saint paul conservatory for performing artists - 2016-2017 … · 2017-10-02 · & world’s...

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H i s t o r y & M i s s i o n 4

A d m i s s i o n & E n r o l l m e n t 5

S t u d e n t P a r t i c i p a t i o n 8

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A c c o u n t a b i l i t y P l a n 1 6

W o r l d ’ s B e s t W o r k f o r c e 1 8

A r t i s t i c P r o g r a m & P e r f o r m a n c e 1 9

S t a f f i n g 2 5

I n n o v a t i v e P r a c t i c e s & I m p l e m e n t a t i o n 2 8

G o v e r n a n c e & M a n a g e m e n t 3 0

F i n a n c i a l M a n a g e m e n t 3 2

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I I I . S Y 2 0 1 7 A p p l i c a t i o n F o r m

I V . S Y 2 0 1 7 E n r o l l m e n t P a c k e t

V . S Y 2 0 1 7 F i n a n c i a l S t a t e m e n t s

V I . A d m i s s i o n P o l i c y

V I I . T e a c h e r L i c e n s u r e

V I I I . B o a r d M e m b e r I n f o r m a t i o n

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I N T R O D U C T I O N

The SPCPA 2016-2017 Annual Report for the University of St. Thomas (UST, “the

Authorizer”) provides information about the Saint Paul Conservatory for Performing Artists

(SPCPA, “the School”), a downtown St. Paul charter high school serving grades 9 – 12, and

details SPCPA’s 2016-2017 school year as well as the School’s unique practices developed to

support student success academically and artistically. This annual report serves to satisfy

Minnesota Statue 124E.16, subd. 2.

School administration posts the Annual Report, contents as required by state statute, on

the School’s official website (www.spcpa.org) and distributes it to SPCPA

stakeholders.

This report will provide examples of the actions taken by the School that demonstrate how

SPCPA improves all student learning and student achievement, including:

increasing learning opportunities for all students through small classroom settings, help

for students with individualized learning needs, and the systematic structure of

academic and artistic curriculums

encouraging the use of different and innovative teaching methods by providing students

the opportunity for constructive teacher and peer feedback, and teachers time to discuss

classroom challenges and successes at weekly department meeting

measuring learning outcomes by reviewing data from regular student check-ins and

individual transcript review, reviewing test scores and attendance, and creating

different and innovative forms of measuring outcomes, like using artistic goal setting

for students during Juries similar to feedback forms used in higher -education

conservatory programs

establishing a new form of accountability such as through regular student -instructor

check-ins during study hall periods, and ongoing conversations about graduation

requirements and future plans.

creating new professional opportunities for teachers, including in -depth and ongoing

discussions during J-Term’s 13-day term, working with the School’s leadership team,

including teacher leaders, on curriculum, networking with othe r working professionals

in the Twin Cities community to form new relationships, and bringing first -hand

classroom experiences with SPCPA students that support curriculum planning

Many alumni express the importance how their educational experiences at SPCPA prepared

them for work in professional settings. SPCPA created a unique community where students

appreciate the value of positive self-expression and take pride in the importance of their

individual learning process.

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The mission of the

Saint Paul Conservatory for Performing Artists

is to provide the highest caliber of

academic and artistic education

for aspiring pre-professional

performing artists in the areas

of instrumental and vocal music,

theatre, and dance,

and to fully prepare students

for college and conservatory.

H I S T O R Y & M I S S I O N

Officially approved by the Minnesota Department of Education in 2003, Mayor Randy

Kelly (53rd

Mayor of St. Paul, 2002-2006) worked with civic, arts, and public school leaders to

assess the need to establish a performing arts high school in the downtown area, design a

program, and carry forward a plan. With Ordway Center for the Performing Arts acting as the

School’s initial authorizer, the Saint Paul Conservatory for Performing Artists opened its doors

for 154 students in 2005, offering a full academic program and performing arts instruction in

dance and theatre.

SPCPA provides world-class artistic training in conjunction with a rigorous academic

program to prepare students for careers during and beyond their high school years. The values

and vision of SPCPA are affirmed when senior students speak to lowerclassmen and

prospective students and reflect in their own words the importance of the values listed here.

Current students and alumni have stated the School’s values have become a foundation for

their personal pursuit of lifelong learning, both on and off campus.

Preparing students for college and

training them as future

practitioners of the arts

Stimulating and sustaining interest in arts and academics as a source of

truth and insight into the human condition

Constructing a creative

environment where

risks may be safely taken and where

creators take responsibility for their vision

Encouraging students to

use their physical,

sensory, and intellectual potential to

explore ideas and raise questions

Honoring individual

discovery with a collaborative

spirit

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2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

539 547 610 620 616 593

506 528 570 584 578

534

Enrollment (Head Count) by Year

Top of School Year End of School Year

A D M I S S I O N & E N R O L L M E N T

SPCPA is a public charter high school, enrolling applicants in grades 9-11. The School

enrolls students starting in February of the current year for applicants interested in attending

the following school year.

SPCPA commits to serve as many interested students as possible . In the occasional

instance of program capacity based on the ability to serve grade level and artistic discipline,

applicants are placed on a waiting list.

Enrollment Process

SPCPA encourages interested students and their parents/guardians to attend a

Prospective Student Experience (PSE). Prospective students that attend a PSE have the

opportunity to learn more about the School, tour the facilities, and participate in a Q&A

session with senior students involved in the school’s Student Ambassador Program. These

sessions are held during the school day and on some select evening throughout the school year.

Attending a PSE is an important step in the application process because it allows a student to

gain a feel for the school’s unique environment.

As a public school, SPCPA accepts all applicants free of charge. SPCPA does not have

any initial interview or audition process associated with its application. The singular exception

is that preference is given to new students who are siblings of or are fostered by families of

current students. The School served all applicants in the 2016-2017 year without having to

implement a lottery or waitlist. If the number of applications were to ever exceed capacity , the

School’s lottery process1 would be implemented.

Once a student submits an application during the enrollment period, the School invites

enrollment by sending an enrollment packet to the address listed on their application. New

students attend a student orientation and leveling, typically on a Saturday or during the

1 Minn.Stat. 124D.10, Appendix VI – Admission Policy

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65% 17%

11% 5% 2%

Race/Ethnicity Breakdown

White

Black

Hispanic

Asian

Am Ind

summer months, where they engage in a process for placement into a level within their chosen

arts discipline of study.

Though the school does not hold auditions for enrollment, certain programs in

instrumental music program require students to meet standard criteria2 of musical ability on

their chosen instrument. If a student has not yet mastered these criteria on their chosen

instrument, they are still accepted into the school through an offered placement and leveling in

another arts track or instrumental program. Students are given additional opportunities

following each semester to perform and place into this program, if desired.

Student Population

A majority of students come to SPCPA from home districts

within the Twin Cities metro area. 7.3% of the student population was

supported by special education services. 15.8% of the school’s

population qualified for free or reduced benefits. More specifical ly,

42% of SPCPA’s senior students either qualified for free-reduced

benefits, were a first-generation college student, and/or received

special education services through SPCPA.

School Enrollment

Student enrollment is determined by calculating the average daily membership (ADM)

for each student who is enrolled at any time during the school year. It is the sum for all

students of the number of days of the school year each student is enrolled divided by the

number of days the school is in session.

ADM 9 10 11 12 Total

SY 2012-13 192.78 147.37 121.58 92.09 554.82

SY 2013-14 179.45 180.81 129.25 106.7 596.21

SY 2014-15 164.87 162.78 147.46 121.34 596.45

SY 2015-16 155.12 164.01 149.71 113.41 582.25

SY 2016-17 125.44 157.35 146.04 118.2 547.03

SPCPA has followed population numbers in recent years as classes across the state have

experienced a decline in enrollment over approximately the past two school years . As reported

by the Minnesota State Demographic Center3, the state saw a birth rates falling by a “nearly

20% decline” through 2001, the majority birth year of current sophomore classes. This overall

population decline correlates with low enrollment numbers over the past few school years.

SPCPA closely monitors enrollment in order to accurately budget throughout the school year.

2 Appendix IV– Enrollment Packet 3 Dayton, Megan. “Minnesota Births Yet to Rebound to Pre -Recession Levels”. Nov 2014. https://mn.gov/bms-stat/assets/mn-births-yet-to-rebound-to-prerecession-level-popnotes-nov2014.pdf

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51% 37%

9% 3%

Enrolllment Length of Students Withdrawing in SY2017

Equal or less than 1 yr

1yr - 2yrs

2yrs - 3yrs

3yrs - 4yrs

Top Reasons for

Withdrawals

Missing friends and activities in

home district Long

Commute

Changes in teaching

staff Too much work, not

enough study time

Struggling with block scheduling, long school

day

Too much focus on

arts

Attrition

SPCPA experienced a -6.04% change in 2016-2017 overall student population as

compared to 2015-20164. The majority of attrition takes place within the first two months of

the school year, and is largely concentrated to students in their first or second year of

attendance.

Grade

Students

Enrolled

by Oct 1

Students

Enrolling

after Oct

1

Students

who left

after

Oct 1

Students

Enrolled

at the

close of

the year

Students

Enrolled

for the

full year

Mobility (After Oct

1 entry +

left) / (Enrolled

Total)

Left

over

the

summer

Retention

to 2017-

2018 AC

Year

ADA

9 133 1 14 120 119 11.2% 16 86.67% 115.65

10 156 6 15 147 141 12.97% 33 77.56% 143.60

11 152 4 13 140* 139 10.9% 17 87.86% 134.26

12 136 0 4 126* 132 2.95% 0 Graduated 114.77

576 11 46 533 531 9.89% 66 87.62% 508.28 * 9 seniors graduated early + 3 juniors were grade promoted and graduated alongside the seniors

The school regularly surveys withdrawing families to

determine reasons for exiting SPCPA. 63.16% of respondents

indicated that “the school setting was not right for the student”

or “the school was different from what the student

expected”. The Board of Directors compiles exit

survey information semi-annually to review reasons

for departure of students.

Student supports were put in place are to help

students be successful. Students that make progress and

experience success in both the arts and academics are

most likely not to leave SPCPA, and is evident in

SPCPA’s growing retention among its upperclassmen.

4 MARSS Fall Check-Off Comparison Report FY16/17

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S T U D E N T P A R T I C I P A T I O N

With the school day ending at 3:30pm, a majority of students participate in activities

outside of SPCPA, particularly in the form of classes or performances with local arts

organizations. However, the school does offer some after-school opportunities that encourage

students to utilize their skills to build and support a stronger school community.

Extracurricular Opportunities

Student Ambassadors – Through a process of student interest and faculty

recommendations, senior students who embody SPCPA’s mission and values are chosen to act

as spokespeople for the School. By participating in the Student Ambassador Program, they join

prospective students for a Q&A session during PSE, as well as serve on stakeholder

committees for administration and during the teacher hiring

processes, and representatives at public events including Back

to School night and conferences.

Student Council – Supervised by academic teachers, the

Student Council consists of elected members to form a

governing student-body organization run by students. The

Student Council plans school events (school dances, student-

led performances, open mic nights, etc.) and donation drives.

School Newspaper – An opportunity for the school’s prolific writers to showcase their

work, the School Newspaper runs a monthly publication that is distributed at each attendance

desk at the School. The newspaper includes editorial opinions, essays, and short stories, along

with a crossword or Sudoku activity designed by the students.

National Honors Society - The SPCPA Chapter of the National Honor Society was

founded in 2016. Membership in the National Honor Society is an honor granted to those who

apply and have demonstrated excellence in scholarship, leadership, character, and service.

Members of NHS coordinate annual service projects to promote the values of NHS and help

strengthen their communities. Application and induction into NHS happens annually during the

spring semester.

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SPCPA Class of

2017

97% Graduation

Rate

87.1% applied to colleges

99% acceptance to at least one school

83% going directly to

post-secondary

82% accepted

scholarship money

$4 million+ awarded in

scholarships

Graduating Seniors

130 senior students in SPCPA’s Class of 2017 received

diplomas, with one late-reported graduate and four continuing to

complete their high school credits, for a total graduation rate of

approximately 97%. Nine seniors graduated early in the 2016 -

2017 school year, and three juniors were grade

promoted and graduated alongside the Class of 2017.

19 seniors of the National Honor Society were

honored in this group of graduates.

Senior students applied to 211 institutions

across 34 states, with 99% acceptance to at least one of

those schools. 83% of graduates will go directly into a

post-secondary institution. Graduates of 2017 will be

attending programs at Yale University, Brown

University, the Juilliard School, Carnegie Mellon

University, the Peabody Institute of Music, the San

Francisco Conservatory of Music, Boston Conservatory, the

Rhode Island School of Design, and more. 82% of students accepted

at 4-year institutions received scholarship money, totaling over $4 million.

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A C A D E M I C P R O G R A M & P E R F O R M A N C E

SPCPA breaks total days into block scheduling, where students

manage ten 80-minute periods over the course of two days. This

setup, with no greater than three academic classes each day,

allows for more time to work with concepts in class and

distributes academic work load over multiple days.

Careful consideration is given to the academic curriculum to

support a well-rounded education. Academic course work is

aligned with Minnesota State Standards. This is an ongoing

process where disciplines spend time in Professional Learning

Communities (PLCs) to align curricula both horizontally and

vertically. Under the direction of the Academic Director, instructors develop unit curriculum

documents to guide teaching throughout the semester. Teachers meet in discipline-specific

teams during one eighty (80) minute class period, every other day. Over the course of each two

week period, teachers work on unit planning, sharing and critiquing student work, creating and

aligning assessments to the academic standards, discussing student readiness for high school,

college, and career work, and attending to goal-setting and attainment.

Through the Q Comp program, instructors are encouraged to use different and

innovative teaching methods by providing students the opportunity for constructive teacher and

peer feedback. Teacher discuss classroom challenges and successes at weekly department

meetings. Annually, teachers implement eight new

teaching strategies over the course of the school year. As

a result of the reflective process, these strategies are

adopted, modified or abandoned, based on their

effectiveness in specific classrooms.

All teachers work with students ranging in skill

and ability levels, often spanning multiple grade levels.

