2017-18 combined wbwf summary and …...2 part a: required for all districts annual report wbwf...

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2017-18 Combined WBWF Summary and Achievement and

Integration Progress Report District or Charter Name:

Grades Served:

WBWF Contact: Kevin Cardille Title: Superintendent Phone: 507-895-4484 Email: [email protected]

A and I Contact: Enter name. Title: Enter title. Phone: Enter phone number. Email: Enter email.

New this year! This is MDE’s first attempt at asking districts/charters to submit one combined report to

address two needs: the Annual World’s Best Workforce (WBWF) Summary Report and the Annual Achievement

and Integration (A&I) Progress Report. Hopefully this will help districts build connections between the work in

both of these areas and simplify the reporting process with this integrated report.

This report has two parts:

Part A: Required for all districts/charters

Part B: Required for districts in the A&I program

All districts/charters must submit this completed template between October 15 and December 15, 2018, to

[email protected].

If you have questions while completing the WBWF portion of the summary, please feel free to email

[email protected] or contact Susan Burris, ([email protected]).program manager

for District Support.

If you have any questions regarding the A&I portion of this report, please email [email protected].

mailto:[email protected]




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Part A: Required for All Districts

Annual Report

WBWF Requirement: For each school year, the school board must publish a report in the local newspaper, by

mail or by electronic means on the district website.

A&I Requirement: Districts must post a copy of their A&I plan, a preliminary analysis on goal progress, and

related data on student achievement on their website 30 days prior to the annual public meeting.

Provide the direct website link to the district’s WBWF annual report. If a link is not available, describe how the district disseminates the report to stakeholders. This report is linked to our WBWF link on our Website. www.isd300.k12.mn.us/district/wbwf

Provide the direct website link to the A&I materials. Not applicable

Annual Public Meeting

WBWF Requirement: School boards are to hold an annual public meeting to communicate plans for the

upcoming school year based on a review of goals, outcomes and strategies from the previous year. Stakeholders

should be meaningfully involved, and this meeting is to occur separately from a regularly scheduled school

board meeting.

A&I Requirement: The public meeting for A&I is to be held at the same time as the WBWF annual public

meeting.

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The WBWF and State of the School meeting was January 15, 2018. This event brings the district

residents together for a discussion on what is happing in the district currently, success stories for the District and what we need to do moving forward. We established the need to examine facilities again and a request was made to have the district present to the community some ideas of what we can do moving forward, what are the options. It was also determined that we should send out a community survey to get more feedback since it is often difficult for community members to attend meetings in the evenings. Some of the following came from community feedback

We need to work with students to learn what it means to be a good employee.

Businesses in town are willing to allow students to job shadow, work, or have student groups in for tours to

see what actually happens behind the walls of the businesses.

We set up two meetings for business leaders to have a more directed discussion on how they can help us and

how we could help them.

It was discussed that the district needs to provide both 4 year and 2 year options for students following high school. Find pathways for students to careers that will open doors for them. Our counseling and vocational course teachers took the lead on working with local businesses to learn more about what they need and how to expose students to those needs. These connections established tours, speakers and personal connects with employers, staff and students.

District Advisory Committee

WBWF Requirement: The district advisory committee must reflect the diversity of the district and its school

sites. It must include teachers, parents, support staff, students, and other community residents. Parents and

other community residents are to comprise at least two-thirds of advisory committee members, when possible.

The district advisory committee makes recommendations to the school board.

Complete the list of your district advisory committee members for the 2017-18 school year. Expand the table to

include all committee members. Ensure roles are clear (teachers, parents, support staff, students, and other

community residents).

District Advisory Committee Members

Role in District Are they part of the Achievement and Integration leadership team?

(Mark X if Yes)

AI Cardille Superintendent

Steve Smith Secondary Principal

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District Advisory Committee Members

Role in District Are they part of the Achievement and Integration leadership team?

