Annual Report 2008=
-2009
![](3D"Y2009AnnualReport_files/image002.jpg")
African art is displayed at a DACS Diversity Day
Celebration.
Phone: 507.643.686=
9 Fax: 507.643.6953
Website: www.dacsw=
eb.org
1. DACS General Information
Year Open: Fall
2004
Grades Serviced: K-5
School Vision: To provide quality learning
opportunities for area students and their families.
School
Priorities:
1. Keep class sizes small. Low student to teacher ratios.
2. A strong core curriculum in language ar=
ts,
math, and science based on current “best practices” in educatio=
n.
3. Enhanced learning opportunities such as
physical education, music, art, and value-based decision making.
4. Develop meaningful ways to connect fami=
lies
and community with our learning programs.
5. Use the natural surroundings of the
6. Hire, retain, and train a highly qualif=
ied
professional staff that supports the mission, vision, and priorities of
7. Provide an excellent educational experi=
ence
for majors at
8. Create partnerships with other sch= ools, organizations, and businesses to enhance
the educational experience for students,
families, and staff.
9. Develop and implement a financial =
plan
that is focused on fiscal responsibility
and long term growth.
10. Seek gra=
nts to
enhance instruction, technology, facilities, and learning
reso=
urces that
Authorizer Information: DACS is auth= orized by the Minnesota Department of Education.&= nbsp; Our contract with our authorizer extends through June of 2010. Our authorizer liaison is Stephanie Olson. Our authorizer liaison= can be reached at the following address: =
&nbs= p; &= nbsp; &nbs= p;
&nbs= p; &= nbsp; &nbs= p; Minnesota Department of Education
&nbs= p; &= nbsp; &nbs= p; 1500 Highway 36 West
&nbs=
p; &=
nbsp; &nbs=
p;
&nbs= p; &= nbsp; &nbs= p;
&nbs= p; &= nbsp; &nbs= p; Phone: 1-651-582-8200
&nbs= p; &= nbsp; &nbs= p; E-mail: stephanie.olsen@state.mn.us<= /a>
&nbs= p; &= nbsp; &nbs= p;
2. Student Enrollment and Attrition
The table be=
low
reflects student enrollment for DACS during the 2008-09 academic school yea=
r.
Grade Level &n=
bsp; =
; <=
/span>Fall
Enrollment 9/1/08 &n=
bsp; Spring
Enrollment 6/1/09
|
Kindergarten |
11 |
11 |
|
First Grade |
5 |
6 |
|
Second Grade |
5 |
5 |
|
Third Grade |
7 |
7 |
|
Fourth Grade |
10 |
10 |
|
Fifth Grade |
8 |
8 |
|
&nbs=
p; &=
nbsp;
Totals |
46 |
47 |
As indicated=
by the
table above DACS student enrollment at the beginning of the academic year w=
as
46 and at the end of the year the student enrollment was 47. DACS retained all of its students =
and
added a student in the first grade.
3. Governance and Management
The flow cha=
rt below
reflects the general governance and management structure of DACS:=
![3D"Organization](3D"Y2009AnnualReport_files/image003.gif")
<=
span
style=3D'font-size:18.0pt;mso-bidi-font-size:12.0pt'>
Board of Directors
Below is a c=
hart
that reflects the members of our 2008-2009 Board of Directors.
|
Gordy Nagle |
November 2006 |
President |
Parent |
November 2008 |
|
Lisa Kent |
November 2007 |
Treasurer |
Parent |
November 2009 |
|
Brandon Mehling |
July 2007 |
Secretary |
Teacher |
November 2008 |
|
Kim Jurgerson |
November 2006 |
Member |
Teacher |
November 2008 |
|
Tina Beckman |
November 2007 |
Member |
Teacher |
November 2009 |
Name &nb=
sp; =
Date
Elected Position &=
nbsp;
Affiliation
Date Term Ends
= The Board of Directors operates in accordance to the bylaws established and rev= ised for DACS. DACS bylaws can be = found on our school webpage at: www.dacsw= eb.org. Board members attend training on b= oard governance, school finance, and are members of all committees appointed by = the board. All board members can = be reached by typing the first letter of their first name and their full last = name followed by dacsweb.org Examp= le: lkent@dacsweb.org. <= o:p>
=
=
DACS
held elections for three board seats in the fall of 2008 with all seats bei=
ng
retained by the incumbents. (=
See
Annual Report 2008-2009 Attachment #1 for election information and election
ballot.)
=
Committees
of the Board
=
=
The
Board of Directors, in accordance to DACS Board Policy 212, has authorized =
the
following standing committees:
Personnel, Finance, Technology, Community Enrichment, and Public
Relations. Each of these comm=
ittees
is made up of at least one community member, one board member, one teaching
staff, and the director.
These committees report monthly to the Board of
Directors and adhere to guidelines stipulated in DACS Board Policy 212. (See Annual Report 2008-2009 Attac=
hment
#2 for DACS Board Policy 212.)
=
Director
=
The
Director reports to the Board of Directors and is responsible for the
management of all aspects of the school and the administration of all school
district policies. The
Director’s general responsibilities are stated in DACS Board Policy
301. (See Annual Report 2008-=
2009
Attachment #3 for DACS Board Policy 301.)
=
=
The
Director works collaboratively with the Board of Directors, Committees of t=
he
Board, Business Manager,
Administrative Assistant, Facilities and Food Service Manager, Regular
Education Teaching Staff, and Special Education Teaching Staff to effective=
ly
provide academic and non-academic programs. (See Annual Report 2008-2009 Attac=
hment
#4 for Director Job Description.)
