Working Draft of Wls Renewal Application

World Learner School

Application for Charter School Renewal Guide
Introduction
The Audubon Center of the North Woods (ACNW) will consider applications for charter school
contract renewal by its authorized schools in the final year of the school’s current charter contract.
This is required for a school to continue to be authorized by ACNW. In order to make informed
decisions about contract renewal, ACNW evaluates the school’s mission fulfillment and
performance in the areas of academics, finances, operations, and environmental education during
the term of the school’s current contract. In addition, ACNW evaluates the school’s strategic
direction and proposed performance outcomes as outlined in this application.
Introductory Email
By May 1, 2019 of a school’s renewal year, ACNW will send an email to the school leader and board
chair introducing them to the renewal process. The email will contain the application template,
including the school’s specific requirements for the application, and the renewal timeline.
Application Requirements
Please type your answers into this application template. Make sure to enter your school name and
submission date on the cover page. Directly address each question below that is required for your
renewal application as indicated by ACNW’s introductory email. Responses should be concise and
comprehensive. The answers provided will be evaluated on substance, quality, and clarity – not
quantity. This application is used to inform ACNW’s renewal site visit and overall school evaluation.
Submission of Application
An email containing an electronic version of the application must be received by ACNW by the
designated deadline. Applicants must send an electronic copy of the application including all
attachments via e-mail to admin@auduboncharterschools.org.
Page Limits
Total page limit is 35 pages. Page limits do not apply to attachments. Please limit attachments to
those that are requested.
Required Attachments
● Organizational chart
● Four-year financial plan
Optional Attachments
● Strategic plan
Application Deadline
● September 15, 2019
(If the deadline falls on a weekend or non-business day, the deadline moves to the following business
day)
ACNW Application for Charter School Renewal Guide | Updated May 1, 2019 1


Application for Charter School Renewal

Submitted on: ENTER DATE OF SUBMISSION HERE

Prepared by: Enter Names of Key Drafters

Board members present at the meeting at which this application was approved must sign below
(add additional lines as necessary).
By our signatures below, we affirm that this application was approved by majority vote of the board in
nter Date of Board Approval.
public session on E
Board Member Signature Board Member Signature
Submit to admin@auduboncharterschools.org by the deadline of September 15. If the deadline

falls on a weekend or non-business day, the deadline moves to the following business day.
By approval and submission of this application, the school agrees to the terms of the base charter
CNW
contract (no exhibits) without modification. The base charter contract is available on the A
website.
Board Chair Signature School Leader Signature

PART A: CONTRACT FULFILLMENT
Mission, Vision & Statutory Purposes
State your mission, vision, and statutory purposes as outlined in your charter contract with
ACNW. Describe the school’s progress in fulfilling its mission, vision, and statutory purposes.
The World Learner School’s mission and vision is to create a school that supports an experiential
collaborative learning (Montessori) program that empowers children to unfold their full potential
as whole and unique persons in classroom, local, and world communities.
To achieve this mission, the World Learner School (WLS) uses the approach originally designed
by Dr. Maria Montessori through her work in developmental psychology and education and built
upon by others in these fields, while adapting classroom structure, materials, and curriculum to
the needs of twenty-first century children. In particular, WLS creates multi-age classrooms
designed to promote cooperative, complementary learning that includes all students, with their
varying academic abilities, learning styles, and challenges.
The Montessori method is an innovative and successful way of educating children that has been
implemented throughout the world for over a century. It focuses on the individual child and is
built on the concept that if an educator cultivates each child's innate, natural desire to learn, the
child's amazing capacity to educate him or herself will lead to a deep, interconnected
understanding of the concepts presented. In the Montessori classroom the objective to cultivate a
desire to learn is approached in two ways: first, by allowing each child to experience the
excitement of learning by choice rather than by being forced to study a particular subject at a
particular time; and second, by perfecting the natural tools for learning so that the ability to learn
can be maximized when the student is ready to absorb a particular concept or topic.
As part of empowering children, WLS admits students of any race, color, national and ethnic
origin to all rights, privileges, programs, and activities; and does not discriminate on the basis of
race, color, or national and ethnic origin in administration of its educational policies, admissions
policies, and school-administered programs.
WLS's program gives students not only basic learning skills, but also confidence, self-esteem, an
appreciation of other cultures, and peaceful techniques for conflict resolution, because these
qualities will be invaluable in future learning situations and as students move into local and
world communities.
WLS's statutory obligations are: to improve pupil learning and student achievement, increase
learning opportunities for pupils, encourage the use of different and innovative teaching
methods, measure learning outcomes and create different and innovative forms of measuring
outcomes, establish new forms of accountability for schools, and create new professional
opportunities for teachers, including the opportunity to be responsible for the learning program at
the school site.

In order to meet these obligations, WLS encourages student self-discipline and self-satisfaction
through classroom techniques such as: time for silence and reflection; activities to cultivate awe,
wonder, and respect for nature; lessons about caring for the earth; role play and discussions
around understanding and accepting others; and fostering virtues such as love, peacefulness,
kindness and compassion.
In addition, the integrated curriculum of the Montessori classes encourages children to see the
critical relationship between all subjects and among all aspects of life. WLS's teachers follow
Dr. Maria Montessori’s plan for Cosmic Education – presenting the universe first and then
relating subsequent learning to each item or concept's place in the cosmos.
WLS combines the Minnesota Education Standards with Montessori materials and lessons in a
unique way to deliver educational programming that improves student learning and achievement
while maintaining consistency and accountability to state standards. Differentiated instruction
and scaffolding are essential tools in the Montessori curriculum. Each student is presented with
a rigorous and individualized educational plan and challenged to investigate options to connect
learning to the natural environment and community.
WLS takes the view that the entire world is a learning environment. When a student is inspired
by a lesson from a teacher or by a concept from a book, they are guided to find relevant
examples in the real world. Frequently, the classroom expands into the community to offer
increased learning opportunities.
WLS also increases learning opportunities through ongoing access to the natural environment.
Students interact with the natural world often, on school grounds, within classrooms via tactile
samples, and during trips off site.
WLS has an established Academic Achievement Committee to provide ongoing encouragement

to teachers to explore new teaching methods, and to provide additional measurement of learning
outcomes. The committee focuses on the overall academic achievement of the school. It works
to assess current components of accountability, identify and leverage areas of strength, identify
areas of need and research existing options and/or develop new options to address these areas,
present accountability-related information to the board, and facilitate reporting on student
achievement.
WLS implements a combination of state standardized tests, internally-designed tests, and

teacher-based tracking methods to measure student progress, as detailed later in this application.
Recently, WLS has initiated new forms of soliciting information from parents. These methods
include Family Satisfaction Surveys, Exit Interviews, Graduate Interviews, and Alumni
Interviews. The data gathered is reviewed annually by the Board of Directors and used to inform
the WLS Strategic Plan and professional development plans for administration and staff when
appropriate.

The WLS teaching staff is constantly identifying new ways to inform parents of student
achievement, both academic and developmental. Parents also receive information about their
child’s social, emotional and overall general development, because these characteristics speak to
the “whole child” concept.
WLS's decision-making processes emphasize the active involvement of its teachers. For
example, the WLS Board of Directors membership is required by bylaw to have a majority
comprised of teachers, giving teachers an active voice in the governance of the school.
During the 2015-2016 school year two veteran teachers undertook mentorship of a new teacher,
during the 2016-2017 school year two veteran WLS teacher undertook mentorship of a new
teachers, during the 2017-2018 school year three new teachers were mentored by veteran
teachers, and in 2018-2019 one new teacher was mentored by a veteran teacher. These teachers
worked together by creating a Professional Learning Community. The intent is to reduce teacher
isolation, increase commitment to the mission and goals of the school, create shared
responsibility for the total development of students, create powerful learning that defines good
teaching and classroom practice, and enhance understanding of course content and teacher roles,
benefits described in the literature (Hord, S., 1997). The teaching staff of WLS as a whole also
meets bi-monthly to discuss Montessori philosophy and application.
Summarize the school’s instructional program and curriculum, highlighting unique elements
at the elementary, middle, and high school levels (as appropriate). Explain the breadth and
depth of the curriculum and its alignment to state standards and school mission.
Montessori is a method of education that is based on hands-on learning, collaborative play and
self-directed activity. In Montessori classrooms, children make creative choices from among the
age-appropriate activities and lessons laid out in the classroom and presented by the teacher.
Children work in groups and individually to discover people, places and knowledge of the world.
Montessori classrooms are specifically designed to meet the developmental needs of children
within each 3-year age range. Dr. Maria Montessori discovered that experiential learning in this
type of classroom tapped into a child's natural curiosity and led to a deeper understanding of
language, math, science, music, social interactions and more. Each tool and material in a
Montessori classroom has been designed to support specific aspects of a child’s development,
creating a match between the child’s interests and the available activities. The tools are
dynamic, colorful, concrete manipulatives from which abstract concepts are drawn.
Dr. Maria Montessori (1870-1952) was an Italian physician and anthropologist twice nominated
for the Nobel Peace Prize, who studied how children develop socially, intellectually, physically,
and spiritually. Through her careful observations of children all over the world, she discovered
universal patterns of development found in all children regardless of their culture. She believed
that each child is born as an individual with a unique potential to be revealed, not as a “blank
slate” waiting to be written upon.

