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2016 –

2017

PlanWorld’s Best Workforce

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Introduction

The Roseville Area Schools World’s Best Workforce plan focuses our continuous improvement efforts on instruction and achievement for all students, which helps us advance our vision of “Quality Teaching and Learning for All … Equity in All We Do.”

Our Strategic Roadmap, CLEAR goals, VisionCards, and Monitoring Reports provide an in-depth view of our plans and annual accomplishments. The following graphic depicts our strategic planning process.

WBWF World’s Best Workforce MDE Minnesota Department of Education IGDP Individual Growth and Development Plan (part of Teacher Development and Evaluation)

Strategic Roadmap

MDE- WBWF

Vision Cards

Annual Goals

Achievement Gap

3rd Grade Reading

College and Career Readiness

Kindergarten Readiness

Graduation

District Improvement

Plan

Team Goals

School Improvement

Plans

IGDP

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Overarching 2016-2017 Strategies

Summary of 2016-2017 Plan and Overarching StrategiesState legislation details the areas Minnesota school districts are to address in the World’s Best Workforce plan:

• The Achievement Gap

• Kindergarten Readiness

• Third-grade Reading

• Graduation

• College and Career Readiness

This plan describes the key strategies that we will implement in the 2016-2017 school year. Directly below is a list of our overarching strategies that will have an impact on many of the five areas that the World’s Best Workforce plan must address. In the sections that follow, we will detail specific strategies for each of the World’s Best Workforce five focus areas.

Develop and implement strategies to meet the goals developed through the strategic planning process.

Develop structures to increase student and parent voice in decision making.

Conduct a facilities study to determine how our facilities should be improved to meet the needs of 21st century learners.

Develop a middle level (grades 7-8) schedule that increases instructional time for mathematics, reading and science.

Provide early childhood to adult professional development on English Learner differentiation strategies.

Learn about and plan for changes required by the new federal law, Every Student Succeeds Act (ESSA).

Expand mentoring program to include community members.

Host a leadership summer institute to provide professional development for site administrators and teacher leaders in current research-based practices.

Expand our grades 7-9 iPad 1:1 to grade 10.

Align special education instruction, curriculum, and assessments to district-wide standards and instructional practices.

Implement new math programs at all sites from PreK to Grade 6 focused on our MN standards and common instructional practices.

Increase support structures for social and emotional development and learning including both professional development and coaching to site teams.

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Becoming the World’s BestWorkforce

Closing the Achievement GapRoseville Area Schools is committed to closing the achievement gap by providing an equitable education to all students. In the 2016-2017 school year, we will continue to focus on culturally responsive and competent teaching, teacher collaboration, student engagement, and standards-based instruction to address the achievement gap. We will continue to use an equity lens in all we do.

Kindergarten ReadinessSince 2006, Roseville Area Schools has offered pre-kindergarten programs that follow state standards for early learning. The PreK program focuses on early literacy development, which leads to reading well by third grade. In addition, our early childhood teachers use an innovative, theme-based curriculum that includes individualized activities to help all children reach developmental and school readiness goals. Research has shown education begins long before a child reaches kindergarten. The district’s investment in its PreK learning program creates an environment of success for each of our early learners, closes the opportunity/achievement gap and prepares children for continued success.

2016-2017 StrategieS

Implement year three of Culturally Responsive Competent Teaching.

Implement year two of Equity Coaching Training.

Increase overall rigor, student engagement, and differentiation by offering Advanced Options coursework in Science and English courses at Middle Level (grades 7-8).

Expand Parent Academy to all elementary sites and Pre-K.

Disaggregate achievement by ethnicity groups in addition to race (eg. Hmong and Karen versus Asian).

Analyze and reduce disproportionality of students of color in special education.

Initiate partnership with National Urban Alliance to provide professional development and coaching in the growth mindset and brain-based instructional practices.

Analyze and address disproportionality in discipline practices.

Develop additional alternatives to suspensions.

Provide professional development for site administrators and teacher leaders in Restorative Justice Practices.

Support American Indian students through outreach and culturally specific academic support.

Collaborate with Minnesota Humanities Center to examine the current narratives of students of color and American Indian students.

Partner with Equity Alliance MN to bring the voices of students of color and American Indian students in the classroom.

Develop language progression scope and sequence to measure English Learners’ language progress and provide feedback to students and families.

Develop recommendations for improved English Learner instruction with guidance from a District Implementation Team (DIT).

2016-2017 StrategieS

Align early childhood, Pre-K and kindergarten programming including benchmarks, assessments and curriculum.

Increase participation in early childhood programs by providing targeted options for culturally and linguistically diverse families.

Expand Pre-K class options to increase participation.

Communicate kindergarten readiness strategies to all families with young children.

Implement a universal assessment of all incoming kindergarten students.

Explore partnerships with community childcare providers to support early learners.

Improve early childhood special education to kindergarten transition.

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Reading by 3rd GradeRoseville Area Schools recognizes that by third grade, students are going beyond simply learning to read and instead start reading to learn. Students who aren’t reading well by this grade often fall behind and struggle to catch up. As part of our aim to increase achievement and narrow the achievement gap, we will implement strategies on several fronts to help struggling readers while also continuing to stretch the abilities of those who are becoming skilled readers.

GraduationIn today’s highly competitive, high-tech world, a high school diploma is critical. While our high school graduation rate is higher than the state average, not all of our students are graduating. Roseville Area Schools is striving to ensure that all students are given the support and opportunities needed to successfully complete high school and earn a high school diploma.

College and Career ReadinessIn an era when the rapid rate of change makes it nearly impossible to predict what the future will be like, ensuring students are achieving at high levels while in school is the best preparation for life after high school. At Roseville Area Schools, we have a variety of approaches in place so that all students will prepare for their futures after high school In an era when the rapid rate of change makes it nearly impossible to predict what the future will be like, ensuring students are achieving at high levels while in school is the best preparation for life after high school. At Roseville Area Schools, we have a variety of approaches in place so that all students will prepare for their futures after high school.

2016-2017 StrategieS

Increase the use of research-based interventions that support individual literacy needs.

Flexibly assign reading recovery teachers based on student needs. Allow for mid-year site to site movement.

Improve Pre-K instruction in oral language and vocabulary development.

Provide professional development on effective literacy strategies for English Learners.

Communicate home-based literacy strategies for culturally and linguistically diverse families.

Provide professional development for EL teachers on academic language production as a foundation for literacy.

2016-2017 StrategieS

Implement recommended changes from the Graduation Requirements committee to increase opportunities for all students to take advanced and elective courses.

Align our grades 7-12 alternative programs with adult education programs.

Expand the AVID program.

Study, develop and implement a plan to increase English Learner graduation rates.

Sustain existing support structuresCollege PossibleAVIDTRIOCredit Recovery Programs (FAHS, Summer School and ABE)Quantum Summer Program

Establish a committee to enhance transition opportunities for students in special education.

2016-2017 StrategieS

Expand college credit-bearing courses at Fairview Alternative High School including concurrent enrollment, articulated credits, and Advanced Placement courses.

Increase the amount of teachers qualified to teach college credit bearing courses.

Expand the leadership of our AVID sites and students at the high school and middle school by becoming AVID demonstration sites.

Expand and create partnerships between business, community, and Roseville Area Schools to provide students with opportunities for apprenticeships, job shadowing, and internships at local businesses.

Communicate college and career readiness options to culturally and linguistically diverse families.