FIT Academy Charter School Annual Report 2017-18 School Year 7200 147th Street West, Apple Valley, MN 55124

Volunteers of America

FIT Academy Annual Report for 2017-18 Page 1

Table of Contents

Introduction ...... 3 Authorizer ...... 4 Governance ...... 5 Management ...... 6 Faculty Information and Professional Development ...... 8 School Enrollment ...... 11 Academic Performance ...... 11 Student Achievement ...... 12 Performance Expectations / Indicators ...... 12 Proficiency ...... 13 Growth ...... 14 Additional Statutory Purposes ...... 16 World’s Best Workforce Report ...... 16 Academic Program ...... 17 Overview ...... 17 Successes and Challenges ...... 19 Program Improvement Efforts / Plan for Assessments ...... 20 Finances ...... 21 Service Learning ...... 23 Innovative Practices ...... 24 Future Plans ...... 24

FIT Academy Annual Report for 2017-18 Page 2 Verification of Statutory Compliance:

This annual report complies with state statute by addressing all required elements as described in the table below.

Statutory or Contract Required Annual Report Element Page(s) School Statutory Purposes and Outcomes 11 -16 School Enrollment 11 Student Attrition Rates 11 Board Governance: Elections, Roster, Training 5-8 Employment: Administration and Staffing 6-11 Academic Performance: state exams and local assessments 13 -14 School Annual Plan for Assessments 20 -21 Charter Contract Defined Academic Performance Standards / 12-16 Goals and Performance Outcomes School Finances 21 -23 Service Learning Plan and Outcomes 23 Innovative Practices and Implementation 24 Future Plans 24

Introduction

FIT Academy, Minnesota charter school, #4244, has now completed its first year of operation and is pleased to present this annual report to its authorizer, school community and the public. FIT Academy is a public charter school in Apple Valley, Minnesota. The purpose of FIT Academy is to prepare the whole student for life. We believe our school empowers students to live fulfilling, responsible, and successful lives by purposefully integrating the three developmental areas of Fitness , Intellect , and Teamwork . These three areas make up the FIT acronym and this purposeful integration results in an impact on student development that is far greater than the sum of each individual developmental area.

The primary purpose of FIT Academy is to improve all pupil learning and all student achievement under Minnesota Statutes, section 124D.10. Additional charter contract defined statutory purposes are increasing the use of different and innovative teaching methods; and creating new professional opportunities for teachers, including the opportunity to be responsible for the learning program at the school site.

FIT Academy opened in the Fall of 2017 as a K-8 school serving approximately 180 students and will be adding one grade in each subsequent year beginning with 9th grade in 2018-2019 until the school reaches full enrollment in grades K-12. The school is the result of five years of research, planning, and development including collaboration from numerous leaders in the areas of education, health and fitness, and character education.

Mission: FIT Academy believes children must have a healthy foundation in order to achieve academic excellence. Our mission is to prepare students by providing a balanced approach to the mental, physical, and emotional development of children.

FIT Academy Annual Report for 2017-18 Page 3

What makes FIT Academy unique include the following practices: • Purposeful integration of Fitness, Intellect, and Teamwork • School wide focus and commitment by all stakeholders • Comprehensive health & physical education curriculum • “Brain breaks” and physical activation throughout the day • Monthly focus on a word supporting Emotional Intelligence

FIT Academy believes in this approach because research shows that students involved in regular exercise and sports: • Perform better than the average student in school • Are more likely to pursue higher education • Are more confident and resilient in the face of adversity • Are less prone to depression and lifelong health issues • Are less prone to risky behaviors or self-defeating behaviors

Authorizer

FIT Academy is authorized by Volunteers of America:

Volunteers of America of Minnesota Main Contact: Stephanie Olsen, Manager VOA Charter School Authorizing Program VOA-MN Education Center 924 – 19 th Avenue South Minneapolis, MN 55404 Phone: 612-270-1998 E-Mail: [email protected]

Addendum B to FIT Academy’s contract with the authorizer includes details of the authorizing relationship including how the authorizer carries out oversight of its schools. The Addendum specifies, in part: Volunteers of America of Minnesota (VOA-MN) is committed to fulfilling its role as a charter school authorizer by holding its schools accountable for a range of results. The accountability system presented in this document ensures that VOA-MN will uphold its legal obligation to make sure the schools it authorizes are reaching (or making adequate progress toward) the goals and benchmarks outlined in its charter contract and Minnesota statute.

VOA-MN uses a standard charter contract with unique school-specific terms that capture different approaches to achieving student success. The individuality of each school will be preserved in the “Academic Program Description” addendum to the charter contract.

One of the most important ways VOA-MN gathers information about the schools it authorizes is through on-site visits. Site visits allow the authorizer to observe the school in action firsthand, hear directly from all key stakeholders, and corroborate school-reported information and data. VOA-MN conducts two

FIT Academy Annual Report for 2017-18 Page 4 different types of site visits: Formal and Informal - Monitoring. The Formal site visits will follow a more structured protocol, and will produce written and oral feedback to the school staff and board. VOA-MN will also make informal monitoring visits to schools for follow-up oversight, special events, and check-ins.

Volunteers of America of Minnesota has developed an assessment system that will be used to determine the extent to which the school is meeting expectations under the VOAMN School Performance and Accountability Framework, as well as guide charter contract renewal decisions. The assessment system uses the same standards scale as the Authorizer Accountability and Oversight System: • Meets standard • Partially Meets / Approaching standard • Not meeting standard ★ A school may also earn an additional star if the school meets standard in an area of examination and demonstrates an exemplary practice (e.g., academic growth, model policy or procedure). In the Academic Performance section, the star is also synonymous with Exceeding Standards on the tables.

The primary purpose of a charter school is to improve pupil learning and student achievement. VOA-MN holds the schools it authorizes accountable in five major areas: academic performance, fiscal management, board governance, management and operations and legal compliance. Each area has multiple indicators of success and the charter school’s performance on each indicator will be rated as indicated in the aforementioned paragraph. Four essential questions drive VOA-MN’s accountability of charter schools.

