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World's best workforce

2014-2015 World’s Best Workforce Report Summary

District or Charter Name: Partnership Academy


Contact Person Name and Position: Lisa Hendricks, Executive Director

Molly Schwaiger, Academic Director

In accordance with Minnesota Statutes, section 120B.11, a school board, at a public meeting, shall adopt a comprehensive, long-term strategic plan to support and improve teaching and learning that is aligned with creating the world's best workforce. The school board must publish an annual report on the previous year’s plan and hold an annual public meeting to review goals, outcomes and strategies. An electronic summary of the annual report must be sent to the Commissioner of Education each fall.


This document serves as the required template for submission of the 2014-2015 report summary.  Districts must submit this completed template by December 1, 2015 to

Stakeholder Engagement


[Note: For each school year, the school board must publish a report in the local newspaper, by mail or by electronic means on the district website.]

The 2015 World’s Best Workforce report can be found at:


Annual Public Meeting

[Note: School boards are to hold an annual public meeting to communicate plans for the upcoming school year based on a review of goals, outcomes and strategies from the previous year. Stakeholders should be meaningfully involved, and this meeting is to occur separately from a regularly scheduled school board meeting. The author’s intent was to have a separate meeting just for this reason.]

The meeting was held October 29, 2015 at Partnership Academy.  Notes are available upon request.


District Advisory Committee

[Note: The district advisory committee must reflect the diversity of the district and its school sites.  It must include teachers, parents, support staff, students, and other community residents. Parents and other community residents are to comprise at least two-thirds of advisory committee members, when possible. The district advisory committee makes recommendations to the school board.]

Committee members included the following:

  •       Lisa Hendricks, Executive Director
  •       Molly Schwaiger, Academic Director, grades K-2
  •       Ashley Leary, Academic Director grades 3-5
  • Jake Kizewski, Master Teacher
  • Becky Wellington, Kindergarten teacher
  • Kalie Krautkremer, 1st Grade intervention teacher
  • Allison Pint, 2nd Grade teacher
  • Shannon Jaeger, 5th Grade teacher
  • Jessica Rivas, Student Success Coach
  • Jon Cunningham, Student Success Coordinator
  • Rosa Herrera, Student and Family Support Coordinator
  • Juana Magana Perez, Parent
  • Celia Vergara Quintero, Parent

Goals and Results

[Note: Goals should be linked to needs and written in SMART-goal format. SMART goals are: specific and strategic, measurable, attainable (yet rigorous), results-based and time-based. Results should tie directly back to the established goal so it is clear whether the goal was met. Districts may choose to use the data profiles provided by MDE in reporting goals and results.]


2014-2015 Goals

2014-2015 Goal Results

All Students Ready for Kindergarten

Partnership Academy is a K-5 charter school.  We offer a pre-K Summer Academy program to all students enrolled in kindergarten, but we currently do not have a SMART goal for kindergarten readiness given that we do not serve pre-K students.



All Students in Third Grade Achieving Grade-Level Literacy

Based on Reading STAR tests, 3rd grade students will make the following progress from Spring 2014 to Spring 2015, because of the TAP professional development focus in the area of close reading to aid reading comprehension:

Students scoring at At/Above level will increase from 16 students to 18 students.

Students scoring at On Watch level will increase from 7 students to 9 students.

Students scoring at Intervention level will increase from 10 students to 12 students.

Students scoring at Urgent Intervention level will decrease from 18 students to 12 students.


In Spring 2015, students in 3rd grade achieved in the following levels, with green indicating that the goal was met and red indicating that the goal was not met:

15 Students scoring at At/Above level.

10 Students scoring at On Watch level.

19 Students scoring at Intervention level.

9 Students scoring at Urgent level.


Close the Achievement Gap(s) Among All Groups

The Achievement Gap (AG) score from the Multiple Measurements Rating (MMR) will decrease 10% from 0.1624 in 2013-2014 to 0.1462 in 2014-2015.

In 2014-2015, the Achievement Gap score was 0.5824.  Partnership Academy did not meet our Achievement Gap reduction goal.           

All Students Career- and College-Ready by Graduation

At Partnership Academy, 100% of students will learn about different careers and interview career professionals. Additionally, 100% of students in 4-5 grades will visit various colleges in the metro area to experience and start conversations about post-secondary options.


