Groves Academy Connections Winter Spring 2016

ANNUAL REPORT CONNECTIONS NEWSLETTER WINTER/SPRING

2016

GROVESACADEMY.ORG

TABLE OF CONTENTS 1

LETTER FROM JOHN

2

ALUMNI PROFILE

3

FACULTY PROFILE

4-5

AFTER SCHOOL ENGINEERING

6

ASSISTIVE TECHNOLOGY

6

SUMMER PROGRAMS

7

TAKE 5 WITH MR. O

8 -9

DREAM BIG 2016 GROVES GALA

10 - 11

2014- 2015 FINANCIALS

12- 13

2015-2016

BY THE NUMBERS

OUR MISSION

WE BUILD CONFIDENCE SUCCESS, AND PURPOSE THROUGH TRANSFORMATIVE LEARNING EXPERIENCES. OUR VISION

TO REDEFINE THE WAY OUR NATION IS TAUGHT, ONE STUDENT, ONE TEACHER, AND ONE SCHOOL AT A TIME.

We are excited to announce that The Learning Center at Groves Academy opened last fall. The Learning Center hosts a variety of fee-based services for the general public, including diagnostic testing, tutoring, speech and language evaluations and services, assistive technology consultations, and career counseling. In the future, we plan to add ADHD coaching and college counseling services. These services are available to Groves students as well, either as part of the school program (diagnostic testing, assistive technology consultations, and career counseling) or as optional fee-based services (tutoring, speech and language services). We believe that we are the only organization in the Twin Cities that provides such an array of services specifically for students who have learning and attentional challenges. Please help us spread the word about what the Learning Center offers. We have informational brochures in the office or you can find more information on-line at grovesacademy.org/the-learning-center.

The Independent Schools Association of the Central States (ISACS) is a membership organization of more than 230 independent schools from 13 states of the Midwest region.

Our school is accredited by the Independent School Association of the Central States (ISACS) , and every seven years accredited schools are required to complete a lengthy self-study that examines every facet of the organization. The ISACS visiting team is given the self-study in preparation for a three-day visit. During the visit, the visiting team members will observe classes and speak with teachers, students, administrators and staff members, board members, and parents. They will determine if we are doing what we report we do and whether we meet the standards of accreditation. The ISACS accreditation team will be visiting us in April.

CONFIDENCE, SUCCESS, AND PURPOSE Dear Friends of Groves: It has been a great school year so far at Groves Academy. It seems like just yesterday that new students entered the building for the first time as Groves Academy students. Seventyfive new students, a record number, started with us last fall. We have a wonderful group of students here, and we are proud to be entrusted with their education.

Some highlights of the year so far include: our first-time entry into an athletic league (TCISL—Twin Cities Independent School League); our most diversified After School Activities (ASA) Program ever; and more stellar play performances by Simon McAllister’s theater department. We also witnessed some terrific choral and percussion music performances by a few of Ms. Lundstrom’s music classes, and Mr. Smith’s after school engineering class built some very innovative wind energy machines. Finally, I have been very impressed with how Teresa Smith’s middle and upper school student ambassadors have taken pride and responsibility for their school. They are important envoys to the outside world.

I have also been extremely impressed with what is happening in the classroom. It never ceases to amaze me how resilient our students are. Most of them have come to school with understandable frustrations and low self-confidence. We ask them to trust their parents, to trust us, that things can, and will, be different. That lesson has been learned already this year as we can confidently say that every Groves student has found success here. Many are experiencing academic and social successes like never before.

A powerful example of the important work happening in the classroom is reflected in the middle school reading program. We benchmark students in reading fluency three times a year—in the fall, in the winter, and in the spring. Reading fluency—the rate, accuracy, and the prosody at which a student reads—is critical in obtaining comprehension. In September, 26 middle school students were reading in the red zone, significantly below where they should be. During winter benchmark testing, 19 students moved from the red zone into the yellow (below average) and green zones (average). This is a reduction of 73%, an unheard of statistic and one that unequivocally supports that our literacy framework is effective.

Last fall we piloted a new classroom model in one lower school and one middle school classroom. Instead of the usual eight-student classroom, we created classrooms of twelve students and added a teacher. This reduced the student-teacher ratio from eight to one to six to one. This new classroom model creates a great deal of flexibility as one teacher can work with a small group of students who need more attention while the other teacher works with the remainder of the class. Parents have commented that their children enjoy having more students to socialize with as well. If this new classroom model continues to work as well as it has, we will look at expanding it within the fifth and sixth grades and the entire middle school.

