1. education
2. school

Watershed High School
Minneapolis, Minnesota
Annual Report – 2012-2013
This version submitted October 15, 2013, with board approval.
Table of Contents
1. Introduction .................................................................................................................................................................................. 3
Watershed’s Mission ................................................................................................................................................................... 3
Watershed’s Vision ..................................................................................................................................................................... 3
School History ............................................................................................................................................................................. 3
2. Governance .................................................................................................................................................................................. 3
2012-2013 School Year Charter Public School Board .................................................................................................................. 4
3. School Management and Administration ................................................................................................................................... 5
2012-13 School Management and Faculty Information .............................................................................................................. 5
4. 2012-13 Teaching Faculty Information ......................................................................................................................................... 6
5. School Admissions and Enrollment ............................................................................................................................................. 6
6. Academic Progress ...................................................................................................................................................................... 7
Curriculum ................................................................................................................................................................................... 7
The Watershed Alternative ........................................................................................................................................................ 7
Academic Accountability Data ................................................................................................................................................... 7
Passing Rates: Watershed High School ................................................................................................................................. 8
Senior Year .................................................................................................................................................................................. 8
7. Innovative Practices ..................................................................................................................................................................... 8
J-Term .......................................................................................................................................................................................... 9
Articulture ................................................................................................................................................................................... 9
Music Ensemble .......................................................................................................................................................................... 9
Pillsbury House Partnership ....................................................................................................................................................... 9
Learning Year for Acceleration..................................................................................................................................................10
8. Program Challenges and Strategies ...........................................................................................................................................10
9. Finances ...................................................................................................................................................................................... 11
Financial challenges in 2012-13 ................................................................................................................................................... 11
10. Authorizer .................................................................................................................................................................................. 11
11. Nonprofit Status......................................................................................................................................................................... 11
12. Attachments .............................................................................................................................................................................. 12
Watershed High School Registration Form .............................................................................................................................. 13
Watershed 4-Year Budget .............................................................................................................................................................. 14
Appendix A ...................................................................................................................................................................................... 15
Appendix B ..................................................................................................................................................................................... 40
Appendix C ..................................................................................................................................................................................... 42
Watershed High School
Annual Report 2012-13
2
1. Introduction
The purpose of this annual report is to provide information for all stakeholders in Watershed High
School. This includes family, staff, students, taxpayers, our sponsor, future authorizers, and other
interested parties.
Watershed’s Mission (adopted 4/26/2010)
Watershed High School, a public charter school since 2002, seeks to nurture the intellect,
stimulate the will, and embrace the creative potential of youth in a balanced environment
that engenders reverence, respect, and responsibility for nature and the needs of other
human beings.
The school began to use Community, Creativity and Service as a key phrase for planning and
marketing tool during the 2008-2009 school year.
Watershed’s Vision (adopted 4/26/2010)

Through interactive creative media and self-directed artistic expression, students engage in
the learning process.

Through planning and implementation of service learning projects, students develop
leadership and communication skills, compassion and maturity.

Students, teachers, parents and supporters come together to create a community that
honors the gifts of each individual while fostering mutual caring and responsibility.
School History
Watershed began as a private Waldorf High School in 1996 and converted to a charter public school
in 2002. Watershed emphasized Waldorf methods during its early charter years and continues to
maintain some of Waldorf’s philosophy. However, as Waldorf-trained teachers retired or moved on
and were replaced by new teachers, the school’s identity and culture have gradually shifted to a
more traditional model. Watershed continues to emphasize its rich, liberal arts curriculum; a focus on
creativity and service to community along with a caring, accepting faculty and student body.
In April 2013, Watershed received notice from its landlord that they would be reclaiming the location
at 4544 4th Avenue South for their own purposes. The exit date requested was no later than June 10,
giving the organization only 45 days to find and negotiate a new facility. Watershed was fortunate in
securing an existing school site at 6541 16th Avenue South in Richfield, MN and moved into the facility
in late June 2013.
2. Governance
General Board elections took place in late September 2012. On that ballot, two teachers and one
community member were elected to fill out the board configuration. Early in 2013, the new board
members (three WHS representatives) participated in a day-long required training of Governance,
Finance and Human Relations presented by Ship’s Wheel consulting firm. All participants received
their certification as required by the state. The board also received continued oversight from its
Watershed High School
Annual Report 2012-13
3
authorizer, Innovative Quality Schools for 2012-13 to assure that the board fulfilled its mandated
duties.
2012-2013 School Year Charter Public School Board
This table contains information for all board members 2012-2013 – Election Dates 9/16 to 9/23/2012. For
2013-14, anticipated Election Date is 9/27/2013.
Name
Board
Position
Classification
Date
Seated
Phone
Email
Attendance
Rate
7/2011 to
6/2012
Jason Kinsley
Secretary
Teacher
10/2011
612.871.4363
Jkinsley@watershedhs.org
100%
Mark Eilers
Treasurer
Parent
10/2011
952.922.1975
Meilers.watershedhs@
gmail.com
100%
Brian Balsaitis
Director
Parent
3/2012
612.871.4363
bbalsaitis@watershedhs.org
100%
Anita Kempf *
Director
Community
5/2011
612.332.9566
Anita.kempf@co.hennepin.
mn.us
60%
Jenni Ellingson *
Director
Community
10/2011
612.871.4363
jellingson@yahoo.com
12%
Todd Ley
Director
Community
9/2012
612.799.8552
tley@watershedhs.org
75%
Liz Heyer
Director
Community
9/2012
612.730.4549
lizrey@gmail.com
87%
Courtney Farlow
Director
Teacher
9/2012
612.871.4363
cfarlow@watershedhs.org
100%
Matt Hirman
Director
Teacher
9/2012
612.871.4363
mhirman@watershedhs.org
100%
Destiny Sparks
Ex-officio
Administrator
9/2010
612.871.4363
dsparks@watershedhs.org
100%
Paul Kinsley
Ex-officio
Administrator
4/2011
651.373.5522
pkinsley@watershedhs.org
100%
* Board member did not complete the term.
Watershed High School
Annual Report 2012-13
4
3. School Management and Administration
Paul Kinsley has received master’s degrees in Special Education and Psychology at Augustana
College, Special Education Licensure at the University of St. Thomas, and Education Administration at
St. Cloud State University. He is nearing completion on his doctorate degree in Education
Administration at Bethel University, with only his dissertation writing left to complete. For nine
years, he worked in an alternative-setting Middle/High School in rural Minnesota where academic
performance had been non-existent. Kinsley and the team he worked with reversed the academic
downslide of the school, and it continues today as a bright beacon for students who don’t fit the
mainstream educational setting. Kinsley brings that philosophy and 13 years of working in Alternative
Education to Watershed in the hopes of recreating that success in a metropolitan setting. Over the
past year, he worked with staff and creditors to establish a new financial and educational direction
for Watershed. He is pleased to report that at the end of FY13, WHS has a positive fund balance of
$27,101 or 3.4% and is out of Statutory Operating Deficit. This is an increase of revenues over
expenditures of $199,455 for this fiscal year.
Destiny Sparks, Director of Education, has been working in education for 18 years and in charter
schools since 2002. She has served as a paraprofessional, teacher, school board chair, district
assessment coordinator, and a director of teaching and learning. She graduated from Bethel
University and has completed graduate courses through St. John’s University and St. Mary’s
University.
2012-13 School Management and Faculty Information
This table contains information for ALL members of the school management/administrative team and
also includes faculty employed by the school that did not serve as classroom instructors (e.g., curriculum
coordinators, social workers, counselors, administrative assistants, paraprofessionals, custodial,
technology, librarians).
Name
File Number
Assignment
Years
Employed
Left during
2012-13
Returning
2013-14
Daphne Bodene
--
Educational assistant
6
no
yes
Paul M. Kinsley
418641
Executive Director
2
no
yes
Virginia Zeyer
220714
Director of SPED
new
no
no
Destiny Sparks
351070
Education Director
2
no
yes
Seth Tupper
446337
Social Worker
5
no
yes
Sandra Smith
--
Administrative
Assistant
1
no
no
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Annual Report 2012-13
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4. 2012-13 Teaching Faculty Information
Watershed‘s teacher retention from 2010-11 to 2011-12 was 8%.
This table contains information for ALL teachers employed by the school or providing services
contractually (e.g., special education, reading specialist, speech therapist, school psychologist).