Dr. Montessori created an educational method based upon these natural patterns and grounded in
a profound respect for all life. Over the past one hundred years, children throughout the world
have benefited from this educational approach that supports, nurtures, and protects natural
development.
WLS strives to provide each child with a Montessori education, an education of independence
and freedom. We believe that in order to develop physical, intellectual and spiritual powers to
the fullest, the child must have freedom. This is obtained in our classrooms through the practice
of independence, order, and self-discipline. We believe that self-motivation is the single most
important impulse to guide the children through their learning.
Each child is viewed as an individual learner, with unique learning styles and capabilities. The
children are allowed to move through the elementary curriculum at their own pace, because
something that may have held little interest for a first-year student may become fascinating in
their second or third year. In this way children experience the freedom to make choices in their
work, and develop a sense of control over their education. This also virtually eliminates the
child’s fear of being “behind.”
The mixing of ages also helps to strengthen the social development of the child. The
relationships formed between the younger and older children are invaluable. Younger children
look to older children as inspiration in both behavior and work. Older children take pride in
guiding the younger children through the ways of the classroom. The three-year cycle also helps
the children build an extremely strong bond with their teacher. The teacher and child get to
know and trust each other in a most profound way.
The teacher is responsible for helping guide the children to find their own motivation for
learning. By preparing the environment and observing each child carefully, the teacher “follows
the child.” Children expand their knowledge by being guided toward materials that reflect their
interests.
The Montessori teacher has what Maria Montessori calls a “Cosmic Task.” This task is to work
with each child's imagination to help them realize the interconnectedness of the universe. One of
the foundations of Montessori education is to present the concrete, which leads to the abstract.
By first striking the child’s imagination with a wonderful story or lesson, and specially-designed
tactile materials, the teacher taps into the child’s self-motivation to prompt a search for more
information.
In short, the Montessori elementary and middle school classrooms provide children with the
freedom to learn at their own pace in a varied age group, with their teacher guiding them to
explore each piece of the curriculum.
General Educational Goals of the Montessori Program

Goals: Physical Development
•Developing a body whose movements are mastered and controlled
•Developing the fine coordination necessary for writing and manipulation of materials

•Learning sports and games that can be enjoyed into adulthood
Goals: Emotional Development

•An awareness of one’s own feelings
•Sensitivity to and consideration for the feelings of others
•Development of a good self-image
Goals: Intellectual Development

•To master skills such as reading, writing, etc., in order to be able to pursue knowledge
•To understand how to find information and use various media
•To become a learner who can learn with a minimum of assistance from an adult
Goals: Knowledge Development

• A sense of stewardship of the Earth and all life
•An understanding of the evolution of life
•An understanding that all people have the same basic needs
•An appreciation for the variety of ways in which needs are met
•An awareness of the integration and interdependence of humankind and nature
•An awareness of the interdependence of people and nations, with a desire for cooperation and
peace.
Language
Language is an important part of the entire Montessori curriculum. Our presentations in
language guide the children toward a conscious awareness of language, for its own interest’s
sake, and as a means to use language more effectively. There is a great variety of both lessons
and materials in word study, penmanship, grammar, punctuation, and capitalization. Much of the
child’s experience in reading and writing comes through work in other areas of the curriculum,
such as geography, history, botany, etc.
WLS employs a specially-trained Reading Guide, who works with children who need extra
guidance, and a Literacy Interventionist, who provides learning enhancement for students who
need it.
Mathematics
Manipulation of concrete and symbolic materials with built-in error control develops sound
mathematical skills and guides the children from the concrete toward the abstract. As in other
parts of the Montessori curriculum, experience with a material comes first, then the spoken
language or naming. This is followed by the symbolic representation or written symbol. All
along the way there is the essential recognition of the associations among these various features.
During the 2018-2019 school year, WLS contracted a Math Corps tutor to support students who
need additional support. These students did not meet or partially met standards on the MCA test,
and qualify using the STAR assessment. The tutor works a total of 30 minutes 3 times a week
with each student who qualifies and currently has a caseload of 22 students.

Geometry
Geometry in Montessori follows the historical development of the subject. Geometry is
experienced in a sensorial manner through manipulation of plane and solid geometric figures.
These materials inspire creative activity that involves two and three-dimensional construction of
various forms, artistic drawings, and ornamentation.
Social Studies and Science

At the elementary level, social studies and science are integrated in the classroom, as they are in
life, with no explicit distinctions drawn between them. At the middle school level, these areas
make up two of the four main subjects taught. Even then, every effort is made to integrate all
subject areas.
At the Upper Elementary level, teachers rotate classrooms twice a week to deliver explicit
instruction in the areas of Social Studies and Science. These teachers work with specific groups
of students to deliver targeted lessons based on student interest and need in order to supplement
the Social Studies and Science lessons that are already being integrated in classroom instruction.
Biology
Biology teaching in Montessori is structured in such a way as to guide the children toward a
means of classification, allowing them to structure and relate the facts of biology. The ultimate
goal is an ecological view of life and a feeling of responsibility for the environment. The child
will see that each individual life on earth is selfish in its own way, but also each serves the good
of the whole in its own way. Dr. Montessori called this the “Cosmic Plan.”
History
Montessori history follows the development of the solar system, life on earth, the development of
humankind, early civilizations, and recorded history. The child sees the long labor of humankind
needed to accomplish all that is enjoyed here today.
Geography
The study of geography is designed to show how the physical configurations of the earth
contribute to history. The study of geography and physical geography is the basis for the study
of economic geography, which shows the interdependence of all people.
Experimentation
The first science experiments are designed to give the child basic knowledge which will make
possible the understanding of the development of the solar system, the earth and its
configurations, life on earth, and the needs of plants and animals. The later science experiments
build on these concepts.
Foreign Language
The Montessori teachers integrate Spanish into the lower elementary curriculum. The
classrooms have invested in Spanish Montessori materials that mimic the English Montessori
materials and are used to accentuate language skills.

WLS has also offered a Spanish Club contracted through Futura Language Professionals for the
past 4 years. This club gave students the opportunity to learn basic conversational Spanish once a
week after school hours.
Art
In the Montessori classroom, the adult aids the children in the development of skills to creatively
express themselves through various media. In addition to art expression for its own sake, art is
an integrating factor in the rest of the curriculum. The child may use art in ways that include
geometrical drawings, geographical maps, mathematical graphing, or illustrations for history,
botany, zoology, social studies, geology, geography, etc. Children are encouraged to embellish
their work as an additional extension of art exploration.
At the Upper Elementary level, teachers rotate classrooms twice a week to deliver explicit
instruction in the area of Art. These teachers work with specific groups of students to deliver
targeted lessons based on student interest and need in order to supplement the Art lessons that are
already being integrated in classroom instruction.
Music
Our music program includes singing, playing instruments; and exploring rhythm, notation,
composition, music theory, and music appreciation.. We make a special effort to provide choices
in music for students at all levels. In addition, WLS offers other musical opportunities that vary
from year to year such as private instrument lessons, band, jazz band, rock band, and choir.
Physical Education
The WLS site has easy access to the outdoors, and each classroom and grade level leverages this
area, along with local facilities such as the Chaska Community Center, for physical fitness
classes in a wide range of areas, like as swimming, gymnastics, and sports. Daily recess is held
outdoors, weather permitting. Physical education is also integrated into biology studies around
human anatomy, physiology and nutrition; practical life studies such as carpentry, sewing, and
weaving; and music studies like dance. The focus is on developing skills that can be used in
later life, and competing with oneself rather than competing with others.
Each level differs in their approach to offering students a comprehensive Physical Education
experience. These experiences reflect the planes of development representative of each level. LE
works with independent contractors who specialize in physical wellness. These opportunities
occur on-site. UE offers more freedom and opportunity to go off-site, while the middle school
physical education program is almost entirely field trip based, offering these older students the
opportunity to experience physical education out in the community.


Describe how instructional leadership and staffing is organized to fulfill the school mission. Include
an organizational chart as an attachment.
Montessori teachers at WLS are certified in the Montessori Method, with both main training
schools represented: the Association Montessori International (AMI), and the American
Montessori Society (AMS). In addition to Montessori certification, all WLS teachers possess
MN Teaching Licensure issued by the Board of Teaching. Occasionally, a teacher may be hired
while still needing to complete either Montessori certification or the final steps of MN Teaching
licensure. In these cases, the teacher works closely with the Director to finish within a
reasonably prompt timeframe.
WLS students learn in multi-age classrooms. The Lower Elementary (LE) level encompass
grades 1-3. Upper Elementary (UE) level encompass grades 4-6. WLS has three LE classrooms
and three UE classrooms. All LE and UE classrooms are lead by a MN licensed teacher who
also is fully certified in Montessori philosophy.
WLS has a single Middle School (MS) level, encompassing grades 7 & 8. Throughout the
school day, MS students break into lesson groups for presentations in one of four subject
divisions: math, language arts, humanities (social studies), and science. Other curriculum areas
are taught through standards-based lessons that culminate in a project presentation. The MS
team is lead by a MN-licensed and Montessori-certified teacher. Two additional full-time
teachers (all with MN licenses) fill out the MS staff.
Special education services are also fully implemented at WLS. During the 2015-2016 school
year, WLS employed 3 full-time special education teachers. A caseload analysis helped
determine that an additional part-time special education teacher was needed for the 2016-2017
school year and one was hired. During the 2017-2018 school year another additional .5 was
temporarily added. During the 2018-2019 school year the special education department returned
to a 3.5 FTE after an additional caseload analysis was conducted. WLS contracts for services
for special education director, school psychologist, speech/language therapist, occupational
therapist, audiologist, and teacher of deaf/hard of hearing. WLS also does consultation with a
teacher of developmental cognitive delays, and with a psychologist expert in autism spectrum
disorders.
Music, choir and band are led by a MN-licensed music teacher. Lessons integrate with the
Montessori philosophy. Lessons are delivered in both the general education classroom and a
dedicated music classroom.
In addition to the teaching staff, WLS retains several assistant staff: a combination of special
education-specific staff and general education staff.
Deana Siekmann is the director of WLS and has been serving WLS as director since 2009. Ms.
Siekmann began her work with WLS in 2002 as the special education teacher. Ms. Siekmann
holds licensure in the state of MN in general elementary education, specific learning disabilities,
emotional/behavioral disorders, K-12 principal administration and special education directorship.

Ms. Siekmann is responsible for all academic, financial, employment, and governance aspects of
the school. Ms. Siekmann is supported in administration by Lisa Mostov who is the Assistant
Director, and Shireen Mahabadi, who serves as Office Manager. At the end of the 2015-2016
school year, the board determined the addition of an Assistant Director position was necessary in
order to help support the school in achieving its goals. Lisa Mostov was hired for this position
and started at the beginning of the 2016-2017 school year. Lisa works as Assistant Director and
Intervention Specialist.