“...WE CAN CONFIDENTLY SAY THAT EVERY GROVES STUDENT HAS FOUND SUCCESS HERE. MANY ARE EXPERIENCING ACADEMIC AND SOCIAL SUCCESSES LIKE NEVER BEFORE. ”

As we reflect upon the first half of this school year, we feel good about where we have been, and we feel very optimistic about what the future will bring. Thank you for supporting our efforts.

Best,

John Alexander Head of School

1

A Father’s Reflection | Interview with Mark Larson Before Groves Academy

When our son Andrew was young, he was a busy and enthusiastic kid. He was a natural reader and he loved to doodle and draw. However, once he started school, he began to fall behind. Andrew would often get frustrated at school and also struggled at home while spending a lot of time on homework. We knew he was bright, so it seemed odd he was having so much trouble with school.

My wife Jean and I had enrolled Andrew in a local Catholic school with small class sizes to try and help our son.

When it became clear that the school was not able to help Andrew, we enrolled him in our larger community public school. The result was the same - even with special education help. Andrew was still frustrated.

Finally Andrew said, “Isn’t there a school for kids like me?”

Some of Andrew’s teachers mentioned Groves Academy.

We also knew other parents who had experiences there, including diagnostic assessments. About this time, Andrew was tested and we got answers. Andrew was diagnosed with ADHD and dysgraphia.

Finding Groves

In the fall of 2007, Andrew started at Groves Academy.

After his first day he said, “It’s going to be a great year!”

This was a welcome change from the previous year when he got off the bus and said, “It’s going to be a long year.”

At Groves, Andrew enjoyed the school day and could do his homework by himself in the evening. He received instruction in a way that gave him clarity and allowed him to be more self-sufficient. He learned how to learn at Groves. During Andrew’s fourth year, teachers suggested that with the progress he’d made, he would be ready to transition from Groves Academy. We looked at multiple schools to make sure we had the right fit but knew that we could come back if we needed help.

2

Transition

Andrew visited The Blake School and it felt like the right setting and next step for him. He continued his studious habits - we would have to tell him to go to bed and to stop studying. His hard work paid off. Even while taking challenging classes he earned A’s and was an honor roll student. His Individual Education Plan (IEP) accommodations allowed him to take extra time for testing and provided the option of typing assignments instead of handwriting them. He worked to organize his time well and became a methodical student.

Andrew was also a three sport athlete balanced with extracurricular musical interests. He ran cross country serving as co-captain of the Blake team in his senior year, competed on the Nordic ski team, and ran track. Once a week during high school he played classical guitar at McPhail and was a member of the Minnesota Boychoir.

College

Andrew, now a freshman and fourth generation student at a Midwestern liberal arts college, arrived on campus well prepared for a busy college schedule. He is skiing on the Nordic team, is a member of the choir, and plans to go out for track in the spring. He is taking Physics, Calculus, Spanish, and a course on the history of western thought.

He lives by his to-do lists to keep it all straight.

Groves Academy was an oasis for our family and provided just what Andrew needed at the right time in his academic life. Groves Academy helped make Andrew a happy and well-rounded student. He continues to truly love learning.

Faculty Profile | Wendy Mathistad An Ad In The Newspaper

Wendy Mathistad was teaching special education at a public school in Illinois 18 years ago when she made the decision to relocate to the Twin Cities. She remembers her reaction when her husband told her about an ad for a teaching position. “My first reaction was there is a WHOLE SCHOOL that teaches students with learning disabilities?

I didn’t know schools like that existed.”

Groves Then

When Wendy started teaching at Groves Academy the lower and middle schools were operating together and there were seven classrooms total. Wendy quickly noticed the difference between teaching at an independent school versus a public school. She was given the freedom to use curriculum for students with learning disabilities. Wendy felt comfortable sharing her ideas and she implemented best practices in the classroom based on her experience.

Keeping It Real

“I really enjoy teaching students fifth grade and older because I can see the kids take ownership of their education. All of a sudden you see this learning explosion and the student is at another level. I also like using humor and having a great dialogue in class. I work to break down any barriers students might have coming in, especially at the beginning. Hopefully they see me as someone they can talk to. I have kids the same age as I teach so I know the movies and music that they are listening to and that helps me relate to my students and create connections. I share a lot about my family because it helps to have an honest rapport with students for building trust. Many students come to Groves and have not been able to succeed in the classroom. All of our teachers take the time to learn and know each student and help them to the next level.”