=
=
The
Director will be evaluated annually by the Board of Directors and will crea=
te a
professional development plan. (See
Annual Report 2008-2009 Attachment #5 for Evaluation Form and Directors Pro=
fessional
Development Plan.)
=
Business
Manager
The Business= Manager reports to the Director and the Board of Directors and is responsible for t= he management and administration of the business and financial operatio= ns of the school in such a way as to provide the most efficient services with = the fiscal resources available. T= he Business Manager operates in accordance to DACS Board Policies 701, 701.1, = 702, 703, 704, and 706.
The Business Manager works
collaboratively with the Board of Directors, Director, Committees of the Bo=
ard,
Business Manager, Administrat=
ive
Assistant, Facilities and Food Service Manager, Regular Education Teaching
Staff, and Special Education Teaching Staff to effectively provide sound
financial information for the academic and non-academic programs of the sch=
ool. (See Annual Report 2008-2009 Attac=
hment
#6 for the Business Manager Job Description.)
Administrative Assistant
The Administ=
rative
Assistant reports to the Director and is responsible for providing c=
lerical
support for the Director, Business Manager, Special Education, and the
Facilities and Food Service Manager.
The Administrative Assistant is also responsible for student and sta=
ff
data collection, reporting, and discrimination of information as needed.
The Administrative Assistant works collaboratively with the Board of Directors, Director, Committe=
es
of the Board, Business Manage=
r, Facilities
and Food Service Manager, Regular Education Teaching Staff, Special Educati=
on
Teaching Staff, and Volunteers to effectively manage the efficient running =
of
the office. (See Annual Report
2008-2009 Attachment #7 for the Administrative Assistant Job Description.) =
Facilities and Food Service Manager
The Faciliti=
es and
Food Service Manager reports to the Director and is responsible for the
management and administration of the food service program, as well as the
oversight and maintenance of the school facilities.
The Faciliti=
es and
Food Service Manager works collaboratively with the Board of Directors, Dir=
ector,
Committees of the Board, Business
Manager, Administrative Assistant, Regular Education Teaching Staff,=
Special
Education Teaching Staff, and Volunteers to provide a quality food service
program and facilities. (See =
Annual
Report 2008-2009 Attachment #8 for the Facilities and Food Service Manager =
Job
Descriptions.)
4. Staffing
The table be=
low
reflects the people, date hired, position held, teacher file, years teachin=
g,
and degree held by the 2008-2009 staff at DACS.
Name &nb=
sp;
Hire Date
Position held =
Teacher File #
&=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; =
Teaching
|
Anderson, Melanie |
8/24/07 |
Preschool,=
2nd
grade math |
405348 |
2 |
BA |
|
Beckman, Tina |
8/30/05 |
2nd/3rd
grade |
369629 |
6 |
BA |
|
Biddick, |
8/06/07 |
Music |
439483 |
2 |
BA |
|
Boelter, Michelle |
7/01/04 |
Administra=
tive
Assistant |
|
|
|
|
Engel, Jolene |
8/30/05 |
School Nur=
se |
|
|
|
|
Feathergill, Mary |
7/01/04 |
Business M=
anager |
|
|
|
|
Lisa |
7/01/04 |
Special
Education/5th grade math |
393233 |
6 |
BA |
|
Marish, Jessica |
8/30/05 |
Kindergart=
en, 1st
grade |
404494 |
5 |
BA |
|
Markey, Loretta |
8/25/04 |
Facilities=
, Food
Service Manager, custodian |
|
|
|
|
Mehling, |
10/11/05 |
4th/5th
grade |
421321 |
3 |
BA |
|
Lorrie |
8/26/06 |
Paraprofes=
sional |
|
|
|
|
Peterson, Stephanie |
7/14/08 |
Physical
Education, After school |
439627 |
1 |
BA |
|
Shepardson, Darin |
7/01/04 |
Director |
|
|
|
DACS had 100=
% of its
teaching and paraprofessional staff meet the federal guidelines for
“Highly Qualified.”
5. Finances
DACS prides itself on strong fiscal management. Our goal is to maintain high quali= ty programs while operating within the confines of a budget based on about forty-eight students. As evid= enced by our annual financial reports, our general fund revenues in 2008-2009 wer= e $408,424 as compared to $423,071 of expenses. DACS ende= d the 2008-2009 fiscal year with a healthy unreserved fund of $73,488.