Academic teachers work with students in both on-level

and advanced courses. The advanced level programming

is shifting to the inclusion of Advanced Placement (AP)

coursework, whenever possible. SPCPA provides all teachers with appropriate professional

development to assist them in understanding and implementing best practices to meet the needs

of all students that attend the School. Workshops focus on bringing first -hand classroom

experience with SPCPA students into planning curriculum around Minnesota State Standards

and bridging the achievement gap.

Student learning outcomes are measured by pulling data from regular student check -ins

and individual transcript review, reviewing test scores and attendance, and creating different

and innovative forms of measuring outcomes. SPCPA helps students establish accountability

through regular student-instructor check-ins during study hall periods, and ongoing

conversations about graduation requirements and future plans. Deductive reasoning and

independence are key strengths that students adopt and nurture throughout their time at

SPCPA.

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Curriculum

During the 2016-17 school year, SPCPA began the shift from the College in the Schools

(CIS) program to the Advanced Placement (AP) program. It will take three years to add the

necessary courses and implement the program fully. The CIS program requires the college to

approve of a teacher and assigns admission restrictions based on grade point average. With a

higher than average turnover of the academic teaching staff, the process for obtaining U of M

approval, and the uncertainty of being able to offer specific courses, SPCPA made the decision

to ensure curriculum decisions could be made at the school level. By using the AP program, the

school can identify the teacher without outside requirements. This will afford SPCPA the

opportunity to assure that the course will be offered every year resulting in consistency and

continuity for students.

SPCPA provided two levels of coursework for most academic core classes: on -level and

advanced. Whenever possible, the advanced course will be an Advanced Placement (AP)

course. The AP program provides rigorous coursework which is recognized at most colleges

and universities in the United States. With high AP exam scores, students often can earn

college credit or are accelerated to more rigorous classes when they attend college.

Strengths and Weaknesses

The school is midway through reorganizing the science curriculum. The purpose of this

restructuring was:

to provide a Physical Science course, which can provide opportunities for students to

learn the Nature of Science standards in the MN Academic Standards in Science ;

to provide a background in Chemistry before taking the required MCA Science test ; and

to assure that all students have access to a Chemistry or Physics course as required by

state statute.

SPCPA is also restructuring the social studies curriculum. The purpose of this restructuring

was:

to provide a core course in Civics with the practices required for being a successful

academic student at SPCPA;

to provide the opportunity to study Government and Economics at a time (Grade 12)

when these life skills are more pertinent to the student ; and

to keep the alignment between U.S. History and American Literature in Grade 11.

The focus in mathematics is two-fold:

to maintain more consistency in the math staff and

identify materials that are aligned to the MN Academic Standards in Mathematics.

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Student Support

Throughout the 2016-2017 school year, the primary method of identification of

struggling students was through a report generated weekly by the Student Data and

Intervention Coordinator that included information about all students in regards to attendance,

behavior, and course performance. The Dean-Counselors and Director of Special Education

reviewed the data, as some students may be identified as struggling but also receiving special

education services through an IEP or 504, or who appear to have poor attendance due to

approved extended arts absences.

Students are identified if they have three or more tardies per week or average daily

attendance of less than 80% in the prior two weeks. The School has found a strong correlation

between attendance and achievement of students, particularly those in 9th and 10th grades.

Students were also identified if they receive more than three behavior referrals within the

school year or if they had one more failing academic grades. The intervention team (iTeam)

reviewed all students identified using these metrics to establish an intervention plan, if

appropriate.

Resources available to students who may not qualify for special education services but

were below grade level or struggling with their classes included the following:

1. iTeam Intervention: When students were identified as struggling, the iTeam

requested teachers implement and record data on two or more interventions. The iTeam

provided guidance and resources for teachers in this process. The goal of the

interventions was to find what the students will respond to so that an informal

intervention plan could be created to aid these students.

2. Guided Study Hall: The iTeam made recommendations to Guided Study Hall

Supervisors in regards to certain interventions they should implement within the study

hall for specific students. This included Check-and-Connect services, goal-setting with

support, providing one-on-one academic support, or coordinating peer tutoring.

3. Promise Fellow: The Promise Fellow is an individual working for AmeriCorps at

SPCPA as the service site. The Promise Fellow structured distinct goals with 30 or

more students in grades 9 and 10 identified as at -risk through certain indicators found

from attendance, behavior, and achievement data. Individual meetings were held at

least once a week between the student and the Promise Fellow to track process toward

goals and provide personal support to the student.

4. Math Clinic: Weekly walk-in sessions held by the math department teachers where

concepts are reviewed for individuals or groups of students. Students could ask specific

questions regarding homework assignments, newly introduced practices, or other

problem areas. Other times, peer groups worked together to complete assignments in

this setting and utilize instructor presence for guidance when they get stuck.

Special Education Services

SPCPA’s Special Education program was comprised of three instructors and two special

education paraprofessionals, led by the full -time on-site Director of Special Education, who

has received a Certificate of Recognition from the state for her work as a member of the

Specific Learning Disabilities trainer network. A licensed Autism Spectrum Disorder teacher

was on staff. As the need arose, SPCPA contracted with additional related service providers.

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SPCPA implements two interventions prior to evaluation unless the parent requested an

evaluation or the team waived the requirement due to urgency. SPCPA’s plan for identifying a

child with a specific learning disability is consistent with Minnesota Rule 3525.1341. The

school provides a full range of educational service alternatives. All students with disabiliti es

are provided the special instruction and services that are appropriate to their needs.

Appropriate program alternatives to meet the special education needs, goals, and objectives of

the student are determined on an individual basis. Choice of specific p rogram alternatives are

based on the student’s current levels of performance, special education needs, goals, and

objectives, and are written in the student’s IEP.

SPCPA received a Certificate of Achievement from the Minnesota Department of

Education for ensuring individual student due process records meet or exceed requirements.

Post-Secondary

SPCPA encouraged students to take advantage of

Advanced Placement (AP) and PSEO options to access

expanded academic offerings not available in a

conservatory-focused program. The School offered

advanced placement in French, Spanish, U.S. History,

and Political Science. Calculus, Statistics and Physics

are aligned to the AP course requirements and will

become AP classes in the future. Also, University of

Minnesota-certified instructors offer a College in the

Schools (CIS) option in Psychology, English

Composition, University Writing and Political Science

for students to receive dual credit through SPCPA and

the University. Almost 60% of senior students

participate in one or more of these opportunities to earn college credits .

National Assessments

ACT- SPCPA offers in-school testing for the

ACT with Writing exam each spring. 96.2%

of SPCPA juniors completed the ACT test.

The Class of 2017 (2015-16 juniors) received

a median ACT score of 21, and a class

average of 22.39, compared to the Minnesota

state average score of 20.8.

PSAT- 84 juniors and 7 sophomores

participated in October 2016’s testing. 51% of

students met both benchmarks, 87% met

Evidence-Based Reading and Writing

benchmark, and 54% met the mathematics

benchmark.

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State Assessments

The data informs the decisions made on both school-wide level and classroom levels.

The Academic Director and Superintendent review the assessments results, comparing key

concepts covered in testing with classroom curriculum. The results5 are disseminated to math,

science, social studies, and English departments respectively, to aid Professional Learning

Community discussions around strategies to better integrate content and resources in support of

increased student achievement on state assessments.

5 PearsonAccess Next Reports SPCPA MCA 2016-2017

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•Molly McGraw Healy

Main Contact:

•(651) 962-4372

Phone:

•[email protected]

Email:

A U T H O R I Z E R

From 2005 through 2016, The Ordway Center for Performing Arts served as SPCPA’s

Authorizer. As authorizer requirements changed over time, SPCPA begin the search for a new

authorizer with high standards for operations, financial management, and student achievement

following conversations with the Ordway who expressed acting as a single charter school

authorizer was not best aligned with the organization’s mission. The School maintains an

excellent relationship with the Ordway which still serves as an important Partner of the School.

After researching several authorizer options, the School chose to pursue a relationship

with the University of St. Thomas for their ability to offer “high quality authorizing program due

to the large number of faculty members with expertise in areas relevant to authorizing” and their

high expectations for charter school performance6. A comprehensive program manual for the

authorizing program is available on the University of St. Thomas’ Charter School Authorizer

webpage.

During the 2016-2017 year, SPCPA underwent the transition in authorizer, completing

the rigorous, multi-step application process to be authorized by the University of St. Thomas.

This included an overall assessment of the school’s health, providing documentation about the

school’s policies and procedures, and data to support the school’s effectiveness in aligning with

its mission and values.

Throughout this process, a charter school accountability plan was conceived to track

SPCPA’s academic, financial, and organizational performance. The School’s performance is

rated based on a number of indicators, outlined in the following section.

6 https://www.stthomas.edu/education/our impact/communitypartnerships/charterschools/

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ACCOUNTABILITY PLAN

SPCPA’s Accountabil i ty Plan sets forth the expectations agreed to by the SPCPA

Board of Directors and the University of St . Thomas. I t is used to assess the

performance of a charter school.

Academic Performance

State Accountability System Goal - SPCPA students in all subgroups in grades

9-11 will meet proficiency targets set by the Mi nnesota Department of Education,

based on the weighted percentage of subgroups reaching proficiency targets.

SY2017 Outcome:

Math 49.2% Meet or Exceed 27.3% Par t ial ly Meet 23.4% Do Not Meet

Reading 74.5% Meet or Exceed 12.1% Par t ial ly Meet 13.4% Do Not Meet

Science* 41.6% Meet or Exceed 33.3% Par t ial ly Meet 25% Do Not Meet

* SPCPA is in the process o f shi f t ing the sc ience courses. In 2016 -2017, the

course has been moved f rom being a 9t h

grade requirement to an 11t h

grade

requirement. The majori ty of s tuden ts tested th is year were re taking the course for

cred it recovery or t ransferred f rom a school not of fer ing Biology in 9t h

grade.

Minnesota Comprehensive Assessment Goal Series

The Minnesota Comprehensive Assessment (MCA) Goal Series data includes

current MCA assessments. SPCPA students in grades 9 -11 who are eligible to

take the MCA (i .e . students not exempt based on their IEP) will i l lustrate their

progress while at SPCPA through the MCA goal series.

o MCA Proficiency - SY2017 Outcome:

Exceeds Meets Par t ia l ly Does Not

SPCPA

Math 11.7%

(15 Students)

37.5%

(48 Students)

27.3%

(35 Students)

23.4%

(30 Students)

Reading 39.6%

(59 Students)

34.9%

(52 Students)

12.1%

(18 Students)

13.4%

(20 Students)

Statewide

Math 18.1%

(10,171 Students)

30.2%

(16,946 Students)

22%

(12,230 Students)

29.7%

(16,670 Students)

Reading 19.7%

(87,660 Students)

40.4%

(179,645 Students)

18.7%

(83,257 Students)

21.2%

(94,250 Students)

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o MCA Growth - SY2017 Outcome:

High Medium Lo w

Math 23.5% (23 Students) 51% (50 Students) 25.5% (25 Students)

Reading 34.4% (43 Students) 44.8% (56 Students) 20.8% (26 Students)

Academic Expectations for Special Populations - SPCPA’s 2016 -2017 population

of Special Education or English Language Learner students did not exceed 20

percent, therefore this information is not analyzed.

Mission Specif ic Academic Goals - In keeping with i ts mission, SPCPA aims for

more than 90% of students that graduate annually to attain acceptance into one or

more college or conservatories.

SY17 Outcome:

Graduate

Acceptance Rate

Applied to one or

more insti tutions

Directly entering a

post -secondary after

high school

99% 87.1% 83%

Non-Academic Goals

Attendance Goal: SPCPA will meet or exceed i ts school -wide attendance rate goal

of 90-94% rate.

SY17 Outcome:

Schoolwide 9th 10th 11th 12th Spec Ed F/RP

92.03% 93.17% 92.93% 91.95% 89.91% 86% 88.07%

17


W O R L D ’ S B E S T W O R K F O R C E

SPCPA measures the achievement gap by looking at each student group’s

proficiency rate on state tests in math and reading. The proficiency rate is the

percent of students meeting or exceeding state standards. The proficiency rate

on MCA tests only includes students who were enrolled at SPCPA as of

October 1s t

, 2016.

On September 26, 2016, stakeholders attended SPCPA’s Annual Public Meeting

to review progress from the 2016-2017 school year took place throughout the

previous school year, and to discuss goals for the up coming year.

The meeting reviewed district success in previously adopted student

achievement goals and related benchmark and to explored challenges in meeting

local assessment outcomes .

The World’s Best Workforce Report for SY2017 will be inserted into thi s

document after the yearly meeting takes place on November 13, 2017.

18


A R T I S T I C P R O G R A M & P E R F O R M A N C E

SPCPA offers students a slightly longer school day with three hours each day dedicated

to training in their performing arts area. Students choose an artistic medium of study (dance,

theater, musical theater, vocal music, instrumental music) and participate in classes structured

around their chosen track. Electives courses in performance art fields outside of their chosen

track are available on Fridays. Students have the option to switch between tracks at the end of

a semester. Arts credits are required for graduation.

Artistic faculty aligns class structure with the

same standards expected in the professional arts

community. Based around higher education

conservatory programs, each arts track has a

designated curriculum for the four year time frame

with specified course work broken down by year to

strengthen artistic learning.

SPCPA utilizes partnerships with performing arts organizations across the Twin Cities

to provide the school access to performance spaces, master classes, professional performance

experiences, and guidance from other working artists.

Instructors are working artists with professional

training and performing backgrounds. The process of

assessing the arts staff is tiered with involvement from

each arts program’s department chair as well as the

School’s Artistic Director. While the department chairs

check in on classes and regularly touch base with the

team of artists that form the staff of that particular

program, the Artistic Director makes a point to visit a

classroom setting every day. The Artistic Director

stresses that when a staff walks into a class, if they

were to join in and the class would provide an

enriching experience for the staff member as a

professional artist, it is a strong class.