Describe the school’s process for assessing and evaluating student learning and growth.
Our general approach to assessment is to recognize the value of assessment tools to inform
parents, teachers, and students about skill levels and rates of progress, while at the same time
recognizing the limitations of each tool. WLS uses a combination of tools to give a
comprehensive and accurate assessment. We also want to integrate assessment tools into routine
work.
Here is a schedule of assessment activities that we do at WLS, with a bit of explanation about
each:
MEASURES OF ACADEMIC PROGRESS (MAP) TEST:

WLS administers the MAP (Measures of Academic Progress) test, which is used by ISD 112 and
a growing number of schools in Minnesota and around the country, in order to:
● Coordinate closely with ISD 112 for the purpose of comparing and sharing data
● Administer a test which is more closely aligned with the Montessori curriculum and the
Minnesota State Standards
● Use a test which is closely connected to learning and to guiding subsequent teaching,
rather than a score-oriented once-a-year dramatic and sometimes stressful event
● Be better able to organize and display our testing data in a variety of ways for a variety of
purposes
● Shift the medium for testing from paper and pencil to the computer
The MAP test in Reading and Math is administered for all students in grades 1-8, usually three
times per year: in the fall, winter and spring. The MAP test in Science is administered for all
students in grades 4, 7, and 8. The tests are designed so that each task is isolated on the
computer screen and the student will see only words and pictures that pertain to the task at hand.
The format is multiple choice. The test adapts to the level of the student as he/she proceeds, so
each student’s score will be a more meaningful reflection of the level at which they were
functioning on the test, rather than a tally of right and wrong answers.
For more on the MAP test, visit this website:

http://www.nwea.org/products-services/computer-based-adaptive-assessments

GENERAL ACHIEVEMENT TEST (GAT):

In past years, we have used a test that we call the General Achievement Test for Measuring
Achievement in a Montessori Environment (GAT). This test was developed at WLS specifically
for use with Montessori lessons. Its purpose was to give teachers an early reading on students’
skills, so they could target weak spots for focused work. Teachers have the option to administer
this test at the beginning and end of the school year.
Going forward, we will still do early diagnosis of academic skills, but the GAT will be only one
way in which that information is gathered. In the future, early assessment may be worked more
from the teacher side, by consolidating and coordinating the way in which we document which
child has had which lesson, and the subsequent level of their mastery, from among the 1500 or so
Montessori lessons available for presentation.
CONFERENCES:
We consider conferences the mainstay of our reporting plan. Conferences consist of one-to-one
discussion between the teacher and each student's guardian, of the student's record of lessons
given, test results, general performance, portfolio of work, self-assessment, and parent input
(both through a parent input form filled out ahead of time, and parent feedback during the
conference). Students are also invited to attend the conference.
MINNESOTA COMPREHENSIVE ASSESSMENT (MCA):

The MCA is a standardized test whose administration is required by the state of Minnesota.
Currently, the Reading and Math Assessments are required for all 3rd through 8th grade students,
and the Science Assessment is required for 5th and 8th grade students.
The tests are administered in March or April and results are delivered to schools and families in
late summer or early fall. The scores are reported to parents in a format that compares their
child’s scores with scores of other children at the same age/grade level in the state. This test is
really a proficiency test, in that it measures general levels of skill in general skill areas. WLS
students practice familiarity with the format of the test. The content of this test is meant to be so
general that children from anywhere in the state should be able to score within the average if
they have been attending school and learn at an average rate.
One asterisk on this test is that it doesn’t allow for spontaneity or learning at different rates in
different areas. Because Montessori students have the right to pursue their interests in each
academic area at their own pace, it is possible for them to have a weak score (temporarily) in an
area they have not yet pursued. In our view, they are still a well-balanced student, who has
exercised their right to make certain areas a lower priority at any given time. Of course, over the
course of a full academic career, the teachers' responsibility is to guide them toward a rounded
balance of interests and skills, and to revisit areas that need more focus.
PROGRESS REPORTS:
A copy of all test reports, and a summary of general performance observations, are sent to each
student's family after the end of the school year.

Describe the school’s process to review and evaluate the effectiveness of instruction and
curriculum. What is the process for making changes if ineffectiveness is identified?
Instruction is discussed at every staff meeting. Teachers engage in Professional Learning

Communities, aimed at providing a prepared environment that allows the Montessori mission of
the school to be realized.
In addition, WLS believes in training and empowering teachers to identify their personal
teaching effectiveness. During years when budgets were tight, professional development
involved all staff participating in the same learning opportunity. WLS hired a Montessori expert
to observe all teachers and provide feedback centered on an authentic Montessori experience. A
Montessori expert also provided in-depth in-services to teachers, focused on math and language
lessons and materials.
Beginning in 2015, full-time licenced teachers were given 16 hours and $200 per year to explore
personal development opportunities that matched the professional goals they determined in
conjunction with the Director during the annual evaluation process.
Within the confines of state public school requirements and the Montessori curriculum, teachers
are also encouraged to explore new concepts and presentation materials. Over the past few
years, trial runs of online tracking, testing, and tutorial services have been conducted, along with
the addition of new approaches in teaching spelling mastery.

Describe your practices and programming for remediation and acceleration.
Montessori pedagogy ‘follows the child,' and many lessons are delivered in small group or
individual settings. This allows for remediation or acceleration practices to occur naturally –
students have a three-year span of lesson complexity from which to learn as part of their standard
day.

However, if a student in need of additional intervention is identified, he/she may receive
remediation from a WLS interventionist. If a student in need of acceleration or additional
challenge is identified, he/she may participate in lessons at the level above their traditional
placement.

Identification of students in need of intervention or acceleration is made through a combination
of parent, teacher, and student input; review of student performance; and lesson level records.
Describe the structures and practices in place to serve English Learners.
WLS continues to provide EL services through programming that was established in 2013. This
programming continues to develop and evolve each year based on student need. ESL (English as
Second Language) or ELL (English Language Learner) is a program designed to provide

students who speak another language with the English skills necessary to succeed in all areas of
school and the real world. The goal is to enable them to take full advantage of their education by
achieving academic language proficiency in reading, writing, listening, and speaking.
Students who are identified as English Learners (ELs) should be served in an instructional
program designed for ELs, defined as either an English as a Second Language (ESL) or Bilingual
Education (BE) program by Minnesota statute. Districts and charter schools have discretion in
selecting appropriate language programs, but the program chosen should be considered sound by
experts in the field. WLS follows the WIDA, World Class Instructional Design and Assessment,
as do most MN schools.
The program should be designed to meet varying needs across proficiency levels. For example,
students at the beginning levels of English proficiency need more intensive services than
students at transitional levels of English proficiency. Whichever model is implemented by the
district or charter school should be clearly articulated and available to parents, staff, and students.
Describe the school’s special education program and practices, including the Child Find
process.
Special Education is programming designed to support students who have been evaluated and
determined to meet Minnesota criteria for having a disability that impairs learning. The goal of
WLS Special Education is to remove any obstacles that prevent a child from learning alongside
his/her peers. This can be achieved through direct teaching, modifications to general education,
and/or accommodations to the general education environment.
Students are initially referred to the Child Study Team by a teacher or parent with concerns.
Following data collection, the team will identify interventions that must be completed to
determine if specialized supports can successfully aid a student in learning. Following
dissemination of the data from testing these interventions, the Child Study Team will determine
if evaluation is warranted.
Students are then evaluated by a multidisciplinary team that includes at least a special education
teacher, a school psychologist, and a general education teacher. Additional interventionists may
include an Autism consultant, occupational therapist, speech language pathologist, teacher of
deaf/hard of hearing, audiologist, reading guide, and/or paraprofessional. Other interventionists
are contracted as needed. The evaluation determines if the student meets criteria for special
education set by the state of MN.
If the evaluation identifies a student as qualifying for special education, the evaluation team will
generate an Individual Evaluation Plan (IEP). This plan will include all of the relevant
components to support the student through the educational curriculum for the year.
Academic Performance

In this section, you may provide graphs and/or charts to supplement your narrative.
Reflect on your school’s academic performance in relation to the goals outlined in the
current contract. Highlight successes and challenges and describe how the school will
address challenges.
Goal: Over the period of the contract, WLS students will demonstrate growth in reading as measured by state
assessments and nationally normed assessments.
WBWF Goal Areas Addressed by this Goal:

Reading Well by 3rd Grade
Career and College Ready
Key Measures & Results for this Goal: All students took the NWEA Measures of Academic Progress (MAP) in
the fall and the spring of FY18. Fifty-one students in grades 1-3 met their projected growth target. Meeting
projected growth in grades 1-3 continues to improve. Seventy students in grades 4-8 met their projected growth
target for the year. This is down from FY17. WLS will continue to work with these levels to increase the number of
students meeting the target.
NWEA Reading – Grades 1-3
World Learner School Count Meeting Count Tested in Fall Percent Meeting
Growth Target and Spring Growth Target
FY15
18 71 25.4%
FY16 35 75 46.7%
FY17 45 73 61.6%
FY18 51 76 67.1%
NWEA Reading – Grades 4-8

Count Meeting Count Tested in Fall Percent Meeting
Growth Target and Spring Growth Target
FY15 63 125 50.4%
FY16 59 119 49.6%
FY17 80 119 67.2%
FY18 70 126 55.6%

In 2018, WLS students were identified by the MN Department of Education as 71.4% “On Track for Success” in
reading.
Reading 2015 2016 2017 2018

Percent of students “On Track for Success” 57.9% 63.2% 69.6% 71.4%
Percent of students making High, Medium, and Low Growth
High 29.4% 34.9% 22.5% 35.7%
Medium 41.2% 40.6% 41.2% 46.1%
Low 34.5% 24.5% 22.5% 18.3%
Indicator 4: Math Growth
Goal: Over the period of the contract, WLS students will demonstrate growth in math as measured by state
assessments and nationally normed assessments.

Key Measures & Results for this Goal: During the 2017-18 academic year, 59.7% of students met their projected
RIT growth from fall to spring. This is down slightly from FY17.
NWEA Math – Grades 1-8

Count Meeting Growth Count Tested in Fall Percent Meeting Growth
Target and Spring Target
FY15 73 195 37.4%
FY16 109 193 56.5%
FY17 87 142 61.3%
FY18 120 201 59.7%
In 2018, WLS students were identified by the MN Department of Education as 48.6% “On Track for Success.”
MATH 2015 2016 2017 2018
Percent of students “On Track for Success”
40% 55.2% 50.0% 48.6%
Percent of students making High, Medium, and Low Growth
High 27.7% 27.0% 23.0% 20.4%
Medium 49.6% 50.5% 47.0% 50.4%

Low 22.7% 21.9% 30.0% 29.2%
Indicator 5: Reading Proficiency
Goal: Over the period of the contract, WLS students will meet or exceed the standards in reading as measured by
state assessments.