Name
File Number
Assignment
Left during
2012-13
Returning
2013-14
Paul M. Kinsley
418641
Executive Director
no
yes
Destiny Sparks
351070
Director of Education
no
yes
John Weil
337128
Mathematics
no
no
Jason Kinsley
401598
Social Studies
no
yes
Courtney Farlow
426897
Special Education
no
yes
Chase Tuseth
469064
Science
no
no
Shawn Mattner
446880
Language Arts
yes
no
Melissa Kibler
460242
Language Arts
no
yes
Matt Hirman
424812
Special Education
no
no
Marc Gutman
404318
Math, Technology
no
yes
Seth Tupper
446337
Social Worker
no
yes
Virginia Zeyer
220714
Director of Special Education
no
no
5. School Admissions and Enrollment
This table identifies the actual number of students enrolled at the school during 2007-08, 2008-09, 200910, 2010-11, and 2011-12. The 2012-13 school year attendance is estimated. Data is based on October 1
Average Daily Membership (ADM).
School Year
Grade 9
Grade 10
Grade 11
Grade 12
Total
2007-08
12
11
31
29
83
2008-09
19
28
16
33
96
2009-10
13
23
27
10
73
2010-11
13
20
26
21
80
2011-12
13
17
22
21
73
2012-13
12
21
19
24
76
2013-14 *
7
15
19
23
64
*estimated enrollment for FY14
Watershed High School
Annual Report 2012-13
6
Approximately 80% of our students in 2012-2013 were from the Minneapolis area; the remainder of
our students came from the surrounding suburbs. Many students transfer after first quarter midterms are distributed at their local schools; they see they are having difficulty and look for an
alternative.
Watershed High School admits students of any race, color, national or ethnic origin to all rights,
privileges, programs and activities generally accorded or made available to students enrolled at
our school. We do not discriminate on the basis of race, physical disability, color, national, or ethnic
origin in administration of our education policies, admissions, and athletic or other schooladministered programs.
Watershed uses a one-page Enrollment Form (attached). After students enroll, they and their families
complete additional paperwork to finalize registration and satisfy reporting requirements. Also
attached are the Student Introduction Form and the Family Questionnaire. All forms are on our
website at http://www.watershedhs.org.
6. Academic Progress
Curriculum
Watershed’s overall curricular goal is to inspire creative thinking and build problem-solving skills. The
general emphasis is in liberal arts. During FY13, visual and theater arts were reduced due to budget
restraints. Watershed’s graduation requirements meet or exceed Minnesota graduation standards in
all subject areas.
The Watershed Alternative
While Watershed is not an alternative learning center, the majority of our students are seeking
alternative educational opportunities. They often feel like square pegs in round holes until they arrive
here. Our emphasis on community, creativity, and service is lived out through festivals and inclusive
events, creativity in all classes, and service learning projects. We emphasize that we are “family” and
teach the four components of Lakota society: Belonging, Mastery, Independence and Generosity.
Our goal is to develop productive citizens that take their talents and skills and put them to positive
use in society.
Academic Accountability Data
The chart on page 8 is a compilation of our yearly Minnesota Comprehensive Assessment (MCA)
scores as compared to previous classes and to the state of Minnesota. The most current year also
gives comparison to the Minneapolis School District scores.
It was imperative that during the FY13 school year that WHS implemented an improvement plan and
a concise math curriculum that aligned with Minnesota State Standards in order to deliver
satisfactory gains in the area of math. The goal of Watershed was to include a more comprehensive
assessment program such as NWEA to measure academic growth throughout the year. Attached we
have provided the FY 13 NWEA assessment results. WHS uses these results to both identify problem
areas for students and implement strategies to assist the students in their academic growth.
Watershed High School
Annual Report 2012-13
7
Passing Rates: Watershed High School
Watershed
2009-10
Watershed
2010-11
Watershed
2011-12
Watershed2
2012-13
Minneapolis
2012-13
State of MN
2012-13
MCA Reading
76
76
45.5
26
57.7
76.8
MCA Math
27
8
12.5
15
27.2
61.3
MCA Writing
70
58
76.9
75
80.9
91.9
It is important to note that our cell size is extremely small when it comes to assessment percentages.
Thirteen students tested in Math, 19 students in Reading, and 12 students in Writing. (See growth
chart in Appendix C.)
During FY13, we focused on improving our MCA math scores by purchasing the NWEA assessment
program, developing Title 1 services and increased math related course offerings. We analyzed the
data, interviewed the stakeholders and determined that the problem to be directly correlated to the
instructor techniques. Changes have been made to rectify this situation.
Senior Year
To graduate from Watershed, seniors must complete a senior project, an “over and above” for-credit
experience done on students’ own time, presented to the entire school community, and evaluated
by a team of faculty. Projects in 2012-2013 included the building of a recording studio within the
facility, a North Korean food study, creating origami cranes for peace, an Anime/Manga project,
metal sculptures, a Real Estate shadowing program, Kigurumi sewing project.
7. Innovative Practices
According to our contract with Innovative Quality Schools, Watershed has 4 Performance Indicators
it must adhere to and make progress on implementation and results. These four indicators are as
follows:
1. Mission and goals of the School and Program Performance Indicators
2. Governance of the School Performance Indicators
3. Evaluation of School/Student performance Indicators
4. Finance Performance Indicators
During FY 13, Watershed worked to implement many of the academic performance indicators that
were required in the contract. Listed below are those efforts:
1. Contracted services with NWEA
2. Contracted Services with Ed-Visions for Hope Survey
3. Efforts to develop partnership with Rasmussen College for CIS implementation
4. Student/parent/teacher input regarding school
5. Student follow-up after graduation
Watershed has received its evaluation from IQS on these benchmarks, a copy of which is attached to
this report.
Watershed High School
Annual Report 2012-13
8
In order to increase our academic performance, we are employing a new mode of instruction for the
2013-14 year. Our special education is staff serving as integrated co-teachers in performance-based
cohorts. Students are grouped based on their NWEA math and reading scores into four distinct
cohorts for core classes and mix for electives. The Rembrandt cohort is far above grade level in both
math and reading; the Monet cohort is at or above grade level in reading but is low in math; the
Picasso cohort is at or above grade level in math but is low in reading; while the DaVinci cohort is
significantly below grade level in both reading and math. Unlike outmoded tracking systems, this
one is fluid so that kids can move between groups as their scores increase. With the performancebased cohorts, we have changed our special education delivery method from pull-out classes to
integrated co-teaching so that there is a special education teacher or paraprofessional in the majority
of the core classes for DaVinci, Monet and Picasso.
J-Term
Watershed offered its January term in 2011-12. This was a fourteen-day period between the first and
second semester in which students focused on one all-day class or two half-day classes at a time.
Among the offerings: (a) production of a full-length play in a dinner theater format at the end of the
J-Term; (b) forensic science; (c) sustainability; (d) art history; and history of zombies. Student and
staff satisfaction were again high, according to class polls. Teachers noted that the intense time
together helped build school community.
Articulture
Watershed began working with the nonprofit group, Articulture, after teachers attended a training
regarding arts-infused teaching methods there. The mission of Articulture is: “To educate, enrich,
and nurture through the visual arts.” The group employs experienced teachers who are passionate
about working with students to help them become emerging artists. Watershed had a talented
artist-in-residence (Marilyn Lindstrom) for the spring quarter who taught our students mosaic
making. The culmination of which is a beautiful tile mural in the front lobby of our new building.
Music Ensemble
Watershed’s music ensemble is taught by community expert and local musical celebrity, Chastity
Brown. She works with a group of select students who audition for their place in the ensemble. The
students work on writing music, recording, and of course, playing music. The students respond
remarkably well to Chastity and look up to her as someone who is “living the dream.”
Pillsbury House Partnership
Watershed initiated a partnership with Pillsbury House to assist the students with various outside
activities. One of the programs offered by Pillsbury House was Furthering Achievement through a
Network of Support (FANS), which assisted students in their pursuit of a higher education by holding
30 weekly sessions on Wednesday evenings. After completion of the program, each participant was
entitled to $500.00 to apply towards their college experience. These funds could be used for tuition,
books, housing or technology equipment. WHS had two students complete the program. In
addition, Pillsbury offered a program, Power of Voice (POV), which helped students understand
Watershed High School
Annual Report 2012-13
9
expression through the arts and the potential of the spoken word. Both of these programs will
continue in FY 14.
Learning Year for Acceleration
Watershed received state approval for a Learning Year Program (LYP), which allows students to
accelerate their progress through high school. During this past summer school session, WHS
provided more of an ecological and environmental theme for its participating students. More than
20 students participated in this program over the summer with each attaining school credits for their
participation. In addition, WHS provided after school programs in math, college prep, and visual art.
With the use of these programs, WHS was able to increase its annual revenue by nearly and
additional 6 ADM.