6. Academic Performance
![](3D"Y2009AnnualReport_files/image005.jpg")
Specifically in reading, the ITBS showed that grade equivalent of our first grade class increase from 1.5 to 2.1, our second gr= ade class increase from 2.1 to 2.8, our third grade class increase from 2.8 to = 3.4, our fourth grade class increase from 4.4 to 5.5 and 5th grade cl= ass increase from 5.8 to 6.5 Of the 36 students that tested, 24 were at or above grade level or 66.6%.&nb= sp;
Specifically in math, the ITBS showed that we had our = first grade class increase from 1.6 to 2.1, our second grade class increase from = 2.3 to 2.8, our third grade class increase from 2.8 to 3.6, our fourth grade cl= ass increase from 4.3 to 5.2 and our fifth grade class increase from 5.0 to 5.7. Of the 36 students that tested, 21 were at or above grade level or 58.3%
Fall
|
|
|
|
Math |
|
|
Grade Level |
Average Score |
Grade Equivalent |
Average Score |
Grade Equivalent |
|
1 |
143.2 |
1.5 |
137.2 |
1.1 |
|
2 |
156.4 |
2.1 |
157.4 |
2.2 |
|
3 |
168.4 |
2.8 |
169.9 |
2.9 |
|
4 |
195.4 |
4.4 |
189.8 |
4.2 |
|
5 |
213.6 |
5.8 |
200.5 |
4.8 |
Spring
|
|
|
|
Math |
|
|
Grade Level |
Average Score |
Grade Equivalent |
Average Score |
Grade Equivalent |
|
1 |
155.8 |
2.1 |
148.5 |
1.7 |
|
2 |
168.0 |
2.8 |
171.4 |
3.0 |
|
3 |
180.0 |
3.4 |
190.0 |
4.2 |
|
4 |
210.7 |
5.5 |
201.6 |
4.9 |
|
5 |
223.1 |
6.5 |
207.9 |
5.4 |
Increase In S=
cores
From Fall to Spring
|
|
|
|
Math |
|
|
Grade Level |
Average Score |
Grade Equivalent |
Average Score |
Grade Equivalent |
|
1 |
+12.6 |
+.6 |
+11.3 |
+.6 |
|
2 |
+11.6 |
+.7 |
+14.0 |
+.8 |
|
3 |
+11.6 |
+.6 |
+20.1 |
+1.3 |
|
4 |
+15.3 |
+1.1 |
+11.7 |
+.7 |
|
5 |
+9.5 |
+.7 |
+7.4 |
+.6 |
![](3D"Y2009AnnualReport_files/image007.gif")
![](3D"Y2009AnnualReport_files/image009.gif")
7. Operational Performance
DACS continu=
es to
seek feedback from the parents, staff, and community as a means to better
ascertain our operational effectiveness.&n=
bsp;
Responses to our Annual Surveys have been beneficial as has the meet=
ings
with parents from each of our classes.&nbs=
p;
Below is a copy of our fall survey with the responses of those who
returned them. DACS administr=
ation
compiles the surveys and reports the results to the Board of Directors. The Board of Directors utilizes th=
ese
surveys as a means to find any areas that may be lacking in operational
performance.
Fall 2008 Survey Results
Student Sa=
fety
1. Do you believe your child is safe when they are here at school? Yes No
If no, please, explain your concerns?
Yes – 11
No - 0
2. Do you believe the school does a g= ood job in assuring the safety of the students? Yes No
If no, please explain y= our concerns?
Yes – 11
No - 0
Academics<= o:p>
1. Do you believe the students here a= t DACS are challenged by their academics? &n= bsp; Yes No
If no, please explain ho= w we may address your concerns?
Yes = 211; 10
No - 0<= /p>
=
2. Do you believe your child’s teacher is performing well? Yes No
If no, please explain yo= ur concerns?
= Yes – 11
= No - 0
=
= Comments:
= * Very well
3. Do you believe the curriculum we o= ffer your child is preparing them for the next level? Yes No
If no, please explain yo= ur concerns.
= Yes – 11
= No - 0
4. Do you want to see any changes in = the academic programs offered by DACS? Yes No
If yes, please explain your concerns.
&nbs= p; Yes – 2
&nbs= p; No – 9
&nbs= p;
&nbs= p; Comments:
&= nbsp; * Would like some challenging activities…foreign languages, gifted and talented.
&nbs= p; * More science
Communicat=
ion/Climate
1. Do you believe communication between the school and your home is good? Yes No
If no, please explain your concerns.
&nbs= p; Yes – 11
&nbs= p; No – 0
&nbs= p; &n= bsp;
2. Do you believe that your ideas and comments are heard and understood? Yes No
If no, please explain your concerns.
&nbs= p; Yes – 11
&nbs= p; No – 0
&nbs= p;
3. When = you come into the school, do you feel you are welcomed? Yes No
If no, please explain your concerns?
&nbs= p; Yes – 11
&nbs= p; No – 0
4. Do yo= u feel effective education is taking place here at DACS? Yes No
If no, please explain your concerns?
&nbs= p; Yes – 11
&nbs= p; No – 0
5. Do you believe the building is well maintained, clean and in order? Yes No
If no, please explain your concerns?
&nbs= p; Yes – 10
&nbs= p; No – 1
&nbs= p;
&nbs= p; Comment:
&= nbsp; * Girls bathroom odor is still an i= ssue.
Administra=
tion
1. Do you believe the office personnel here at DACS (director, secretary, facilities/= food service manager, and business manager) are effective in their roles? Yes No
If no, please explain your concerns.
&nbs= p; Yes – 11
&nbs= p; No – 0
2. Do you believe the office personnel communicate effectively with you? Yes No
If no, please explain your concerns.
&nbs= p; Yes – 9
&nbs= p; No – 0
&nbs= p;
&nbs= p; Comment:
&nbs= p; * Excellent
3. Do yo= u want to see any changes in the way the office personnel handle their roles here = at DACS? Yes No
If yes, please explain.
&nbs= p; Yes – 0
&nbs= p; No – 9
Parent/Com=
munity
Involvement/ Programs
1. Do you believe you have opportunities to be involved here at DACS? Yes No
If no, please explain your concerns.
&nbs= p; Yes – 10
&nbs= p; No – 0
2. Do you believe that DACS offers a variety of opportunities for parent/community involvement? Yes<= span style=3D'mso-spacerun:yes'> No
If no, please explain your concerns.