Reading Well by 3rd Grade
Achievement Gap Closure
Key Measures and Results for this Goal: Reading proficiency at World Learner School is measured by
participation in the MN Comprehensive Assessment for students in grades 3-8. Performance on this assessment
continues to be an area of strength for WLS.
Reading: All State Accountability Tests – All Students (Enrolled October 1, Grade 3)
World Learner
Exceeds Meets Partially Does Not Total Proficiency
School
Meets Meet Index
FY15 1 14 2 4 21 76.2
FY16 6 10 5 4 25 74.0
FY17 6 12 6 3 27 77.8
FY18 3 10 7 4 24 66.7%
Reading: All State Accountability Tests – All Students (Enrolled October 1, Grades 3-8)
World Learner
School
Meets Meet Index
FY15 34 62 33 15 144 78.1
FY16 30 69 27 13 139 80.9
FY17 37 65 25 13 140 81.8
FY18 43 59 25 22 149 76.5%
Reading: All State Accountability Tests – Free/Reduced Priced Lunch (Enrolled October 1, Grades 3-8)
World Learner
School
Meets Meet Index
FY15 & FY16 3 7 10 4 24 62.5

FY17 1 4 2 4 11 54.5
FY18 1 4 5 6 16 43.8%
Reading: All State Accountability Tests – Special Education (Enrolled October 1, Grades 3-8)
Exceeds
World Meets Partially Does Not Total Proficiency
Learner Meets Meet Index
School
FY15 5 5 9 7 26 55.8
FY16 4 10 7 5 26 67.3
FY17 2 13 3 3 21 78.6
FY18 7 7 4 10 28 57.1%
Reading: All State Accountability Tests – General Education (Enrolled October 1, Grades 3-8)
World Learner
Meets Meet Index
School
FY15 29 57 24 8 118 83.1
FY16 26 59 20 8 113 84.1
FY17 35 52 22 10 119 82.4
FY18 36 52 21 12 121 80.1%
In 2018, Student’s Reading Proficiency Remained high for the General Education population at 80.1%. Special
Education and Free and Reduced populations saw a marked decrease from previous years. Students in grades 1-3
and 4-8 also exhibited a decrease although not as dramatic. WLS will continue to work to improve proficiency
scores of all students but especially for students in the Special Education and Free and Reduced categories.
Indicator 6: Math Proficiency
Goal: Over the period of the contract, WLS students will demonstrate proficiency in math as measured by state
assessments.


Key Measures & Results for this Goal: Math proficiency at World Learner School is measured by participation
in the MN Comprehensive Assessment for students in grades 3-8. Performance on this assessment continues to be
an area of improvement for WLS.
Math proficiency for WLS students remained steady at 64.4% in 2018. General education students took a jump in
proficiency from 65.5% to 71.1%.
Students eligible for special education took a significant decline in proficiency. 2018 was the first year that students
opting out of MCA testing count as not proficient. This new rule could have impacted this segment of the data.
The cluster of WLS students identified as eligible for free or reduced meals held steady to previous years data with
43.8% proficiency.
Math: All State Accountability Tests – All Students (Enrolled October 1, Grades 3-8)

World Learner
Meets Meet Index
School
FY15 23 50 51 20 144 68.4
FY16 26 50 29 33 138 65.6
FY17 28 39 44 28 139 64.0
FY18 25 51 40 33 149 64.4%
Math: All State Accountability Tests – Free/Reduced Priced Lunch (Enrolled October 1, Grades 3-8)
World Learner
Meets Meet Index
School
FY15 & FY16 3 4 9 9 25 46.0
FY17 1 2 4 4 11 45.5
FY18 1 4 4 7 16 43.8%
Math: All State Accountability Tests – Special Education (Enrolled October 1, Grades 3-8)
World Learner
Meets Meet Index
School
FY15 4 5 10 7 26 53.8
FY16 4 8 2 12 26 50.0
FY17 0 7 8 5 20 55.0

FY18 2 4 8 14 28 35.7%
Math: All State Accountability Tests – General Education (Enrolled October 1, Grades 3-8)
World Learner
Meets Meet Index
School
FY15 19 45 41 13 118 71.6
FY16 22 42 27 21 112 69.2
FY17 28 32 36 23 119 65.5
FY18 23 47 32 19 121 71.1%
Indicator 7: Science Proficiency (and Growth)
Goal: Over the period of the contract, WLS students will demonstrate proficiency in science as measured by state
assessments.

cience proficiency at World Learner School is measured by participation

Key Measures & Results for this Goal: S
in the MN Comprehensive Assessment for students in grades 5 and 8. Performance on this assessment continues to
be predominantly good.
Students in grades 5 and 8 were 73.1% proficient. This is back to the previous trend of FY15 and 16. For both the
Special Education and Free and Reduced Meals populations, the size of the groups are very small. Years are
combined to provide any data. Both groups are significantly below the General Population in terms of proficiency.
This was the first year that students opting out of the MCA are counted as not proficient. The low numbers could
partly be contributed to this new rule. WLS will continue to look at ways to help increase the science proficiency for
these two groups so that they are more in line with the student body.
Science: All State Accountability Tests – All Students (Enrolled October 1, Grades 5 & 8)
World Learner
Meets Meet Index
School
FY15 4 29 15 7 55 73.6
FY16 2 24 10 6 42 73.8
FY17 3 12 16 6 37 62.2

FY18 6 26 12 8 52 73.1%
Science: All State Accountability Tests – Free/Reduced Priced Lunch (Enrolled October 1, Grades 5 & 8)
World Learner
Meets Meet Index
School
FY15-FY18 0 3 6 4 13 46.2%
Science: All State Accountability Tests – Special Education (Enrolled October 1, Grades 5 & 8)
World Learner
Meets Meet Index
School
FY15 0 2 5 3 10 45.0
FY16 0 8 1 3 12 70.8
FY17-FY18 0 5 3 6 14 42.9
Science: All State Accountability Tests – General Education (Enrolled October 1, Grades 5 & 8)
World Learner
Meets Meet Index
School
FY15 4 27 10 4 45 80.0
FY16 2 16 9 3 30 75.0
FY17-FY18 9 33 25 8 75 72.0%

Reflect on other aspects of the school’s academic performance (not directly related to
contractual goals) that you would like ACNW to consider. Highlight successes and challenges
and describe how the school will address challenges.
Because of our focus on the whole child, there are many successes in a WLS school year that are
not directly measured on a standardized test.
Enrollment continues to be strong and 214 students were present at the beginning of the
2018-2019 school year. Many students participated in individualized lessons that allowed for
remedial instruction as well as advanced instruction throughout content areas.
The WLS Middle School continues to expand and experience great success for adolescent
children. The Middle School Odyssey trip to Chicago was a very successful exercise in
independence as many students learned to maneuver through the city on their own (with a
watchful adult at a distance). During the 2018-2019 school year, Middle School students built an
addition and renovated coops for the multiple chickens living at WLS.

The Upper Elementary students enjoyed a fantastic trip to Deep Portage Conservation Camp at
the very start of the 2018-2019 school year. This 4 day trip is an annual highlight in the UE
program, and allowed for deep community building as well as individual confidence
strengthening. The Deep Portage program contains a wealth of detailed information about
natural science.
Lower Elementary students were able to go out into the community for a variety of outings and
physical education experiences including visits to local businesses, libraries, parks, landmarks
and community resources. These smallest students have also learned and are displaying
increased self confidence and the ability to interact with real world systems on their own.
During the 2017-2018 school year the Middle School partnered with Galewood Farms for a
service learning experience. Middle schoolers participated in fiber arts, food preservation,
gardening, and general farm maintenance.
At the beginning of the 2014-2015 school year, WLS adopted a new evaluation process
including procedures for several observations and a complete summation of all components. This
process has been effective in evaluating teachers professionalism, contribution to the education
community, and academic and social instruction.
During the spring of 2018, an Annual Family Survey was conducted to collect information on
impressions and perceptions of the parent community. 59 individuals responded, representing
19% of our parent body. The following table highlights some of the results:

Content % Satisfaction
Feel Welcome at WLS 95%
Respectful Students 91%
WLS Meets Educational Needs 91%
Staff and Students Mutually Respectful 95%
Child’s Needs Understood 87%
Well Informed on Student Progress 87%
Satisfied with my child’s progress at WLS 83%

Provide and reflect on additional information regarding academic-related indicators your

school would like ACNW to consider. (This could include social and emotional development,
attendance and retention, student engagement, student discipline, and others as
appropriate.) Highlight successes and challenges and describe how the school will address
challenges.

There was a great commitment from staff in 2018 to serve on committees for the school. There
are several committees that meet regularly to work on topics such as Academic Achievement,
Environmental Education, and Wellness to name a few. WLS worked to get a new water filling
station in the lower level.
Plans to improve flooring and other projects throughout the school were a key challenge.
Administration and staff worked throughout 2017-2018 to be ready for improvement projects to
occur at the conclusion of the school year. As final decisions were made and plans were made to
relocate classroom materials and furniture, the contractor pulled out. WLS will continue to work
to find a suitable contractor.
Another key challenge in 2018 was finding consistent and available substitutes. WLS has used
substitutes employed by the school as well as Substitute Agencies to fill absences. Consistent
with other schools in the area, the availability of qualified substitutes continues to be a struggle.
Instruction is discussed at every staff meeting as teachers engage in Professional Learning

Communities, aimed at providing a prepared environment to allow for the Montessori mission of
the school to be realized. WLS hired a Montessori expert to observe all teachers and provide
feedback centered on an authentic Montessori experience. In addition, a Montessori expert
provided in-depth in-services to teachers, focused on math and language lessons and materials.
These opportunities strengthened the entire staff. As the budget allows, teaching staff will be
granted personal budgets for expenditure on experiences that will enhance personal development.
This money may be tied directly to areas for improvement identified in the teacher evaluation.
All of these strategies improve instruction and provide a professional culture that supports
teacher quality, performance and effectiveness and maximizes student learning.
Montessori is a pedagogy of education that ‘follows the child’. Many lessons are delivered in
small group or individual settings. This allows for remediation or acceleration practices to occur
naturally within a multiage classroom. However, there are circumstances in which additional
intervention is needed. Based on observations of teachers, portfolio reviews and test data,
students may receive additional remediation from a WLS interventionist. In addition, students
who need acceleration may participate in lessons at the level above their traditional placement
The World Learner School teacher evaluation process is based on a three-year review cycle that
includes a growth and development plan, opportunity to participate in a professional learning
community, peer review, administrative informal classroom observations and at least one
summative evaluation performed by a qualified trained evaluator.
Environmental Education Performance
Provide a summary of your school’s environmental education performance in relation to the

goals outlined in the current contract.