Partnership Academy achieved our goal for 2014-2015.   Career Day was held on Friday, May 16th, 2014.  Over 20 career professionals visited the school.  Careers showcased included lawyers,  DJs, Postal employees, Richfield Fire Department, scientists and more.  In 5th grade, students visited Bethel College, St. Thomas and Normandale Community College. In 4th grade, students visited the University of Minnesota.


All Students Graduate

All Partnership Academy fifth grade students will graduate on-time from fifth grade in spring 2015.


The goal was achieved: 43 out of 43 fifth grade students graduated in June 2015.  There had been 42 students enrolled in September 2014.

Identified Needs Based on Data

[Note: Data that was reviewed to determine needs may include state-level accountability tests, such as Minnesota Comprehensive Assessments (MCAs) and/or local-level data, such as local assessments, attendance, graduation, mobility, remedial course-taking rates, child poverty, etc.]

Partnership Academy has significant needs to close the academic achievement gap between Latino students and white students in neighboring communities based on MCA assessments and local assessments, including STAR and MAP.  Given the large population of language learners, significant attention must be paid to high-quality language instruction and how vocabulary affects both reading and math achievement on state standardized tests.  The school will also focus on implementing culturally responsive teaching practices to ensure the best educational outcomes for students of color.

Systems, Strategies and Support Category



With approximately ten students to every teacher, Partnership Academy’s structure promotes exceptionally personalized instruction.  Every core subject is co-taught by at least one classroom teacher and one English Language teacher or ADSIS intervention teacher.  As a result, students frequently learn in small groups and receive frequent check-ins from qualified adults.  This also promotes relationship-building between students and staff.

Instruction at Partnership Academy is also data-driven. Teachers meet weekly to analyze student data, measure the effectiveness of instructional strategies, and plan necessary adaptations and small group interventions. Additionally, teachers met with Master Teachers quarterly to carefully study data from the MCA, MAP, and standards-based interim assessments.  All students who are below grade level have their progress monitored on a relevant assessment, such as an oral reading fluency test, STAR reading or math test, rocket math assessment, or Easy CBM math assessment.


Teachers and Principals

In September of 2012, Partnership Academy was notified it was part of a cohort of schools in the Twin Cities to receive a $13 million TIF (teacher incentive fund) grant from the federal government. The National Institute for Excellence in Teaching (NIET) facilitates the grant, which provides professional development opportunities, rigorous evaluation and performance-based compensation. Although Partnership Academy began the implementation of the TAP model prior to receiving the TIF grant, the increased funding from the TIF grant allowed the school’s leadership to develop a stronger, more comprehensive program. 

The four main elements that make up the TAP system (multiple career paths, ongoing applied professional growth, instructionally focused accountability, and performance-based compensation) help to ensure teachers are constantly pushing themselves to strengthen their instruction. Within this structure, teachers participate in weekly professional development meetings with explicit strategy instruction, receive intensive coaching through formal and informal observations, and receive frequent data feedback on student progress.  The TAP Leadership Team (TLT), made up of Mentor & Master teachers, along with administrators, review data to assess school needs and offer support weekly.  This, in turn, directly impacts student performance in positive ways. 



As an independent charter school, the support from the TAP Leadership Team guides instructional progress for students and teachers.


Equitable Access to Excellent Teachers

[Note: Review the information below. Districts do not need to report information in this section at this time.

Section 1111(b)(8)(C) of the Elementary and Secondary Education Act (ESEA) requires that each state take steps to ensure that poor and minority children are not taught at higher rates than other children by inexperienced, unqualified or out-of-field teachers.  On June 1, 2015, MDE submitted a plan to the U.S. Department of Education that required all states to address long-term needs for improving equitable access of all students to great educators.  The plan was developed with significant stakeholder input and can be found on the MDE website.

From MDE’s data review, the following statewide equity gaps surfaced:

  •       Schools in the highest poverty quartile are more likely to have inexperienced, unqualified and out-of-field teachers than schools in the lowest poverty quartile.
  •      Schools in the highest minority quartile are more likely to have inexperienced, unqualified and out-of-field teachers than schools in the lowest minority quartile.
  •      Priority and Focus schools are more likely to have inexperienced, unqualified and out-of-field teachers than Reward schools.
  •      Charter schools are more likely to have inexperienced, unqualified and out-of-field teachers than non-charter schools.


To reach the goals of the WBWF, it is important to ensure that all students, particularly students from low-income families and students of color, have equitable access to teachers and principals who can help them reach their potential. Beginning with the next WBWF summary, to be submitted in fall 2016, MDE will request information about the district process to examine the distribution of experienced and qualified teachers across the district and within school sites using data