Students who participate in LYP courses are required to develop a Continuous Learning Plan (CLP) in
conjunction with parents and the school staff. These CLP’s help track student progress towards their
academic and other goals.
Unfortunately, WHS will no longer be participating in this program due to MDE changes and
guidelines. Any student who needs to recapture lost credits will now be required to attend a district
ALC, thus eliminating a potential funding source to the school.
8. Program Challenges and Strategies
General curricular programming was grade-level based. This is problematic when some of our grades
are significantly larger than others. We try to keep class sizes to about 15-18 students for maximum
educational benefit. During 2012-13, class sizes were generally favorable to students and teachers,
but not to our finances. In entering FY 14, WHS has changed its delivery model to a performance
based cohort model, which allows both staff and students to work simultaneously on challenges that
most encounter. In addition, a push-in model of SpEd services is being implemented to allow the
students more contact with the regular education professionals while still having the support of
special education services with them in the classrooms. We are hopeful that this will enhance the
learning of all our students.
During FY13, Watershed’s goal was to live within our budget and operate within our means while
paying down our debt. Our original projected ADM was an enrollment of 72 students and the year
ended with an ADM of 79. Our major challenge was working within MDE’s budgeted allotment
program of paying 64% over 8 months, with the holdback monies coming in July. WHS was able to
bank its additional funds throughout the school year which enabled us to only be in need of a short
term loan of $5,000 to meet our annual budgetary expenses. That note was paid back within 20 days
of its inception.
Many Watershed teachers were relatively new to teaching; however, many have achieved success in
other fields before turning to education. To support their development, the school increased staff
development opportunities with trainings, continuing education conferences, and the development
of a professional learning community.
Watershed High School
Annual Report 2012-13
10
9. Finances
Watershed entered the 2012-13 school year with financial challenges. Here are the financial highlights
from the FY12-13 audit:




As of the close of FY10-11, Watershed’s governmental funds reported a total ending
fund deficit of - $242,414, a decrease of - $131,694 in comparison with the prior year balance
of - $110,720.
As a result of the ending fund deficit, Watershed continued to be in Statutory Operating
Deficit (SOD).
Fund balance as of 6/30/12 is -$172,354 (audited)
Fund balance as of 6/30/13 is $27,101 (audited)
Financial challenges in 2012-13
Watershed High School entered the FY13 school year in Statutory Operating Deficit (SOD), with a
negative fund balance of $172,354. In addition, WHS paid off its long term note to Citizens
Independent Bank and termed out its $85,000 line of credit to expire in September 2015. In June of
2013, WHS secured a short term note of $5,000 from NonProfits Assistance Fund to ensure monies
were available to meet financial responsibilities caused by the holdback of funds from MDE.
The goal of the school was to eliminate that negative fund balance while providing academic
alternatives to the student body and increase educational growth as measured by approved
assessment tools. In the past, the only measure of academic progress available to WHS was the
state MCA’s. This past year, WHS implemented the NWEA , to measure academic growth on an
individual student basis and the Hope Survey, “intended to measure students’ non-academic
outcomes such as self efficacy, optimism, and problem solving ability, which impact traditional
academic achievement.” These programs were administered throughout the school year to every
student that was enrolled in the Watershed program.
10. Authorizer
As of July 1, 2012, Innovative Quality Schools became the official authorizer of Watershed High
School, and continues to work with the administration in developing innovative methods to educate
students and assist with the oversight of business functions.
For more information about Innovative Quality Schools, go to http://iqsmn.org.
11. Nonprofit Status
Reports can be found at: http://www.ag.state.mn.us/Charities/CharitySearch.asp
Watershed High School
Annual Report 2012-13
11
12. Attachments
Refer to the following pages for this form and report:
 Watershed High School Registration Form
 Watershed High School 4-Year SOD Budget
 Appendix A: IQS Oversight Review for FY13
 Appendix B: WHS Growth and Grad Passing 2013
 Appendix C: MAP Results FY13
Watershed High School
Annual Report 2012-13
12
Watershed High School Registration Form
Registration Form
Grade _____ for the 20_____-20_____ academic year
Date______________________________
STUDENT’S Name: (Last)____________________________ (First)_____________________________
Home Address: ______________________________________________________________________
___________________________________________________________________________________
Last School Attended: ________________________________________________________________
School Address: ______________________________________________________________________
School Phone: ____________________________
PARENT/GUARDIAN NAME:_____________________________________________________________
Home Address: _______________________________________________________________________
____________________________________________________________________________________
Phone 1: _____________________________ Phone 2: ________________________________
Email: ________________________________________________________________________
PARENT/GUARDIAN NAME:____________________________________________________________
Home Address: _______________________________________________________________________
___________________________________________________________________________________
Phone 1: _____________________________ Phone 2: ________________________________
Email: ________________________________________________________________________
Signature(s):
Parent/Guardian:
___________________________________________________________________Date_____________
Parent/Guardian:
___________________________________________________________________Date_____________
Watershed High School admits students of any race, color, national and ethnic origin to all rights, privileges, programs and
activities generally accorded or made available to students at the school. It does not discriminate on the basis of disability, race,
color, national and ethnic origin in administration of its education policies, admissions policies, and athletic or other school–
administered programs.
Watershed High School
Annual Report 2012-13
13
Watershed 4-Year Budget
2011 Actual
FUND 01 GENERAL FUND
REVENUE
Local Sources
050 Student Fees
060 Admissions & Activity Fees
092 Interest
096 Gifts/Private Grants
099 Miscellaneous
620 Sales of Materials (Net)
639 Non-state loans
Total Local Revenue
State Sources
211 General Education Aid
335-211
Q Comp
348-300 Lease Aid
360 Special Education (@ 90% exp)
Total State Revenue
Federal Sources
152-400 Stimulus-Jobs Fund
401-400 Title I
414-400 Title II
419-400 Federal Special Education
425-400 CEIS
Total Federal Revenue
EXPENSE
100
152-100
335-100
740-100
401-100
200
335-200
740-200
401-200
414-303
419-303
305
320
329
330
340
350
360
366
414-366
419-366
369
370
348-370
419-377
419-378
740-394
401
419-401
430
460
461
520
530
555
419-555
730
740
790
820
895
2012 Budget
2012 Revised
Budget
73
2013 Proj
78
2014 Proj
82
2015 Proj
86
3,419.55
0.00
0.31
7,860.46
1,330.14
2,857.52
(98,784.00)
(83,316.02)
10,000.00
0.00
0.00
0.00
0.00
6,000.00
0.00
16,000.00
2,000.00
0.00
0.00
6,500.00
100.00
0.00
1,500.00
10,100.00
5,000.00
0.00
0.00
4,000.00
500.00
1,000.00
0.00
10,500.00
5,000.00
0.00
0.00
4,000.00
500.00
1,000.00
0.00
10,500.00
5,000.00
0.00
0.00
4,000.00
500.00
1,000.00
0.00
10,500.00
606,575.92
20,879.04
125,664.00
76,886.93
830,005.89
507,435.00
16,185.00
101,400.00
77,000.00
702,020.00
592,976.00
23,837.00
113,858.00
96,175.00
826,846.00
626,079.00
0.00
121,680.00
109,600.00
857,359.00
654,873.00
0.00
127,920.00
112,000.00
894,793.00
683,666.00
0.00
134,160.00
114,412.00
932,238.00
17,401.77
0.00
0.00
17,256.99
0.00
34,658.76
0.00
0.00
0.00
17,000.00
0.00
17,000.00
0.00
15,750.00
1,428.00
24,482.00
3,000.00
44,660.00
0.00
17,100.00
1,500.00
24,500.00
3,000.00
46,100.00
0.00
18,298.00
1,500.00
24,500.00
3,000.00
47,298.00
0.00
19,345.00
1,500.00