Further sections of Addendum B describe oversight of board governance, school management and operations, academic performance, financial performance, legal and contractual compliance, and site visits.

Governance

FIT Academy is governed by a seven-person Board; membership on the Board during 2017-18 was as shown below: Name Position / Date Date Term Contact Info* Meeting Affiliation Elected Seated Expiration Attendance Paul Anderson Vice Chair (until Nov. 2014 Nov. 2014 June 2020 panderson@fitacade 82% (9/11 May 2018); mymn.org meetings) currently Chair Quinn Parent May 2018 June 2018 June 2020 qborgstrom@fitacade 100% (1/1 Borgstrom mymn.org meeting) Ed Cassidy Teacher Nov. 2014 Nov. 2014 June 2020 ecassidy@fitacademy 82% (9/11 mn.org meetings) Mark Cotton Community Nov. 2014 Nov. 2014 June 2020 mcotton@fitacademy 64% (7/11 Member mn.org meetings) Angie Halama Teacher; Secretary Nov. 2016 Nov. 2016 June 2020 ahalama@fitacademy 82% (9/11 mn.org meetings) Nancy Treasurer Nov. 2014 Nov. 2014 June 2020 nschneider@fitacade 82% (9/11 Schneider mymn.org meetings) Ken Thielman Chair (until May Nov. 2014 Nov. 2014 May 2018 kthielman@fitacadem 73% (8/11 2018) (resigned) ymn.org meetings) Claud Allaire Exec. Director (ex 100% officio) *Members can also be contacted through the school, at 952-847-3798

FIT Academy Annual Report for 2017-18 Page 5

Annual Training Completed by FIT Academy Board Members in 2017-18 Member Name Type of Activity Date Location Note “full board” where applicable Ed Cassidy None* Nancy Schneider Finance – Audit December 13, 2017 FIT Academy Training by Jon Archer Paul Anderson Finance – Audit December 13, 2017 FIT Academy Training by Jon Archer Ken Thielman Finance – Audit December 13, 2017 FIT Academy Training by Jon Archer Angie Halama Finance – Audit December 13, 2017 FIT Academy Training by Jon Archer Mark Cotton None* *Ed Cassidy and Mark Cotton have since resigned from the FIT Academy Board (August, 2018)

Required Statutory Training Completed by Seated Board Members Board Member Name Governance Basic Finance Basic Training Employment Basic Training Date / Location Date / Location / Training Date / Location / Trainers Trainers / Trainers Ed Cassidy Athlos July 2015 MACS Oct. 2016 MACS Oct. 2016 Nancy Schneider Athlos July 2015 MACS Oct. 2016 MACS Oct. 2016 Paul Anderson Athlos July 2015 MACS Oct. 2016 MACS Oct. 2016 Ken Thielman MSBA August 2016 MSBA August 2016 MSBA August 2016 Angie Halama UST 2014 MACS Oct. 2016 UST 2014 Mark Cotton Athlos July 2015 MACS Oct. 2016 MACS Oct. 2016

Management FIT Academy was run during 2017-18 by a three-person administrative team consisting of the Executive Director, Dean of Students, and Office Manager. The administrative team was supported by a by a Receptionist and Administrative Assistant, as well as a cadre of specialized contractors, while a Lead Teacher and Special Education Coordinator played key roles in supporting the educational program. Biographical statements about the individuals filling the three lead administrative positions are included below. None of the staff filling these positions left the school during 2017-18, and all have returned for the 2018-19 school year.

During the summer of 2018 school leadership began discussing changes to the management structure for 2018-19. The Executive Director position will remain as it has been, but the Dean of Students will transition to an Assistant Director role, becoming more involved in instructional leadership and management of the academic program, while the Administrative Assistant will become an Operations Manager with broader responsibilities including facilities management, processing contracts, and liaison with financial and human resources services providers. The Receptionist position will transition to Administrative Assistant, assuming more administrative responsibilities including management of student records and student management system.

Also for 2018-19 FIT Academy’s leadership team will include an expanded role for the school’s lead teacher which was a stipend position during 2017-18. This position is filled by one of the school’s

FIT Academy Annual Report for 2017-18 Page 6 teachers and will consist of providing guidance to the teaching staff in the areas of PLC work, use of data to enhance instruction, and classroom mentoring. The leadership team will also expand the role of the school’s Special Education Coordinator to be full time to serve the needs of the school’s growing special education population.

FIT Academy Administration, 2017-18 Name and Position Admin Lic.? File Folder # Years Employed Left During Not Returning 2017-18? 2018-19? Claud Allaire, Executive Y 334615 1 No Director Tamra Paschall, Dean of N 418980 1 No Students Katie Hanson, Operations N 1 No Manager Mariah Calverley, N 1 No NR Receptionist Ana Siciliano, N .2 No Administrative Assistant Angie Halama, N 1 460771 No Lead Teacher Corinne Altrichter, Y 1 Special Education 478000 No Coordinator

Here are bio’s of FIT Academy’s management team: • Claud Allaire, Executive Director . Claud began the long journey of developing a school in 2011 and has led the school through the founding and start-up process. He earned a teaching degree from the University of Michigan, a masters’ in sport psychology from Ithaca College, and completed the Education Specialist program for principals from the University of Minnesota. He has spent the last 27 years as a teacher and administrator in traditional public schools as well as several charter schools. His passion for FIT Academy stems from his background working in traditional and alternative school leadership as well as experience as a high school and collegiate coach where he witnessed first-hand the benefits of developing the whole person through athletic participation. • Tamra Paschall, Dean of Students . Tamra earned her Bachelor’s Degree in Biology and Physical Education from DePauw University and a Master’s Degree in Athletic Training/Sports Medicine from Indiana State University. She completed the Teacher Licensure program at St. Mary’s University in Minneapolis and is licensed as a middle and high school science teacher. Tamra has taught in the traditional public school system in addition to teaching and having an administrative role in the private school setting. • Katie Hanson, Office Manager . Katie Hanson received her B.A. from the University of St. Thomas in 2011 and has since begun her master’s degree in education. She has previously worked in public and charter schools as a paraprofessional, substitute teacher, and long-term substitute teacher. Katie also has experience as an administrative assistant in financial planning and accounting. She is excited to combine her passions for fitness, education, and finance in her new role at FIT Academy.