Groves Now

“Groves is always changing, evolving and growing. I talk with other teachers in the Twin Cities area and they have to do what their principal tells them to do. Our administration believes in collaboration. I also really appreciate the focus on professional development. Groves makes it a priority. The training and coaching on Singapore Math and the support of the implementation of the new curriculum has been great. My personal favorite though is the Wilson Language training. I had exposure to Orton Gillingham methods while I was teaching in Illinois. Here, teachers are able to get certified at different levels and go deeper into teaching methods and the system.”

Leadership

When Groves created separate divisions for the Lower School and Middle School they created roles for four teachers as Division Directors. Wendy serves as one of the Division Directors for the Lower School. “We function as a bridge between Lower School staff and administration and know how things are going. I enjoy listening and helping with administrative tasks as well teaching.”

Something To Be Proud Of

“I think the coolest thing, and sometimes it’s hard to see in a month or year, is the progress the students have made.

Usually around April is when it all comes together and students are applying the skills you’ve taught and talked about. When they take pride in their work and want to do their best; the biggest reward is knowing I had some part in that. I’ve received the most heartfelt notes from kids and parents at the end of the school year. One thank you or seeing a student succeed and know they can do something now that they couldn’t do at the start of the year keeps me motivated.”

3

New After School Class Teaches Engineering From Robotics to Wind Turbines Each spring for the past five years Groves Academy competed in the FIRST Robotics Competition. This had been a popular long term project, but this past year Groves Academy staff member Tim Smith saw an opportunity to teach engineering concepts in an engaging way to a broader and younger group of students. Tim’s experience coaching FIRST Robotics led him to develop a concept for an after school engineering class.

“When you take something apart to see what’s inside, it is often a lot different than seeing what is on the outside. A huge part of engineering is putting small parts together and making them work as a whole unit.”

“... IT IS IMPORTANT FOR EVERYONE, STUDENTS AND ADULTS, TO LEARN HOW TO BE CREATORS INSTEAD OF CONSUMERS.” -Tim Smith

Last fall, Tim taught the inaugural AfterSchool Engineering Class in which students learned to create working wind turbines using repurposed computer fans. Tim taught students a method of producing electricity, an understanding of how much energy is required to power a single LED, and a way to disassemble something and reuse the parts, thus discovering a sustainable way to create something new.

What’s in a Wind Turbine anyway?

The students created wind turbines powerful enough to light a single LED, giving them an opportunity to learn about electromagnetic induction and how to use diodes to rectify AC power to usable DC power.

The excited students took their wind turbines outside and put them to the test. Spinning turbines and glowing LED’s brought students joy and satisfaction from their hours of learning and hard work.

At the end of the nine-session class Tim interviewed three of his students. He wanted to gather their thoughts about the class and what they learned. “The kids exceeded my expectations. Most of the students in the class were younger from our lower school, with little to no experience in electrical engineering. They were able to walk me through how the wind turbine created AC power, how to convert that AC power into DC power, and how it was able to turn on the LED light. They are really interested in learning more about this topic.”

“By creating a wind turbine we could teach students about electrical engineering. This is where my father, Brad Smith, comes in.

My father has 40 years of experience as an electrical engineer. He is now retired so he helped teach the class with me. What students learned in this class is transferable to other areas of life, and maybe, one of them will have the next big idea in consumer electronics.”

More Engineering Fun for the Future In the future, Tim would like to offer the class as a prerequisite for more advanced courses.

He is working to refine the wind turbine class and perhaps add another component, such as alternative energy sources. In this case, students might look at how alternative energy sources could impact the school. “At some point it would be fun to produce energy to put back in to the grid and reduce Groves Academy’s electrical cost. There’s lots of great research and information out there about alternative energy sources.”

Other course ideas include developing a maker space where students would create and innovate independently. “I believe that it is important for everyone, students and adults, to learn how to be creators instead of consumers. In my humble opinion, it is one of the most important steps in keeping America on top.” It would be a place for students to discover and create on their own terms, in their own ways. The space might include 3D printers, metal working tools, electronics, programming stations and more.