Throughout the 2016-2017 school year, each arts department formulated objectives for

students, aimed at technical proficiency in performance. As a result, specified training routines

were implemented into practicum to achieve these goals. A performance target, rationale,

strategy, result, and growth rate is indicated below for each arts track:

19


THEATRE

PERFORMANCE TARGET: At Theatre Juries (the end-of-year summative assessment) in

2016, 52% of Theatre students across all grades were identified as proficient in the area of

IMAGINATION (“Student makes bold, creative, unique choices , and creates a reality

onstage”). At 2017 Theatre Juries, the goal is for 70% of all

Theatre students across all grades to be identified as proficient

in the area of IMAGINATION.

RATIONALE: In order to create dynamic characterizations

which demonstrate authenticity, it is necessary for actors to

make bold, creative, and unique choices.

STRATEGY: Across the Theatre department, an Improvisation

course was added on Fridays in semester 2 for all 9th graders

(previously it was available just during semester 1). An

Improvisation course was also added to the 11th and 12th grade

Theatre offerings on Fridays in both semesters. Improvisation

encourages students to make bold choices, connect to impulse and instinct, and eliminate

judgment from the creative process. The Aesthetics

curriculum was handed off to one instructor to cover all

sections, which helped to create a uniform curriculum.

Aesthetics encourages students to make creative, thoughtful,

and unique choices. Units on Aesthetics were expanded in

the 9th grade Artistry curriculum.

RESULTS: At Theatre Juries in 2017, 78% of students were

identified as proficient in the area of IMAGINATION

(“Student makes bold, creative, unique choices , and creates a

reality onstage”).

GROWTH RATE: 28% more Theatre students in 2017 were identified as proficient in the area

of IMAGINATION (“Student makes bold, creative, unique choices, and creates a reality

onstage”) than at Theatre Juries in 2016.

20


DANCE

PERFORMANCE TARGET: In their Capstone choreography showcase in 2016, 12th grade

dance students scored 20% proficient, 40% developing, and 40% needs improvement in the

category of EMPLOYMENT OF SPACE. The goal for 2017 is for 60% of 12th grade dance

students to score proficient, 30% developing, and 10% needs improvement in the category of

EMPLOYMENT OF SPACE.

RATIONALE: Space, time and energy are nearly

universally accepted foundational elements of dance

as recognized by the National Core Arts Standards.

These elements are used for creating structure,

design and architectures of dance and

choreography; but also, they may be crafted for

expressive and communicative means. Spatial

pathways, spatial relationships, and spatial levels

can help to clarify and amplify the artistic

intentions and expressions of choreographers.

STRATEGY: For the 2016-17 school year, a new course entitled Choreolab was added to the

12th grade curriculum as a complementary choreography class to 12th grade Senior Dance

Choreography, in which seniors work with a group of their peers to create an original dance

work. In the added Choreolab class, specific attention and activities were introduced to allo w

students to explore the essential elements of dance: space, time and energy, through movement

and compositional studies.

RESULT: At the 2017 Capstone Choreography showcase, in

the area of EMPLOYMENT OF SPACE, 62% of 12th grade

students scored proficient, 31% developing, and 7% needs

improvement.

GROWTH RATE: 42% more dance students in 2017

demonstrated a proficiency in the area of EMPLOYMENT OF

SPACE than they did in 2016. 33% more dance students (who

had previously in 2016 been identified as needs improvement),

were identified as developing.

21


VOCAL ARTS

PERFORMANCE TARGET: At the 2016 Vocal Arts Juries 58% of Vocal Arts students scored

proficient in the area of PERFORMANCE PRESENTATION (and Charisma). The goal for

2017 Juries is that 80% of Vocal Arts students demonstrate proficiency in the area of

PERFORMANCE PRESENTATION (and Charisma).

RATIONALE: It is important for vocalists to slate confidently,

maintain poise and strength in their physical stance, retain

composure, and be able to get back on track when something

goes awry.

STRATEGY: The department doubled the number of recitals and

showcases of student work for the 2016-17 school year. More

opportunities to perform in front of others would likely improve

“Performance Presentation.” With experience, comes gravitas. In

Performance Technique classes, the department expanded the

number of units dedicated to “Acting for Singers,” “Movement

for Singers,” and “Stage Skills.” In the Studio classes (the

primary course that addresses individual vocal technique), more

emphasis was placed on the performance aspects of the song, rather than just on vocal

pedagogy. In those same classes, written formal feedback was implemented for the first time,

including a category called, “Performance Presentation.”

RESULT: At Vocal Arts Juries in 2017, 90% of Vocal

students scored proficient in the area of

PERFORMANCE PRESENTATION (and Charisma).

Students slated confidently, maintained poise and

strength in their physical stance, retained composure, and

were able to get back on track if something went awry.

GROWTH RATE: 32% More Vocal Arts students at

Juries in 2017 were identified as proficient in the area of

PERFORMANCE PRESENTATION (and Charisma) than in 2016.

22


MUSICAL THEATRE

PERFORMANCE TARGET: At 2016 Musical Theatre Juries, 11th and 12th grade students as a

group scored 20% proficient, 60% developing, and 20% as needs improvement in the category

of CLARITY OF INTENTION in a song. The goal for 2016 Spring Juries is for the 11th and

12th grade Musical Theatre students as a group to achieve 40% proficient, 50% developing;

and 10% as needs improvement.

RATIONALE: While CLARITY OF INTENTION is a

cornerstone and hallmark of actor training for the Non-Musical

theatre student, it can often lose focus in Musical Thea tre

training, which necessarily needs to make room for dance and

singing training. And yet, it is vital that Musical Theatre

students understand how to deliver a song with strong and clear

actor intentions, obstacles, and tactics. It is essential for

college admission into a Musical Theatre conservatory training

program.

STRATEGY: The 11th grade Musical Theatre Scene Study

course and the 12th grade Musical Theatre Directing course were adjusted to include expanded

units on Intention. Additionally, across all Musical Theatre classes at SPCPA, an emphasis

was placed on communicating clear intentions through song. For study, faculty selected

musicals that are effective tools/vehicles for an expedited understanding of how to

communicate clear intentions through a song (i.e. Little Shop of Horrors and Company).

Included in the expanded units was a more in-depth script analysis and student identifications

of objectives, obstacles, and tactics. Students were required to complete scene -to-scene

breakdowns, chart character growth, and identify moment-to-moment changes in a Musical

Theatre piece based on where songs were located. Senior Capstone Musicals were chosen that

emphasized character development and relationship shifts through song.

RESULTS: At 2017 Musical Theatre Juries, in the area

of CLARITY OF INTENTION, 71% of 11th and 12th

grade students scored proficient, 24% developing, and

9% needs improvement.

GROWTH RATE: 51% more Musical Theatre 11th and

12th graders in 2017 were identified as proficient in the

area of CLARITY OF INTENTION than in 2016.

23


INSTRUMENTAL MUSIC

PERFORMANCE TARGET: At 2016

Instrumental Juries, in the area of

RHYTHMIC AND MELODIC

ACCURACY, only 53% of 9th graders

scored proficient (“over 90% of pitches

and rhythms played accurately, tempo

steady, meter and key changes are well

executed”). The goal for this group of

students for 2017 is for 75% of these

students to be identified as proficient in

the area of RHYTHMIC AND

MELODIC ACCURACY.

RATIONALE: Music is rhythm. Students that are not able to perform with rhythmic and

melodic accuracy have a difficult time making progress in other areas. At a foundational level,

it is the most important skill for instrumental students to master.

STRATEGY: In the Instrumental Methods class, units were added on reading and playing

techniques, increasing the practice of rhythm and reading drills. An added section of

Eurhythmics reinforced students’ abilities to understand rhythm through their bodies.

RESULTS: At 2017 Juries, 92% of this group was

identified as proficient in the area of RHYTHMIC

AND MELODIC ACCURACY, exceeding the goal

by 17%.

GROWTH RATE: 39% more students of this

group were identified as proficient in the area of

RHYTHMIC AND MELODIC ACCURACY than

in 2016.

24


S T A F F I N G

School Leadership

Diligent and intentional actions have been taken to create a

school based on professional working relationships and a sense of

common purpose. It is important for the faculty and staff to be aware

of the school’s leadership structure for the purposes of accountability

and support. A delineation of those roles and responsibilities are

outlined in the Governance and Management section.

Classroom Instructors

Academic Department Chair - The department chair is supervised by the Academic

Director. The department chair provides instructional leadership and enhances articulation

regarding curriculum alignment with standards, the development and implementation of

common assessments, and the use of effective instructional strategies that will most

appropriately meet the needs of students. The duties of the department chair are critical to the

overall education program of the school and require effective and ongoing communication and

collaboration with staff and administration. The department chair will implement Q -Comp

coaching, mentoring, and observations for all members of the department and another

department chair.

Academic Department Facilitator - The department facilitator is supervised by the

Academic Director. The department facilitator provides instructional leadership and enhances

articulation regarding the use of effective instructional strategies that will most appropriately

meet the needs of students. The duties of the department facilitator are critical to the overall

education program of the school and require effective and ongoing communication and

collaboration with staff and administration. The department facilitator wil l implement Q-Comp

coaching, mentoring, and observations for all members of the department.

Evaluations - Academic

Each licensed academic teacher at Saint Paul Conservatory for Performing Artists was

observed and received formative evaluations six times per year. The academic director and

assistant academic director observed and evaluated each teacher one or two times each for a

total of three observations per academic teacher. The final

observation was summative and placed in the academic teacher’s

file. Administrators used Charlotte Danielson’s Framework for

Teaching Rubric in their observations.

Department Chairs served as Lead Teachers and observed each

academic teacher three times. All observations were classroom

observations and the evaluation feedback provided used

AdvancED ELEOT system. The Lead Teachers focused feedback

by aligning ELEOT with Charlotte Danielson’s

25


Domain 3: Instruction and how it aligned with student engagement and behavior. For all

licensed academic teachers, the administrators provided feedback on all four domains.

Each fall, the observation and evaluation process, forms, rubric, and standards are

reviewed in PLCs to ensure all licensed academic teachers have a clear understanding of the

expectations and provide input for improvements or other modifications.

Each formal observation and evaluation led by a Lead Teacher included a pre- and post-

observation conference held within two school days before and after the observation. At least

one formal observation led by an administrator was unannounced. Unannounced observations

were completed with a post-observation. Each licensed academic teacher received coaching on

the implementation of various teaching techniques and practices prior to each of the formal

observations and evaluations. Academic teachers will engage in self-reflection through a

standardized process during the pre- and post-observation conferences and through additional

opportunities provided by a Lead Teacher and administrators throughout the course of the year.

One observation will be completed when a Lead Teacher and a licensed academic teacher

watch a video of the teacher’s classroom together. The observation and post -conference will be

documented.

The evaluation team (administrators and Lead Teacher) received at least six hours of

training annually from a qualified individual in the areas of reflective coaching, supporting

assessment of student growth, observation techniques, the evaluation rubric and application of

the rubric to achieve inter-rater reliability. In addition, the evaluation team participated in

ongoing trainings, at least twice per year, between each observation cycle to review the rubric

and process. These trainings took place during Department Chair meetings, occurring twice a

month per year. They used the rubric to promote and retain inter-rater reliability throughout the

year.

Evaluations – Artistic

Each department chair meets once a week

individually with the artistic director to discuss their

arts department, including arts instructor development

in their courses. Enriched with classroom examples and

context thanks to the personal attention the courses are

given both by the department chair and the artistic

director’s visits, these meetings are an opportunity for

department chairs to communicate successes or possible

challenges that are arising within a course or more

specifically with a program instructor.

For newer instructors who have been with school three years or less, a formal visit to

their classroom is conducted three times a year. For instructors who have been with the school

for longer than three years, a visit is conducted at least once a year. A 1 -page formal

documentation process is developed in conjunction with each arts instructor. The artistic

director and instructor work together to develop an action plan for continuous improvement,

26


identifying three areas that work well with their particular group of students in their course and

one thing that is a challenge to be worked on. The first visit to the classroom is used a point of

reference for future meetings.

Professional Development

Licensed staff7 was divided into three- or four-member Professional Learning

Communities (PLCs) based on departments that will met every other day for 80 minutes. PLCs

will assure that there is a vertical alignment which addresses the Minnesota 9-12 Academic

Standards for the courses in each discipline. With common summative and formative

assessments, the PLCs will use data to determine both alignment to the standards and to inform

instructional practice.

During J-Term all academic staff participated in traditional professional development

for thirteen days. The topics covered were classroom management, curriculum development,

and assessment planning. These topics were chosen based on the feedback p rovided by students

at the end of the first semester.

SPCPA started the school year with a community building event guided by Youth

Frontiers. The school met as a full staff and worked together to build and renew relationships

among staff, addressed the need for a positive, enriching school culture, and honoring one

another for the strengths each individual brings to the SPCPA community.

7 Appendix VII – Teacher Licensure

27


I N N O VA T I VE P R A C T I C E S & I M P L E ME N T A T I O N

Daily Academics

SPCPA breaks total days into block scheduling, where students manage ten 80-minute

periods over the course of two days. This setup, with no greater than three academic

classes each day, allows for more time to work with concepts in class and distributes

academic work load over multiple days.

Courses are split into on-level teaching and honors teaching. Honors courses follow a

more rigorous curriculum to provide academic opportunity to students who want to

explore content beyond core classes.

SPCPA is conscious in preparing students for future academic ventures. The sc hool is

supportive of students’ participation in post -secondary education (PSEO) and provides

opportunities to experience collegiate work-load and earn college credit through on-site

College in the Schools (CIS) courses and Advanced Placement (AP) exams.

SPCPA academic staff regularly reviews and realigns department curriculums to best

suit the Minnesota Standards. Academic instructors meet every other day in

Professional Learning Communities (PLCs) to collaborate on meeting the needs of all

SPCPA students. Staff devotes the length of student J -Term experience to professional

development.

Professional Artistic Focus

Instructors are working artists with professional training and performing backgrounds.

Arts faculty aligns their class structure with the same standard that is expected in the

professional arts community.

SPCPA utilizes Predicted Arts Absences contracts with faculty and families so students

can engage in professional artistic opportunities during the school day while completing

their school work and engaging in unique arts experiences.

Partnerships with performing arts organizations across the Twin Cities provide the

school access to performance spaces, master classes, professional performance

experiences, and guidance from other working artists.