FIT Academy Annual Report for 2017-18 Page 7 The FIT Academy board has adopted an evaluation process and timeline to evaluate the Executive Director, as stated below:

August/ September • The FIT Director and BOD Executive Committee (officers) set measurable goals for the Director that are mutually agreed upon for the upcoming school year. This should include a review of the previous year’s evaluation results. • Goals are approved by the full BOD at the August/September BOD meeting.

March/April • The BOD presents the staff and parent survey again to the FIT community to measure change (end of year review). • The survey results are tabulated and shared with the BOD • The Director may respond verbally and/or in writing to the findings from the survey. • Board members complete FIT Director Evaluation anonymously and turn it in to the BOD Chair • The FIT Director will complete a self-evaluation and turn it in to the Board Chair • The Board Chair will compile the results of the Board and the Director’s self- evaluation and complete an overall summary of each. This includes a generalization of the strengths and weaknesses.

May (Closed Meeting) • In a closed session of the BOD, the BOD Chair presents the findings of the individual BOD member evaluations of the FIT Director and the Director’s self-evaluation to the full Board. • The full Board evaluates the performance of the FIT Director. • Director’s review is summarized and recommendation to renew Director’s contract is/is not made.

June • At the regular June BOD meeting, the BOD will offer the FIT Director a contract renewal, if applicable.

Faculty Information and ProfesProfessionalsional Development

FIT Academy has adopted a Teacher Development & Evaluation plan, the aim of which is to provide teachers with the feedback, training, and professional development necessary to best serve the school’s students. The plan consists of four components, as outlined below:

Formal Teacher Observation & Evaluation Each full-time teacher is formally observed once per year by the Executive Director or qualified appointed evaluator (must be a licensed teacher or administrator, experienced at teacher observations, serving in a leadership role, and MDE trained in teacher development in the last 2 years). Observations

FIT Academy Annual Report for 2017-18 Page 8 will be scheduled within a two-week period following a pre-observation meeting. The steps to each observation are as follows: • The evaluator will schedule the observation and provide the teacher with a copy of the pre- observation form • The evaluator and teacher will schedule a pre-observation planning meeting • The pre-observation form & lesson plan should be submitted to the evaluator by the teacher at least 2 days prior to the observation • The purpose of the planning meeting is to answer any questions that the teacher may have regarding the observation process • The evaluator will perform the observation as scheduled using the State Evaluation Rubric • Within 3 days following the observation, the teacher will provide the evaluator with a copy of the post-observation form • The evaluator and teacher will schedule a post-observation meeting to take place within 5 days of the observation. The following will be discussed at the meeting: Review of the post- observation form; Review of the teacher’s reflective scoresheet; and Review of the evaluator’s scoresheet • Upon review, the evaluator may modify his/her scoresheet to be presented as the final scoresheet • The evaluator shall sign the final scoresheet and present it to teacher. Teacher has 24 hours to sign it and return it. This document then becomes the Formal Evaluation Document moving forward. Teacher may appeal the evaluator’s final scoresheet in lieu of signing it as stated below under “Appeal of Evaluation”. • The teacher will develop an Individualized Growth & Development Plan using the IGDP Form and file it with the lead teacher within 5 days of the post-observation meeting. • The Formal Evaluation Document will be filed in the teacher’s personnel file and will be used to provide data for the teacher’s 3 Year Review. • Appeal of Evaluation: Teachers who wish to appeal the Formal Evaluation Document must do so by informing the evaluator, the Executive Director, and the Lead Teacher within 24 hours of being presented the Observer’s final scoresheet.

Individualized Growth & Development Plan (IGDP) IGDP’s are developed in conjunction with formal evaluations and must be filed with the evaluator within 5 days of the formal observation meeting. Final review of the IGDP will take place during the next post- observation meeting. The teacher must then develop a new IGDP to be turned in to the evaluator within 5 days of the post-observation meeting.

Peer Mentoring All teachers are expected to schedule three peer-mentoring observations during the year. It is recommended to schedule one during each of the first three quarters. At least one of the three should be performed by the grade-level Professional Learning Community (PLC) lead. At least one of the mentoring activities should specifically address development in the area of IGDP. There is no formal record of peer mentoring and there is no requirement to report the outcome to administration, however, a log is maintained so that administration can confirm that peer mentoring has occured.

FIT Academy Annual Report for 2017-18 Page 9 Three Year Review 1 In accordance with Minnesota Statute 122A.40, the school is required to perform a three year review of all teachers based on the following data distribution: • 35% – Growth Measures as determined by MCA scores • 45% – Teacher Practices as determined by rubric scores • 20% – Engagement Measures as determined by rubric scores

There is a document entitled 3 Year Review Document for additional information on the review process.

Professional Development FIT Academy provided professional development for all its teachers throughout the school year during 2017-18, its first year in operation. PD during 2017-18 focused on two areas: teaching literacy across content areas and the use of data to inform teaching. Formal trainings in those two areas were provided during the summer of 2017, before school opened; via refresher trainings with outside specialists during the middle of the year, and through weekly Professional Learning Community meetings. The PLC meetings provided for reviewing progress in terms of literacy across the curriculum and use of data to inform teaching. All teachers were involved.

Faculty Information The below table lists all licensed instructional staff employed by FIT Academy during the 2017-18 school year.