FOR INFORMATION ON FUTURE CLASSES, PLEASE CONTACT TIM SMITH AT SMITHTI@GROVESACADEMY.ORG.

4

“THE KIDS EXCEEDED MY EXPECTATIONS.”

5

SUMMER PROGRAMS AT GROVES ACADEMY We are pleased to offer students from the community the same tailored, high quality Groves Academy education during the summer that we provide to our fulltime students during the school year.

Our summer programs employ the same philosophy of remediating academic weaknesses and developing strengths and talents by using our specialized curriculum and teaching techniques, while maintaining small class sizes.

For students entering grades 2-8, the morning program is academic— reading, writing, and math; the afternoon program offers fun enrichment activities designed to tap into talents, creativity, and interests.

Children can participate in either the morning or the afternoon program— or both.

For students entering grades 9-12, academic programs are offered in study skills, math, and writing.

This year we’ve also added an enrichment program in woodworking.

For more information please visit grovesacademy.org/summer or contact Curtis Olufson at olufsonc@grovesacademy.org.

6

Assistive Technology The Learning Center at Groves Academy We live in a world where technology is constantly evolving and improving.

Advances in technology have provided incredible benefits to students with learning disabilities and attention disorders.

In the past, a student with a reading difficulty would need a person to read their textbooks or tests to them. Struggling writers would need to have someone be a scribe for them and take notes for them in class.

Now, through the use of assistive technology these students can work independently.

Assistive technology is a broad field ranging from wheelchair mounts and augmentative communication devices to speech recognition and text-to-speech programs. Assistive technology options for students with learning disabilities and attention disorders are rapidly growing.

Students have more ways to learn because of companies like Google and Microsoft, who strive to make their products more accessible.

Other independent companies create software to assist with reading, writing, and notetaking.

Groves Academy makes assistive technologies available to all of its students. Programs like Kurzweil 3000, Dragon NaturallySpeaking, and Inspiration are critical parts of the student’s academic day. Services like Learning Ally and Bookshare give the students access to digital text so they can read with their ears as well as their eyes.

Todd Hanson, Director of Technology at Groves Academy, has been involved in technology since the mid-90s. He works with Groves students, as well as students and teachers throughout the community, as part of the Learning Center at Groves Academy. The Learning Center offers assessments and training for assistive technology. Todd teaches his clients about available assistive technologies and finds the tools that will allow them to find success.

To learn more or to schedule an assistive technology assessment, please visit grovesacademy.org or contact Todd at 952.915.4278.

Take 5 with Mr. O

Q & A with a Groves Academy favorite, Curtis Olufson Mr. O began teaching physical education at Groves in 2008 and has now transitioned into the role of Director of Athletics and Activities and Director of Summer Programs.

Q: What is your new role at Groves Academy?

A: It’s very much student-centered, with a focus on expanding and enhancing the students’ learning experiences outside of their normal school day. We have intelligent, creative, and talented students, who can build friendships, develop skills, and strengthen their connection to the school community through participating in various extracurricular programming options.

Q: What is the most interesting or unique after-school activity you offer?

A: A couple years back a student suggested we have a Nerf Wars class. With school approval this became a reality. When you envision 60 kids running around giant barricades “blasting” each other with Nerf guns, I’d say that’s pretty unique for a school.

Q: What are some of the changes, or enhancements, you’ve made to the athletics and activities program at Groves?

A: This year we’ve joined an athletic conference and are full members of the Minnesota State High School League (MSHSL).

We offer soccer and basketball at Groves, but also have increased the number of cooperative sponsorships with other schools. Our students now have the opportunity to participate in volleyball, nordic skiing, wrestling, one-act play, and lacrosse. The goal is to add additional activities to this list in the near future.

Q: Are there any highlights you’d like to share about these programs?

A: In basketball, we participated in sections for the first time in school history and were able to get a first round win. We also had an 8th grade girl qualify for state in Nordic skiing and place in the top third, which is an unbelievable accomplishment.

Q: What do you value most about working at Groves?

A: Building relationships, without question.

7

“Groves has helped me so much and they have built up my confidence.

Groves understands how I learn.”

-Nelson Yeung,Groves Academy Student Hear more about Nelson’s story at the gala

Join us for the 39th Annual Scholarship Gala, Groves Academy’s premiere fundraising event of the year. Approximately 500 Groves families and supporters will join together in celebration of the school and its students.