J-Term

J-Term takes place over three weeks in January between the first and second semesters.

Students study with SPCPA faculty and guest artists following a rehearsal and

performance schedule similar to those used by professional companies.

28


Many rehearsals and performances take place on-site at professional company venues to

go beyond the value of a training experience and create relationships between students

and the Twin Cities professional performance community.

Examples of venues and professional relationships utilized for the 2016-2017 J-Term

include: New Century Theatre, Mixed Blood Theatre, Patrick’s Cabaret, Sundin Music

Hall at Hamline University, the Illusion Theater, the Red Eye Theater, the

O’Shaughnessy, the Phoenix Theater, and the LAB Theater.

Academic teachers engage in professional development during these three weeks. Focus

of this development includes formative assessments and curriculum mapping.

Juries

Students engage in Juries process each spring where members of the professional

performing arts community witness a performance work by the student, and allows for

individualized comments and feedback. This opportunity is used for artistic

development and helps guide improvement for both the student and for the arts faculty

who modify the teaching style as needed to support student growth.

Campus Community

The school is centrally located within the Lowry building of downtown St. Paul and

leases the professional dance studios in the RiverCentre’s Roy Wilkins Auditorium.

Due to the downtown location and varied home districts that families come from, a

majority of SPCPA students make use of the Metro Transit buses and light rail lines to

commute to school.

29


G O V E R N A N C E & M A N A G E M E N T

Management

Leadership at SPCPA includes the Superintendent/Director of School, the Artistic

Principal, the Academic Principal, and the Director of Special Education. This team meets at

least once weekly to analyze current operations, strategize solutions to short - and long-term

challenges, and develop implementation plans for upcoming events and subsequent school

year. Secondary to this team, department chairs facilitate development and curriculum planning

in each academic (Math, English, Science, Social Studies, and Foreign Language Arts) and arts

(Dance, Instrumental Music, Vocal Music, Theater, and Musical Theater) department.

Director of School (Superintendent), Callie Jacobs

Callie Jacobs is directly responsible to the Board of Directors, serves as chief executiv e of the Board,

and supervises all school operations in accordance with Board policies. Although Callie may delegate

appropriate powers and duties so it is possible to make operational decisions at various administrative

levels, she is responsible for the execution of these powers and duties and establishing administrative

regulations as needed to manage the school.

Academic Director (Principal), Ellen Delaney

Ellen Delaney is accountable to the Superintendent/Director of School for the operation of the sch ool’s

academic program. This includes responsibilities in the areas of mentoring, coaching, supervision, and

evaluation of faculty to meet the school’s educational goals in curriculum, assessment, instruction, and

professional development. Although Ellen may delegate appropriate powers and duties, she is

responsible for the execution of these powers and duties, as needed to manage the academic program. All

academic staff are under the supervision of the Academic Director (Principal) and accountable to Ellen

for their performance.

Assistant Academic Director, Jake Klingner

Jake Klingner is supervised by the Academic Director. Jake’s responsibilities are in the areas of

mentoring, coaching, supervision, and evaluation of faculty. In addition, building operatio ns is a focus of

Jake’s work including scheduling.

Artistic Director (Principal), Brian Goranson

Brian Goranson is accountable to the Superintendent/Director of School for the operation of the school’s

arts program. All arts staff are under the supervision of the Principal/Artistic Director and accountable to

Brian for their performance.

Director of Special Education, Monica Lonergan

Monica Lonergan is accountable to the Director of School to implement and maintain Special Education

programs and services in conformance to federal, state, and school objectives, provide written support

and convey relevant information, serve as a resource maintain adequate staffing to ensure objectives of

programs and services fall within budget. In addition, Monica serves as the school’s 504 Coordinator and

facilitates collaboration between General Education and Special Education programs.

Callie Jacobs, Brian Goranson, and Ellen Delaney are licensed administrators of the

School, Artistic, and Academic programs, respectively. In addition, the 2016-2017 Assistant

Academic Director, Jake Klingner, is a licensed administrator. These four individuals hold

supervisory responsibilities within the school and, as licensed administrators, do not require

their development plans be posted. Each of these individuals establish annual goals, are

30


evaluated, and receive feedback from the Superintendent or , in the case of the Assistant

Academic Director, the Academic Director (Principal).

Callie Jacobs, Superintendent/Director of School serves as the point -person for all on-

site decisions at the Saint Paul Conservatory for Performing Artists. She is actively involved in

daily operations and works closely with the school’s administrative team in order to provide

timely and detailed information about the school’s operations to the faculty and the Board of

Directors. Additionally, Jacobs sends out updates to the Board as needed between Regular

Business Meetings, but at least twice quarterly with information on current affairs at the

school.

Governance

The SPCPA Board8 is diverse in experience, possessing sufficient working knowledge

of its financial oversight responsibilities. Board membership includes individuals with

substantial financial knowledge whether it be via their professions (i.e. Law, Financial

Planning, Arts Management, etc.) or experience and expertise obtained via serving on oth er

boards and/or school boards. The SPCPA Board of Directors consisted of two parents, five

community members, two licensed teachers (.80 FTE and above), and one ex -officio

administrator at the school. The Superintendent serves in an Ex -Officio capacity on the Board.

SPCPA’s Superintendent/Director of School and the school’s financial Business Manager from

Beltz, Kes, Darling & Associates to assist the Board in having the information, education, and

documents needed to understand the School’s finances and make informed decisions with

regard to the Board’s role as a governing body.

Equally important to financial oversight is the Board’s role in the evaluation of the

Superintendent/Director of School. The Board conducts an annual evaluation process for the

Superintendent, where an analysis of work performance is discussed and goals are assigned as

benchmarks for future evaluations. Additionally, formalized surveys are sent twice a year to all

faculty members to gauge school culture and satisfaction of school leadership. These results

are taken into consideration in the assessment of the Superintendent.

SPCPA maintains Board meeting records on its website (http://www.spcpa.org/board/).

Meeting minutes from the Board of Directors Regular Business Meetings and board -delegated

committees are published9 on the website (http://www.spcpa.org/about/board-minutes/).

The Board of Directors completes a self-evaluation annually to:

hold the Board accountable in its role as a governing body;

hold the Board accountable to itself, the staff, and the community;

allow board members to reflect on their individual and collective behavior and

performance;

foster open communication; and

provide a starting point for effective goal setting and long-range planning.

8 Appendix VIII – Board Member Information

9 Minn. Stat. 124E.07 subd. 8, Minn. Stat. 471.705

31

http://www.spcpa.org/about/board-minutes/


The Board’s 2016-2017 Self-Evaluation supports the following areas of focus for the Board:

The Board is committed to develop a calendar and monitor progress regarding regular

cycles for policy review, revising, and adoption so they are clear, up -to-date, and

compliance with state and federal laws and rules;

The Board is committed to developing a one-year and three-year strategic plan;

The Board is committed to respectful, collaborative, and supportive relationships with

the staff and community that respects the organizational structure; and

The Board’s priorities are aligned with high expectations for operations, fiscal health,

and increases in student achievement.

Annually, the Board evaluates the Director of School (Superintendent). The Director of

School’s (Superintendent’s) evaluation was most recently conducted and completed during the

2016-2017 school year.

32


$1,390,376 $1,687,044

$2,117,702 $1,846,641 $1,949,435

$2,209,045 $2,266,206

FY2011 FY2012 FY2013 FY2014 FY2015 FY2016 FY2017

EOY Fund Balance in $

F I N A N C I A L M A N A G E M E N T

SPCPA’s budget10

is reviewed monthly by the school’s Superintendent and again by

business manager Nick Taintor of Beltz, Kes, Darling, & Associates (BKDA). SPCPA’s ADMs

are reviewed in conjunction with the budget. This process ensures for real -time monitoring of

available funds, allowing for transitions to be made to the budget as necessary based on the

school’s enrollment, or other shifts that could affect monetary flow.

The continued budgeting process throughout the year is grounded through many

stakeholders, instituting many check systems across multiple parties within the organization (in

the form of the administrative team, and the Board committee) and outside of the organization

(through BKDA services). After the budget itself is cross checked, each line item transaction

made between the current and previous Board meeting is reviewed by the Board of Directors’

Executive and Finance Committee to verify proper tracking and placement of finances.

Thanks to the school’s strong cash flow position, no short term financial challenges are

foreseen at present. However, the school is looking to address long-term challenges regarding

necessary increases in teacher compensation to recruit and retain highly qualified teachers in a

competitive market and against those traditional schools that can offer teachers subst antially

greater compensation in some cases. Most recently, the Board of Directors re -budgeted ADM

count from 575 to 550 ADM for the remainder of SY 2017 to better balance attrition

throughout the current school year. Long-term challenges are focused around enrollment

numbers as applicants from new students arrive for the 2017-18 school year.

10

Appendix V – SY2017 Financial Statements

30.5% 35.6%

43.8%

30.4% 32.2% 37.0% 38.0%

FY2011 FY2012 FY2013 FY2014 FY2015 FY2016 FY2017

EOY Fund Balance in %

33


F U T U R E P L A N S

In the school’s effort for further improvement, several init iat ives are underway

for the 2017-2018 school year . Highlights are below:

New Videos

The homepage of the SPCPA website now showcases a new Life at SPCPA (2017)

video. SPCPA gives A HUGE THANK YOU to a SPCPA alumnus for making the new

video a reali ty! In addit ion, new videos for each arts track and a general J-Term video

are posted on the school’s website.

Facil it ies Upgrade

Over the summer, several upgrades were made to the school’s theater spaces in the

Lowry, including new carpet and paint in the Lehr Theatre, an LED lighting system

for the Lab Theatre, and new seating for both spaces. Ad ditionally, SPCPA has

secured rental in the historic Hamm Buildilng which will serve as a class space for the

Instrumental program, as well as options for dance and theatre classrooms with i ts

large rooms and sprung floors .

AP Program

As outl ined in the Academic Program and Performance section, the school is moving

away from the College in the Schools (CIS) program toward the Advanced Placement

(AP) program. By using the AP program, the school can identify the teacher without

outside requirements.

Contemporary Singer Songwriter and Instrumental Music Programs

SPCPA has expanded i ts arts programming to offer two addit ional t rac k options for

next school year. Instrumental Music: Contemporary will serve students on all

instruments. Students will engage primarily with contemporary and popular music,

though every genre of music will be explored. A focus will be placed on the creation

of new music. There are no standards to meet in order for stud ents to gain entrance

into this program. All 9th and 10th grade Vocal Arts students will take their

foundational courses together, but prior to the 11th grade, students will study

exclusively in one of two programs: Vocal Arts: Singer-Songwriter - Students will

develop their voices, learn to accompany themselves on an instrument, and begin to

work with current music technology. Their Senior Capstone recital will showcase their

abil i t ies as performers , songwriters, and music producers. Vocal Arts: Vocal

Performance - Students will dedicate themselves to two years of in -depth studies in

vocal technique and repertoire.

Arts Schools Network Conference

SPCPA is excited to be participating in the 2017 Arts Schools Network Conference

taking place this year in Minneapolis. Conference attendees will have an opportunity

to learn about the school by speaking with administrators and instructors, touring the

facil i t ies, and experiencing a number of student performances.

34


16 West 5t h

Street

St . Paul, MN 55102

651 – 290 – 2225

www.spcpa.org

@spcpamn

Superintendent / Director of School

Callie Jacobs

Academic Director

Ellen Delaney

Artistic Director

Brian Goranson

2016-2017 Board of Directors

Email: [email protected]

Michael Robins Il lusion Theatre

Kelly Rodieck Travelers Insurance

Steve Cardamone University of Minnesota

Shawn Judge The Razor’s Edge

Ilah Raleigh SPCPA, Vocal Arts Department Chair

Raymond Bailer SPCPA, Social Studies Instructor

Jacie Knight Youth Performance Company

Troy Janisch Parent of SPCPA Student

Will iam Pentelovitch Parent of SPCPA Student

35

http://www.spcpa.org/

Appendix I.

Verification of Non Profit Status

36

Appendix II.

SY2017 Organizational Chart

39

2016‐2017

ArtsDepartmentChairs

ArtsFacultyAcademicFaculty

ArtisticDirector(Principal)

(BrianGoranson)

SpecialEducationFaculty

Paraprofessionals

Dean/CounselorGrades9&11(NickFox)

Dean/CounselorGrades10&12

(EmilyDeutschman)

AssistantAcademicDirector

(JacobKlingner)

AcademicDirector(Principal)

(EllenDelaney)

DirectorofSpecialEducation

(MonicaLonergan)

BoardofDirectors

DirectorofSchool(Superintendent)(CallieJacobs)

AcademicDepartmentChairs

Data&Intervention(ZachFlessert)

SPCPAOrganizationalChart:LicensedStaff

40

PromiseFellow(TaraGibb)

CollegeCounselor(AlisonGreen)

ExecutiveAssistanttotheDirector(SusanReiling)

ExecutiveAssistanttotheDirector

(MichelleHernick)

DirectorofSpecialEducation

(MonicaLonergan) Data&Intervention(ZachFlessert)

GSHSupervisors(ShelleyDuffy&Emma

Stout)

BoardofDirectors

DirectorofSchool(Superintendent)(CallieJacobs)

AcademicDirector(Principal)

(EllenDelaney)

SPCPAOrganizationalChart:SupportStaff2016‐2017

Facilities(DaveMiller)

ContractedServices

ExecutiveAssistanttotheArtisticDirector(NancyGalatowitsch)

ExecutiveAssistanttotheAcademicDirector(AnnaTorgerson)

AdministrativeAssistantLowry

(MichelleFranz)

AdministrativeAssistantWilkins

(PattyHall)

ArtisticDirector(Principal)

(BrianGoranson)

41

Appendix III.

SY 2017 Application Form

42

Application Form 16 West 5th Street

St. Paul, MN 55102

Phone (651) 290-2225

Fax (651) 290-9000

Please PRINT LEGIBLY in blue or black ink. STUDENT INFORMATION □ 2016-2017 School Year □ 2017-2018 School Year (Please check one.)