Name File Folder # Assignment/Subject Left During Not Returning 2017-18? 2018-19? Corinne Altrichter 478000 Special Ed. Coordinator & Teacher Jonathan Anderson 448743 Middle School Shannon Baker 459851 Elementary School Edward Cassidy 365307 PE & Extracurricular Activities Barb Drexler 296840 Special Education Taylor Elasky 296840 Elementary School Angie Halama 460771 Lead M.S. teacher / Social Studies Elizabeth Honkanen 283363 Lead Upper Elementary teacher NR (retired) Keelin Hurley 503086 Special Education Jenna Jacobsen 496456 Spanish Eric Johnson 434085 Middle School Chelsea Kuchinski 499617 Kindergarten / First Grade Whitney Sperry 481971 Lead K-2 Teacher; Kindergarten Mary Jo Vassallo 408511 Special Education Katie Wagner 492637 Third Grade NR

All but two of FIT Academy’s fifteen teachers from 2017-18 have returned for the new school year, so the retention rate is 87%. Of the two non-returning teachers, one retired and the other left to take a job closer to her home.

1 A Portfolio Evaluation option is available as an alternative to both the Formal Evaluation Document and the Three Year Review. Teachers choosing this must inform the Executive Director in a written email prior to September 15th of the applicable year.

FIT Academy Annual Report for 2017-18 Page 10 In addition to the licensed staff listed above, FIT Academy also employed four paraprofessionals and a school nurse, all of whom have returned for 2018-19: • Ibtihal Awadalla, Educational Assistant • Taryn Buckner, School Nurse (file folder #502647) • Dylan Church, Educational Assistant • Wayne Howard, Educational Assistant • Stephanie Kerber, Educational Assistant

School Enrollment

The table below states FIT Academy’s enrollment at each grade level as of October 1, 2017 (as of early October, Fall 2018 enrollment is very close to the stated projected figures).

School Year K 1 2 3 4 5 6 7 8 9 Total Attrition / Retention Rates 2017-18 33 15 22 14 16 13 20 25 15 - 173 N/A 2018-19 38 39 23 27 19 27 28 27 28 16 272 +57% (Projected)

Here are some further details regarding FIT Academy’s student demographics, as of October 1, 2017: • Most student were Caucasian (65%) • Students of color included 15% identified as Black, 10% multi-racial, 6% Hispanic, and 4% American Indian or Asian • Thirty-five percent of students qualified for free or reduced-cost school meals • Seventeen percent received special education services • Four percent were English Learners

FIT Academy welcomes any student in its served grades, assuming space is available. The school has adopted an enrollment policy including potential lottery procedures, modeled on the Minnesota School Boards Association’s model policy. This policy and student application form are available on the school website, at http://fitacademymn.org/student-application/ .

Academic Performance

FIT Academy aims to meet its primary purpose under the Minnesota charter statute, to improve all pupil learning and all student achievement, including meeting academic and nonacademic performance standards/goals in Addendum B to the charter Contract. In this section, student achievement is discussed first, with reference to academic performance indicators as specified in Addendum B to the charter contract (School Accountability System & Authorizer Oversight). Next, there is a brief discussion of the school’s two additional statutory purposes and how they are addressed; and finally FIT Academy’s

FIT Academy Annual Report for 2017-18 Page 11 Academic Program is described, including discussion of successes and challenges from the first year of operation, and improvement efforts.

Student Achievement

Performance Expectations / Indicators

FIT Academy strives to meet the seven academic performance expectations / performance indicators that VOA has specified for all schools:

• Students are performing as well or better than students at schools in their local district on state examinations in reading, math, and science based on VOA SMART goals unique to individual schools . This is addressed with reference to Minnesota Comprehensive Assessment/MN Test of Academic Skills results, in the Proficiency section below. FIT Academy met the initial baseline target in Reading in 2018, but not in Math or Science.

• Individual school individual SMART goals are achieved during contract term . FIT Academy’s school-specific goals for the first year of operation are addressed below, with reference to MCA results from Spring 2018 for Proficiency, and Exact Path results (fall-to-spring comparison) for Growth.

• Students are performing as well or better than the State on state examinations in reading, math, and science based on VOA SMART goals unique to individual schools . This is addressed with reference to MCA/MTAS results, in the Proficiency section below. FIT Academy met its initial baseline target in Reading in 2018, but not in Math or Science.

• Students are showing positive growth based on the growth z-score average from year to year in math and reading according to VOA SMART goals unique to individual schools . Not applicable for a school with only one year of data; 2018 MCA results will be compared with 2019 results next spring.

• School has adopted a formal teacher evaluation process and adheres to the requirements set forth in state statute (Minn. Stat. 122A.40) . FIT Academy has in place a Teacher Development & Evaluation plan, as discussed in the Faculty Information and Professional Development section above.

• All teachers (but especially new teachers) are supported through a school-wide professional development plan .

• Professional development is job-embedded and directly linked to instructional practice in order to improve student achievement .

As described above, in the Faculty Information & Professional Development section, FIT Academy provided professional development during 2017-18 focusing on two areas: teaching literacy across content areas and the use of data to inform teaching. Support was provided to all

FIT Academy Annual Report for 2017-18 Page 12 teachers schoolwide and was job-embedded and linked to instructional practice through training and joint planning during weekly Professional Learning Community meetings.

When FIT Academy’s authorizer contract with VOA-MN was created, the school was known as Athlos Preparatory Academy, and the understanding was that the school was to open in the fall of 2016, hence there would be three years of operation before the contract term ended. The name of the school has been changed, and the first operational year was postponed to 2017-18, such that there are will only be two operational years before the contract is to be renewed.

Proficiency data is reported below, with reference to goals / targets specified for the first year of operation (Addendum B to the contract). Although growth goals / targets for the first year are not explicitly stated in Addendum, FIT Academy is able to provide evidence of student growth in Reading and Mathematics, in the form of fall-to-spring results on the Exact Path diagnostic tests.

Proficiency FIT Academy’s Proficiency goals / targets for its first year of operation, along with actual data from the spring of 2018, are as stated below, broken out by Special Education and non-Special Ed. 2:

MCA READING –The percentage of all students enrolled October 1 in grades 3-8 at FIT Academy who earn an achievement level of Meets the Standards or Exceeds the Standards will be at least 57% in reading on all state accountability tests (MCA, MTAS, MOD) as a baseline best estimate for the school’s first operational year.