24,500.00
3,000.00
48,345.00
TOTAL FUND 01 REVENUE
781,348.63
735,020.00
881,606.00
913,959.00
952,591.00
991,083.00
Salaries
Federal Jobs Fund
Q Comp Stipends & Other Pay
State Special Education Salaries
Title I Salaries
Benefits
Q Comp Benefits
State Special Education Benefits
Title I Benefits
Title II Prof Dev-Inhouse
Special Ed Purchased Services
Purchased Services
Communication
Postage/Parcel
Utilities
Insurance
Repair & Maintenance
Student Travel
Travel & Conferences
Title II Prof Dev-- Instate
Fed Sped Travel & Conferences
Entry Fees/Stud Trav (394 in UFARS)
Operating Leases
Building Lease
School Social Worker
Psychologist
State Sped Purchased Services
Non-Instructional Supplies
Fed Sped Non-instructional Supplies
Instructional Supplies
Textbooks & Workbooks
Standardized Tests
Building Improvements
Furniture & Equipment
Technology Equipment
Technology Equipment
Loan Principal (Capital Loan)
Loan Interest
Other Debt Service
Dues, Lic, Memberships
Other
TOTAL FUND 01 EXPENSE
309,523.77
17,401.77
5,800.00
76,037.96
0.00
90,310.01
1,164.75
17,229.28
0.00
0.00
9,825.00
60,369.87
2,401.98
2,009.83
19,663.38
3,921.53
1,643.60
14,231.25
600.00
0.00
0.00
120.00
1,962.43
147,227.38
0.00
4,461.90
10,650.00
8,133.80
798.99
4,296.66
118.21
214.00
7,170.00
4,975.24
685.81
0.00
39,938.56
11,776.12
14,775.00
8,175.07
730.00
900,514.25
224,000.00
0.00
14,500.00
0.00
0.00
62,592.00
0.00
0.00
0.00
0.00
94,000.00
63,750.00
4,000.00
2,000.00
26,000.00
6,000.00
3,000.00
17,000.00
0.00
0.00
0.00
600.00
1,500.00
112,667.00
0.00
0.00
0.00
7,325.00
0.00
4,000.00
500.00
0.00
1,200.00
1,000.00
5,000.00
0.00
43,862.00
8,808.00
0.00
8,466.00
0.00
711,770.00
210,504.00
0.00
23,700.00
74,000.00
13,796.00
49,479.10
0.00
12,761.00
1,952.00
1,000.00
12,105.64
110,500.00
4,000.00
2,000.00
28,340.00
6,300.00
1,700.00
19,000.00
0.00
428.00
1,000.00
600.00
1,500.00
126,509.00
7,876.65
0.00
20,100.00
7,325.00
2,000.00
3,000.00
2,500.00
0.00
1,200.00
1,000.00
6,500.00
1,500.00
43,862.00
8,808.00
0.00
8,466.00
0.00
815,312.39
210,504.00
0.00
0.00
84,800.00
13,796.00
50,877.92
0.00
14,595.20
1,952.13
1,000.00
13,000.00
110,500.00
4,000.00
2,000.00
29,000.00
6,300.00
2,000.00
20,050.00
0.00
500.00
1,000.00
600.00
1,500.00
135,174.00
8,500.00
0.00
20,100.00
8,000.00
2,000.00
3,500.00
2,000.00
0.00
1,200.00
1,000.00
3,000.00
0.00
3,895.00
6,700.00
0.00
8,500.00
0.00
771,544.25
228,504.00
0.00
0.00
84,800.00
13,796.00
57,228.94
0.00
14,955.20
2,021.11
1,000.00
13,000.00
110,500.00
4,000.00
2,000.00
29,000.00
6,300.00
2,000.00
21,060.00
0.00
500.00
1,000.00
600.00
1,500.00
142,106.00
8,500.00
0.00
20,100.00
9,000.00
2,000.00
4,000.00
2,000.00
0.00
1,200.00
1,000.00
5,000.00
0.00
0.00
4,000.00
0.00
8,500.00
0.00
801,171.25
265,504.00
0.00
0.00
84,800.00
13,796.00
64,442.46
0.00
15,315.20
2,090.09
1,000.00
13,000.00
110,500.00
4,000.00
2,000.00
29,000.00
6,300.00
2,000.00
22,115.00
0.00
500.00
1,000.00
600.00
1,500.00
149,038.00
8,500.00
0.00
20,100.00
10,000.00
2,000.00
4,000.00
2,000.00
0.00
1,200.00
1,000.00
5,000.00
0.00
0.00
4,000.00
0.00
8,500.00
0.00
854,800.75
FUND 01 REVENUE LESS EXPENSE (119,165.62)
Fund Balance Beginning
Fund Balance Ending *
(110,720.00)
(229,885.62)
23,250.00
66,293.61
142,414.75
151,419.75
136,282.25
(229,885.62)
(206,635.62)
(229,885.62)
(163,592.01)
(163,592.01)
(21,177.26)
(21,177.26)
130,242.49
130,242.49
266,524.74
At 6/30/11 Watershed had an unspendable balance of $15,000 and a restricted balance of $85,000 making fund balance per MDE $329,886
Watershed High School
Annual Report 2012-13
14
Appendix A
Innovative Quality Schools___________________________________
IQS Oversight Process
School Name:
Watershed
Current School Year: 2012-13
Paul M. Kinsley
Title: Executive Director
Address of the School:
Name of School Contact:
Email Address:
pkinsley@watershedhs.org
Office Phone:612.871.4363
Cell:651.373.5522
Name of Board Chair: Brian Balsaitis
Email address:
bbalsaitis@watershedhs.org
Office Phone: 612.871.4363
Cell:612.360.9220
1. IQS Cadre Oversight Team: Jerry Robicheau, Nora Whalen, Tom Watkins, and Tom Tapper
2. Dates of IQS site visits to the school during this year: September 12, 2012, October 5, 2012,
October 26, 2012, and March 8, 2013. In attendance from IQS for those meetings were, Jerry
Robicheau, Lead Cadre, Nora Whalen, program cadre, Tom Watkins, Student performance
cadre, and Tom tapper, Governance and finance cadre. Attending from Watershed were Paul
Kingsley, Executive Director, Destiny Sparks Director of Education and Brian Balsaitis Board
Chair. In addition, Nora Whalen visited two additional times with Watershed staff and students.
Tom Watkins had additional conversations with Destiny Sparks and Paul Kingsley. Tom Tapper
had additional conversations with Paul Kingsley.
3. Dates of IQS attendance at board meetings and IQS cadre attending. Identify if it was in person
or by electronic means.
August 21, 2012 Jerry Robicheau met with the Watershed Board in person. Additional meetings
were held with the Administration and Board Chair.
4. Specific issues to be addressed in addition to the oversight of the five areas in the attached.
Watershed High School
Annual Report 2012-13
15
The following are the performance measures to be used by the IQS Cadre Team for oversight of this
school. The names of individuals interviewed or the method used to determine the conclusions reached
are identified for each of the six parts of this process and are noted in the “Comments” section following
each area.
The following scale is to be used when rating each of the performance indicators:
0 or 1 – None or an insignificant amount of the information is evident which provides the reviewer
evidence that this indicator is being met;
1 or 2 A minimum of information is evident. The school was generally unable to present evidence that
this indicator is being met;
3 – Most of the information is evident and the indicator is being met;
4 – All of the information is evident and the indicator is being met in an exemplary manner
1. Mission & Goals of the School and Program Model
Performance Indicators:
a.
Rating
The program model implemented is consistent with that described in
its charter application including any amendments.
(1)Is the school program model as described in the contract clearly evident in practice?
_2___
(2) Are the staff, board, leaders, etc. reasonably able to articulate what it is?
How determined and comments:
There are intentions made on all charter application goals and special attention being made to
Appendix 1-A. Watershed implemented NWEA MAP assessment, using data to determine math
goals. They were transparent with students/staff, targeting those more than two yrs below.
Students could speak to their scores and what they mean in their math goals, a great sign. The CIS
program has yet to be offered, but team is working w/ Rasmussen to implement next year. HOPE
survey taken by at least 2/3 of students, there are still plans for alumni survey, and while there was a
student survey done, a parent and staff survey needs to take place. Discussion continues regarding
the timeframe for the Appendix 1-A of the IQS contract. We encourage Paul and Destiny to create
their own timeline for implementation. They have made adequate steps in implementing several
pieces of the performance goals. Continued communication on how/when each step will be
implemented will better serve the board and faculty. There continues to be challenges/crisis such as
staffing issues or facility demands that take attention away from program/purpose.
They
administration team does an amazing job under crisis and has made important decisions to move
Watershed forward. Taking time now to carefully set a scheduled plan will allow for full
implementation of the goals.
Watershed High School
Annual Report 2012-13
16
b.
The “purposes” of the school as defined in the Charter Law at
124D.10 Subd 1. and in the approved application/current contract are being
addressed in the School.
(1)The purposes are in the contract. Does the board, teachers, leadership
know what they are for their school? Yes
(2) Is it clear the purposes are being addressed at the school? Yes
How determined and comments:
Yes
_3_
See previous comments regarding Appendix 1-A. Regarding the statute, Watershed team, staff,
board and leadership speak passionately to the goals of the school and the opportunities they are
providing to students who have been hurt by the current traditional model. They are looking to reach
at-risk youth and build a community of learners. This comes out most clearly in interviews with
students. They believe in their school. Daily attendance continues to be a concern and needs to be
investigated as to why students are not attending.
c.