Legal First Name Legal Middle Name Legal Last Name Current Grade Enrollment Grade

Address City State Zip

Arts Programs of Study – Please rank your top two choices (1-first choice ; 2-second choice)

_____ Dance _____ Theatre _____ Musical Theatre _____ Vocal Arts _____ Instrumental Music: Orchestra _____ Instrumental Music: Jazz

If you selected Instrumental Music, what is your primary instrument: ________________________________________________

FAMILY DATA Does this student have a sibling currently enrolled? □ YES □ NO (Siblings are defined as children who share a legal guardian with a currently enrolled student)

Parent/Guardian 1

Legal First Name MI Legal Last Name Relationship to Student

Home Phone Work Phone Mobile Phone

Email

Parent/Guardian 2

Legal First Name MI Legal Last Name Relationship to Student

Address (if different than Parent/Guardian 1) City State Zip

Home Phone (if different) Work Phone Mobile Phone

Email

Signature of Parent/Legal Guardian Date signed

43

Appendix IV.

SY 2017 Enrollment Packet

44

Appendix V.

SY2017 Financial Statements

53

Prepared by:Nick Taintor, CPASenior Financial Manager

Saint Paul Conservatory for

St. Paul, MinnesotaDistrict 4112

October 31, 2016

Financial Statements

Performing Artists

63

St. Paul Conservatory for Performing Artists St. Paul, Minnesota

October 2016 Financial Statements

Table of Contents

Executive Summary Page 3

Balance Sheet Page 5

Statement of Revenues and Expenditures Page 6

Statement of Cash Flow Page 8

64


October 2016 Financial Statements

Executive Summary

Overall The working budget projects revenues exceeding expenditures in all funds by

$248,614. We are budgeting state revenues based on 575 students.

Year to date, 30.13% of expenditures have been spent as compared to 33.3% of the way through the fiscal year.

Balance Sheet The beginning balances shown on the Balance Sheet are based on the un-

audited ending information as of June 30, 2016.

Accounts Receivable – Lowry Building Improvements in the amount of $491,408 represents the amount of improvements that the School has spent on behalf of the SPCPA Building Company. Payments will be made by the SPCPA Building Company over time to reimburse the School.

State holdback for 2015-2016 fiscal year is a receivable of $34,846 at the time of this report. The holdback amount will be paid to the school through the next several months.

State holdback for 2016-2017 fiscal year is estimated to be a receivable of $189,782 at the time of this report. The holdback amount is approximately 10% of total state aids. This amount will be paid back to the School in fiscal year 2018.

Accounts Payable represent amounts due for invoices received but not paid as of the end of the period.

Payroll Deductions and Contributions represent amounts owed for taxes and benefits as of the end of the period on behalf of the employees.

65

Statement of Revenue and Expenditures This report shows the budget approved for the year, the working budget, and

year to date activity (revenues and expenditures).

Per review of the percent of the working budget column on pages 6 through 7, nothing significant is worth noting. School leadership will be looking at and reviewing the budget over the next few months for possible changes. No changes are significant to mention at this time.

Statement of Cash Flows Nothing significant to note this month.

Supplemental Information A separate Management Report is provided that show checks that were

written during the month, receipts that were accounted for, and journal entry transactions that were recorded.

Please feel free to contact Nick Taintor at [email protected] should you have questions related to the financial statements.

66

Beginning

Balance ‐

July 1, 2016

Ending

Balance

Assets

Current Assets

101‐00 Checking ‐ Bremer Bank 1,470,182 1,954,937

101‐02 Petty Cash 361 361

115 Accounts Receivable 0 0

118 Accounts Receivable ‐ Lowry Building Improv. 713,001 491,408

121 Due from MN Dept. of Education 434,094 34,846

122 Federal Aids Due from MDE 16,548 0

Current Year State Holdback Rec.(10%) 0 189,782

125 Due from Other Governmental Units 12,647 0

131 Prepaid Expenses and Deposits 25,642 7,243

Prepaid Employee Insurance Premiums 0 25,414

Total All Assets 2,672,476 2,703,991

Liabilities and Fund Balance

201 Salaries and Wages Payable 141,474 70,577

205 Due to Other Funds 148,140 148,140

206 Accounts Payable 51,415 0

215 Payroll Deductions and Contributions 116,843 29,318

Total Liabilities 457,873 248,035

Fund Balance

Fund Balance 7‐1‐2016 2,214,603 2,214,603

Net Income To Date 0 241,353

Total Fund Balance 2,214,603 2,455,956

Total Liabilities and Fund Balance 2,672,476 2,703,991


St. Paul, Minnesota

Balance Sheet

As of October 31, 2016

67

FY 2017

Adopted

Budget

FY 2017

Working

Budget

Year to Date

Activity

Percent

of Working

Budget

575 575 33.33%

General Fund ‐ 01

Revenues

State Revenues

211 General Education Aid 4,650,754 4,650,754 1,803,821 38.79%

201 Endowment Fund Revenue 16,278 16,278 10,054 61.77%

335 Q‐Comp 153,750 153,750 0 0.00%

348 Charter Lease Aid 906,660 906,660 0 0.00%

360 Special Ed Aid 285,106 285,106 0 0.00%

370 College in the Schools 9,835 9,835 0 0.00%

300 Other State Aids 6,000 5,803 96.71%

10% Estimated State Holdback Amount (Deferred) 0 0 189,782

Total State Revenues 6,022,383 6,028,383 2,009,460 33.33%

Federal Revenues

419 Special Education Aid ‐ Regular Allocations 67,993 67,993 0 0.00%

425 Early Intervening Services Funds 11,851 11,851 0 0.00%

Total Federal Revenues 79,844 79,844 0 0.00%

Local Revenues

035 Out of State Tuition Payments 0 0 1,813 0.00%

050 Fees from Patrons 54,350 54,350 36,448 67.06%

096 Annual Fund/Ticket Sales 70,000 70,000 586 0.84%

621 School Store Sales 17,500 17,500 5,752 32.87%

621 Dance Ticket Sales 12,500 12,500 0 0.00%

621 Yearbook Sales 7,500 7,500 50 0.67%

621 Student Council 0 0 1,388 0.00%

099 Other Local Revenues 1,600 1,600 582 36.37%

Total Local Revenues 163,450 163,450 46,618 28.52%

Total Revenues 6,265,677 6,271,677 2,056,078 32.78%

Expenditures

100 Salaries 2,748,171 2,748,171 714,695 26.01%

200 Benefits 712,954 712,954 222,718 31.24%

303 Federal Funds Contracted Services 2,800 2,800 728 26.00%

305 Contracted Services 442,636 442,636 160,789 36.33%

320 Communications Services 8,200 8,200 2,731 33.31%

329 Postage 8,000 8,000 2,523 31.54%

330 Utilities 70,000 70,000 18,451 26.36%

350 Repairs and Maintenance 24,400 24,400 2,415 9.90%

360 Contracted Transportation 225,700 225,700 61,783 27.37%

361 Certified Paraprofessional 2,500 2,500 528 21.12%

366 Travel, conferences and staff training 44,340 44,340 19,747 44.54%

348‐370 Building Lease Cost 1,007,400 1,007,400 321,844 31.95%

369 Student Field Trip Fees 7,800 7,800 3,114 39.92%

370 Other Rentals and Operating Leases 108,250 108,250 50,432 46.59%

372 Occupational Therapist 50 50 0 0.00%


St. Paul, Minnesota

Summary Revenue and Expense Statement

As of October 31, 2016

Enrollment (Average Daily Membership)

68

FY 2017

Adopted

Budget

FY 2017

Working

Budget

Year to Date

Activity

Percent

of Working

Budget

373 Speech/Language Therapist 1,700 1,700 1,305 76.74%

376 Licensed Nursing 1,000 1,000 0 0.00%

378 School Psychologist 0 0 285 0.00%

389 Licensure Coursework Reimbursement 12,000 12,000 0 0.00%

394 Payments to Non‐Educational Agencies 35,500 35,500 10,295 29.00%

401 Supplies ‐ Non Instructional 76,950 76,950 19,421 25.24%

402 Materials Purchased for Resale 24,500 24,500 3,294 13.44%

405 Non Instructional Computer Software 5,400 5,400 2,436 45.10%

430 Instructional Supplies 22,700 22,700 8,808 38.80%

433 Individualized Instructional Supplies 3,268 3,268 808 24.72%

460 Textbooks and Workbooks 9,500 9,500 4,895 51.53%

461 Standardized Testing 7,000 7,000 5,156 73.66%

490 Food 7,500 7,500 2,966 39.55%

530 Equipment Purchased 24,000 30,000 29,081 96.94%

555 Technology Equipment 85,000 85,000 24,553 28.89%

820 Dues, Memberships, Other Fees 57,844 57,844 19,076 32.98%

820 Dues to Lowry 230,000 230,000 99,850 43.41%

Total Expenditures 6,017,063 6,023,063 1,814,725 30.13%

General Fund Net Income 248,614 248,614 241,353

Total All Funds

Revenues

State Revenues 6,022,383 6,028,383 2,009,460 33.33%

Federal Revenues 79,844 79,844 0 0.00%

Local Revenues 163,450 163,450 46,618 28.52%

Total Revenues 6,265,677 6,271,677 2,056,078 32.78%

Expenditures

Salaries and Wages 2,748,171 2,748,171 714,695 26.01%

Employee Benefits 712,954 712,954 222,718 31.24%

Purchased Services 2,002,276 2,002,276 656,970 32.81%

Supplies and Materials 156,818 156,818 47,783 30.47%

Facilities and Equipment 109,000 115,000 53,633 46.64%

Dues and Memberships; Fees; Other Expenses 287,844 287,844 118,926 41.32%

Total Expenditures 6,017,063 6,023,063 1,814,725 30.13%

Total Revenues All Funds 6,265,677 6,271,677 2,056,078 32.78%

Total Expenditures All Funds 6,017,063 6,023,063 1,814,725 30.13%

Net Income ‐ All Funds 248,614 248,614 241,353

Beginning Fund Balance, All Funds, July 1, 2016 2,214,603 2,214,603 2,214,603

Projected Fund Balance, All Funds, June 30, 2017 2,463,217 2,463,217 2,455,956

Projected Fund Balance Percentage 41% 41%

The estimated amount of the state aid holdback that has been earned as of the end of this month is shown for informational purposes.

69

St. Paul Conservatory for Performing Artists

2016‐2017

2016-2017 Actual November December January February

Budget YTD Estimated Estimated Estimated Estimated

Receipt Calculations

Total State Aids 2016-2017 - Holdback = 10% 6,028,383 1,819,678 445,628 445,628 445,628 445,628

Total State Aids 2015-2016 - Holdback = 10% 434,094 399,248 0 0 0 0

Other Revenue

Out of State Tuition Payments 0 1,813 0 0 0 0

Fees from Patrons 54,350 36,448 2,238 2,238 2,238 2,238

Gifts and Bequests 70,000 586 25,000 0 0 25,000

School Store Sales 17,500 5,752 1,469 1,469 1,469 1,469

Dance Ticket Sales 12,500 0 1,563 1,563 1,563 1,563

Yearbook Sales 7,500 50 931 931 931 931

Other Local Revenues 1,600 582 127 127 127 127

Federal Special Ed 67,993 0 8,499 8,499 8,499 8,499

Federal Early Intervening Service Funds 11,851 0 0 5,000 0 0

Total Other Revenue 243,294 45,231 39,826 19,826 14,826 39,826

Total Revenue - NOT Including 15-16 Holdback 6,271,677 2,264,157 485,454 465,454 460,454 485,454

Revenue Per Budget Model 6,271,677

Expenditure Calculations

Salaries 2,748,171 675,378 218,189 218,189 218,189 218,189

Benefits 712,954 191,458 54,894 54,894 54,894 54,894

Federal Funds Contracted Services 2,800 728 259 259 259 259

Contracted Services 442,636 160,789 35,231 35,231 35,231 35,231

Communication Services 8,200 2,731 684 684 684 684

Postage 8,000 2,523 685 685 685 685

Utilities 70,000 18,451 6,444 6,444 6,444 6,444

Repairs and Maintenance 24,400 2,415 2,748 2,748 2,748 2,748

Contracted Transportation 225,700 61,783 20,490 20,490 20,490 20,490

Certified Paraprofessional 2,500 528 247 247 247 247

Travel, Conferences and Staff Training 44,340 19,747 3,074 3,074 3,074 3,074

Building Lease Cost 1,007,400 321,844 71,526 71,526 71,526 71,526

Student Field Trip Expenses 7,800 3,114 586 586 586 586

Other Rental and Operating Leases 108,250 50,432 7,227 7,227 7,227 7,227

Occupational Therapist 50 0 0 50 0 0

Speech/Language Therapist 1,700 1,305 0 396 0 0

Licensed Nurse 1,000 0 0 1,000 0 0

School Psychologist 0 285 0 0 0 0

Licensure Coursework Reimbursement 12,000 0 1,500 1,500 1,500 1,500

Payments to Non‐Educational Agencies 35,500 10,295 3,151 3,151 3,151 3,151

Supplies ‐ Non Instructional 76,950 19,421 7,191 7,191 7,191 7,191

Materials Purchased for Resale 24,500 3,294 2,651 2,651 2,651 2,651

Non Instructional Computer Software 5,400 2,436 371 371 371 371

Instructional Supplies 22,700 8,808 1,737 1,737 1,737 1,737

Individualized Instructional Supplies 3,268 808 308 308 308 308

Textbooks and Workbooks 9,500 4,895 576 576 576 576

Standardized Testing 7,000 5,156 230 230 230 230

Food 7,500 2,966 567 567 567 567

Equipment Purchased 30,000 29,081 115 115 115 115

Technology Equipment 85,000 24,553 7,556 7,556 7,556 7,556

Dues, Memberships, Other Fees 57,844 19,076 4,846 4,846 4,846 4,846

Dues to Lowry 230,000 99,850 16,269 16,269 16,269 16,269

Total Expenses 6,023,063 1,744,148 469,348 470,794 469,348 469,348

Budgeted Revenue less Expenditures 248,614

Surplus Per Budget Model 248,614

Monthly cash flow surplus (deficit) 520,009 16,106 (5,340) (8,894) 16,106

Additional Payables and other Balance Sheet Items 456,154 0 0 0 0

Amount to be reimbursed by Building Company (491,408) 0 0 0

Beginning Cash Balance 1,470,182 1,954,937 1,971,043 1,965,703 1,956,810

Ending Cash Balance 1,954,937 1,971,043 1,965,703 1,956,810 1,972,916 70


2016‐2017


Total State Aids 2016-2017 - Holdback = 10%


Other Revenue

Out of State Tuition Payments

Fees from Patrons

Gifts and Bequests

School Store Sales

Dance Ticket Sales

Yearbook Sales

Other Local Revenues

Federal Special Ed

Federal Early Intervening Service Funds

Total Other Revenue

Total Revenue - NOT Including 15-16 Holdback

Revenue Per Budget Model


Salaries

Benefits

Federal Funds Contracted Services

Contracted Services

Communication Services

Postage

Utilities

Repairs and Maintenance

Contracted Transportation

Certified Paraprofessional

Travel, Conferences and Staff Training

Building Lease Cost

Student Field Trip Expenses

Other Rental and Operating Leases

Occupational Therapist

Speech/Language Therapist

Licensed Nurse

School Psychologist

Licensure Coursework Reimbursement

Payments to Non‐Educational Agencies

Supplies ‐ Non Instructional

Materials Purchased for Resale

Non Instructional Computer Software

Instructional Supplies

Individualized Instructional Supplies

Textbooks and Workbooks

Standardized Testing

Food

Equipment Purchased

Technology Equipment

Dues, Memberships, Other Fees

Dues to Lowry

Total Expenses

Budgeted Revenue less Expenditures

Surplus Per Budget Model

Monthly cash flow surplus (deficit)