The mission of World Learner School’s a uthorizer, the Audubon Center of the North Woods, is
to instill a connection and commitment to the environment in people of all communities through
experiential learning. ACNW defines environmental education as the implementation of values
and strategies that foster learning and create environmentally literate citizens who engage in
creating healthy outcomes for individuals, communities, and the Earth. The overarching goal of
environmental education is an environmentally literate citizenry. The test of environmental
literacy is the capacity of an individual to work individually and collectively toward sustaining a
healthy natural environment. This requires sufficient awareness, knowledge, skills, and attitudes
in order to create a healthy planet where all people live in balance with the Earth. As part of our
contract with our authorizer, we have agreed to the following environmental education goal:
Staff, students and parents at World Learner School will increase their environmental literacy,
and develop the knowledge, skills and attitudes to support a sustainable, healthy environment.
EE Performance Indicator 1: Curriculum and School Culture
Does the school create an environment in which students engage in inquiry, problem solving,
decision-making, and action to foster knowledge of environmental sustainability?
School goal: In SY 2016-2020, all students in grades 4-8 will increase environmental literacy
through the integration of environmental related themes/topics within our Montessori curriculum
in tandem with MN state standards. Environmental literacy is defined as understanding how daily
choices affect the environment and knowing how to act to promote and protect the health of the
earth and its inhabitants. Annual baseline will be established through participation in a survey at
the beginning of the year with growth determined by completion of same survey at the end of the
year with an average increase of 20% in grades 4-8. A year-end rubric will evaluate the student’s
understanding of and execution of methods or acts to promote the health of the earth.
WLS students in grades 4 – 8 participated in a rubric evaluation of their individual understanding

of environmental issues and participation in environmental activities.
Results: All students in grades 4-8 completed an evaluation. The evaluation was divided into
two parts, understanding of environmental issues and participation in environmental activities.
The evaluation was administered twice over the year. Students enrolled in September took the
evaluation. Again, in May, all students enrolled in grades 4-8 took the evaluation. The results
were tabulated and reviewed. On the section to assess understanding of environmental Issues, 58
Upper Elementary (grades 4-6) students took both surveys. Results indicated 71% experienced a
growth of their understanding of environmental issues, with 38% of those students increasing
their score by 20% or higher, 9% of the students maintained the same level of understanding and
19% demonstrated a decrease in understanding from fall to spring. Of the 48 Middle School
students that took both surveys, 60% experienced a growth of their understanding of
environmental issues, with 35% of those students increasing their score by 20% or higher, 10%
of the students maintained the same level of understanding and 29% demonstrated a decrease in
understanding from fall to spring. WLS teachers reviewed individual responses to the
participation section and analyzed the results statistically. Upper Elementary (grades 4-6)
increased overall by 7.3%, and Middle School (grades 7-8) increased overall by 2.25%. While

our goal is focused on students in grades 4 – 8, WLS did deploy a survey for students in grades 1
– 3 this year to gauge participation in nature. Results indicated that students in Lower Elementary
(grades 1-3) increased participation in environmental activities by 9.26%. A factor that could
have played a role in the overall survey results may be due to the fact the the fall tests were
completed on paper and pencil while the spring were completed online to save paper. Lower
Elementary only completed the participation in the environmental activities survey for both
surveys on paper due to teacher preference.
EE Performance Indicator 2: Exposure to Natural Environments
Do students engage in nature-focused outdoor experiences that enhance in-classroom learning?
School goal: In SY 2016-2020, all students 1-8 will be exposed to an annual in-depth experience
in a natural environment and be able to identify flora and fauna native to the area. (i.e.,
conservation camp, camping, etc).
Results: In 2017-2018, students in grades 1- 8 enjoyed frequent submersion in the natural
environments through use of the prepared outdoor environments. All classrooms have an outdoor
extension area of the classroom that includes flora and fauna that grows successfully in
Minnesota. As WLS is nestled in a wooded area, children were able to observe and study many
native animals in their natural habitats as well. WLS students also engaged in nature walks
throughout the year that allowed for study of the environment in various seasons. Students were
able to determine and analyze the impact of the climate over the course of months. Students
supported pet care throughout the building as WLS includes animals in all classroom
environments. WLS pets include rabbits, chinchilla, tarantula, turtles, frogs, guinea pig, and
chicks. Students in grades 1-3 learned about MN flora and fauna through visits from Lowry
Nature Center. Lowry Nature Center staff took students to the outdoor environment around the
school to look at plants and evidence of animal presence during different seasons of the year.
Classes participated in nature studies as well as nature journaling. Students in grade 4-6 travelled
to Deep Portage for four days and three nights. While there, students learned about the flora and
fauna of the region. Students in grades 4-6 engaged in a multi4 day experience at Deep Portage
Conservation Camp near Hackensack, MN. Lessons included analyzing animal signs/tracking,
macroinvertebrate studies, predator vs. prey interactions, characteristics and inhabitants of bogs,
canoeing skills, wilderness orienteering, survival of endangered species, tree identification,
alternative energy sources, and conservation of the environment. Middle school students went
camping in the fall to Gooseberry Falls State Park. While at Gooseberry, students participated in
an in-depth study of the flora and fauna of the area. Students worked on nature journals and
drawings while there and completed a writing assignment upon their return. Students also
travelled to Gale Woods Farm and the Arboretum where they learned about more native plants
and animals. Middle school students engaged in a year-long relationship with Gale Woods Farm
to do support tasks for the farm in exchange for lessons focused on nature and environmental
inspirations. Students created and maintained compost, maintained animal beds and habitats, and
analyzed weather impacts on a natural habitat. WLS Middle School students participated in a
camping endeavor in the fall, a bike trip in the spring and a canoe trip in the spring. These
activities allowed for students to observe the natural environment and emphasized leaving no
trace. Students were directly taught lessons in ecology and citizen science and included various

tasks and activities to measure human impact on the environment around the school. Students,
we tested the nearby stream in the wet and wild and emphasized leaving no trace in the camping
occupation.
EE Indicator 3: Promote Environmental Stewardship
Do students, faculty, and staff engage in activities that promote environmental stewardship at
home and in their community?
School goal: In SY 2016-2020, all students will be able to identify sources of environmental
degradation and will be better able to increase their capacity to improve the health of
environmental systems.
Results: Composting for the school was discontinued as we search for better methods and
systems for the school. The Environmental Education Committee has come up with a plan for the
2018-2019 and has purchased classroom composting containers. Lessons are being developed
and will be implemented with students in the fall of 2018. Lower elementary students
participated in recycling lessons and recycled appropriate items each day throughout the year.
Lowry Nature Center led the students in compost experiment. Students examined their lunches
for waste that could be prevented as well as created posters to remind each other about the
importance of composting and recycling. Upper elementary recycled daily as well as fed food
scraps to classroom pets when possible. Students participated in and annual litter cleanup.
Students learned about air pollution and ways each person could reduce air pollution. Middle
school students participated in a food waste survey during lunch. They practiced weekly trash
pick- up around the school and participated in daily recycling and composting.
EE Performance Indicator 4: Mission or Community Related EE Goals
Does the school implement environmental education in projects and programs related to its
mission or the community it serves?
School goal: In SY 2016-2020, all students will be better able to read and disseminate media and
develop personal opinion through increased science literacy.
Results: Lower elementary used videos on recycling and the life cycle of a water bottle. TIME
for kids was used to give a magazine perspective. Teachers used information from the Ag Mag
for classrooms and read environmental themed books like The Lorax. Upper elementary uses
“Science Weekly” to read and discuss current science issues. Science stories are used in daily
reading and Journey books. After level environmental education lessons, students are given
follow on work to complete related to current topics. Middle school students participate in
weekly current events and discuss science articles. They are required to write a summary of the
event. Articles on waste in the water systems are read and discussed in a Socratic Seminar.
EE Performance Indicator 5: Financial and Operational Commitment
Does the school have financial, human, and organizational resources in place to carry out EE
mission match activities?