Staff, board and students (when appropriate) have a clear understanding
as to the mission of the school and are able to articulate this.
(1)Are staff, board, leaders able to articulate the mission? Yes
__3__
How determined and comments:
In interviews and discussions with staff, board chair, and students there is a clear sense of
community, arts focus, strong identity, welcoming community. Students and faculty have a strong
voice in the operations of the school. There continues to be a need to recruit more students and the
challenge in being a welcoming school to all is compounded with the need to attract students who
want to be active members of the small community. Both students and board chair voiced the need
to get the “right kids in the building.” Strengthening the message of welcoming and open to all
students in an arts environment will be critical to the enrollment survival of the school, especially in
light of the recent move. Paul and Destiny mentioned a production video being made that will
highlight the program. Due to limited access to the space this summer, this seems critical for
recruiting new families, and expanding their recruiting efforts over social media.
d.
The curriculum supports the mission and program model.
(1)Does the school curriculum support the mission/model of the school?
Watershed High School
Annual Report 2012-13
__3__
17
(2)Is the curriculum adequate including digital to carry-out the mission?
How determined and comments:
Strong arts program and students speak highly of the creative opportunities they have in the arts.
Further program offers a variety of opportunities for students to develop art skills within technology.
Students and staff spoke most positively about J-term opportunities and administration noted that
attendance may have improved at that time of the year. May want to consider developing a calendar
that uses this model more, especially if it positively impacts attendance. Outside of J-term, the
model is daily schedule is traditional, although infused with art. Art is a real selling point of the
school, including how small the program is, and should continue to be highlighted. May want to
consider how to imbed art into math, more specifically. Watershed offered additional math courses,
for remediation, as elective options this year and students were strongly encouraged, but not
required, to take them. There is no data at this point whether the electives impacted students’
performances. Data collection and discussion is needed.
e.
State standards, school board standards and authorizer requirements
are embedded into the curriculum of the school.
(1)Is there a central place where how each standard is taught (grade/course)
__2__
This should be an electronic system for easy updating. Yes
(2) Do teachers know which standards they are accountable for teaching? Is
this documented by the teacher? Yes
How determined and comments:
The biggest concern here continues to be whether Watershed is making improvements in their math
program. They will have another change of math faculty this year. They now have systems in place
to determine skill levels of students but whether they use the data to influence instruction has yet to
be determined. Faculty need to be trained in Descartes system as well as what the Hope Survey
measures, in order for it to influence the program. In interviews with students, they were well aware
of their scores on NWEA testing and thoughtfully addressed how they were preparing for the MCA
math tests (most interviewed were juniors).
f.
Staff development is provided in support of the mission and program
model.
Watershed High School
Annual Report 2012-13
_2.5__
18
(1)Does the school have a written staff development plan? Strategic Plan in process. No discussion about
staff development plan written down, although significant details about what training/development needs to
happen.
(2) Are teachers key to its development? Yes
(3) Is there evidence that it is being carried out? Teachers have active voice in determining program
(4) Is the impact of the plan evaluated by what teachers do?
How Determined and comments:
Watershed leadership continues to make difficult decisions regarding staffing. Paul and Destiny
turned over most of the staff two years ago, before taking on IQS as an authorizer. In discussions
with staff, there is a strong sense of ownership and commitment to the school. They see the
changes as necessary to improving the school. Watershed is in transition and needs time to see
necessary improvements. So much of the implementation required in the Appendix, such as
consistent NWEA assessment, the Hope Study, specific targets for attendance and course
completion, requires buy in and participation from the faculty. They seem to have the right people
on the bus and what they do with professional development in the next six months will be critical to
the implementation of their program
COMPOSITE RATING OF THIS SECTION:
15.5__
IQS Cadre reviewing section No. 1: Nora Whalen
Comments:
If the school can continue to recruit and retain the right number of students, the program can
succeed. The team has been working incredibly hard with what it has. Further, using data, both
assessment but also attendance, course completion, credit progress, and student satisfaction (Hope
Survey Data), to drive instruction and programming is critical. It can feel overwhelming to get it all
aligned but it empowers the staff and the students towards change. May want to consider finding
support among other small schools that are doing similar programs. Would support from The MN
Association of Alternative Programs provide some guidance, mentorship and support? Paul does
have some networks to guide finance and governance but the faculty may also feel less isolated and
supported w/ such networking.
2. Governance of the School Performance Indicators:
a.
The Board is organized consistent the following:
rd
1) The “ongoing board” must be elected prior to the completion of the schools 3 year of operation
consistent with the Board Bylaws.
2) Board must consist of at least five members who are not related to each other.
3) At least one member must be a licensed teacher at the school.
Watershed High School
Annual Report 2012-13
19
4)
5)
6)
7)
8)
At least one member must be a parent/legal guardian of a student attending the school.
At least one member must be an interested community member who is neither an employee of the
school nor a parent of a student at the school.
Charter school employees may not serve on the board other than for a teacher who is 2. a. (3)
above.
Neither the schools administrator nor the financial officer may be on the board in other than in an
ex-officio capacity.
Contractors (or employees of contractors) providing facilities services, goods to the school may not
serve on the board.
How determined and comments:
b.
Discussion with Executive Director and Board Chair
_3__
Criminal background checks have been conducted on each board
member and are on file.
__4__
How determined and comments:
c.
No Board Members have any conflicts of interest as defined in
law and statements to this effect are filed annually.
1)
2)
3)
4)
5)
An individual may not serve on the board if the individual, an immediate family member, or the
individual’s partner is an owner, employee or an agent of, or a contractor with a for profit or nonprofit entity or an individual with whom the school contracts directly or indirectly for professional
services, goods or facilities
Written statement (see contract appendix) is filed each year by each board member.
If a conflict of interest exists, any contract that is entered into is void
An employee, agent or board member of the authorizer who participates in the initial review,
approval, ongoing oversight, evaluation or charter renewal or non-renewal process or decisionmaking may serve on the board of any school chartered by that authorizer.
The conflict of interest does not apply to a teacher of the school who serves on the board whether
the teacher is a school employee or employed through a cooperative under Chapter 308A (Coop
Law).
How determined and comments:
__4___
There was the potential of a conflict with one board member serving in a management capacity of a
company doing business with Watershed. However the potential conflict did not materialize as the
Board member was not longer associated with the company and the school did not purchase any
materials from the company
d.
Each board member has annually signed a statement of assurance
Watershed High School
Annual Report 2012-13
20
that they agree to follow state and federal laws applicable to charter
schools. (This form is in the contract Appendi x.)
Should occur at/by the annual meeting.
___3_
How determined and comments:
e.
The Board complies with the Minnesota Open Meeting Law.
_4___
How determined and comments:
Board posted agendas
f.
The Board follows its By-laws and periodically reviews them for possible revision including when required to
by law. If any changes to the By-laws are contemplated, the authorizer has approved the changes prior to
the board adoption of the changes
(1) By-Laws are adhered to (See Appendix 2 of the contract)
(2) All By-Law changes are submitted to IQS for approval prior to adoption by the Board
g.
How determined and comments:
_4___
The Board has adopted the required policies and maintains them in
a policy manual.
_3___
(1)The Board has a process for at least annually adopting required policies and the school
leadership is able to articulate that process.
(2) The board minutes validates that the board has adopted policies as required by law.
(3) The school has a written policy manual (such as MSBA manual)
How determined and comments:
h.
The Board has developed a strategic plan (optional).
_2___
How determined and comments:
Watershed High School
Annual Report 2012-13
21
The schools was in contact with a person to assist in the development of a strategic plan. However,
the plan is still in the works.
i.
The Board makes key decisions including:
(1) sets the policy of the school;
(2) sets performance expectations consistent with the contract with the authorizer for the school and the
director;
(3) adopts an annual budget and monitors/reviews the budget regularly;
(4) approves all expenditures or has authorized leadership to do so;
(5) reviews and accepts the annual audit;
(6) reviews student/school performance regularly;
(7) reviews the annual report and adopts a school improvement plan;
(8) sets performance expectations of the director/leadership team, and reviews the performance at least
annually;
(9) Other
How determined and comments:
__4__
Review of board agenda.
3.
4.
The Board meetings are conducted following an orderly process, an agenda is provided to each board
member at least three days prior to each meeting as well as being posted and the minutes of previous
meetings are approved and published.
How determined and comments:
__4__
The board has a process by which it monitors the budget at least quarterly by a committee or
the entire board.
__4__
How determined and comments:
Review of board agenda and meeting with treasure of the board
5.
The Board has a “board development plan” including annual training
Watershed High School
Annual Report 2012-13
22
provided by competent providers.
a.