David Flink, co-founder and CEO of Eye to Eye, as well as the author of Thinking Differently: An Inspiring Guide for Parents of Children with Learning Disabilities is the featured keynote speaker. Justin Gaard, radio personality from KFAN, will host the event as emcee.

Your gala ticket includes a cocktail reception, dinner and dessert, fun games and prizes, exclusive silent and live auction opportunities, and an After-party featuring live music from PopRocks.

Tickets on sale at grovesgala.org. We hope to see you there!

Groves Gala After-Party!

The After-Party is a new way for more people to join the fun. Each $50 ticket includes a complimentary drink, delicious desserts, games and dancing to PopRocks. After-party festivities begin at 9pm.

Saturday, April 9, 2016 Six o’clock in the evening Marriott City Center 9

THE YEAR IN NUMBERS 2014-2015 FINANCIALS

Revenues Tuition

$6,145,332

Outreach $1,074,597 (Financial Aid disbursement)

Total

Annual & Scholarship Gifts Restricted Gifts

($858,061) $6,361,868

$1,250,348 $102,279

Other Income/Loss ($41,546) Net Revenue Total

$7,672,949

EXPENSES Program Expenses

$6,068,183

Operating Expenses

$1,361,191

Fundraising

$574,491

Net Expense Total $8,003,865

NET LOSS *Includes depreciation

2014-2015 donor list can be found at grovesacademy.org/donorlist 10

($330,916)*

REVENUES

Tuition Outreach Annual & Scholarship Gifts Restricted Gifts Other Income/Loss

EXPENSES

Program Expenses Operating Expenses Fundraising

11

GROVES ACADEMY BY THE NUMBERS

# OF STUDENTS WHO TRANSITIONED AFTER 2014-2015 SCHOOL YEAR

# OF 2015 GRADUATES

# OF STUDENTS ENROLLED FOR THE 2014-2015 SCHOOL YEAR

# OF NEW STUDENTS FALL OF 2015

58

DIFFERENT METROPOLITAN CITIES ARE REPRESENTED IN THE GROVES ACADEMY POPULATION

12

100% OF GROVES STUDENTS HAVE A LEARNING DISABILITY, PRIMARILY ADHD AND/OR DYSLEXIA

# OF STUDENTS AND FAMILIES RECEIVING SCHOLARSHIPS

WHILE ATTENDING GROVES ACADEMY

PRIOR TO ATTENDING GROVES ACADEMY

AVERAGE # OF YEARS OF READING COMPREHENSION GROWTH PER YEAR

80% OF STUDENTS AT GROVES PARTICIPATE IN AT LEAST ONE EXTRACURRICULAR ACTIVITY

AVERAGE # OF YEARS A STUDENT ATTENDS GROVES ACADEMY BEFORE TRANSITIONING

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NON-PROFIT ORG U.S POSTAGE PAID TWIN CITIES, MN PERMIT NO. 4639

3200 HIGHWAY 100 SOUTH ST. LOUIS PARK, MN 55416 GROVESACADEMY.ORG

WORKSHOPS FOR PARENTS AND EDUCATORS

Groves Academy is committed to sharing information and services to benefit the greater community. Our workshops are hosted by our own expert staff and faculty at a low cost and are also open to the public. Continuing Education credits are issued at the end of each workshop. Upcoming workshops are listed below: Understanding Dyslexia – April 19 Managing Stress and Anxiety: A Neurobiological Perspective – May 24, June 28 Assistive Technology Tools to Support Executive Functions – June 27 An Overview of Learning Disabilities – June 29 FOR MORE INFORMATION, INCLUDING HOW TO REGISTER: Please visit grovesacademy.org/events/workshops or contact Jamie Prescott, Events and Volunteers Manager, at prescottj@grovesacademy.org or 952.915.4295.

TEACHER TRAINING

Groves Academy faculty and staff have a deep knowledge of reading and math instruction, as well as vast experience teaching students with learning disabilities and attention disorders. Our staff leads professional development seminars for teachers throughout Minnesota and the Upper Midwest.

FOR INFORMATION AND OUR WORKSHOP SCHEDULE: Please visit grovesacademy.org/wilson-language-training or contact Katharine Campbell, Director of Literacy, at campbellk@grovesacademy.org or 952.283.3301. © 2016 Groves Academy. All rights reserved.