Proportion of Oct. 1 -enrolled Students Testing Proficient in Reading , Spring 2018 All Students Special Ed. Non -special Ed. FIT Academy 58% 20% 66% Rosemount -A.V. -Eagan 67% 34% 72% State of MN 61% 31% 66%

MCA MATH - The percentage of all students enrolled October 1 in grades 3-8 at FIT Academy who earn an achievement level of Meets the Standards or Exceeds the Standards will be at least 60% in math on all state accountability tests (MCA, MTAS, MOD) as a baseline best estimate for the school’ s first operational year.

Proportion of Oct. 1 -enrolled Students Testing Proficient in Mathematics, Spring 2018 All Students Special Ed. Non -special Ed. FIT Academy 31% 13% 34% Rosemount -A.V. -Eagan 66% 32% 71% State of MN 59% 30% 63%

2 FIT Academy has a somewhat higher population of special education students than the district or state: October 1 data reported to the state showed 16.8% as of 10/1/17, compared to 13.4% in the local district and 14.2% for the state as a whole. However this does not tell the whole story, as several special needs students were identified later in the year. While FIT Academy is committed to helping special needs students achieve to the best of their ability, these students remain less likely to score proficient on state tests; therefore, given the school’s higher proportion of special ed. students, it makes sense to split out MCA results by sped. vs. non-sped.

FIT Academy Annual Report for 2017-18 Page 13

MCA SCIENCE - The percentage of all students enrolled October 1 in grades 5/8 at FIT Academy who earn an achievement level of Meets the Standards or Exceeds the Standards will be at least 56% in science on all state accountability tests (MCA, MTAS, MOD) as a baseline best estimate for the school’s first operational year.

Proportion of Oc t. 1 -enrolled Students Testing Proficient in Science, Spring 2018 All Students FIT Academy 38% Rosemount -A.V. -Eagan 66% State of MN 53%

As these results show, FIT Academy met its target in Reading but not Math or Science. As a first-year school, FIT Academy provided instruction to students for the first time during 2017-18; hence test scores remain more reflective of students’ background prior to attending the school. Based on academic results in math during 2017-18, FIT Academy has developed a plan to provide stronger math instruction during 2018-19 as well as additional supports including targeted Math professional development for teachers, with an emphasis on effective interventions for students performing below proficiency levels. Also for 2018-19 the school reviewed and purchased a more rigorous math curriculum, and was able to obtain a Mathcorps volunteer who will be in place October 2018. To enhance the science program, FIT Academy has hired a dedicated middle school science teacher for 2018-19 (last year there was one teacher for both math and science at the middle school level).

Growth All FIT Academy students took the Exact Path diagnostic test in reading and math in the Fall and the Spring. Results for each student are compared to their nationally normed grade level. Below, results on this assessment for Reading and Math are stated, for the entire school as well as by grade. For each test administration, the table shows how many students scored below, at, or above grade level. The columns on the right show the growth in terms of decrease in students who are below (column A) as well as increase in students who are above (column B). The bar graph represents our growth as a school with the Fall Pre- test represented on the left and the Spring post-test on the right. In each subject the overall proportion of students scoring below grade level decreased significantly from fall to spring; and the proportion above grade level increased.

FIT Academy Exact Path Results, Reading FALL PRE-TEST SPRING POST-TEST A B Grade Total Below At Grade Above Total Below At Grade Above All 197 83 68 46 179 41 61 77 51% 67% K 48 32 14 2 34 9 18 7 72% 250% 1 16 7 6 3 16 4 5 7 43% 133% 2 22 11 8 3 23 6 9 8 45% 167% 3 15 2 10 3 16 2 4 10 0% 233%

FIT Academy Annual Report for 2017-18 Page 14 FIT Academy Exact Path Results, Reading 4 20 5 10 5 16 1 5 10 80% 100% 5 13 1 5 7 14 0 5 9 100% 29% 6 21 6 4 11 19 2 7 10 67% -9% 7 26 9 9 8 26 8 5 13 11% 63% 8 16 10 2 4 15 9 3 3 10% -25%

Column A = Percentage decrease in students below grade level from Fall to Spring Column B = Percentage increase in students above grade level from Fall to Spring

2017 -2018 Exact Path Reading Test Results

90 83

80 77

70 68 46 60 41

50

40

30

Fall Below Grade Level Fall At Grade Level Fall Above Grade Level Spring Below Grade Level Spring At Grade Level Spring Above Grade Level

FIT Academy Exact Path Results, Mathematics FALL PRE-TEST SPRING POST-TEST A B Grade Total Below At Grade Above Total Below At Grade Above All 180 79 83 18 180 51 75 54 35% 200% K 28 4 15 9 34 1 8 25 75% 178% 1 17 2 13 2 16 1 7 8 50% 300% 2 23 6 16 1 23 3 13 7 50% 600% 3 15 9 6 0 16 2 8 6 78% 600% 4 20 8 10 2 16 2 11 3 75% 50% 5 13 3 9 1 14 4 7 3 -33% 200% 6 20 13 5 2 19 7 10 2 46% 0% 7 27 19 7 1 27 18 9 0 5% -100% 8 17 15 2 0 15 13 2 0 13% 0%

FIT Academy Annual Report for 2017-18 Page 15

2017 -2018 Exact Path Math Test Results

90 83 79 75 80

70 51 54 60

50

40 18

30

20

Fall Below Grade Level Fall At Grade Level Fall Above Grade Level

Spring Below Grade Level Spring At Grade Level Spring Above Grade Level

Additional Statutory Purposes

FIT Academy utilizes different and innovative teaching methods as described in the Introduction to this report, and as further discussed in the Academic Program section below. In particular, the purposeful integration of Fitness, Intellect, and Teamwork in the program and emphasis on these aspects by all instructional staff, drive the school’s instructional strategies.