&nbs= p; Yes – 10
&nbs= p; No – 0
&nbs= p;
3. Do you believe that DACS reaches out to the community through the events it sponsors? Yes No If no, please explain your concerns.
&nbs= p; Yes – 10
&nbs= p; No – 0
&nbs= p;
&nbs= p; Comments:
&= nbsp; * Could be more.
4. Are t= here other opportunities you wish DACS offered for parent or community involvement? Yes No If yes, please explain.
&nbs= p; Yes – 0
&nbs= p; No – 10
&nbs= p;
5. Do you believe that DACS extended programs (pre-school/after school) are a benefit= for you and your child? Yes= No If no, please explain your concern= s.
&nbs= p; Yes – 10
&nbs= p; No – 0
&nbs= p; &n= bsp;
6. Do yo= u want to see any changes in the extended programs? Yes No
If yes, please explain your concerns.
&nbs= p; Yes – 1
&nbs= p; No – 8
&nbs= p;
&nbs= p; Comment:
· More enrichment opportunities.
· I think it would be great if A/S enrichment programs ran until 4:00.
Additional=
Input
Anything else you wish to add that may help drive us t= owards being the best school we can be?
&nbs= p; * No, think you’re doing a great job.
8. Innovative P=
ractices
and Implementation
DACS’
innovative practices run the gambit from staff development trainings and
working collaboratively with other organizations to implementing new academ=
ic,
community enrichment, and outreach programs.
Staff develop=
ment
DACS was successful in providing many staff development opportunities for its employees. DACS staff attended specific trainings that focused on innovative instructional methods such as the Summer Math and= Reading Symposium. This training focused on developing strategies to address students that are at risk in reading and math. Staff atten= ded the Strategies and Materials that S= upport the Differentiated Classroom Clinic which focused on how to “tier” instruction to the ability levels of the students. Staff also attended the Early Childhood Education and rece= ived training on how to develop effective curriculum and develop appropriate practices for our earliest learners. Staff attended the Quest Training. This training f= ocused on developing strategies and programs to address peer-pressure, drugs and alcohol, violence, and promote academic achievement through self-confidence= , a caring attitude, and building community service initiatives.
Other non-instructional trainings for staff were Alternative Delivery of Specialized
Instructional Services Program Sharing Day, MDE SERVS Training, Region V En=
d of
Year Workshop, ADSIS Technical Assistance Meeting, MDE Sponsorship Meetings=
,and Boiler Maintenance Workshop.
DACS also continued work with Responsive Classroom, Re= sponse to Intervention, Crisis Prevention Intervention and AIMSweb. DACS staff also went through a Fir= st Aid / CPR refresher course.
The DACS Board members participated in a daylong train= ing hosted by our sponsor, Minnesota Department of Education. The board throughout the year, loo= ked at specific topics and issues such as open meeting laws, board oversight, and board efficacy as presented in the Minnesota Association of School Board monthly newsletter. DACS Board continues to do a comprehensive review of board policies.
Collaboration=
DACS worked collaboratively with outside organizations= such as Hiawatha Valley Education District, Winona State University, Dakota Area= Community School Parent Teacher Association, Dakota Fire and Rescue, Mosher Veterans Home, US Fish and Game, the LaCrescent American Legion, the City of Dakota, local church organizations, Winona School District 861, LaCrescent School District 300, Community Education, Dakota Fire and First Responders, LaCros= se Archery, South Wind Apple Orchard, and the Department of Natural Resources = to provide unique learning and enrichment opportunities for students.
DACS collaborated with
DACS worked with LaCrescent and
DACS was able to work with
Initiatives
DACS initiated the “DIARY” (Direct Instruc= tion for At-Risk Youths) program utilizing the Alternative Delivery of Specializ= ed Instructional Services. This program targets students that are at least two years below grade level or b= elow the 25th percentile in reading proficiency. Strategies from Six Minute Solutions, Peer Assisted Learning Strategies (PALS), and Language were used to address the deficiencies for qual= ifying students.
DACS initiated a play night for area families with you= ng children. These play nights provided opportunities for families with young children to come to school during the evening and participate in activities with their children.
DACS initiated a change in its food service program to promote better meals for our students.&nbs= p; DACS has decided to make some of our own lunches on site. This initiative was in response to parents and students wanting fresher food for lunch. DACS administration was also looki= ng for ways to keep our food service overhead as low as possible. By serving our own lunches two tim= es a week, DACS was able to keep our food service program cost effective.
DACS hosts several community events. Our annual pancake breakfast, Gran= dparents’/Special Persons’ Day, Halloween Party, Drop and Dash events, Veteran’s = Day Ceremony, Chili and Slippers, Book Fair= s, PE/Art nights, winter and spring musical concerts, and Movie Nights were gr= eat hits.
DACS continues to publish a newsletter that is distrib= uted throughout our attendance area. Through the “Connections,” DACS is able to continue to inform our stakeholders as to what is happening at the school.
DACS continues to utilize AIMSweb and Accelerated Read= er programs. These have had a ve= ry positive impact on our emerging readers, as well as those who were exceeding grade level expectations.
DACS continues to provide quality preschool and after = school programs for area families. T= hese programs are very popular and have been a good selling point for our school= .
9. Future Plans
DACS realizes that it has several challenges ahead of it. Our student population, marketing, quest for a new authorizer, as well as the yearly challenges of operating a small, rural charter school will require greater diligence on t= he part of our board, administration, and staff.