Evidence of required training is provided for all board members. New members
must begin training within six months after being seated and complete the training within
12 months to remain eligible to be on the board.
_2___
How determined and comments:
This has yet to be determined how Watershed is in compliance.
COMPOSITE RATING OF THIS SECTION:
_41__
IQS Cadre reviewing section 2. Jerry Robicheau
Comments:
Watershed administration and board have done due diligence in ensuring that they are in full
compliance with governance issues
3. Evaluation of School/Student Performance Indicators
NOTE: The specific performance indicators may be different than in this template. If
that is the case, the indicators in the IQS/School Contract prevail.
A. General provisions:
a.
The school has a process for determining the student’s academic
levels of performance when they enter school in order to
establish a baseline from which improvement can be
determined. “Enter school” means at any time, not just at kindergarten
_3___
How determined and comments:
Watershed High School
Annual Report 2012-13
23
The education director met with each student to discuss MAP results in fall and to set goals. MAP results
were also discussed with parents in the fall. Based upon several conversations with staff, it appears that the
HOPE Survey, school survey data and Descartes will become more a part of data process with students.
b.
Performance is assessed against the expectations in the contract.
_3___
How determined and comments:
MAP, MCA and Student Survey results were analyzed and used in planning.
c.
NCLB evaluations are conducted as required by current law.
_3___
How determined and comments:
MCA was administered, and graduation records are included in data files for review.
d.
Expectations focus on the percentage of students making one
year’s growth and more than one year’s growth per year of instruction.
_3___
How determined and comments:
As appropriate, intended MCA and MAP growth rates were included in fall discussion with students.
e.
A growth model or value added growth model method of data
analysis is used. The key cohort used to make contract renewal decisions
will be the three-year cohort of continuously enrolled students. While the
performance of all students will be included in the analysis, it is the “three
year cohort” on which the school will be judged for contract renewal purposes
__tbd__
How determined and comments:
2013 MCA results expected in late June or early July, 2013
Watershed High School
Annual Report 2012-13
24
B. Academic performance in reading and math
(1) The school is making adequate yearly progress (AYP)
as determined by the Department.
__3__
How determined and comments:
MMR results for 2013 are expected in August, 2013. According to the data available on the MDE website,
WHS made AYP in 2012, but not in 2011.
(2) MCA Proficiency: Students perform as well or better than comparable sites
in reading, math, writing and science as measured by the MCA’s.
(a) Does not meet expectations: >10 percentage points below comparable sites.
(b) Approaching expectations: between 5.1 and 9.9 percentage points below
Comparable sites
(c) Meets expectations: within 5 percentage points of comparison groups
(d) Exceeds expectations: exceeds comparison sites by more than 5 percentage
points.
READING
MATH
SCIENCE
OVERALL
FOR 2012: Comparison charter sites with similar Free-Reduced Price Meals, Spec Ed:
ROCHESTER OFF-CAMPUS CHARTER HIGH
SAGE ACADEMY CHARTER SCHOOL
RIVER VALLEY ACADEMY ALC
__3__
__4__
__4__
__4__
(3) MCA Growth: Students who are continuously enrolled for 3 years are
Making growth as measured by the MCA:
(a) Does not meet standard: High growth of < 20% and low growth
of > than 30%
(b) Approaching standard: Low growth % > than high growth %
(c) Meets standard: High growth > low growth
(d) Exceeds standard: Low growth is < 20% and high growth is > 35%
How determined and comments:
Watershed High School
_tbd___
Annual Report 2012-13
25
Results are not available at this time
(4) MCA Growth (Comparison Groups). Students who are continuously
Enrolled for 3 or more years are making greater growth than comparison
Groups.
(a) Does not meet standard: >10%age points below comparison groups
(b) Approaching standard: 6-10 %age points < comparison groups
(c) Meets standard: Within 5 %age points of comparison groups
(d) Exceeds standards: Exceeds comparison groups by > 5 %age points
How determined and comments:
__tbd_
Results are not available at this time
(5) Continuously enrolled students will perform at or above the national
Median on the MAP assessment.
(1) Does not meet standard: < 40% of students performed at or
above the national average
(2) Approaching standard: 40-49% of students performed at or above
the national average
(3) Meets standard: 50-65% of students performed at or above the
national average
(4) Exceeds standards: >65% of students performed at or above the
national average
How determined and comments:
READING
_3___
MATH
_1___
These ratings are based upon students with fall 2012 and spring 2013 scores.
Watershed High School
Annual Report 2012-13
26
(6) Other Academic Measures
(a) Each high school student prior to graduation will successfully complete PSEO or some type of
postsecondary program such as College in the Schools (CIS) classes
(1) Does not meet standard: < 40% complete one class
(2) Approaching standard: 20% complete two classes
(3) Meets standards: 10% complete four classes (one semester)
(4) Exceeds standard: > 20% complete one year
* Students who do not complete at least one college class may meet this standard by completing an
approved work experience program in lieu of college level classes.
How determined and comments:
__1__
Of 7 graduating seniors, 2 participated in PSEO, or 28.6%
(b) Graduation with five or fewer years of high school
(1) Does not meet criteria: < 80%
(2) Approaching criteria: 80-84%
(3) Meets criteria: 85-90%
(4) Exceeds criteria: > 90%
How determined and comments:
__1__
Of 26 seniors served in 2012-13, seven graduated (26.9%)
C. Student/family Responsibility Goals
1.
Student attendance (Percentage of students who attend 90% of the time):
(a) Does not meet criteria <80%
(b) Approaching criteria: 80-85%
(c) Meets criteria: 85-90%
Watershed High School
Annual Report 2012-13
27
(d) Exceeds criteria: >90%
How determined and comments:
__1__
Out of 92 students, 29 attended 90% or more of enrolled days (31.5%)
2.
3.
Students will indicate the level of their satisfaction
with the school in the areas of safety, acceptance and learning.
(1) less than 70 % = Does not meet criteria
(2) between 70 to 79% = Approaching criteria
(3) 80 to 89% = Meets criteria
(4) At or above 90% = Exceeds criteria
Students will report increased levels of confidence regarding their
Future as measured by the HOPE Analysis.
How determined and comments:
__3__
77% of students say the Director of Education makes me feel safe
95% of students say the Director of Education sets a positive school atmosphere
76% of students say the Director of Education is respected by students
Scales increasing from fall to spring on Hope Survey: Belongingness, Task Mastery, Academic Press,
Autonomy, Emotional Engagement, and Behavioral Engagement (6)
Scales decreasing or staying the same: Hope, and Performance (2)
D.
Parents of all students will report a positive school climate and
challenging academic program:
(1) Does not meet criteria: Below 70%
(2) Approaching criteria: 70 - 79%
(3) Meets criteria: 80 - 89%
(4) Exceeds criteria: > 90%
How determined and comments:
E.
__tbd__
Teachers will report their level of satisfaction with the school and with their professional roles with the
school:
Watershed High School
Annual Report 2012-13
28
(1)Does not meet criteria: Below 70%
(2)Approaching criteria: 70-79%
(3)Meets criteria: 80-90%
(4)Exceeds standards: >90%
How determined and comments:
_tbd___
F. Student Follow Up
The school will do a follow-up of all students who graduate during the first three years following graduation
to determine the impact of the school on their futures.
How determined and comments:
__tbd__
The 2013-14 school year will be the first year in which this follow-up will occur.
G.Innovation Areas
1. The school will initiate a variety of efforts to improve attendance including online learning both in-school
and out of school; work-based learning; independent learning with the school validating the learning; and other
methodologies. IQS will aid in the design of the models and also conducting the research.
2. The school will initiate a portfolio model of assessment to determine standards acquisition for three or
more standards. The portfolio model will be equated to standardized methodologies as a part of the research. IQS
will aid in the design and conducting the research.
How determined and comments:
_2___
Work-based program will be up this fall.
Online – one class ready.
Independent study – not ready – not part of the current model.
Watershed High School
Annual Report 2012-13
29
COMPOSITE RATING OF THIS SECTION:
__42
IQS Cadre reviewing section 3: Tom Watkins
Comments:
Still Needed:




2012 MCA student data file (Excel format – AYP growth from MDE Educator Portal
2013 MCA student data file (Excel format) when available in late June or early July
Parent Survey – positive climate and challenging academic program
Teacher Survey – satisfaction with the school and professional roles
4. Finance Performance Indicators
a.
The school has a budget approved by the board prior to July 1 of each
year and the budget is being followed or amended when necessary
based on student enrollment changes or other appropriate reasons.