FIT Academy also provides new professional opportunities for teachers, including the opportunity to be responsible for the learning program. In addition to the two teacher positions on the school’s governing Board, all teachers are responsible for managing and improving the learning program through participation in FIT Academy’s Professional Learning Communities (PLCs), which meet weekly for analysis of student assessment results, discussion of instructional strategies, joint planning, and professional development. There is a schoolwide lead teacher, and three teachers act as PLC leads (for grades K-1, 2-4, and middle school).

World’s Best Workforce Report

The below data summarizes FIT Academy’s performance during 2017-18 in the five World’s Best Workforce (WBWF) Goal Areas:

• Ready for Kindergarten [R4K]: All students are ready for kindergarten.

FIT Academy Annual Report for 2017-18 Page 16 o 90% of students enrolled on October 1 in Kindergarten, who are evaluated on the NWEA MAP 3 in both the fall and spring, will test at or above grade level on the NWEA MAP at the end of the school year.
97% tested at or above grade level standards, spring.

• Reading Well by 3rd Grade [RG3]: All students in third grade achieve grade-level literacy. o The percentage of all students enrolled October 1 in grade 3 at FIT Academy who earn an achievement level of Meets the Standards or Exceeds the Standards will be at least 57% in reading on all state accountability tests (MCA).
50% of students meet or exceed Proficiency (12 of 24 students).

• Achievement Gap Closure [AGC]: All racial and economic achievement gaps between students are closed. o For students enrolled at FIT Academy on October 1, the racial achievement gap between white and non-white students will be less than 10% on all state accountability tests.
White Students at 48% (62 of 130 students), Non White Students at 35% (22 of 62). Achievement Gap is 13%.

• Career and College Ready [CCR]: All students are career- and college-ready before graduating from high school. o Students enrolled at FIT Academy on October 1 in grade 8 will demonstrate proficiency on all state accountability tests (MCA) in the spring.
Math MCA: 20% proficient (2 of 10 students). Reading: 40% proficient (4 of 10 students). Science: 20% proficient (2 of 10 students).

• Graduate from High School [GRAD]: All students graduate from high school. o Students enrolled at FIT Academy on October 1 in grade 8 will demonstrate proficiency on all state accountability tests (MCA) in the spring.
Math MCA: 20% proficient (2 of 10 students). Reading: 40% proficient (4 of 10 students). Science: 20% proficient (2 of 10 students).

AAAcademicAcademic Program

Overview

Here is a description of FIT Academy’s educational philosophy and instructional strategies for grades K-8, as implemented during 2017-18:

We believe that children who are healthier, happier, and primed for learning will succeed academically. That is why we begin the journey of teaching and learning by paying attention to the whole child first. Convention tells us to focus on teaching and curriculum but common sense tells us to begin by ensuring that children are primed for learning. At FIT Academy, this means providing a strong foundation of health & fitness.

3 FIT Academy used the Exact Path assessments, as described in the preceding section, rather than the NWEA MAP.

FIT Academy Annual Report for 2017-18 Page 17 Many people ask about our curriculum. Curriculum means content but implies much more so we like to talk about instruction. Instruction combines alignment to state standards, selection of content, and use of effective instructional strategies ensuring student learning. Think of curriculum as the WHAT and instruction as the HOW. The HOW is as important as the WHAT.

In order to provide quality instruction supporting this focus, we will provide professional development for teachers in the following areas in 2018-19: • Evaluation of content and curriculum for rigor and alignment with state standards • Teaching literacy across content areas • Effective use of data practices to guide instruction • Incorporation of healthy habits such as brain breaks • Math professional development, with an emphasis on effective interventions for students performing below proficiency levels

Math Curriculum: FIT Academy used the Envision Math curriculum to provide math instruction that is fully aligned with the Minnesota State Standards in 2017-18. The school has researched and decided to move to Jump Math as curriculum for the 2018-2019 school year. This was decided after a review of curriculum for rigor and applicability. In addition, the school has been awarded a Math Corps volunteer to help students who need a little more support in math (for 2018-19).

Language and Literacy Curriculum: In accordance with the Minnesota English & Language Arts state standards, our goal is to integrate literacy throughout all content areas. With this in mind, we have selected the National Geographics REACH curriculum. The curriculum is captivating and has received strong reviews from educators for being engaging and supporting language development. We are adding a reading intervention specialist to our staff for the 2018-19 school year and have also been awarded a Reading Corps volunteer to support young readers in grades K-3.

Social Studies: FIT Academy uses a variety of curricula to meet the Minnesota State Standards. These include: for 5 th grade, Building a Nation text, for 6 th grade Northern Lights text, for 7th grade Creating America text, and for 8 th grade World Geography Today text. The texts are supplemented with readings and activities from NEWSELA, and the novels Boy in the Striped Pajamas, Year of No Rain, and Touching Spirit Bear. The instructional approach is tri-tiered using direct instruction, group collaboration, and student led writing and projects.

Science: FIT Academy used interactive notebooks to align with the Minnesota State Standards for Science. During 2017-18 5 th Grade learned a variety of topics, 6 th Grade learned Physical Science, 7 th Grade learned Life Science, and 8 th Grade learned Earth Science. Students used notes, group projects and individual activities to complete their notebooks. These activities were supplemented with articles from NEWSELA. The school is also currently evaluating additional supports to enhance the rigor of the science curriculum.