A continued challenge for DACS is the size of our stud=
ent
population. Unlike charter sc=
hools
in larger metropolitan areas, DACS nearest city is LaCrescent, which is eig=
ht
miles away and out of our host district boundaries. Other factors related to this chal=
lenge
is the presence of a Lutheran school in the adjacent community of Nodine, as
well as elementary options within our host district (
Another challenge that our program faces is marketing = our school. It will be a challeng= e for DACS to get the word out to parents and community about what DACS can offer= and why DACS would be a great school of choice for their child and their family. DACS’ marketing= dollars will need to be keenly focused on those areas which will return the biggest yield of new students. DACS h= as begun to address this with the formation of a marketing and public relations committee which will focus on getting our school’s name out to the pu= blic and promote a positive image for DACS and all charters. DACS has also decided to increase = the number of newsletters that will go out in the years in hopes of increasing = our school’s exposure.
As the Minnesota Department of Education is no longer = in the position to authorize charter schools, and with our contract expiring at the end of the 2010 school year, DACS board and administration will need to work together to procure a quality authorizer.&= nbsp; With the new legislation pertaining to authorization, Board, administration, and staff will need to begin the search in earnest for an authorizer if it is to meet the guidelines and deadlines.
ANNUAL REPORT 2008-2009 ATTACHMENT #1
2008 Elections Information &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; September
9, 2008
The DACS’ Schoo=
l Board
of Directors is the governing body that ensures our school is operating in
compliance with the state and local laws that oversee public education. It is the leadership of this=
group
that provides the vision, structure, accountability, and advocacy for the s=
chool.
Currently
the Dakota Area Community School Board of Directors is composed of five
members. Three teachers: Lisa=
Kent
(Special Education), Tina Beckman (grades 2-3), and Brandon Mehling (grades
4-5) and two parent/community members: Gordy Nagle (president), and Kim
Jurgerson (member). Terms are=
two
years long with elections in October.
The election proce=
ss will
be:
*Each parent will vot=
e only
once and use only one ballot.
*Voting will be done =
in
person at DACS between 8:00 a.m. and 8:00 p.m. on Tuesday, October 28.
*Votes will be counte=
d and
validated on Tuesday, October 28 after the polls close.
*Results will be anno=
unced on
Wednesday, October 29.
A special thank you t= o the candidates running for DACS board of directors.
Board Election Official Ballot
Please vote f=
or UP TO
THREE of the candidates below. If
you wish to write in a person(s) for the Board of Directors there are spaces
provided at the bottom of the ballot.
______Kim Jur=
gerson
Kim has been a member of DA=
CS
school board the past two years and is running for a second term. Kim moved to Dakota in 1993 with h=
er
husband Jim. Kim grew up a few
miles outside of
______Gordon =
Nagle
Gordon has been the DACS bo=
ard
chair the past two years and is running for a second term. Gordon and his wife Becky have liv=
ed in
Pickwick for 11 years. Gordie=
grew
up just outside of Nodine and is a graduate of
______Brandon= Mehling
&nbs=
p;
Write in candidate(s): &= nbsp; ________________________________= ________
&=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; ________________________________________________
&=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; ________________________________________________
ANNUAL REPORT 2008-2009 ATTACHMENT #2
Adopted: August 22, 2004 Revised: September 14, 2009
212&n= bsp; SCHOOL BOARD COMMITTEES
I.&nb= sp; PURPOSE
The purpose of this policy is to provide for the structure and the operation of committees or subcommittees of the board of directors.
II.&n= bsp; GENERAL STATEMENT OF POLICY
III.&= nbsp; APPOINTMENT OF COMMITTEES
A. The school board hereby appoints the following standing committees:
1. = Technology
2. = Personnel
3.&n= bsp; = ; Public Relations
4.&n= bsp; = ; Community Enrichment
5.&n= bsp; = ; Finance
IV.&n= bsp; PROCEDURES FOR BOARD OF DIRECTORS COMMITTEES
Legal References: = Minn. Stat. Ch. 13D (Open Meeting Law)
Cross References: = MSBA/MASA Model Policy 201 (Legal Status of the School Board)
&= nbsp; &nbs= p; &= nbsp; MSBA/MASA Model Policy 203 (Operation of the School Board –
&= nbsp; &nbs= p; &= nbsp; Governing Rules)
&= nbsp; &nbs= p; &= nbsp; MSBA Service Manual, Chapter 13, School Law Bulletin “C”
&=
nbsp; &nbs=
p; &=
nbsp; (
ANNUAL REPORT 2008-2009 ATTACHMENT #3
Adopted: August 22, 2004 Revised: Oc=
tober
12, 2009
301&n= bsp; SCHOOL DIRECTOR
I.&nb= sp; PURPOSE
The purpose of this policy is to clarify the role of the school director and its relationship with the board of directors.
II.&n= bsp; GENERAL STATEMENT OF POLICY
&= nbsp; A. Effective administration and sound management practices are essential to realizing educational excellence. It is= the responsibility of the school director to develop a school environment that recognizes the dignity of each student and employee, and the right of each student to access educational programs and services.
&= nbsp; B. = The board of directors expects all activities related to the operation of the school district to be administered in a well-planned manner, conducted in an orderly fashion, and to be consistent with the policies of the board of directors.
&= nbsp; C. The board of directors shall seek specific recommendations, background informat= ion, and professional advice from the school director, and will hold the director accountable for sound management of the school.
