), the Minnesota Association of School Administrators (MNASA),
and on the school’s website, and applications materials are sent to ACS’s Human Resources email
address. Administration reviews applications and offers interviews, and a small group of staff members,
including administrators and relevant teachers/staff members conducts the interviews. The interviews
questions are an established of ten questions. Answers to these questions are scored on a scale of 1-4 to
keep results and hiring decisions more objective. If necessary, additional rounds of interviews may be
conducted. Administration makes the final decision on potential candidates recommended for hire. The
ACS Board, the governing body of the organization, finalizes the process by approving the
recommendation of hire by the administration. ACS hires certified teachers and qualified staff
members to provide high-quality services to staff, students, and families.
BACKGROUND CHECK PROCESS FOR STAFF, BOARD, AND VOLUNTEERS Aurora Charter School conducts a background check with the Bureau of Criminal Apprehension at the
beginning of each and every school year for individuals who will have contact with students throughout
the school day, including volunteers. Conducting background checks on employees help ensure a safe
and secure learning environment for Aurora students.
REPORTING AND COMPLIANCE PRACTICES The school materially complies with applicable laws, rules, regulations and provisions of the charter
contract relating to agency and federal authorities. Submissions are made to both our authorizer and
the Minnesota Department of Education. With the assistance of cmERDC, Aurora Charter School
regularly updates and submits MARSS data and submits STARS twice per year. CliftonLarsonAllen
codes, monitors, and reports UFARS data; prints the school’s accounts payable checks; provides the
54 Aurora Charter School FY16 Annual and World’s Best Workforce Report
school board with monthly financial reports; and assists with the school’s yearly financial audit. The
administration submits EDRS, DIRS, and applies for lease aid.
Once an employee is hired, that person is automatically enrolled in either TRA (for licensed teachers) or
PERA (for non-licensed staff members). Contribution to TRA and PERA is automatically taken from the
employee’s gross income, and the school matches the employee’s minimum contribution. After each
payroll, a check is generated and sent to each retirement agency.
The administration and School Board have acquired a new website for the 2014-2015 school year to
better serve Aurora’s families and staff members. This new website is more user-friendly and is,
therefore, easier to update, keep compliant, and keep families, the community, and the school
connected.
Aurora Charter School uses two insurance brokers, Dolliff Insurance and Ahmann Martin Risks and
Benefits Consulting, to provide the school, building, and staff members with proper insurance coverage
and plans. Dolliff Insurance provides our casualty, liability, worker’s compensation, and umbrella
insurance coverage through Hanover Insurance Company and AmTrust. Ahmann Martin provides the
school with two benefits plans through HealthPartners insurance. The school pays the employee's’
entire premiums for the base plan, in which most ACS employees participate, and the majority of the
premium for the buy-up plan.
ADMISSION AND ENROLLMENT Aurora Charter School accepts enrollment applications throughout the year, and during the 2014-2015
school year, students were accepted into the program based on a lottery process, as per the school’s
enrollment policy. Students who are not initially accepted into the school during this lottery are placed
on a waiting list, also by lottery, and are contacted in order if and when a spot opens. Siblings of
currently enrolled students and the children of staff members are given first priority for enrollment.
Families can find the school’s enrollment form on the school’s website or acquire one from the school.
Once the student has been selected for enrollment, the selected student’s family must complete the
entire application and provide the school with birth certificates and immunization records. If applicable,
the school contacts the student’s previous school for student records and transcripts.
55 Aurora Charter School FY16 Annual and World’s Best Workforce Report
15. FINANCES For questions regarding school finances and for complete financials for 2015-16 and/or an
organizational budget for 2016-17, contact:
Name: Matt Wylie
Position: Controller
Phone: 651-295-3118
Email: [email protected]
Information presented below is derived from preliminary audit figures. The full financial audit will be
completed and presented to the Minnesota Department of Education and Audubon Center of the North
Woods no later than December 31, 2016.
FY16 Finances Fund 1 Fund 2 Fund 4
Total Revenues 5,367,828 432,270 232,336
Total Expenditures 5,188,208 432,270 232,336
Net Income 179,620 0 0
Total Fund Balance 1,278,624 0 0
Overview
Aurora Charter School was able to add to their fund balance reserve again in the fiscal year 2015-2016.
Their strong enrollment allowed them to free up some funds during the revised budget, which they
ended the year very close to – within a 2% variance.
Revenues
The main source of revenue for Aurora, as a charter school, is aid received from the MN Dept. of
Education and is driven by enrollment
Expenses
Following suit of previous years, Aurora’s expenses were primarily made up of salaries/benefits,
facilities lease, and transportation. An increase in special education was necessary due to the needs of
their enrollment in 2016 and was offset by larger than budgeted revenue from MDE. Their FD 04
program continued to grow and is highly valued by the school. In future years, funding is expected to
increase to help offset the programs.
Net Income and Fund Balance
Aurora added $179,620 to their fund balance as of year-end, bringing the total to 1,278,624 – which
puts them in a very strong position. The fund balance is reflected by being 22% of expenditures as of
6/30/2016. Their long-term goal is to reach 25%, and they continued to make progress towards that in
2015-2016.
56 Aurora Charter School FY16 Annual and World’s Best Workforce Report
ATTACHMENT 1