Additional Payables and other Balance Sheet It

Amount to be reimbursed by Building Company

Beginning Cash Balance

Ending Cash Balance

11/09/16

March April May June Total Total Remaining

Estimated Estimated Estimated Estimated Cash Flow Budget Cash Flow

445,628 445,628 445,628 445,628 5,384,699 6,028,383 643,684

0 34,846 0 0 434,094 0 0

0 0 0 0 1,813 0 (1,813)

2,238 2,238 2,238 2,238 54,350 54,350 0

0 0 19,414 0 70,000 70,000 (0)

1,469 1,469 1,469 1,469 17,500 17,500 0

1,563 1,563 1,563 1,563 12,500 12,500 0

931 931 931 931 7,500 7,500 0

127 127 127 127 1,600 1,600 0

8,499 8,499 8,499 8,499 67,993 67,993 0

0 0 5,000 0 10,000 11,851 1,851

14,826 14,826 39,240 14,826 243,256 243,294 38

460,454 495,300 484,868 460,454 6,062,049 6,271,677 643,722

218,189 218,189 218,189 218,189 2,420,888 2,748,171 327,283

54,894 54,894 54,894 54,894 630,613 712,954 82,341

259 259 259 259 2,800 2,800 0

35,231 35,231 35,231 35,231 442,636 442,636 0

684 684 684 684 8,200 8,200 0

685 685 685 685 8,000 8,000 0

6,444 6,444 6,444 6,444 70,000 70,000 0

2,748 2,748 2,748 2,748 24,400 24,400 0

20,490 20,490 20,490 20,490 225,700 225,700 0

247 247 247 247 2,500 2,500 0

3,074 3,074 3,074 3,074 44,340 44,340 0

71,526 71,526 71,526 71,526 894,052 1,007,400 113,348

586 586 586 586 7,800 7,800 0

7,227 7,227 7,227 7,227 108,250 108,250 0

0 0 0 0 50 50 0

0 0 0 0 1,701 1,700 (1)

0 0 0 0 1,000 1,000 0

0 0 0 0 285 0 (285)

1,500 1,500 1,500 1,500 12,000 12,000 0

3,151 3,151 3,151 3,151 35,500 35,500 0

7,191 7,191 7,191 7,191 76,950 76,950 0

2,651 2,651 2,651 2,651 24,500 24,500 0

371 371 371 371 5,400 5,400 0

1,737 1,737 1,737 1,737 22,700 22,700 0

308 308 308 308 3,268 3,268 0

576 576 576 576 9,500 9,500 0

230 230 230 230 7,000 7,000 0

567 567 567 567 7,500 7,500 0

115 115 115 115 30,000 30,000 0

7,556 7,556 7,556 7,556 85,000 85,000 0

4,846 4,846 4,846 4,846 57,844 57,844 0

16,269 16,269 16,269 16,269 230,000 230,000 0

469,348 469,348 469,348 469,348 5,500,376 6,023,063 522,687

(8,894) 25,952 15,520 (8,894)

0 0 0 0

0 0 0 150,000

1,972,916 1,964,022 1,989,974 2,005,494

1,964,022 1,989,974 2,005,494 2,146,601 71

Prepared by:Nick Taintor, CPASenior Financial Manager

Saint Paul Conservatory for

St. Paul, MinnesotaDistrict 4112

Febraury 28, 2017


Performing Artists

81


February 2017 Financial Statements

Table of Contents




Statement of Cash Flow Page 8

82


February 2017 Financial Statements

Executive Summary

Overall The working budget projects revenues exceeding expenditures in all funds by

$84,840. We are budgeting state revenues based on 550 students.

Year to date, 65.00% of expenditures have been spent as compared to 66.67% of the way through the fiscal year.

Balance Sheet The beginning balances shown on the Balance Sheet are based on the

audited ending information as of June 30, 2016.


State holdback for 2015-2016 fiscal year is a receivable of $6,118 at the time of this report. The holdback amount will be paid to the school through the next several months.




83

Statement of Revenue and Expenditures This report shows the budget approved for the year, the working budget, and

year to date activity (revenues and expenditures).

Per review of the percent of the working budget column on pages 6 through 7, nothing significant is worth noting. School leadership reviewed the budget in detail and has updated the budget with a proposal for a revised budget to have approved by the board this month.


Supplemental Information A separate Management Report is provided that show checks that were

written during the month, receipts that were accounted for, and journal entry transactions that were recorded.


84

Beginning

Balance ‐

July 1, 2016

Ending

Balance

Assets

Current Assets


101‐02 Petty Cash 361 361





Current Year State Holdback Rec.(10%) 0 230,123


131 Prepaid Expenses and Deposits 25,642 241

Prepaid Employee Insurance Premiums 0 23,324

Total All Assets 2,672,476 2,612,004



205 Due to Other Funds 148,140 0

206 Accounts Payable 51,415 62,391



Fund Balance

Fund Balance 7‐1‐2016 2,214,603 2,214,603





St. Paul, Minnesota

Balance Sheet

As of February 28, 2017

85

FY 2017

Adopted

Budget

FY 2017

Revised

Budget

FY 2017

Working

Budget

Year to Date

Activity

Percent

of Working

Budget

575 550 550 66.67%

General Fund ‐ 01

Revenues

State Revenues

211 General Education Aid 4,650,754 4,487,795 4,487,795 3,220,182 71.75%

201 Endowment Fund Revenue 16,278 16,279 16,279 10,054 61.76%

317 Long Term Facilities Maintenance Aid 0 22,440 22,440 0 0.00%

335 Q‐Comp 153,750 153,750 153,750 0 0.00%

348 Charter Lease Aid 906,660 867,240 867,240 317,331 36.59%

360 Special Ed Aid 285,106 274,305 274,305 92,607 33.76%

370 College in the Schools 9,835 8,979 8,979 0 0.00%

300 Other State Aids 5,802 5,802 5,803 100.01%

10% Estimated State Holdback Amount 0 0 0 230,123

Total State Revenues 6,022,383 5,836,590 5,836,590 3,876,100 66.41%

Federal Revenues

419 Special Education Aid ‐ Regular Allocations 67,993 66,392 66,392 62,286 93.82%

425 Early Intervening Services Funds 11,851 12,305 12,305 5,695 0.00%

Total Federal Revenues 79,844 78,697 78,697 67,981 86.38%

Local Revenues

035 Out of State Tuition Payments 0 7,250 7,250 3,625 0.00%

050 Fees from Patrons 54,350 53,500 53,500 47,563 88.90%

096 Annual Fund/Ticket Sales 70,000 60,000 60,000 29,885 49.81%

621 School Store Sales 17,500 17,500 17,500 9,842 56.24%

621 Dance Ticket Sales 12,500 12,500 12,500 0 0.00%

621 Yearbook Sales 7,500 7,500 7,500 6,204 82.72%

621 Student Council 0 2,200 2,200 2,128 0.00%

099 Other Local Revenues 1,600 3,025 3,025 1,697 56.11%

Total Local Revenues 163,450 163,475 163,475 100,944 61.75%

Total Revenues 6,265,677 6,078,762 6,078,762 4,045,026 66.54%

Expenditures

100 Salaries 2,748,171 2,639,791 2,639,791 1,643,919 62.27%

200 Benefits 712,954 682,409 682,409 481,441 70.55%

303 Federal Funds Contracted Services 2,800 2,800 2,800 904 32.29%

305 Contracted Services 442,636 508,257 508,257 378,370 74.44%

320 Communications Services 8,200 8,200 8,200 9,154 111.63%

329 Postage 8,000 8,000 8,000 5,417 67.71%

330 Utilities 70,000 75,000 75,000 46,431 61.91%

350 Repairs and Maintenance 24,400 24,400 24,400 4,084 16.74%

360 Contracted Transportation 225,700 190,000 190,000 145,736 76.70%

361 Certified Paraprofessional 2,500 2,500 2,500 2,640 105.60%

366 Travel, conferences and staff training 44,340 44,790 44,790 41,092 91.74%

348‐370 Building Lease Cost 1,007,400 963,600 963,600 648,723 67.32%

369 Student Field Trip Fees 7,800 7,000 7,000 6,999 99.98%

370 Other Rentals and Operating Leases 108,250 232,069 232,069 95,297 41.06%

372 Occupational Therapist 50 50 50 0 0.00%


St. Paul, Minnesota


As of February 28, 2017


86

FY 2017

Adopted

Budget

FY 2017

Revised

Budget

FY 2017

Working

Budget

Year to Date

Activity

Percent

of Working

Budget

373 Speech/Language Therapist 1,700 1,700 1,700 4,176 245.63%

376 Licensed Nursing 1,000 1,000 1,000 468 46.75%

389 Licensure Coursework Reimbursement 12,000 12,000 12,000 1,022 8.52%

394 Payments to Non‐Educational Agencies 35,500 35,500 35,500 17,835 50.24%

401 Supplies ‐ Non Instructional 76,950 64,450 64,450 28,655 44.46%

402 Materials Purchased for Resale 24,500 26,850 26,850 6,177 23.01%

405 Non Instructional Computer Software 5,400 6,000 6,000 5,732 95.53%

430 Instructional Supplies 22,700 19,250 19,250 12,353 64.17%

433 Individualized Instructional Supplies 3,268 3,268 3,268 1,132 34.63%

460 Textbooks and Workbooks 9,500 5,750 5,750 5,021 87.33%

461 Standardized Testing 7,000 5,100 5,100 5,156 101.10%

490 Food 7,500 5,000 5,000 3,334 66.68%

530 Equipment Purchased 24,000 75,000 75,000 70,722 94.30%

555 Technology Equipment 85,000 50,000 50,000 25,378 50.76%

820 Dues, Memberships, Other Fees 57,844 54,188 54,188 20,107 37.11%

820 Dues to Lowry 230,000 240,000 240,000 176,287 73.45%

Total Expenditures 6,017,063 5,993,922 5,993,922 3,896,041 65.00%

General Fund Net Income 248,614 84,840 84,840 148,985

Total All Funds

Revenues

State Revenues 6,022,383 5,836,590 5,836,590 3,876,100 66.41%

Federal Revenues 79,844 78,697 78,697 67,981 86.38%

Local Revenues 163,450 163,475 163,475 100,944 61.75%

Total Revenues 6,265,677 6,078,762 6,078,762 4,045,026 66.54%

Expenditures

Salaries and Wages 2,748,171 2,639,791 2,639,791 1,643,919 62.27%

Employee Benefits 712,954 682,409 682,409 481,441 70.55%

Purchased Services 2,002,276 2,116,866 2,116,866 1,410,626 66.64%

Supplies and Materials 156,818 135,668 135,668 67,561 49.80%

Facilities and Equipment 109,000 125,000 125,000 96,100 76.88%

Dues and Memberships; Fees; Other Expenses 287,844 294,188 294,188 196,394 66.76%


Total Revenues All Funds 6,265,677 6,078,762 6,078,762 4,045,026 66.54%

Total Expenditures All Funds 6,017,063 5,993,922 5,993,922 3,896,041 65.00%

Net Income ‐ All Funds 248,614 84,840 84,840 148,985

Beginning Fund Balance, All Funds, July 1, 2016 2,214,603 2,214,603 2,214,603 2,214,603

Projected Fund Balance, All Funds, June 30, 2017 2,463,217 2,299,443 2,299,443 2,363,588