&= nbsp; D. The board of directors and school director shall work together to share informa= tion and decisions that best serve the needs of school district students within financial and facility constraints that may exist.
E. = The school board shall employ a director who shall serve as an ex officio, nonvoting member of the school board.
III.&= nbsp; GENERAL RESPONSIBILITIES
&= nbsp; A. The director is responsible for the management of the schools, the administration of all school district policies, and is directly accountable to the board of directors.
&= nbsp; B. = The director may delegate responsibilities to other school district personnel, = but shall continue to be accountable for actions taken under such delegation.
&= nbsp; C. Where responsibilities are not specifically prescribed, nor board of directors po= licy applicable, the director shall use personal and professional judgment, subj= ect to review by the board of directors.
Legal
References: =
&=
nbsp; &nbs=
p; &=
nbsp;
Cross References: = MSBA/MASA Model Policy 304 (Superintendent Contract, Duties and Evaluation)
MSBA Service Manual, Chapt= er 3, Superintendent of Schools MSBA Service Manual, Chapter 3, Superintendent of Schools
ANNUAL REPORT 2008-2009 ATTACHMENT #4
DACS =
CSD
#4123
An
=
&nb=
sp;
![](3D"Y2009AnnualReport_files/image011.gif")
JOB TITLE: Director
JOB SUMMARY:<= /b> Oversees all internal and external operations of the school. Wor= ks with board, administration and staff to fulfill the mission, vision and goa= ls of the school. Reports to the= board of directors. This individual is responsible for representing and marketing= the school to the public.
QUALIFICATION=
S:
Education:
Knowledge of:
&nbs= p; &= nbsp; School Policy Development
&nbs= p; &= nbsp; Budget Development and Analysis
&nbs= p; &= nbsp; Minnesota Department of Education Academic Standards
&nbs=
p; &=
nbsp;
&nbs= p; &= nbsp; Standards-based Curriculum Development
Experience: = ; Minimum of three years charter school experience preferred
&nbs= p; &= nbsp; Minimum of three years experience as a Director or Principal preferred
&nbs= p; &= nbsp; Demonstrated experience in educational leadership
Abilities: = Work collaboratively with board, sponsor, staff, parents, students and &= nbsp; &nbs= p; &= nbsp; various educational organizations
&nbs= p; &= nbsp; Communicate effectively with board, sponsor, staff, parents, students and &= nbsp; &nbs= p; &= nbsp; various educational organizations
&nbs= p; &= nbsp; Provide leadership within the school and effectively lead change
&nbs= p; &= nbsp; Develop and maintain positive, professional and productive work = &nb= sp; = &= nbsp; environment
&nbs= p; &= nbsp; Flexibility in job role, as needed, to perform various functions in the &= nbsp; &nbs= p; &= nbsp; school
EMPLOYMENT TE= RMS: Monday through Friday during the s= chool year student service days for 15 hours per week. Two full work weeks prior = to school year and after school year.
RESPONSIBILIT=
IES:
BOARD OF DIRECTORS
§§§§§§§§§§§§§§§
§§§§§§§§§§§§§§§§§§§
§§§§§§§§§§§§ &nbs= p; &= nbsp; &nbs= p;
PARENTS/COMMUNITY
§§§§§§§§§§§§§§§§§§
ANNUAL REPORT 2008-2009 ATTACHMENT #5
Performance review & Developme=
nt
Plan
Employee Name:
__________________________________
Classification Title:
________________________________
Working Title:
____________________________________
Appraisal Period: ________________to
_______________
Immediate Supervisor:
_____________________________
In compliance with Minnesota Statutes, Chapter 13.04, Subd.2, we are informing you that the information collected through the use of this form w= ill be used to document your performance on an annual basis. The information ma= y be used in decisions concerning advancement, reassignment, future training nee= ds, performance-related salary adjustments, and as evidence in contested disciplinary actions. Without it, there is no objective data on which to evaluate performance. This information is available to you, your supervisor, school board, and other employees in the school whose job assignment requir= es access.