How reviewed and comments:
In an end of year conference, the Director indicated that his board reviews the budget at each meeting. A
review of his website confirmed his statement. However, it is unclear what the Board actually sees and
approves. Greater care (by IQS oversight team) should be taken in subsequent years to ensure the Board
has adequate and appropriate information.
_3_
b.
The school finances are appropriately managed either by the school
or a finance management company. School invoices are being paid
within 30 days.
How reviewed comments:
The school uses the services of a professional accounting firm, Design for Learning, to oversee their budget
on an on-going basis.
_2__
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Annual Report 2012-13
30
c.
The school is not in statutory operating debt (SOD). If it is, an SOD plan
has been filed with the commissioner, has been approved and the school
is meeting the provisions of the plan.
How reviewed and comments:
__4__
The school will end the year with a negative fund balance but will ‘rise above’ the statutory operating debt
level. Good progress is being made to come out of their current status of deficit spending.
d. State finance reports are filed appropriately and on time.
How reviewed and comments:
At one time during 2012-13 the schools was required to report its enrollment and failed to so on time. It
was quickly corrected.
__3__
e.The school is not being used as a method of providing education or
generating revenue for students who are being home-schooled
except as provided for in MN law.
How reviewed and comments:
ADM’s are all generated by ‘in-school’ enrollment.
___1_
f. State/federal taxes, pensions, insurance, etc. are paid as required.
How reviewed and comments:
__3__
g. The Board monitors the budget on a regular basis.
How reviewed and comments:
Watershed High School
Annual Report 2012-13
31
Note 4a comment
_2__
h.The budget includes a fund balance for anticipated future needs such
as technology, curriculum, salary, etc.
How reviewed and comments:
Currently, the school has a negative fund balance making it virtually impossible to be able to anticipate and
plan for the future.
__4__
Annual audit review
i.The fund balance:
(1) Is 20 percent or higher or the school has a plan for meeting that threshold
(2) Is better or comparable to the district in which the school is located or neighboring districts.
Include a statement of the fund balances for the current year and the preceding two years
How reviewed and comments:
As the school is working on its plan to address SOD the fund balance is being addresses accordingly
__2__
j.
The patterns of expenditures are consistent with the mission,
program and goals of the school. (address the percentage for administ.
costs)
How reviewed and comments:
Watershed High School
Annual Report 2012-13
32
Based upon a review of their 2011-12 audit, the proportion of expenditures dedicated to instruction and
instructional support systems is consistent with educational best practices.
__3__
k.
The School audit information is filed as scheduled with the MDE,
the audit is completed on time and the audit does not identify any
material weaknesses and includes a copy of all School agreements
for corporate management services. If the audit report identifies one or
more findings of a material weakness the School must submit a written
report to the commissioner how the material weakness will be resolved.
How reviewed and comments:
l.
__3__
All findings of previous year’s audits have been appropriately addressed
and do not reappear in the current audit.
How reviewed and comments:
_3___
COMPOSITE RATING OF THIS SECTION:
__57_
IQS cadre who reviewed section 4. Tom Tapper
Comments:
Watershed has made important changes in its budget that will help bring the fund balance back into the
‘black.’ However, based upon the Director’s comments, the coming school year will have some unknowns
and uncertainties that may potentially set back that progress. The largest change is in the location. While
the former location was less than ideal, the new location may find the school needing to increase their
recruitment efforts in order to keep existing students and attract new students to the program. They will
need to increase their enrollment by more than 20 students to begin the school year. This is a large task.
One additional observation, the school is in the process of updating their strategic plan. Based upon a
review of the plan forwarded to me by Mr. Kinsley, in its current form it is incomplete. Most of the
Watershed High School
Annual Report 2012-13
33
‘benchmarks’ remain open ended. In addition, as an observer, specific goals related to improving student
attendance and student academic performance lack focus and fail to reflect their importance.
5. Operations of the School Performance Indicators
5.
Data on the following reflects appropriate management:
i. Staff qualifications/licensure are in compliance
including criminal background checks on all employees
__4__
How reviewed and comments:
ii. Staff assignments and turnover is stable (less than 10 percent/year. Note if a
consistent pattern of staff staying at the school for one or two years)
__3_
How reviewed and comments:
iii. The class size or staff/student ratios are as provided in the approved charter (if it is)
___3_
How reviewed and comments:
iv.
Enrollment process is followed and enrollment planning is accurate
(a)If a grade(s) are over subscribed, is a lottery held?
(b) If a lottery is held is it fair?
How reviewed and comments:
___3_
v. Transportation system is functioning well
How reviewed and comments:
__3__
vi. Complaint and resolution procedures are followed
How reviewed and comments:
__4__
To the authorizer knowledge there has been m not complaints filed
vii. Board policies are being implemented
How reviewed and comments:
Watershed High School
Annual Report 2012-13
__4__
34
viii. The School has appropriate insurance and authorizer and
MDE are named as parties.
__4__
How reviewed and comments:
ix.
The school maintains the following information on its website:
(a) Names, phone numbers, email addresses and category of board
representation (teacher, parent, community member) and beginning and
end date of the board term;
(b) Names of board members on board sanctioned committees;
(c) Minutes of board meetings and of board committee meetings;
(d) Identification of Innovative Quality Schools as the authorizer of
The school and the name, email and phone number of the IQS Executive
Director as well as the IQS website;
(e) The school Annual Report and Site Improvement Plan;
(f) The current contract agreement with Innovative Quality Schools;
(g) The lottery process the school uses (would use) if more students seek
to enroll than there are spaces for. This must be posted regardless
of whether the school actually needs to use a lottery.
How reviewed and comments:
x.
__4__
The school provides its Annual Report:
(a) Completed consistent with the IQS timeline (to be determined)
(b) Includes all the information required by law including the following
and identifies where a need/problem exists:
1.
A description of the schools model, length of the year,
enrollment by grades/age and demographics over the
past three years, staffing and attrition rate, etc.
2.
Governance and management of the school (names/positions
and brief description of duties. Organizational chart (optional)
3.
4.
5.
6.
7.
8.
9.
Academic performance consistent with the contract with IQS,
Description of the innovative practices and results,
Awards or special recognition received
Extra-curricular activities
Financial status including the audit results
Operational matters such as facilities, transportation, etc.
A brief description of IQS, how IQS is involved with the school,
IQS website and how to contact IQS. (IQS will provide this info)
10. Summary of the IQS Annual Report to the school and how to access
the complete report
11. Other information at the schools discretion
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Annual Report 2012-13
35
(c) The School Improvement Plan (It is best to include this as a section of
the Annual Report but timelines may require that it be a separate report).
(1) Identifies specific areas which will be improved based on data included
In the Annual Report
(2) Identifies specific areas which will be improved based on IQS Annual
Report to the School
(d) The Annual Report is provided to the commissioner, IQS, employees
of the school, parents/legal guardians. This report must be
provided by U.S. mail or electronic mail. By law, posting on the
website alone will not meet this criteria.
How reviewed and comments:
6.
__3__
Compliance with state and federal standards
i. State and federal laws are being followed:
(a)special education (Note: a severe discrepancy model cannot be used
for learning disabilities. An RtI model must be used
(b)ELL program
(c) discipline, (A Responsive Classroom or PBIS model are encouraged)
(d) food/nutrition
(e)If state or federal audits/compliance reviews have been conducted, are
Issues noted? If so identify them here.
How reviewed and comments:
__3__
ii. Non-discrimination laws are appropriately followed
How reviewed and comments:
iii. Evidence of required immunizations are on file for all
students
Watershed High School
Annual Report 2012-13
__4__
__4__
36
How reviewed and comments:
iv.
Relating to non-sectarian issues:
1. The school has filed the assurances with MDE relating
to non-sectarian operations
2.
The school is meeting each of the provisions regarding
the assurance provided in IQS Contract Appendix 6.
How reviewed and comments:
__4__
7.
Management Systems
i. The school has appropriate software to manage state reports
How reviewed and comments:
_4___
ii. The school has internal operations that result in a well
managed school including mgt. chart; position descriptions;
professional performance/improvement evaluations;
functioning committees, etc.
__4__
How reviewed and comments:
iii. State reporting is completed accurately and timely based on
MDE information
How reviewed and comments:
8.
__4__
Facilities
i. Health and Safety laws are being adhered to including
Fire Marshall standards
_4___
How reviewed and comments:
ii. The School has adequate space and provides an environment conducive
to learning
__4__
How reviewed and comments:
Watershed High School
Annual Report 2012-13
37
iii. The lease was approved by the department and is being
adhered to.
__4__
How reviewed and comments:
iv.
The lease is not with a “related party” as defined in Mn Law 124D.10 Subd 23a.