Projected Fund Balance Percentage 41% 38% 38%


87


2016‐2017

2016-2017 Actual March April

Budget YTD Estimated Estimated


Total State Aids 2016-2017 - Holdback = 10% 5,836,590 3,645,977 438,123 438,123

Total State Aids 2015-2016 - Holdback = 10% 434,094 427,976 0 6,118

Other Revenue

Out of State Tuition Payments 7,250 3,625 906 906

Fees from Patrons 53,500 47,563 1,484 1,484

Gifts and Bequests 60,000 29,885 0 0

School Store Sales 17,500 9,842 1,914 1,914

Dance Ticket Sales 12,500 0 3,125 3,125

Yearbook Sales 7,500 6,204 324 324

Other Local Revenues 5,225 1,697 0 0

Federal Special Ed 66,392 62,286 0 0

Federal Early Intervening Service Funds 12,305 5,695 0 0

Total Other Revenue 242,172 166,798 7,754 7,754

Total Revenue - NOT Including 15-16 Holdback 6,078,762 4,240,752 445,877 451,995

Revenue Per Budget Model 6,078,762


Salaries 2,639,791 1,555,795 197,090 197,090

Benefits 682,409 411,627 49,233 49,233

Federal Funds Contracted Services 2,800 904 474 474

Contracted Services 508,257 378,370 32,472 32,472

Communication Services 8,200 9,154 -238 -238

Postage 8,000 5,417 646 646

Utilities 75,000 46,431 7,142 7,142

Repairs and Maintenance 24,400 4,084 5,079 5,079

Contracted Transportation 190,000 145,736 11,066 11,066

Certified Paraprofessional 2,500 2,640 0 0

Travel, Conferences and Staff Training 44,790 41,092 924 924

Building Lease Cost 963,600 648,723 71,526 71,526

Student Field Trip Expenses 7,000 6,999 0 0

Other Rental and Operating Leases 232,069 95,297 34,193 34,193

Occupational Therapist 50 0 0 0

Speech/Language Therapist 1,700 4,176 0 0

Licensed Nurse 1,000 468 0 0

School Psychologist 0 2,280 0 0

Licensure Coursework Reimbursement 12,000 1,022 2,744 2,744

Payments to Non‐Educational Agencies 35,500 17,835 4,416 4,416

Supplies ‐ Non Instructional 64,450 28,655 8,949 8,949

Materials Purchased for Resale 26,850 6,177 5,168 5,168

Non Instructional Computer Software 6,000 5,732 0 0

Instructional Supplies 19,250 12,353 1,724 1,724

Individualized Instructional Supplies 3,268 1,132 534 534

Textbooks and Workbooks 5,750 5,021 182 182

Standardized Testing 5,100 5,156 0 0

Food 5,000 3,334 417 417

Equipment Purchased 75,000 70,722 0 4,278

Technology Equipment 50,000 25,378 6,156 6,156

Dues, Memberships, Other Fees 54,188 20,107 8,520 8,520

Dues to Lowry 240,000 176,287 15,928 15,928

Total Expenses 5,993,922 3,738,103 464,346 468,624

Budgeted Revenue less Expenditures 84,840

Surplus Per Budget Model 84,840

Monthly cash flow surplus (deficit) 502,648 (18,470) (16,630)

Additional Payables and other Balance Sheet Items 379,007 0 0

Amount to be reimbursed by Building Company (515,439) 0 0

Beginning Cash Balance 1,470,182 1,836,399 1,817,929

Ending Cash Balance 1,836,399 1,817,929 1,801,300 88


2016‐2017




Other Revenue

Out of State Tuition Payments

Fees from Patrons

Gifts and Bequests

School Store Sales

Dance Ticket Sales

Yearbook Sales

Other Local Revenues

Federal Special Ed

Federal Early Intervening Service Funds

Total Other Revenue

Total Revenue - NOT Including 15-16 Holdback

Revenue Per Budget Model


Salaries

Benefits

Federal Funds Contracted Services

Contracted Services

Communication Services

Postage

Utilities

Repairs and Maintenance

Contracted Transportation

Certified Paraprofessional

Travel, Conferences and Staff Training

Building Lease Cost

Student Field Trip Expenses

Other Rental and Operating Leases

Occupational Therapist

Speech/Language Therapist

Licensed Nurse

School Psychologist

Licensure Coursework Reimbursement

Payments to Non‐Educational Agencies

Supplies ‐ Non Instructional

Materials Purchased for Resale

Non Instructional Computer Software

Instructional Supplies

Individualized Instructional Supplies

Textbooks and Workbooks

Standardized Testing

Food

Equipment Purchased

Technology Equipment

Dues, Memberships, Other Fees

Dues to Lowry

Total Expenses

Budgeted Revenue less Expenditures

Surplus Per Budget Model

Monthly cash flow surplus (deficit)

Additional Payables and other Balance Sheet It

Amount to be reimbursed by Building Company

Beginning Cash Balance

Ending Cash Balance

03/17/17

May June Total Total Remaining

Estimated Estimated Cash Flow Budget Cash Flow

438,123 438,123 5,398,467 5,836,590 438,123

0 0 434,094 0 (0)

906 906 7,250 7,250 0

1,484 1,484 53,500 53,500 0

23,730 0 53,615 60,000 6,385

1,914 1,914 17,500 17,500 0

3,125 3,125 12,500 12,500 0

324 324 7,500 7,500 0

0 0 1,697 5,225 3,528

4,106 0 66,392 66,392 0

6,610 0 12,305 12,305 (0)

42,200 7,754 232,260 242,172 9,912

480,323 445,877 6,064,822 6,078,762 448,035

197,090 197,090 2,344,156 2,639,791 295,635

49,233 49,233 608,559 682,409 73,850

474 474 2,800 2,800 0

32,472 32,472 508,257 508,257 0

-238 -238 8,200 8,200 0

646 646 8,000 8,000 0

7,142 7,142 75,000 75,000 0

5,079 5,079 24,400 24,400 0

11,066 11,066 190,000 190,000 0

0 0 2,640 2,500 -140

924 924 44,790 44,790 0

71,526 71,526 934,827 963,600 28,773

0 0 7,000 7,000 0

34,193 34,193 232,069 232,069 0

0 0 0 50 50

0 0 4,176 1,700 (2,476)

0 0 468 1,000 533

0 0 2,280 0 (2,280)

2,744 2,744 12,000 12,000 0

4,416 4,416 35,500 35,500 0

8,949 8,949 64,450 64,450 0

5,168 5,168 26,850 26,850 0

0 0 5,732 6,000 269

1,724 1,724 19,250 19,250 0

534 534 3,268 3,268 0

182 182 5,750 5,750 0

0 0 5,156 5,100 (56)

417 417 5,000 5,000 0

0 0 75,000 75,000 (0)

6,156 6,156 50,000 50,000 0

8,520 8,520 54,188 54,188 0

15,928 15,928 240,000 240,000 0

464,346 464,346 5,599,766 5,993,922 394,156

15,976 (18,470)

0 0

0 100,000

1,801,300 1,817,276

1,817,276 1,898,807 89


St. Paul, MN District 4112


June Preliminary 2017

108


June 2017 Preliminary Financial Statements

Table of Contents




109


June 2017 Preliminary Financial Statements

Executive Summary

Overall The revised budget projected revenues exceeding expenditures in all funds by $84,840,

whereas, the actual activity (preliminary) reported an annual surplus of $51,603.

The School had budgeted state revenues based on 550 students as compared to the actual enrollment of 534.

Balance Sheet The beginning balances shown on the Balance Sheet are based on the audited ending

information as of June 30, 2016.





110

Statement of Revenue and Expenditures This report shows the budget approved for the year, the working budget, and year to date

activity (revenues and expenditures).

Per review of the percent of the working budget column on pages 6 through 7, the following is worth noting:

1. State Revenues – the budgeted enrollment of 550 as compared to the actual enrollment of534 resulted in a lower recognized revenue amount of approximately $100,000. School leadership were aware of this and were able to make adjustments on the expenses to offset this decrease.

2. Expenditures overall – there were some categories that were over and under budget.Overall, there was a savings of approximately $60,000.


Supplemental Information A separate Management Report is provided that show checks that were written during the

month, receipts that were accounted for, and journal entry transactions that were recorded.


111

Beginning

Balance ‐

July 1, 2016

Ending

Balance

Assets

Current Assets


101‐02 Petty Cash 361 361





Current Year State Holdback Rec.(10%) 0 0


131 Prepaid Expenses and Deposits 25,642 24,474

Prepaid Employee Insurance Premiums 0 0

Total All Assets 2,672,476 2,686,518



205 Due to Other Funds 148,140 77,449

206 Accounts Payable 51,415 65,958



Fund Balance

Fund Balance 7‐1‐2016 2,214,603 2,214,603





St. Paul, Minnesota

Balance Sheet

As of June 30, 2017

112

FY 2017

Adopted

Budget

FY 2017

Revised

Budget

FY 2017

Working

Budget

Year to Date

Activity

Percent

of Working

Budget

575 550 550 534 91.67%

General Fund ‐ 01

Revenues

State Revenues

211 General Education Aid 4,650,754 4,487,795 4,487,795 4,399,077 98.02%

201 Endowment Fund Revenue 16,278 16,279 16,279 20,351 125.02%

317 Long Term Facilities Maintenance Aid 0 22,440 22,440 22,803 101.62%

335 Q‐Comp 153,750 153,750 153,750 155,774 101.32%

348 Charter Lease Aid 906,660 867,240 867,240 842,182 97.11%

360 Special Ed Aid 285,106 274,305 286,105 294,453 102.92%

370 College in the Schools 9,835 8,979 8,979 0 0.00%

300 Other State Aids 5,802 5,802 5,803 100.01%

Total State Revenues 6,022,383 5,836,590 5,848,390 5,740,443 98.15%

Federal Revenues

419 Special Education Aid ‐ Regular Allocations 67,993 66,392 66,392 68,778 103.59%

425 Early Intervening Services Funds 11,851 12,305 12,305 12,639 102.71%

Total Federal Revenues 79,844 78,697 78,697 81,417 103.46%

Local Revenues

035 Out of State Tuition Payments 0 7,250 7,250 7,250 100.00%

050 Fees from Patrons 54,350 53,500 53,500 61,872 115.65%

096 Annual Fund/Ticket Sales 70,000 60,000 60,000 62,906 104.84%

621 School Store Sales 17,500 17,500 17,500 11,802 67.44%

621 Dance Ticket Sales 12,500 12,500 12,500 14,882 119.06%

621 Yearbook Sales 7,500 7,500 7,500 6,554 87.39%

621 Student Council 0 2,200 2,200 2,914 132.45%

099 Other Local Revenues 1,600 3,025 3,025 9,570 316.37%

Total Local Revenues 163,450 163,475 163,475 177,751 108.73%

Total Revenues 6,265,677 6,078,762 6,090,562 5,999,610 98.51%

Expenditures

100 Salaries 2,748,171 2,639,791 2,639,791 2,627,404 99.53%

200 Benefits 712,954 682,409 682,409 705,154 103.33%

303 Federal Funds Contracted Services 2,800 2,800 2,800 904 32.29%

305 Contracted Services 442,636 508,257 508,257 533,948 105.05%

320 Communications Services 8,200 8,200 8,200 8,326 101.54%

329 Postage 8,000 8,000 8,000 7,417 92.71%

330 Utilities 70,000 75,000 75,000 61,622 82.16%

350 Repairs and Maintenance 24,400 24,400 24,400 6,721 27.55%

360 Contracted Transportation 225,700 190,000 190,000 185,574 97.67%

361 Certified Paraprofessional 2,500 2,500 3,000 2,640 88.00%

366 Travel, conferences and staff training 44,340 44,790 48,790 58,517 119.94%

348‐370 Building Lease Cost 1,007,400 963,600 963,600 935,761 97.11%

369 Student Field Trip Fees 7,800 7,000 7,500 9,958 132.77%

370 Other Rentals and Operating Leases 108,250 232,069 232,069 247,140 106.49%

372 Occupational Therapist 50 50 50 0 0.00%


St. Paul, Minnesota


As of June 30, 2017


113

FY 2017

Adopted

Budget

FY 2017

Revised

Budget

FY 2017

Working

Budget

Year to Date

Activity

Percent

of Working

Budget

373 Speech/Language Therapist 1,700 1,700 6,000 6,413 106.89%

376 Licensed Nursing 1,000 1,000 2,000 2,795 139.73%

378 School Psychologist 0 0 6,000 5,415 90.25%

389 Licensure Coursework Reimbursement 12,000 12,000 12,000 10,454 87.12%

394 Payments to Non‐Educational Agencies 35,500 35,500 35,500 18,415 51.87%

401 Supplies ‐ Non Instructional 76,950 64,450 64,450 43,394 67.33%

402 Materials Purchased for Resale 24,500 26,850 26,850 9,258 34.48%

405 Non Instructional Computer Software 5,400 6,000 6,500 8,140 125.23%

430 Instructional Supplies 22,700 19,250 19,250 12,643 65.68%

433 Individualized Instructional Supplies 3,268 3,268 3,268 1,132 34.63%

460 Textbooks and Workbooks 9,500 5,750 7,000 6,514 93.06%

461 Standardized Testing 7,000 5,100 5,200 5,156 99.16%

490 Food 7,500 5,000 5,000 4,852 97.03%

530 Equipment Purchased 24,000 75,000 75,000 72,628 96.84%

555 Technology Equipment 85,000 50,000 50,000 64,763 129.53%

820 Dues, Memberships, Other Fees 57,844 54,188 54,188 45,340 83.67%

820 Dues to Lowry 230,000 240,000 240,000 239,610 99.84%


General Fund Net Income 248,614 84,840 78,490 51,603

Total All Funds

Revenues

State Revenues 6,022,383 5,836,590 5,848,390 5,740,443 98.15%

Federal Revenues 79,844 78,697 78,697 81,417 103.46%

Local Revenues 163,450 163,475 163,475 177,751 108.73%

Total Revenues 6,265,677 6,078,762 6,090,562 5,999,610 98.51%

Expenditures

Salaries and Wages 2,748,171 2,639,791 2,639,791 2,627,404 99.53%

Employee Benefits 712,954 682,409 682,409 705,154 103.33%

Purchased Services 2,002,276 2,116,866 2,133,166 2,102,019 98.54%

Supplies and Materials 156,818 135,668 137,518 91,088 66.24%

Facilities and Equipment 109,000 125,000 125,000 137,391 109.91%

Dues and Memberships; Fees; Other Expenses 287,844 294,188 294,188 284,951 96.86%


Total Revenues All Funds 6,265,677 6,078,762 6,090,562 5,999,610 98.51%

Total Expenditures All Funds 6,017,063 5,993,922 6,012,072 5,948,007 98.93%

Net Income ‐ All Funds 248,614 84,840 78,490 51,603

Beginning Fund Balance, All Funds, July 1, 2016 2,214,603 2,214,603 2,214,603 2,214,603

Projected Fund Balance, All Funds, June 30, 2017 2,463,217 2,299,443 2,293,093 2,266,206

Projected Fund Balance Percentage 41% 38% 38% 38%


114

Appendix VI.

Admissions Policy

115

First Adopted: 08/02/2005

Last Revised: 02/15/2017

513 ADMISSIONS

I. PURPOSE

The purpose of this policy is to assure that the admissions process allows an equitable and fair opportunity for access to the school by all eligible students.