Ten work-related characteristics are identified for assessment. The following values will be placed on each characteristic:
Below Expectations – 0; Meets Expectations – 1; Exceeds Expectations – 2
|
Work-related Characteristics=
|
Below Expectations |
Meets Expectations |
Exceeds Expectations |
Rating (Circle one) |
|
DECISION MAKING: Makes decisions based on fact=
s and
communicated results. |
Has difficulty making decisio=
ns. |
Makes decisions appropriate t=
o the
level of responsibility. |
Consistently makes decisions =
based
on facts and updates supervisor with the results |
Exc=
eeds
Expectations Mee=
ts
Expectations Bel=
ow
Expectations Not
Applicable |
|
Comments: |
||||
|
|
||||
|
|
||||
|
Work-related Characteristics=
|
Below Expectations |
Meets Expectations |
Exceeds Expectations |
Rating (Circle one) |
|
DEPENDABILITY: The ability to meet deadlines=
and
follow through with commitments and obligations. |
Has difficulty meeting deadli=
nes
and completing tasks. |
Consistently meets deadlines =
and
completes tasks. |
Can be counted on to achieve =
the
best possible results and constantly meets deadlines. |
Exc=
eeds
Expectations Mee=
ts
Expectations Bel=
ow
Expectations Not
Applicable |
|
Comments: |
||||
|
|
||||
|
|
||||
|
Work-related Characteristics=
|
Below Expectations |
Meets Expectations |
Exceeds Expectations |
Rating (Circle one) |
|
EFFECTIVE LISTENING: Conveys understanding of the
speaker’s intention. |
Does listen well in conversat=
ions. |
Apparent from feedback that t=
he
listener understands the speaker’s intent. |
Empathetically listens to the
speaker. |
Exc=
eeds
Expectations Mee=
ts
Expectations Bel=
ow
Expectations Not
Applicable |
|
Comments: |
||||
|
|
||||
|
|
|
Work-related Characteristics=
|
Below Expectations |
Meets Expectations |
Exceeds Expectations |
Rating (Circle one) |
||||
|
KNOWLEDGE OF DEPARTMENT FUNCTIONS & OBJECTIVES: Understands job functions and=
how
position relates to achieving departmental and institutional goals. |
Limited understanding of job
function and/or goals. |
Sufficient understanding of j=
ob
functions and goals. |
Understands needs and suggests
improvements that ensure departmental and institutional goals and objecti=
ves
are met. |
Exc=
eeds
Expectations Mee=
ts
Expectations Bel=
ow
Expectations Not
Applicable |
||||
|
Comments: |
||||||||
|
|
||||||||
|
|
||||||||
|
Work-related Characteristics=
|
Below Expectations |
Meets Expectations |
Exceeds Expectations |
Rating (Circle one) |
||||
|
ADAPTABILITY:
Responds positively to change;
Flexible in adapting to changing conditions. |
Does not respond positively to
change; inflexible. |
Accepts and responds positive=
ly to
change; flexible. |
Recognizes the need for and t=
akes
initiative to implement changes that enhance department and District
operations; extremely flexible. |
Exc=
eeds
Expectations Mee=
ts
Expectations Bel=
ow
Expectations Not
Applicable |
||||
|
Comments: |
||||||||
|
|
||||||||
|
|
||||||||
|
Work-related Characteristics=
|
Below Expectations |
Meets Expectations |
Exceeds Expectations |
Rating (Circle one) |
||||
|
COMMUNICATIONS-VERBAL & WRITTEN: Effective listening, written,=
and
verbal interpersonal skills |
Has difficulty understanding
others. Noticeable deficiencies in communicating with others. |
Written and verbal communicat=
ions
are clear, concise, and well organized. Listens to and understands other
points of view. |
Excels in interpersonal
communications and optimally utilizes all channels of communication. Seeks
input from others. |
Exc=
eeds
Expectations Mee=
ts
Expectations Bel=
ow
Expectations Not
Applicable |
||||
|
Comments: |
||||||||
|
|
||||||||
|
|
||||||||
|
Work-related Characteristics=
|
Below Expectations |
Meets Expectations |
Exceeds Expectations |
Rating (Circle one) |
|
CUSTOMER SERVICE/RELATIONS: Ability to respond effectivel=
y to
internal/external customer needs, requests, and concerns. |
Difficulty responding to cust=
omer
and/or indifferent to customer needs. |
Routinely responds to custome=
rs in
a timely and courteous manner. |
Consistently exceeds in meeti=
ng the
customer’s needs with a positive and exemplary attitude. |
Exc=
eeds
Expectations Mee=
ts
Expectations Bel=
ow
Expectations Not
Applicable |
|
Comments: |
||||
|
|
||||
|
|
||||
|
Work-related Characteristics=
|
Below Expectations |
Meets Expectations |
Exceeds Expectations |
Rating (Circle one) |
|
PROBLEM SOLVING: The ability to think through
problems, evaluate facts, and reach sound conclusions. |
Has difficulty in evaluating =
facts
and solving problems. |
Uses appropriate decision mak=
ing
processes to complete assigned duties. |
Looked to by others for guida=
nce in
resolving problems and making decisions. |
Exc=
eeds
Expectations Mee=
ts
Expectations Bel=
ow
Expectations Not
Applicable |
|
Comments: |
||||
|
|
||||
|
|
||||
|
Work-related Characteristics=
|
Below Expectations |
Meets Expectations |
Exceeds Expectations |
Rating (Circle one) |
|
TIME MANAGEMENT: Effectively anticipates needs=
, uses
time productively, establishes goals and priorities |
Has difficulty managing time =
to
complete projects. Frequently needs reminders to meet deadlines. Has
difficulty recognizing priorities. |
Accomplishes work within
established time frames. |
Exceeds most deadline expecta=
tions
without sacrificing quality and strives to find ways of improving existing
methods. Excels in priority determination. |
Exc=
eeds
Expectations Mee=
ts
Expectations Bel=
ow
Expectations Not
Applicable |
|
Comments: |
||||
|
|
||||
|
|
|
Work-related Characteristics=
|
Below Expectations |
Meets Expectations |
Exceeds Expectations |
Rating (Circle one) |
|
QUALITY OF WORK: Demonstrates accuracy, thorou=
ghness
and neatness in performing job functions. |
Poor quality; often needs rew=
ork. |
Consistent quality of work. |
Achieves the highest standard=
of
quality. |
Exc=
eeds
Expectations Mee=
ts
Expectations Bel=
ow
Expectations Not
Applicable |
|
Comments: |
||||
|
|
||||
|
|
If evaluation is unsatisfactory please fill out =
an
Action Plans for unsatisfactory review.