How reviewed and comments:
__4__
COMPOSITE RATING OF THIS SECTION:
__74_
IQS cadre who reviewed section 5: Jerry Robicheau
Comments:
6. Other: This section will include specific items which are unique to this school
which require follow-up by IQS. The most frequent situation will be a follow-up of
an issue addressed in Appendix 1-A for Transfer Schools, follow-up of a
complaint, or the school Annual Report and Site Improvement Plan (SIP).
a.
Follow-up of Appendix 1-A. (State each issue and the Cadre findings)
b.
The Site Improvement Plan (SIP) from the previous year is being implemented as prepared.
How reviewed and comments:
c.
____
Other issues identified by IQS or MDE which required specific evidence of completion. Please specify
these:
(1)
(2)
(3)
____
How reviewed and comments:
Watershed High School
Annual Report 2012-13
38
The following are the composite scores of this review:
1.
School Model
__15.5__
Contract issues needing to be addressed: See report above
2. Governance
Contract issues needing to be addressed: See report above
__41__
3. Performance
Contract issues needing to be addressed: See report above
_42___
4. Finance
Contract issues needing to be addressed: See report above
__65__
5. Operations
Contract issues needing to be addressed: See report above
__34__
6. Other
Contract issues needing to be addressed; See report above
Cadre final comments about the school:
Overall the administration and board have work to address the financial issue the school
faced at the beginning of the 2012-13 school year. Further, they have been willing to
make adjustment is the school performance to address areas of concerns.
Watershed High School
Annual Report 2012-13
39
Appendix B
WATERSHED and Comparison Site MCA Growth for 2012-13
Based on Data Reported by the Minnesota Department of Education for MMR Accountability
Minnesota Comprehensive Assessment (MCA) scores for 10th grade Reading and 11th grade Math are reported by
the Minnesota Department of Education (MDE) for school accountability purposes in the Multiple Measurement
Rating (MMR) System and provided to the public on the MDE Data Center. MCA Growth Z-scores (Z) for 2010-2013
for Watershed High School (WHS) were compared to those from two demographically similar schools. WHS
performed above the two comparison schools in eight cases (shown in green and blue below), and in three of these
cases, also performed above the relevant statewide targets (blue). In the 18 cases where WHS was compared to
the other schools, WHS was never the lowest performing school. However, the generally negative Growth Z-scores
in the tables below indicate that in most cases, students at WHS and comparison sites are losing ground relative to
their statewide peers who had similar MCA Reading and Math scores as 8th graders. For reference, the statewide
Growth Z-score targets for free-reduced price meals students for 2012-13 were approximately +.09 in both subjects.
SCHOOLWIDE GROWTH
2010
2011
2012
2013
School
Subject
N
Z*
N
Z*
N
Z*
N
Z*
ROCHESTER O-C-C
SAGE ACADEMY
WATERSHED
ROCHESTER O-C-C
SAGE ACADEMY
WATERSHED
ROCHESTER O-C-C
SAGE ACADEMY
WATERSHED
Combined
Combined
Combined
Math
Math
Math
Reading
Reading
Reading
11
18
20
8
0.03
-1.23
-0.03
-0.64
-0.69
-0.32
-0.32
-0.71
-0.78
-0.58
-0.25
8
11
-0.63
0.14
10
0.53
-0.92
-0.66
-0.28
-0.74
0.58
-0.36
-1.06
-0.97
-0.12
31
22
10
23
11
10
19
29
15
23
13
3
15
16
12
8
19
17
20
12
11
9
7
6
11
-0.31
-0.46
-0.24
-0.53
-0.13
-0.30
0.08
-1.07
-0.19
SUBGROUP GROWTH (primarily free-reduced price meals and special education)**
School
Subject
N
Z*
N
Z*
N
Z*
N
Z*
ROCHESTER O-C-C
SAGE ACADEMY
WATERSHED
ROCHESTER O-C-C
SAGE ACADEMY
WATERSHED
ROCHESTER O-C-C
SAGE ACADEMY
WATERSHED
Combined
Combined
Combined
Math
Math
Math
Reading
Reading
Reading
24
32
13
13
16
-0.05
-1.06
-0.08
0.82
-0.98
-0.47
-0.39
-0.13
-0.63
-1.03
-0.99
-1.14
-0.96
-0.01
-0.39
-1.04
4.68
-0.73
-0.88
-1.13
0.33
25
36
10
19
14
11
16
28
26
25
13
5
17
15
21
8
6
22
0.03
0.12
17
33
24
6
24
12
11
9
12
-0.27
-0.27
-0.02
-0.79
0.00
0.07
0.01
-1.01
-0.11
* Z = Growth Z-Score. Some Growth Z-Scores were interpolated from the publicly-reported averages and group counts.
** From the Achievement Gap Reduction (AGR) portion of the MMR. The N reflects "double counting" of students in multiple
groups.
Report tabulated by Tom Watkins, IQS Review Team - 10/12/13
Watershed High School
Annual Report 2012-13
40
Watershed High School GRAD/MCA Passing Rate Trend
From the Minnesota Department of Education Data Center
Color Coding:
= WHS is above Minneapolis Public Schools Average
= WHS is at or above Comparison Schools
= WHS is below one Comparison School
= WHS is below both Comparison Schools
READING
State
MPLS
2009
77.6%
57.4%
2010
78.1%
58.2%
2011
78.7%
58.1%
2012
80.4%
61.8%
2013
57.8%
41.6%
WHS
72.0%
76.2%
76.2%
45.5%
26.3%
SAGE
R-O-C
71.4%
65.4%
28.6%
45.0%
37.5%
54.8%
36.8%
54.5%
30.0%
33.3%
State
MPLS
2009
57.3%
39.5%
2010
57.8%
39.9%
2011
59.2%
42.3%
2012
57.7%
38.3%
2013
66.4%
45.3%
WHS
36.4%
27.3%
16.7%
25.0%
7.7%
3.2%
9.5%
16.7%
20.0%
23.5%
16.7%
7.1%
22.2%
28.6%
State
MPLS
2009
89.5%
72.0%
2010
90.6%
77.0%
2011
89.1%
74.5%
2012
91.9%
80.9%
2013
87.8%
71.7%
WHS
68.8%
70.0%
58.3%
76.9%
75.0%
SAGE
R-O-C
62.5%
58.3%
57.1%
72.2%
64.7%
63.6%
50.0%
76.9%
64.3%
41.7%
MATH
SAGE
R-O-C
WRITING
SAGE = Sage Academy Charter School
R-O-C = Rochester Off-Campus Charter High School
Report tabulated by Tom Watkins, IQS Review Team - 10/12/13
Watershed High School
Annual Report 2012-13
41
Appendix C
9th Grade
READING
Median
Mean
9th Grade
SCIENCE
Median
Mean
10th Grade
READING
Median
Mean
10th Grade
SCIENCE
Median
Mean
11th Grade
READING
Median
Mean
11th Grade
SCIENCE
Median
Mean
12th Grade
READING
Median
Mean
12th Grade
SCIENCE
Median
Mean
Fall
228
220
Standard
Winter
224
222
222
Spring
228
221
9th Grade
MATH
Median
Mean
Fall
230
227
Standard
Winter
229
229
235
Spring
230
228
Fall
217
216
Standard
Winter
220
218
213
Spring
219
216
9th Grade
LANG
Median
Mean
Fall
221
216
Standard
Winter
219
212
221
Spring
223
221
Fall
223
220
Standard
Winter
224
222
223
Spring
220
223
10th Grade
MATH
Median
Mean
Fall
223
223
Standard
Winter
226
224
236
Spring
226
225
Fall
214
213
Standard
Winter
213
214
215
Spring
213
215
10th Grade
LANG
Median
Mean
Fall
222
213
Standard
Winter
223
219
222
Spring
216
217
Fall
233
230
Standard
Winter
229
229
223
Spring
226
220
11th Grade
MATH
Median
Mean
Fall
230
229
Standard
Winter
233
233
237
Spring
231
223
Fall
212
215
Standard
Winter
215
214
215
Spring
215
214
11th Grade
LANG
Median
Mean
Fall
228
224
Standard
Winter
224
224
223
Spring
222
219
Fall
232
233
Standard
Winter
235
231
223
Spring
234
232
12th Grade
MATH
Median
Mean
Fall
234
232
Standard
Winter
235
233
237
Spring
227
235
Fall
233
233
Standard
Winter
234
233
215
Spring
223
221
12th Grade
LANG
Median
Mean
Fall
224
225
Standard
Winter
228
222
223
Spring
228
225
Note: Shaded areas represent scores that are at or above Grade standards.
Watershed High School
Annual Report 2012-13
42