School goal: The WLS Board of Directors will ensure that the annual WLS budget will include
financial resources and staffing resources to ensure students can participate in an in-depth
experience in a natural environment. The WLS Board of Directors will review the WLS
Academic Dashboard monthly for summary of EE activities. The WLS Board of Directors will
be given presentations by students on topics related to EE activities a minimum of 2 times per
year.
Results: The WLS Board did approve a budget that allowed for all students to participate in
experiences in the natural environment including Deep Portage, MS camping, MS Bike Hike,
and MS Canoe Trip. Student presentations to the Board this year included the WLS recycled
instruments. WLS did send two teachers to ACNW Environmental Education retreat in August
2017. WLS does have a vast recycling program and has been replacing light bulbs with LED
bulbs over the past couple of years.
EE Performance Indicator 7: Environmental Literacy
Have students increased their knowledge about the environment and capacity to foster
environmental sustainability?
School goal: In SY 2016-2020, all students in grades 4-8 will increase environmental literacy
through the integration of environmental related themes/topics within our Montessori curriculum
in tandem with MN state standards. Environmental literacy is defined as understanding how daily
choices affect the environment and knowing how to act to promote and protect the health of the
earth and its inhabitants. Annual baseline will be established through participation in a survey at
the beginning of the year with growth determined by completion of same survey at the end of the
year with an average increase of 20% in grades 1-8. A year-end rubric will evaluate the student’s
understanding of and execution of methods or acts to promote the health of the earth.
Results: All students in grades 1-8 completed an evaluation. Students in grades 1-3 were asked
to identify three ways to demonstrate environmental stewardship and answer questions about
their understanding of environmental issues. For students in grades 4-8, the evaluation was
divided into two parts including understanding of environmental issues and participation in
environmental activities. The evaluation was administered twice over the year. Students enrolled
in September took the evaluation. Again, in May, all students enrolled in grades 1-8 took the
evaluation. The results were tabulated and reviewed. On the section to assess understanding of
environmental Issues, 58 Upper Elementary (grades 4-6) students took both surveys. Results
indicated 71% experienced a growth of their understanding of environmental issues, with 38% of
those students increasing their score by 20% or higher, 9% of the students maintained the same
level of understanding and 19% demonstrated a decrease in understanding from fall to spring. Of
the 48 Middle School students that took both surveys, 60% experienced a growth of their
understanding of environmental issues, with 35% of those students increasing their score by 20%
or higher, 10% of the students maintained the same level of understanding and 29%
demonstrated a decrease in understanding from fall to spring. WLS teachers reviewed individual
responses to the participation section and analyzed the results statistically. Upper Elementary
(grades 4-6) increased overall by 7.3%, and Middle School (grades 7-8) increased overall by

2.25%. While our goal is focused on students in grades 4 – 8, WLS did deploy a survey for
students in grades 1 – 3 this year to gauge participation in nature. Results indicated that students
in Lower Elementary (grades 1-3) increased participation in environmental activities by 9.26%.
A factor that could have played a role in the overall survey results may be due to the fact the fall
tests were completed on paper and pencil while the spring were completed online to save paper.
Lower Elementary only completed the participation in the environmental activities survey for
both surveys on paper due to teacher preference. Describe the school’s approach to
environmental education. World Learner School strives to integrate environmental lessons into a
Montessori philosophy that encourages experiential learning activities for students. In exposing
students to experiences, questions or issues, students will be prompted to continue learning to
varying degrees based on interest. WLS also focuses on creating a Prepared Environment for
students to learn, including indoor and outdoor environments that challenge students to
constantly think about what is happening around them and to engage in the environment. What
have been your success and challenges related to environmental education? World Learner
School has been successful in creating plenty of successful activities for students to engage in the
natural environment. These activities have led to increased understanding of environmental
issues and science literacy and are supported by parents and the Board of Directors, evidence of
full community support for environmental education. Teachers in grades 1-3 list resources,
funding and time as challenges related to environmental education. They list books, visits from
Lowry Nature Center and the use of Ag Mag as success for the level. Upper elementary was able
to combine classes to study subjects more in-depth. They note that many of the most impactful
lessons take place exploring outside and are not always easy to quantify using a SMART goal.
Middle school notes that time was a challenge in implementing successful environmental
education lessons. They also had challenges in motivating students to care about global
environmental issues as well as placing waste in the correct bins each day. WLS staff have
experienced some challenges in implementing the vast breadth of goals associated with
environmental education commitments. The Environmental Education Committee has plans in
place to implement school-wide composting and organics pick up for FY 2019. WLS is installing
a new water filling station in the lower level that includes a bottle filler. In what ways can the
Audubon Center better support your environmental education efforts? World Learner School will
send two teachers to the Environmental Education Workshop in August of 2018. In addition,
WLS staff will reach out to Erin Anderson for some advice and support in adjusting curriculum
to deliver the breadth of content desired in our goals. In addition, WLS will seek support from
ACNW regarding additional resources that can be utilized in the classroom to increase
understanding of environmental degradation and options to minimize such degradation. This will
support WLS’s goal in Indicator 3. A final way ACNW would be to offer resources or solutions
to help students take home their knowledge and encourage more family involvement in
Environmental Education practices.
Highlight successes and challenges of the school’s EE program and describe how the school
will address challenges in future years.
World Learner School is often challenged to find affordable opportunities to engage in

environmental education. Although the school is located on a site rich with environmental
education opportunities, the ability to build up and utilize those resources is at times

cost-prohibitive. WLS continues to investigate options to provide students with bountiful

opportunities.

Provide additional information regarding environmental education performance your

school would like ACNW to consider.
Insert
Probationary Status
Describe how the school fulfilled the terms of its probationary status as outlined in Exhibit S
of the charter contract or the school’s Performance Improvement Plan.
WLS is not currently on Probationary Status.
Financial Performance
In this section, you may provide graphs and/or charts to supplement your narrative.
Reflect on any financial successes and challenges the school has experienced during the term
of this contract.
World Learner School continues to maintain a financially healthy organization. This is evident by
the School’s positive audit reports, MDE finance awards, and healthy fund balances and cash flow.
An independent audit firm has completed the FY18 audit field work. It is anticipated the Board of
Directors will accept the audited Annual Financial Report for the fiscal year ending June 30, 2018
at the October 2018 Board meeting. There were no known findings during this audit cycle. The
audit will be submitted to MDE and ACNW by the December 31, 2018 compliance date.
World Learner School (WLS) earned the MDE School Finance Award again this year as it has for
the past several years.
FY18 Overview
· WLS maintained a positive cash flow during the fiscal year and did not have a need to access a
line of credit.
· WLS invested in several CD’s during the year to ensure that the school’s accounts were insured
according to FDIC limits and MN statute.
· The FY18 Fund Balance Reserve for all funds is $985,769. This is an increase of $8,916 from the
prior year.
Revenue and expenditures are outlined in the table below.

FY18 Finances Fund 1 Fund 2 Fund 4
Total Revenues 2,360,492 38,215 22,044
Total Expenditures 2,334,507 38,215 39,113
Net Income 25,985 -0- (17,069)
Total Fund Balance 955,711 -0- 38,974
Executing financial oversight that results in healthy fund balances helps the school remain intact
and highly effective during the future and tumultuous years. The School receives the majority of its
funding from the State of MN which it generates through several complex formulas based on the
school’s enrollment of average daily membership (ADM) and weighting of the membership by
grade level (WADM) known as pupil units.
The School’s enrollment met its target of 217 ADM in the revised budget. Due to an enrollment
increase during the year, the School had revised its plan and adjusted the budget from the original
approved plan.
Revenues
The General Fund revenue was less than planned by 5% of its budget or $126,031. This was a
result of Special Education expenses being less due to decreased student needs which lead to less
reimbursement funds being required.
The Food Service Fund receives the majority of its revenue from student sales for the lunch and
milk program. The Food Service Fund revenue overall was $17,192 less than the program costs.
Due to this, the School was required to transfer funds from General Fund for the shortfall.
Schools are required to maintain a positive fund balance or transfer funds to cover the loss.
The School operates the Community Service Fund for The Before and After Care School
Program. This fund generates revenue based on fees established for the program. The
Community Service Fund revenue was $2,956 less than anticipated. The school has experienced
a decline of participation in the program during the past several years. The Board continues to
monitor and looks for opportunities to enhance this program.
Expenses
The majority of the expenditures for the school’s General Fund is staff compensation and
facilities. These two areas of cost make up 81% of the General Fund budget. Purchased services
make up 15% and supplies, equipment and materials make up 2.5%. The remaining 1.5% is
made up of other fixed costs and transfers. The General Fund expenditures were less than
planned by $119,612. This is mostly due the Special Education program in two areas. The needs
for special education students were less than anticipated and the school offset its third party
billing funds that had been carried forward from the prior year.

Food Service Fund expenditures exceeded budget by $5,940 mostly in the meal cost area.

Reflect on the school’s short-term financial viability, highlighting any strengths and
weaknesses.
WLS has a Finance Committee comprised of the Treasurer, the Director, the Business Manager,
and one additional board member. This committee meets monthly to review the monthly
financial statements as well as detailed revenue and expenditure statements. This committee also
determines the balance and terms of any short-term investments to maintain compliance with
FDIC requirements.
The Treasurer uses these statements to make a monthly report to the Board and advises of any
concerns. The committee as a whole is also responsible for compliance of board financial
policies and external controls. The Board uses this information to make any necessary financial
decisions or budgetary changes. The Board annually approves a Business Matrix that outlines the
checks and balance system in place to safeguard against fraud. Every transaction includes levels
of interaction between WLS staff and contractors to ensure that the financial assets of the school
are safeguarded against misappropriation.

Reflect on the school’s long-term financial sustainability, highlighting any strengths and
weaknesses. Please describe recent enrollment trends and future enrollment assumptions.
The WLS Finance Committee receives drafts of the budget plans each winter, and initiates
assumptions based on enrollment and known legislative factors that impact revenue and
expenditures. Over the course of the final months of the fiscal year, the Board receives reports
from the Director and Finance Committee regarding budget implications and recommendations.
Typically in March, the Board of Directors approves the personnel budget so that contracts can
be issued to staff. By the final meeting of the year, in June, the final budget is approved for the
following year.

Describe how the organization provides quality financial oversight to ensure compliance,
effective internal controls, and monitoring of public funds.
The WLS Board of Directors approves an annual Business Matrix that assigns specific tasks to
specific people to ensure layers of transparency and accountability with the public funds of the
school. In addition, the Board of Directors hires an independent auditor firm annually to review
the financial transactions of the school.