![](3D"Y2009AnnualReport_files/image013.gif")
![](3D"Y2009AnnualReport_files/image015.gif")
ANNUAL REPORT 2008-2009 ATTACHMENT #6
DACS =
CSD
#4123
An
=
&nb=
sp;
&=
nbsp; &nbs=
p;
JOB TITLE: = ; Business Manager
JOB SUMMARY: To oversee and administer the busi= ness and operational aspects of the school in such a way as to provide the most efficient services with the financial resources available. This is yearly employment from July 1st – June 30th that is p<= span style=3D'mso-bidi-font-weight:bold'>art-
time based on 20 hours per w= eek.EMPLOYMENT TE= RMS: Yearly employment from July 1= st to June 30th. This is a part-time position based on 15 hours per week Monday through Friday.
RESPONSIBILITIES:
FINANCE
§ &nbs=
p; To =
be
responsible for daily business operations and fiscal management with the
financial accounting of the school: accounts payable and receivables, SMART
Finance system, all special education billing and uniform tuition billing
§ &nbs=
p; App=
rove
purchase orders and tie out invoices
§ &nbs=
p; Rec=
oncile
all accounts monthly
§ &nbs=
p; Res=
ponsible
for all fixed asset accounting requirements and records
§ &nbs=
p; Mai=
ntain
and process all family and staff accounts and bill as required
§ &nbs=
p; All=
EDRS reporting
– ESEA (Title), special ed, and oversee ADM and enrollment
§ &nbs=
p; Ass=
ist
with all grants
§ &nbs=
p; Ove=
rsee
administration of special ed program reporting to state and special educati=
on
director
§ &nbs=
p; Pro=
cess
monthly federal and state food service reimbursement claims on state websit=
e
§ &nbs=
p; UFA=
RS
accountability and compliance and maintain financial accountability with st=
ate
§ &nbs=
p; Pre=
pare
financial reports for the board and committees as requested
§ &nbs=
p; For=
ecast
and plan budget with school director and school board
§ &nbs=
p; Con=
duct
the annual audit and all reports and requirements
PAYROLL
§§§§§§§§§INSURANCE §§OTHER=
§ &nbs=
p; Att=
end
school board meetings and maintain the board binder § &nbs=
p; Fac=
ilitate
and attend finance and personnel committees § &nbs=
p; Mai=
ntain
business contracts and works with school director on all other contracts § &nbs=
p; Ass=
ist in
building lease negotiations and contract § &nbs=
p; Ove=
rsee
student reporting in the MARRS reporting database and submission to the Sta=
te § &nbs=
p; Ove=
rsee
lunch program reporting and records § &nbs=
p; Mai=
ntain
office during breaks and summer ANNUAL REPORT 2008-2009 ATTACHMENT #7
DACS =
CSD
#4123 &n=
bsp;
JOB TITLE=
: Administrative Assistant/Secretary<=
br>
EMPLOYMENT TE=
RMS: Monday through Friday during the s=
chool
year student service days for 35 hours per week. Two full work weeks prior =
to
school year and after school year. §§§§§§§§§§§§§§§§§§
Distribute pertinent information to staff §
Proof read documents §
Maintain building sign in and out logs for a=
ll
consultant and school visitors BUILDING AND GROUNDS §§§§§§§§§§§§ Contact parents. Notify Dire=
ctor
of excessive absences or tardiness for individual students §§§ Need to adhere to a=
ll
deadlines for submission to MDE LUNCH PROGRAM §§§§§§§§§QUALIFICATION=
S:
Ability to organize, coordinate and must be detail oriented and accurate.&n=
bsp;
Experience with a broad range of clerical duties. Ability to prioriti=
ze,
schedule and anticipate needs. Ability to maintain a high level of
confidentiality. Computer experience with demonstrated proficiency in=
ANNUAL REPORT 2008-2009 ATTACHMENT #8
DACS =
CSD
#4123
An JOB TITLE: Food Service Manager JOB SUMMARY:<=
/b> Oversees all kitchen supplies, meal
preparation, and meal planning, daily record keeping, cleaning and serving =
of
food EMPLOYMENT TE=
RMS: Monday through Friday during the s=
chool
year student service days for 20 hours per week. Food server license requir=
ed. RESPONSIBILIT=
IES: TRANSPORTATION RESPONSIBILITIES §§§§o o
![](3D"Y2009AnnualReport_files/image016.gif")
JOB SUMMARY: Under direction of the director, an employee in
this position is responsible for maintaining a professional atmosphere in t=
he
school. A high level of interpersonal skills are utilized on a daily
basis, through interaction with staff, students, parents and the general
public. This individual is responsible for providing a high level of
clerical support in a confidential manner.
RESPONSIBILITIES:
OFFICE MANAGER
keyboarding, work processing, databases, spreadsheets, with excellent writt=
en
and verbal communications skills. A strong customer service ethic
required. Versatility and ability to adapt to changing priorities.
Knowledge of school district policies and procedures is necessary.
Ability to work well with a wide variety of people, especially students,
teachers, staff, parents and members of the rural community.
WORKING CONDITIONS: Fast=
paced
elementary building office with a high degree of traffic from students,
teachers, staff, parents and visitors.
=
&nb=
sp;
o
o
§§§§§§§KITCHEN RESPONSIBILITIES §§§§§§§§§§§§§§§§ QUALIFICATION=
S: Ability to lift 50 pounds or m=
ore is
required. DAILY PROC=
EDURES §§§§§§§§§§§§§§§§§§§§§§§§§§§§§§§§§§§§§§§§§§
DACS =
CSD
#4123DUTIES AS FOOD SERVER