In an effort to ensure optimal class sizes, FIT Academy has established the following class size limits: • Kindergarten: 23 • First Grade: 25 • Grades 2 & 3: 26 • Grades 4-8: 28

Finally, here is a summary of FIT Academy’s daily schedule:

FIT Academy Annual Report for 2017-18 Page 18 Grades K-4 School Schedule Grades 5-8 School Schedule • Morning Meeting: 20 Minutes • Advisory: 10 minutes • English / Language Arts: 90 Minutes • English / Language Arts: 50 Minutes • Mathematics: 60 Minutes • Mathematics: 50 Minutes • Science & Social Studies: 40 minutes (alternating • Social Studies: 50 minutes days) • Science: 50 minutes • Health & Physical Education: 30-40 minutes • Health & Physical Education: 50 minutes (alternating days) (alternating days) • Art & Spanish: 40 minutes (alternating days) • World Languages: 50 minutes (alternating days) • Recess/Extended Brain Breaks: 30 minutes per • Project Lead the Way STEM: 50 minutes day (alternating days) • All-Star Training: 40 minutes per day • Art, Music, All-Star Times, and Honors: • Music: 30 minutes per day, twice a week Wednesdays • Recess/Extended Brain Breaks: 20 minutes per day

Successes and Challenges

FIT Academy was successful during 2017-18 in establishing itself as a new charter school with an innovative mission and educational program organized around the elements of Fitness, Intellect and Teamwork. At the end of the 2017-18 school year, FIT Academy Executive Director Claud Allaire sent a letter to parents describing the school’s successes and challenges during its first year and plans to address the challenges moving forward. This communication included a description of plans in place to further develop and continue to improve the program:

We have identified three major areas of improvement for next year. Not surprisingly, these were often referenced in our parent surveys and we also recognize these as areas of improvement. There are certainly other areas where we need to and will improve but these three are core to our mission and the education of our students. The three are: • Improved Climate of Respect • Increased Fidelity to our Mission in the Areas of Health & Fitness • Increased Academic Rigor

Improved Climate of Respect While we have formed a strong school community in our first year, we have also experienced some of the growing pains that come from bringing many people together. We have done many things to improve our climate and instill respect in our student community including anti-bullying trainings, teaching of socially acceptable behaviors in the classroom, February kindness month, and development of a Kindness Club. In addition to these efforts, we will include more character education in our curriculum next year. We are also taking a stronger position when it comes to physical contact between students. Beginning immediately, we will require a parent meeting to discuss all incidents of physical contact initiated by their child. We hope that all of you agree on the importance of making our school safe and respectful for all and we need continued strong parent support to make this happen.

Increased Fidelity to our Mission in the Areas of Health & Fitness Health and Fitness are an integral part of our mission and our belief that students need health and fitness to enhance academic development. In an effort to strengthen this area, we will: • Hire a full-time Health and Fitness teacher

FIT Academy Annual Report for 2017-18 Page 19 • Require increased student in-class participation, particularly at the middle school level • Continue to expand extra-curricular opportunities focused on health and fitness

Increased Academic Rigor: We have identified the following goals and strategies to help us increase academic rigor.

- Align state standards with content and curriculum that is high in rigor. In short, this means ensuring that the content used to teach a state standard is recognized as strong foundational content high in rigor. Specifically, we are planning the following: • Professional development focused on improving rigor and developing a school-wide framework. • Purchase of additional or supplemental curriculum meeting standards of rigor.

- Provide additional interventions for students who need support in the areas of reading and math: • FIT Academy has been awarded both Reading Corps and Math Corps support for next year. • We will be hiring a reading specialist to provide additional support in reading.

- Provide additional curricular opportunities for our middle school students • We have hired a Project Lead the Way instructor to teach STEM classes in grades 5-9 • We are exploring offering online classes for middle school students who test out of academic subjects

Program Improvement Efforts / Plan for Assessments

Throughout the year, FIT Academy teachers review student data through PLC’s, and collaborate to use the data to inform instruction and thus improve the program. The school utilizes a variety of assessment techniques to measure student progress towards state standards while remaining committed to limiting the amount of time spent on standardized assessments. FIT Academy’s standardized testing plan includes the Minnesota Comprehensive Assessments, Exact Path diagnostic assessments, and ACCESS tests for English Learners 4: • MCA: Administered in April per state of Minnesota requirements; all students in grades 3-8 tested in Reading and Math, and all grades 5 and 8 students tested in Science. • Exact Path online: Administered in September and again in the spring per school requirements; tests in reading and math given to all students, grades K-8. Test chosen by the school for diagnostic purposes. • ACCESS: Administered in February to English Learners, per federal government requirements. Required of students who qualify as English Learners based on pre-screening, who have received parent permission.

Also in place at FIT Academy is a Board Plan of Action for Oversight of Student Performance, Achievement, and Success, with the following five elements:

1) The board can articulate a shared definition of student performance, achievement, and success. The FIT Academy board of directors defines student performance, achievement, and success as reflecting the school’s mission of education the whole child. With this in mind, the board’s evaluation will be

4 The FIT Academy testing schedule is available online, at https://fitacademymn.org/for-families/#testing .

FIT Academy Annual Report for 2017-18 Page 20 framed by the context provided through review of student and family satisfaction survey. The board’s evaluation of student academic achievement will consist of the following: • Evaluate aggregate yearlong growth in reading and math using pre and post Exact Path assessment scores • Evaluate school MCA score growth by comparing year to year results with particular attention to a cohort of continuing students. • Evaluate school MCA growth in comparison with local district and state subgroups.

2) The board regularly reviews school results related to school performance achievement and success. The Executive Director and Academic Committee will communicate elements of item 1 to the board at board meetings. This will include: • General review of Fall Exact-Path pre-assessment results • Fall review of previous year MCA scores including growth analysis • Review of student and family satisfaction surveys in the Spring • Review and analysis of Spring Exact Path post-assessment and yearlong growth • Development of academic improvement plan in the Spring for the following year

3) The board has a basic understanding of the educational strategies utilized by the school: • The Executive Director will present the Academic Improvement Plan to the board in the Spring • The Executive Director and Academic Committee will present the Academic Plan including educational strategies to the board in the Fall 4) The board has a basic understanding of the assessments and accountability systems the school utilizes to assess and evaluate student performance, achievement, and success: • The Executive Director and Academic Committee will present this plan of action to the board in the Spring for discussion and understanding • Board members will review this plan of action and research additional information and knowledge as needed

5) The board understands the relationship between student performance, achievement, and success goals and the terms of the charter contract with the authorizer: • The board will review and understand the terms of contract with the authorizer • The board understands its responsibility as it relates to oversight of student performance

Finances

FIT Academy school contracts with BerganKDV to provide accounting and financial management services for the school. Questions regarding school finances and for complete financials for 2017-18 and/or an organizational budget for 2018-19, contact: Position: Chuck Herdegen, Financial Manager Phone: 952-563-6860 Email: [email protected]

FIT Academy Annual Report for 2017-18 Page 21 Information presented below is derived from preliminary audited figures. The full financial audit will be completed and presented to Minnesota Department of Education and Volunteers of America no later than December 31, 2018.