Operations Performance

Describe how the board has provided oversight in the areas of academics, environmental
education, finance, and operations, including legal compliance.
Overview
WLS materially complies with applicable laws, rules, regulations and provisions of the charter
school contract with Audubon Center of the North Woods relating to board decision-making and
oversight. These elements include: conducting meetings and providing meeting documentation,
abiding by MN Open Meeting law; engaging in policy development, implementation and review;
establishing clear performance expectations for the school that align with the charter contract,
and evaluating school performance in all areas.
School board meetings are held in compliance with MN Open Meeting Law. Meetings are held
monthly at the school and are accessible to the public. Meeting notices are posted appropriately,
and meeting agendas include a time for public comment. Board meeting business is documented
in meeting minutes, and the minutes are posted to the school’s website in a timely fashion.
Board meeting minutes include a clear agenda and sufficient detail to understand the business
that was conducted. The FY13 audit identified a need for minutes to include more detail and full
sentences, so this has been a focus for the FY14 board meeting minutes.
Motions are recorded and clearly articulated in minutes. The most recent audit called out that
“board observations also provide evidence of a high functioning board that asks difficult
questions, reviews, creates and revises policies and conducts appropriate governance activities.”
The board reviews and approves key organizational documents, such as the annual report, budget
and audit. Additionally, the board regularly approves employment contracts.
Each set of minutes states the board members’ term start and end dates. The board has recently
adjusted board terms so that they are staggered.
The board has a robust committee structure and minutes of committee meetings are also posted
to the WLS website.
Academics
The Board of Directors engages in several tasks to provide oversight in the arena of academics.
The Board addresses Academic Achievement in detail during quarterly work sessions, and
reviews an Academic Dashboard quarterly. This dashboard highlights classroom academic
experiences in different areas that support the mission of the school. In addition, monthly
student presentations at the onset of every board meeting keep the focus on student achievement
and Montessori tenets.
The WLS Annual Report features data about student performance on academic tests (including
MN Comprehensive Assessments and Measures of Academic Progress). This report is reviewed
and approved by the Board of Directors prior to submission annually.

Discuss board-related successes and challenges during the current contract term. Areas you
may want to consider as appropriate include:
▪ Membership and recruitment
▪ Training
▪ Meeting attendance
▪ Board self-evaluation
▪ Progress on particular board-level projects
The Board has had good success in drawing people to serve a two-year term. For most of the
past several years, more parents and community members have run for board positions than there
were open positions. This is a significant achievement given WLS's size.
In addition, the Board has had excellent participation in meetings, and consistently meets or
exceeds quorum levels not just for monthly meetings, but also for specialty or extra meetings
when they are needed. Board members have been given and have taken advantage of both
in-house and offsite training.
Last year, the Board participated in an intense strategic planning process, which not only lead to
the creation of operable and measurable next steps for strategic initiatives, but also provided
board members with a chance to develop a stronger rapport.
During the current contract term, the Board has also been instrumental in guiding WLS through
significant building improvements and changes, including the expansions detailed in other
sections of this application and the bond purchase which allowed the buyout of the section of the
building formerly occupied by the JMS preschool. This buyout enabled WLS, the Board, and
the WLS Building Company to significantly simplify operations and decisions related to the
building.
Mention playground relocation/update?

Describe the process used by the board to evaluate school leadership.
Insert
Discuss management and operations successes and challenges during the current contract
term. Areas you may want to consider as appropriate:
▪ School leadership
▪ Day-to-day operations including: transportation; facilities; food service; staffing
(hiring, retention, professional development, evaluation); health and safety;
community engagement
▪ State and federal compliance and reporting
▪ MDE compliance reviews

World Learner School operations are efficient and rigorous to meet the demands of federal, state
and authorizer expectations. WLS materially complies with applicable laws, rules, regulations
and provisions of the charter contract related to all aspects of school operations. Appropriate and
safe student transportation practices are followed. WLS maintains food service and school
nursing compliance and has an appropriate emergency action plan. Admissions and hiring
procedures are in line with the rights of individuals and do not violate any civil liberties. Annual
background checks are completed on all employees and volunteers. WLS engages in complete
and compliant reporting requirements through various entities. A recent evaluation of WLS
operations by its authorizer, Audubon Center of the North Woods, found no evidence of
non-compliance in any area of operations.
The school materially complies with applicable laws, rules, regulations and provisions of the
charter contract relating to overall operations of the school.
Reporting of all relevant requirements to the ACNW, MDE, and other agencies, is at 100%
compliance including all submissions to EpiCenter, ACNW’s reporting system. In addition,
WLS completes all MDE reports including MARSS (student record system), STAR (teacher
reporting record system), DIRS (student discipline reporting system), UFARS and EDRS
(enrollment and financial reporting systems), and successful lease aid applications. WLS is able
to maintain payroll success and a relationship with PayChex and its business manager to pay
taxes and employee benefits timely and correctly. The WLS website is compliant with statutory
and authorizer expectations.
WLS maintains appropriate fire inspections and fire records including all drills. The school
facility and grounds are maintained well with full compliance with fire code. The physical space
provides a safe, positive learning environment for children. The emergency management plan is
updated yearly. During the 2018-2019 school year, WLS updated all parking lot lights in order
to ensure safety of staff and students after hours.
WLS has implemented or is in the process of implementing a number of new procedures and
policies to help streamline operations and maintain high quality in day-to-day activities,
including: a new director evaluation process and annual director evaluation procedure, a new
credit card policy, an expanded background check policy, and a new bullying response policy.

Student and Parent Satisfaction
Describe how the school solicits feedback from parents and students regarding satisfaction
with the school. Provide summary data and reflect on the feedback. How does the school use
this information to inform ongoing school improvement?
Annually, World Learner School Board of Directors conducts an “Annual Family Survey” to
solicit feedback. This survey is presented to families in an online format in order to make it

easier for families to participate, and is advertised heavily in the school newsletter and other
correspondence.
A table of the most recent results was presented earlier in this application. To summarize,
parents are overall very pleased with the school's performance. Highest marks came in how
welcome families feel, how well student needs are met, and the level of respect from staff and
students. An area of improvement identified is the lack of communication in regard to exactly
where their child was academically from a Montessori lens. In order to address this challenge,
staff have made an extra effort to communicate with parents regarding specific Montessori
lessons and skills during biannual conferences. Some classrooms have also implemented the use
of an app called SeeSaw where students can track Montessori work and lessons to share with
teachers and parents.
Educational Service Provider or Charter Management Organization
If the school works with an educational service provider (ESP) or charter management
organization (CMO), describe the scope of the work of the ESP or CMO during the current
contract period and how the school board has evaluated the performance of the ESP or
CMO (see Exhibit N - Provisions for Education Service or Management Contract in the
contract exhibits templates document).
World Learner School does not contract with an educational service provider or charter
management company.

PART B: FUTURE STRATEGIC DIRECTION
The school may include a strategic plan as an attachment to the application if one exists, but
this is not required. Please answer the following questions:
Describe any significant program changes that will be implemented during the term of the
potential new contract. Please discuss how these changes will aid the school in fulfilling its
mission, vision, and statutory purposes. (Significant changes include a revised mission
and/or vision statement, changes in the statutory purposes, or implementation of a
substantially different instructional program.)
In the spring of 2014, WLS engaged in active and deliberate work to revise its strategic
initiatives. As the school has stabilized in enrollment, staffing, governance, authorizing and
financial status, its needs have evolved. Under the guidance of an outside facilitator, the Board of
Directors invited members of the staff and parent community to meet and participate in dialogue
focused on the future of the school and these changing needs. The following strategic
initiatives were developed:

1) WLS determines to establish quarterly strategic-focused meetings of the Board of Directors.

These meetings will not be tactical in nature but will focus on seeking input from all constituents
of the school regarding strategic initiatives, school mission, and Montessori vision.
2) WLS determines to recruit and retain staff, families, and students who are passionate about the
WLS school mission and Montessori vision

Identify plans over the next contract term for enrollment, growth and/or relocation. These
plans may include but are not limited to:
▪ Enrollment projections including demographics
▪ Plans for grade level or site expansion, including early learning programs
▪ Plans to add other additional programs, such as out-of-school time
▪ Plans to move to a new site
The current plan for enrollment is to maintain the current level of children.
There are no plans for grade level or site expansion within the next three years, though
discussions are maintained for kindergarten and high school level expansions if the need arises.
Parents are encouraged to bring ideas for after school programs to the Board, and programs are
adopted and closed on an annual basis. A board game club, Lego club, and sport club have been
brought up as potential future activities. Past clubs have included chess club, run club, dance
club, and cheer club.
There are no plans to move to a new site at this time.

Provide information regarding the capacity of the current board of directors and school
leadership to implement the school’s mission and vision. Include evidence of skills and
experience in relevant areas including: board governance, fiscal management, education,
curriculum and instruction, school and non-profit management.
The board is composed of a majority of teachers, all of whom have MN Licensure, and a
majority of whom have Montessori certification. They are well equipped to maintain and
uphold the focus of the school on high quality Montessori education.
The parent and at-large board members all have experience with Montessori education,
including studies they have done on their own. They come from varied business
backgrounds, with both financial and entrepreneurial training and experience. At least
one board member has a background in healthcare. All board members have 4-year
degrees or higher.

All board members have engaged in training commiserate with the expectations for charter
school boards, including non-profit governance, finance, and employment matters.
Describe any plans for changes to governance during the term of the potential new contract
and the reasons for those changes. Your plans may include but are not limited to
▪ Board development goals
▪ Plans to increase or reduce the number of board members
▪ Plans to change board structure (e.g., change from/to teacher majority)
In recognition of the need for continuing in-service training and development for its members,
the Board of Directors of WLS adopted a Board Development policy in the summer of 2014.
The purpose of this policy is to encourage the members of the school board to participate in
professional development activities designed for them so that they may perform their
responsibilities with maximum competency. This policy outlines the content and frequency of
trainings in compliance with MN statute.
Currently there are no plans to reduce or increase the number of Board positions, and the teacher
majority will be maintained.
The board decided to elongate and stagger teacher member terms, similar to the way parent and
at-large terms are currently for two years and staggered to provide overlap of veteran and new
members.

Describe any plans for changes to management during the term of the potential new contract
and the reasons for those changes. Your plans may include but are not limited to
▪ Expected changes in key leaders
▪ Changes to management structure
▪ Significant changes in responsibilities
No changes are expected in management structure or responsibilities. Although no explicit

plans have arisen for a change in key leaders, the board is developing both contingency
plans and succession plans.
Provide a four-year financial plan in a manner consistent with ACNW’s Financial Plan
Template, starting with the current year. Please include as an attachment.
If the school contracts with an ESP or CMO, please provide information about that
organization consistent with Exhibit N - Provisions for Education Service or Management
Contract (see in the contract exhibits templates document).

World Learner School does not work with a service provider.