II. PROCEDURES

A. School administration will make a good faith effort to inform the general public about the schools programs and communicate information about the admissions process.

B. The school will not base admissions decisions on prior academic achievement or proficiency in any of the arts disciplines offered through the school program.

C. The Board will establish the enrollment capacity at each grade level and for each program and communicate that information to interested students and their families.

D. Each year, the board will set a date for admitting students to the school.

E. If enrollment applications at the admissions date exceed the established capacity, the following procedures will be followed.

1. Siblings of current students will be admitted.

2. A lottery will be held for the remaining openings.

3. If a student is selected through the lottery process, any family siblings (legal or foster child) of that student will be accepted at the same time.

4. Students not selected through the lottery process will be placedin a waiting pool. If openings occur, the lottery process will befollowed.

F. If enrollment applications are less than or equal to the established capacity after the admissions date has passed, all applicants will be accepted into the school. Enrollment after this date will be on a “first-come, first-served” basis until capacity is reached. Once capacity is reached, new enrollees will be placed in a waiting pool. If openings occur, the lottery process will be followed.

G. School administration will inform students and their parents of their admissions status in a timely manner.

116

H. Students will be admitted, based on the above admissions procedures, into the grade indicated on their application. Once SPCPA receives official transcripts, the transcripts will be reviewed for appropriate grade and academic placement.

Students that enroll in grade nine will be placed in academic courses based on their final transcripts from grade eight in conjunction with SPCPA’s required academic placement testing.

Students must have earned the credits specified below prior to the start of a school year to be eligible to enroll in grade ten:

1.0 credit of Language Arts 1.0 credit of Mathematics 1.0 credit of Science 1.0 credit of Social Studies

Students must have earned the credits specified below prior to the start of a school year to be eligible to enroll in grade eleven:

2.0 credits of Language Arts 2.0 credits of Mathematics 2.0 credits of Science 2.0 credits of Social Studies

Students must have earned the credits specified below prior to the start of a school year to be eligible to enroll in grade twelve academic courses:

3.0 credits of Language Arts 3.0 credits of Mathematics 3.0 credits of Science 3.0 credits of Social Studies

III. APPEALS

Admissions decisions shall first be appealed to the Director of School and then may be appealed directly to the Board of Directors.

117

Appendix VII.

Teacher Licensure

118

SPCPA Teacher Licensure* Information for 2016‐2017 school year teaching staff

as well as any staff new to the building for the SY2017 year.

Teacher First Name Teacher Last Name

File Folder # Subject Taught Grade(s) Taught SY2016 Status Additional Notes

Kristi (Edstrom) Newby 495050 Mathematics 9 - 12 No, new to SY17 No SY18Karen Albrecht 450138 Special Education 9 - 12 Yes YesKenzie Allen 996427 Theatre 9 - 12 No, new to SY17 No SY18Gabriel Anderson 997366 Dance/Dept Chair 9 - 12 Yes Yes

Raymond Bailer 450408 Social Studies 9 - 12 Yes No SY18Sarah Baumert 997361 Dance 9 - 12 Yes Yes

Genevieve Bennett 431202 Theatre/Dept Chair 9 - 12 Yes YesMaggie Bergeron 431197 Dance 9 - 12 Yes Yes

Lisa Berman 997282 Dance 9 - 12 Yes YesConnor Bohne 491448 English 9 - 12 No, new to SY17 YesBlake Brauer 996426 MT Coach/Accompanist - Musical Theatre 9 - 12 Yes YesAimee Bryant 483189 Musical Theatre 9 - 12 No, new to SY17 YesJoseph Clark 444044 Musical Theatre/Dept Chair 9 - 12 Yes YesPaul Coate 486439 Musical Theatre 9 - 12 Yes Yes

Adam Conrad (Ferguson) 996366 Instrumental Music 9 - 12 No, new to SY17 YesDeanna Davis 996818 Vocal Arts 9 - 12 Yes YesEmily Deutschman 451540 Dean/Counselor 9 - 12 No, new to SY17 Yes

Shelley Duffy 330168 Guided Study Hall 9 - 12 Yes YesStephen Dymond 481235 Science 9 - 12 Yes Yes

Jon Ferguson 445037 Theatre 9 - 12 Yes No SY18Zachary Flessert 480763 Science 9 - 12 Yes No SY18

Lisa Flynn 405279 Mathematics 9 - 12 Yes YesNicholas Fox 429144 Dean/Counselor 9 - 12 No, new to SY17 YesPenelope Freeh 997285 Dance 9 - 12 Yes YesNoemi Garcia 399983 Spanish 9 - 12 Yes No SY18Sean Gilbertson 484483 Mathematics 9 - 12 Yes Yes

H Adam Harris 997355 Theatre 9 - 12 Yes YesMarya Hart 996461 Musical Theatre & Accompanist - Dance 9 - 12 Yes No SY18Dustin Haug 437422 Science 9 - 12 Yes Yes

Timothy Herian 996337 Dance 9 - 12 No, new to SY17 YesErik Herman 496125 Social Studies 9 - 12 No, new to SY17 Yes

Judith James Ries 184547 Dance 9 - 12 Yes YesEmily Johnson 480052 English 9 - 12 Yes Yes

Jacqueline Johnson 486099 Social Studies 9 - 12 Yes No SY18Sam Johnson 997031 Dance 9 - 12 Yes Yes

Anton Jones 997362 Theatre 9 - 12 Yes No SY18Abbie Kaufenberg 458777 French 9 - 12 No, new to SY17 No SY18Kaitin Kelly Benedict 996815 Dance 9 - 12 Yes No SY18Megan Kelly Hubbell 465487 Theatre 9 - 12 Yes Yes

Deborah Kilde 996735 Musical Theatre 9 - 12 Yes YesCaitlyn Kissner 488425 Special Education 9 - 12 Yes No SY18Zack Kline 464001 Instrumental Music 9 - 12 No, new to SY17 YesJacob Klingner 429297 Assistant Academic Director 9 - 12 No, new to SY17 No SY18May Lee-Yang 996423 Musical Theatre 9 - 12 Yes No SY18

Michelle Lemon 996813 Dance 9 - 12 Yes No SY18Joel Liestman 997139 Musical Theatre 9 - 12 Yes YesJill Lile 438568 Dance 9 - 12 Yes Yes

Matt Logan 472329 Paraprofessional 9 - 12 Yes No SY18

Taylor Lohman 482504 English 9 - 12 No, new to SY17 Yes Switched to Social Studies Dept for SY18

Whitney McClusky 997691 Dance 9 - 12 Yes Yes

119

SPCPA Teacher Licensure* Information for 2015‐2016 school year teaching staff

as well as any staff new to the building for the current year.

Susan Messerole 450517 Theatre 9 - 12 Yes YesRachel Miller 481078 Science 9 - 12 Yes YesErik Peregrine 996508 Vocal Arts 9 - 12 Yes No SY18

Steven Petersen 481307 Mathematics 9 - 12 No, new to SY17 No SY18Sara Peterson 493091 Science 9 - 12 No, new to SY17 YesLela Pierce 997143 Dance 9 - 12 Yes Yes

Jennifer Pray 996345 Dance 9 - 12 No, new to SY17 YesAaron Preusse 997653 Theatre 9 - 12 Yes YesCasey Rafn 486198 Theatre & Accompanist - Vocal Arts 9 - 12 Yes YesIlah Raleigh (Racine) 483473 Vocal Arts/Dept Chair 9 - 12 Yes Yes

Natalie Reinhart 491275 Social Studies 9 - 12 No, new to SY17 YesShannon Roberg 997978 Theatre 9 - 12 Yes YesDjenane Saint Juste 996513 Dance 9 - 12 Yes No SY18Stephen Schroeder 996424 Dance 9 - 12 Yes Yes

Sara Schwabe 466421 Theatre 9 - 12 Yes YesGina Sekelsky 490584 English 9 - 12 Yes YesLaura Selle-Virtucio 997727 Dance 9 - 12 Yes YesAshley Sievers 486186 Musical Theatre 9 - 12 Yes YesNora Sobering N/A Paraprofessional 9 - 12 No, new to SY17 No SY18 Licensure not required

Justin Spooner 997728 Theatre 9 - 12 Yes YesEmma Stout N/A Guided Study Hall 9 - 12 No, new to SY17 No SY18 Licensure not requiredDarrius Strong 996812 Dance 9 - 12 Yes Yes

Joe Tran 996425 Dance 9 - 12 No, new to SY17 YesRyan Underbakke 997652 Theatre 9 - 12 Yes Yes

Michael Vasich 450716 Instrumental Music 9 - 12 Yes YesRoxane Wallace 456509 Dance 9 - 12 Yes YesJillian Wirth 449155 Special Education 9 - 12 Yes YesKeely Wolter 996514 Theatre 9 - 12 Yes Yes

Maggie Zepp 996245 Dance 9 - 12 No, new to SY17 Yes

120

Appendix VIII.

Board Member Information

121

Name Date Seated Term End Date Position Type Expertise Email Attendance Rate Governance Employment Financial2017 Annual

Training

Michael Robins

Interim

President

Sept. 11,

2015,

Appointed

President

Jan. 25 2016

PresidentCommunity

Member

Exec. Dir.

Illusion [email protected] 100%

Ellen McVeigh of

University of St.

Thomas, Aug. 27,

2011, Minneapolis

Ellen McVeigh of

University of St.

Thomas, Aug. 27, 2011,

Minneapolis

Linda Tacke of

University of St.

Thomas, Aug. 27,

2011,

Minneapolis

Nick Taintor of

BKDA, Charter

School

Financials, May

15, 2017, St.

Paul

Kelly RodieckJan. 2014 -

Reenstated

Jan 2017

Vice

President

Community

Member

Travelers

[email protected] 75%

Ellen McVeigh and

Linda Tacke of

University of St.

Thomas, Apr. 12, 2014,

Minneapolis

Ellen McVeigh and

Linda Tacke of

University of St.

Thomas, Apr. 12, 2014,

Minneapolis

Ellen McVeigh

and Linda Tacke

of University of

St. Thomas, Apr.

12, 2014,

Minneapolis

Nick Taintor of

BKDA, Charter

School

Financials, May

15, 2017, St.

Paul

Steve

CardamoneOct. 2015 Oct. 2018 Treasurer

Community

MemberUMN Professor [email protected] 83%

MSBA Charter Training,

Wednesday Jan. 13,

2016, Minneapolis


Wednesday Jan. 13,

2016, Minneapolis

MSBA Charter

Training,

Wednesday Jan.

13, 2016,

Minneapolis

Nick Taintor of

BKDA, Charter

School

Financials, May

15, 2017, St.

Paul

Shawn Judge

Appointed

Secretary

Jan. 2016

Jan. 2019 SecretaryCommunity

Member

The Speaker's


Amy Mace of Ratwik,

Roszak, & Maloney,

P.A., June 2, 2012

Laura Tubbs Booth of

Booth Law Group, Oct.

6, 2012

Mark Beltz and

Chuck Herdegen

with Beltz, Kes,

Darling &

Associates, Feb.

25, 2012

Nick Taintor of

BKDA, Charter

School

Financials, May

15, 2017, St.

Paul

Jacie Knight Jan. 2016 Jan. 2019 MemberCommunity

Member

Exec. Dir. Youth

Performance

Company

[email protected] 75%UST Charter School

Board Training, Apr.

23, 2016, Minneapolis

UST Charter School


23, 2016, Minneapolis

UST Charter

School Board

Training, Apr. 23,

2016,

Minneapolis

Nick Taintor of

BKDA, Charter

School

Financials, May

15, 2017, St.

Paul

Raymond (RJ)

BailerSept. 2014 Sept. 2017 Member

Faculty

Member

SPCPA Social

Studies [email protected] 83%

Eugene Piccolo with

Minnesota Association

of Charter Schools,

Nov. 11, 2014

Dan DeBruyn with

Minnesota Association

of Charter Schools,

Nov. 20, 2014

Dan DeBruyn

with Minnesota

Association of

Charter Schools,

Board Training,

Dec. 3-15, 2014,

St. Paul (Online)

Nick Taintor of

BKDA, Charter

School

Financials, May

15, 2017, St.

Paul

Ilah Raleigh Jan. 2016 Jan. 2019 MemberFaculty

Member

SPCPA Vocal

Arts [email protected] 100%

UST Charter School


23, 2016

UST Charter School


23, 2016

UST Charter

School Board

Training, Apr. 23,

2016

Nick Taintor of

BKDA, Charter

School

Financials, May

15, 2017, St.

Paul

Board Trainings: Date Completed, Topic, TrainerBoard of Directors Information 2016-2017

122

Jan. 2020

Jan. 2019

mailto:[email protected]







Steve Kranz Jan. 2015

Nov. 14 2016

(Student Withdrew

from School,

Uneligible to

Continue Service)

MemberParent

MemberLawyer [email protected]

(651) 399-

3601100%


Jan. 13, 2016


Jan. 13, 2016

MSBA Charter

Training, Jan. 13,

2016

N/A - Term

ended

William (Bill)

PentelovitchJan. 2017 Jan. 2020 Member

Parent

MemberLawyer [email protected] 100%

MACS Charter Training,

Oct. 7, 2017

MACS Charter Training,

Oct. 7, 2017

Tom DeGree with

Minnesota

Association of

Charter Schools,

School Finances,

Apr 21-May 1,

2017

Nick Taintor of

BKDA, Charter

School

Financials, May

15, 2017, St.

Paul

Troy Janisch Jan. 2017 Jan. 2020 MemberParent

Member

Marketing, U.S.


Ellen McVeigh & Linda

Tacke with UST Charter

School Board Training,

Apr. 29, 2017,

Minneapolis

Ellen McVeigh & Linda

Tacke with UST Charter

School Board Training,

Apr. 29, 2017,

Minneapolis

Ellen McVeigh &

Linda Tacke with

UST Charter

School Board

Training, Apr. 29,

2017,

Minneapolis

Nick Taintor of

BKDA, Charter

School

Financials, May

15, 2017, St.

Paul

123




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