FY18 Finances General Fund Food Service Fund Community Service Fund Total Revenues 2,476,694 51,578 4,493 Total Expenditures 2,477,328 49,964 4,493 Net Income (634) 1,614 0 Total Fund Balance 621 1,614 0

Overview This was the first year of operation for the school. The school met its enrollment targets for the year (179.93 actual ADM compared to 180 budgeted) so state aids were in line with budget. The state’s holdback was 10% of state aids earned, which impacted the school’s cash flow during the year. The school was able to manage its cash flow through the use of lines of credit.

Revenues General Fund General Education, Charter School Lease, and Long Term Facilities Maintenance aids were less than budgeted by $3,309 due to slightly lower enrollment than projected and students served. The school spent less on special education programs from what was projected; hence there was a corresponding decrease from the budget for state and federal special education aids. General Fund revenues came from the following sources: State Aids and Grants: $2,154,290 Federal Aids and Grants: $276,975 Fees Collected and other Miscellaneous Revenues: $45,429

Food Services Fund The programs operated in the Food Service fund operated with a surplus, with program revenues collected exceeding the expenses incurred. The school received state and federal reimbursements for meals served to students. During the year the Food Service fund had revenues from: State Sources: $3,522 Federal Sources: $25,465 Sale of Lunches and Other Local Revenues: $22,591

Community Service Fund The school operated an afterschool care program for its students. This program operated at a small loss during the year, resulting in a transfer from the General Fund. During the year the Community Service Fund had revenues from: Fees Collected from participants: $3,718 Transfer from the General Fund: $775

FIT Academy Annual Report for 2017-18 Page 22 Expenses General Fund The school’s largest expense was for employee salaries and benefits, at $1,254,779. The school’s second largest expense was for the lease on its school building at $295,819. Other expenses incurred by the school were for: Purchased Services (including building utilities): $676,220 Supplies and Instructional Materials Purchased: $115,977 Building Improvements, Equipment (including technology equipment): $107,151 Memberships and Other Fees: $26,607 Transfer to the Community Service Fund: $775

Food Service Fund Expenses in the Food Service fund for meals and after school snacks served consisted of: Salaries, Wages, and Benefits: $3,070 Contracted Services: $767 Meals and Other Supplies Purchased: $46,127

Community Service Fund Expenses in the Community Service Fund for the school's afterschool care program were: Salaries, Wages, and Benefits: $4,477 Supplies Purchased: 16

Net Income and Fund Balance The net income of $980 in all funds resulted in an ending fund balance of $2,235 for the year.

Service Learning

FIT Academy is currently building its service learning program. The student council in collaboration with the entire school, hosted a food drive raising over 1,600 food items for the community and November. Also, Lead Middle School teacher Angie Halama provided the following report on 6 th graders’ Service Learning Day in May: Today the 6th graders completed 2.5 hours of service learning with the residents at Augustana Health and Rehabilitation. We weeded their gardens, played games with the residents, and completed interviews learning about their life. In true 6th grade character, the kids were hard-working, respectful and kind to the residents. They made me very proud. In fact- both the residents and kids didn't want the day to end .

More projects of this sort are planned for next year.

FIT Academy Annual Report for 2017-18 Page 23

Innovative Practices

One element that makes FIT Academy unique is the integration of the practices of Fitness, Intellect and Teamwork, as noted in the Introduction to this report. With more health and fitness offerings than the typical school, and Brain Breaks during regular classroom instruction, FIT Academy aims to integrate health and fitness into the program in the service of students’ academic development.

Academically, FIT Academy has partnered with Edmentum in using Exact Path, Learning Path, and Study Island to provide a comprehensive approach to data informed teaching. Exact Path provides diagnostic data while Learning Path provides individualize student support in areas of academic deficiencies in both math and reading. This was partially implemented in 2017-18 and is being fully implemented during All- Star time in 2018-19. The partnership also provides teacher training as well as use of study-island to develop mid-quarter assessments to provide teachers data to be used to enhance teaching practices.

Future Plans

FIT Academy is off to a strong beginning with the completion of its first year serving students in 2017-18. The school plans to stay in its existing facility while filling the space by adding a grade a year until serving all grades K-12. Grade 9 has been added for the 2018-19 school year. To improve the STEM focus of the school at the middle and now high school levels, FIT Academy will initiate Project Lead the Way 5 with the hiring of an instructor to teach in the STEM subjects at grades 5-9. Another new academic offering planned for 2018-19 is the addition of Chinese as a world language offering in grades K, 1 and 5-9. Another curriculum adjustment is the shift to Jump Math as the math curriculum for 2018-19. Also beginning in 2018-19, FIT Academy will offer the ability for students to take classes in some electives via Fuel Education, an online curriculum provider (see https://www.fueleducation.com ).

Specific plans put in place at the end of the 2017-18 school year to enhance the program while remaining true to the mission of the school are noted above, under Successes and Challenges.

5 Project Lead the Way is a nonprofit organization that provides programming for schools in real-world, hands-on experiences. According to the organization’s website: PLTW empowers students to develop and apply in-demand, transportable skills by exploring real-world challenges. Through our pathways in computer science, engineering, and biomedical science, students not only learn technical skills, but also learn to solve problems, think critically and creatively, communicate, and collaborate. We also provide teachers with the training, resources, and support they need to engage students in real-world learning (https://www.pltw.org/about-us ).

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