Discuss any potential challenges the school might face during the term of a new contract, and
plans to remedy these challenges.
WLS anticipates challenges will arise similar to those that have arisen in the past, namely:
difficulty locating and hiring Montessori-trained teachers, reduction in state or federal funding, a
need to be flexible in the face of unforeseen changes in key staff, or unexpected modifications to
state statute and/or building code requirements.
However, because WLS has policies in place to address most of these challenges, a robust fund
balance, and 30 years of experience with these kinds of annual hurdles, we do not anticipate any
of them becoming unconquerable obstacles.
In addition, as the needs of children continue to grow and expand, not least of which because
today's students have different resources and issues compared to the previous generation; and
because WLS draws families looking for alternative education methods, there will always be
ongoing challenges around bringing on new technology, exploring new teaching techniques,
and/or identifying different staff roles in order to remain flexible, competitive, and focused on
student achievement.

Describe your school’s plans to strengthen its environmental education program and
increase students’ environmental literacy during the term of a new contract.

Insert

PART C: PROPOSED PERFORMANCE OUTCOMES
The purpose of the proposed outcomes in this application is to update ACNW of the school’s strategic
priorities, especially in areas in need of improvement. These outcomes will not necessarily become part
of the next contract should one be granted, but will inform the contracting process as contractual
outcomes are developed and refined. Please answer the following questions:
Please provide proposed academic and academic-related outcomes for the potential
renewed contract using the Academic Performance Evaluation framework as a guide.
Reading Growth Goals
2015-2016
54% of students in grades 1-8 who take both fall and spring NWEA Measures of Academic
Progress test will meet their Projected RIT from fall to spring.
2016-2016
56% of students in grades 1-8 who take who take both fall and spring NWEA Measures of
Academic Progress test will meet their Projected RIT from fall to spring.
2017-2018
Reading Proficiency Goals
2015-2016
60% of all 3rd – 8th grade students enrolled at WLS on October 1st will meet proficiency on
MCA Reading.
2016-2017
MCA Reading.
2017-2018
MCA Reading.
Math Growth Goals
2015-2016
2016-2017

2017-2018
Math Proficiency Goals
2015-2016
MCA Math.
2016-2017
MCA Math.
2017-2018
MCA Math.
World Learner School is a Montessori school with the mission to provide an experiential,
collaborative model of education that allows for the development of the whole child.
To maximize individual developmental progress for each child, WLS teachers will administer a
student engagement survey annually that will measure student development at a personal level
for each child. This will guide teachers and staff in supporting the individual development of
students. The survey information is reviewed periodically and the student documents annual
progress from fall to spring each year.
2015-2016 85% of students in grades 1-8 enrolled at WLS on December 1st will participate
in the survey. Of those 85%, 75% will record progress by culmination of school year.

Describe your school’s approach to implementing and evaluating Indicator Areas 1-5 of
ACNW’s EE Performance Evaluation Framework. (The school may provide a sample
Environmental Literacy Plan for the next school year as an attachment.)

EE Performance Indicator 1 and EE Performance Indicator 7:

Curriculum and School Culture and Environmental Literacy -
OUTCOME: All students in grades 1-8 will become more environmentally literate through the
integration of environmental related themes/topics within our Montessori curriculum in tandem
with MN state standards.
SAMPLE ACTIVITIES:
In FY2015-2018:
● All grade 1-3 students will engage in learning about seasonal changes in flora and fauna
through real-life outdoor exploration.
● All grade 4-6 students will engage in learning about alternative energy sources through
real-life experiences.
● All grade 7-8 students will engage in learning via life science and earth science about
pollution and its impact on animals, water cycle and urban development through real-life
outdoor experiences.
POTENTIAL DATA SOURCES: anecdotal teacher reports and student portfolios and
presentations
EE Performance Indicator 2:
Exposure to Natural Environments –
OUTCOME: All students 1-8 will be exposed to a in-depth experience in a natural environment
(i.e., Farm, conservation camp, camping, etc).
SAMPLE ACTIVITIES:
In FY2015-2018:
● All grade 1-3 students will engage in a day trip to a natural environment in order to
observe natural habitats.
● All grade 4-6 students will engage in an overnight trip to a natural environment to
observe natural habitats.
● All grade 7-8 students will engage in a multi-day trip to a natural environment twice per
year, in fall and spring, to observe natural habitats and weather phenomenon.
POTENTIAL DATA SOURCES: anecdotal teacher reports,student portfolios and presentations,

and data proof in execution of trips
Promote Environmental Stewardship –
OUTCOME: Students will be able to identify sources of environmental degradation and will be
better able to increase their capacity to improve the health of environmental systems.

SAMPLE ACTIVITIES:
In FY2015-2018:
● All students will participate in an Earth Day clean-up project of WLS property and
surrounding neighborhood up to 0.5 miles.
● All students will participate in school-wide composting and recycling efforts.
POTENTIAL DATA SOURCES: student tracking of amounts of recycling and composting

efforts 3 times per year using graphs, charts, photographs and narratives, student tracking of
amount of refuse collected on Earth Day clean-up project using graphs, charts, photographs,
narratives and presentations
Mission or Community Related –
OUTCOME: Students will be better able to read and disseminate media and develop personal
opinion through increased science literacy.
SAMPLE ACTIVITIES:
In FY2015-2018:
● All students grades 1-3 will read a news story or magazine article related to
environmental health and engage in a small group discussion and identify a main
problem.
environmental health and engage in a small group discussion, identify a main problem
and compare and contrast various points of view on the issue.
environmental health and engage in a small group discussion, identify a main problem,
compare and contrast various points of view on the issue and construct a personal
position statement.
● All students will participate in a presentation yearly from a community organization or
business that demonstrates environment interdependence and stewardship.
POTENTIAL DATA SOURCES: anecdotal teacher observations, student portfolios,

presentations, debates, etc.
Financial and Operational Commitment –
OUTCOME: Students and staff will investigate viable, cost-efficient ways to demonstrate
environmental stewardship at school and at home.
SAMPLE ACTIVITIES:

In FY2015-2017:
● All students 7-8 will research and develop presentation for Board of Directors comparing
and contrasting electrical hand dryers and paper towel dryers.
In FY2015-2018:
● All students and staff will be encouraged to recycle glass, plastic, paper through
placement of recycling bins school wide.
● All students and staff will be encouraged to turn lights off through school-wide poster
and presentation initiative.
POTENTIAL DATA SOURCES: student presentations, staff meeting notes, graphs of electrical
bill, random school wide spot-checks of light usage,
Science Proficiency –
OUTCOME: 100% of students in grades 4, 7 and 8 will participate in the Measures of Academic
Progress Science Test with 65% achieving expected growth. 100% of students in grades 5 and 8
will participate in the MN Comprehensive Assessment Science Test with students meeting or
exceeding standards at rate at least commiserate with statewide results.
SAMPLE ACTIVITIES:
● All students will participate in science instruction and experiments to enhance science
literacy with Montessori teacher.
● All students will be encouraged to participate in an annual science fair.
● All students grades 4-6 will participate in a visit to a science museum.
● All students grades 7-8 will integrate science knowledge into occupational studies.
● All students will be given multiple opportunities for real-life exploration of the scientific
method.
POTENTIAL DATA SOURCES: MCA scores, MAP scores, science fair presentations,
anecdotal teacher observations, student logs/presentations of experiments, proof of field trips
excursions, lesson plans.


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World Learner School

World Learner School

Board Member Signature Board Member Signature

Board Member Signature Board Member Signature

Board Member Signature Board Member Signature

Board Member Signature Board Member Signature

Board Member Signature Board Member Signature

Submit to ​admin@auduboncharterschools.org​ by the deadline of ​September 15.​ If the deadline

Board Chair Signature School Leader Signature

PART A: CONTRACT FULFILLMENT

Mission, Vision & Statutory Purposes

WLS has an established Academic Achievement Committee to provide ongoing encouragement

WLS implements a combination of state standardized tests, internally-designed tests, and

General Educational Goals of the Montessori Program

•Learning sports and games that can be enjoyed into adulthood

Goals: Emotional Development

Goals: Intellectual Development

Goals: Knowledge Development

Social Studies and Science

MEASURES OF ACADEMIC PROGRESS (MAP) TEST:

For more on the MAP test, visit this website:

GENERAL ACHIEVEMENT TEST (GAT):

MINNESOTA COMPREHENSIVE ASSESSMENT (MCA):

Instruction is discussed at every staff meeting. Teachers engage in Professional Learning

Describe your practices and programming for remediation and acceleration.

Describe the structures and practices in place to serve English Learners.

​WBWF Goal Areas Addressed by this Goal:

NWEA Reading – Grades 1-3

NWEA Reading – Grades 4-8

FY15 63 125 50.4%

FY16 59 119 49.6%

FY17 80 119 67.2%

FY18 70 126 55.6%

Reading 2015 2016 2017 2018

Indicator 4: Math Growth

WBWF Goal Areas Addressed by this Goal:

NWEA Math – Grades 1-8

FY15 73 195 37.4%

FY16 109 193 56.5%

FY17 87 142 61.3%

FY18 120 201 59.7%

Low 22.7% 21.9% 30.0% 29.2%

Indicator 5: Reading Proficiency

WBWF Goal Areas Addressed by this Goal:

FY15 34 62 33 15 144 78.1

FY16 30 69 27 13 139 80.9

FY17 37 65 25 13 140 81.8

FY18 43 59 25 22 149 76.5%

FY15 & FY16 3 7 10 4 24 62.5

FY16 26 59 20 8 113 84.1

FY17 35 52 22 10 119 82.4

FY18 36 52 21 12 121 80.1%

Indicator 6: Math Proficiency

​WBWF Goal Areas Addressed by this Goal:

Exceeds Meets Partially Does Not Total Proficiency

FY16 26 50 29 33 138 65.6

FY17 28 39 44 28 139 64.0

FY18 25 51 40 33 149 64.4%

FY16 22 42 27 21 112 69.2

FY17 28 32 36 23 119 65.5

FY18 23 47 32 19 121 71.1%

Indicator 7: Science Proficiency (and Growth)

WBWF Goal Areas Addressed by this Goal:

Submit to admin@auduboncharterschools.org by the deadline of September 15. If the deadline

WBWF Goal Areas Addressed by this Goal:

WBWF Goal Areas Addressed by this Goal:

cience proficiency at World Learner School is measured by participation

WLS is not currently on Probationary Status.

FY18 Finances Fund 1 Fund 2 Fund 4

No changes are expected in management structure or responsibilities. Although no explicit