(Mark X if Yes)

Josh Mallicoat Assistant Principal / Activities Director

N/A

Jeffrey Copp PK-4 Principal N/A

Kelly Fabian Parent

Linda Larson Community member

Curt Murray Community member

Merry Kocar Staff member

Caryn Peterson Staff member

Rebecca Siegersma Staff member

Abby Kemp Staff member

Equitable Access to Excellent Teachers

WBWF Requirement: WBWF requires districts to have a process in place to ensure low-income students, students of color, and American Indian students are not taught at disproportionate rates by ineffective, inexperienced, and out-of-field teachers. The legislation also requires that districts have strategies to increase equitable access to effective and diverse teachers. While districts may have their own local definitions, please note the definitions developed by Minnesota stakeholders during the Every Student Succeeds Act (ESSA) state plan development process:

An ineffective teacher is defined as a teacher who is not meeting professional teaching standards as defined in local teacher development and evaluation (TDE) systems.

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An inexperienced teacher is defined as a licensed teacher who has been employed for three or less years.

An out-of-field teacher is defined as a licensed teacher who is providing instruction in an area which he or she is not licensed.

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Respond to the questions below. Limit response to 400 words. Bulleted points are welcome and appreciated.

Equitable Access to Experienced, Effective, and In-Field Teachers

o Who is included in the conversations to review equitable access data and when do these occur?

- Students are placed by staff. Staff includes teachers, office assistants,

special education teachers, ADSIS teachers, and parent requests. The

district does it best to place students in an environment that will promote

learning and understanding in the best possible way. Parent suggestions

are accepted and used as possible or communication with parents

regarding differences are made. Placement is based on what is best for the

student, meeting their needs and what will be the best plan to provide

those needs.

o What gaps, if any, has the district found related to equitable access for low-income students,

students of color or American Indian students? What data did the district use?

- Our district uses Fastbridge data and MCA data to determine student

progress. When the considering students of color and American Indian

students, we still focus on the needs of the student, what will help them to

best learn. Academic and social-emotional needs are always considered

when a student is place in classrooms or programming.

o What are the root causes contributing to your gaps?

- Our primary gap are with those students who are the most struggling

learners and those with learning disabilities.

o What strategies has the district put in place to improve access for low-income students, students of

color, and American Indian students to experienced, effective, and in-field teachers?

- Last year we spent a vast amount of time working on improving student

learning in the Elementary. The staff looked at Fastbridge data and tested

some different methods of teaching and the impact it could have on

learning. Upon seeing positive results the program, called WIN or “What I

Need”, is being used this year in grades K-4. We are expecting to see

positive change in student learning.

Access to Diverse Teachers

o What has the district discovered related to student access to teachers who reflect the diversity of

enrolled students in the district?

- Connecting students to cultural diversity is always a concern for our

District. We have a very low diversity ratio and hiring of a diverse teacher

population is challenging in our area, but we always keep looking to use

and hire staff when we can.

o What efforts are in place to increase the diversity of the teachers in the district?

- We have been careful to post positions in as many locations as possible

and to hire staff that have skills and experiences working with students of

diverse needs. We have been fortunate to be able to hire staff that have

worked with students of varying needs and can bring those skills and

experiences to our school district.

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Local Reporting of Teacher Equity Data

Please check the box below to confirm that you have publicly reported your data as described below.

Districts are required to publicly report data on an annual basis related to equitable teacher distribution,

including data on access for low-income students, students of color, and American Indian students to effective,

experienced, and in-field teachers. Beginning with the December 2019 WBWF summary report submission,

districts will be required to provide an assurance that this data is being publicly reported.

For this 2017-18 WBWF summary report submission, please check the box if your district publicly reported this

data.

☐ District/charter publicly reports data on an annual basis related to equitable teacher distribution, including

data on access for low-income students, students of color, and American Indian students to effective,

experienced, and in-field teachers.

Assurance Required Only for Districts/Charters with Comprehensive or

Targeted Support (TSI or CSI) Schools

Districts or charters with schools identified as comprehensive or targeted support and improvement (CSI or TSI)

under the new Minnesota North Star Accountability System are required to provide the assurance below.

☐ My district has a CSI or TSI school and support for required school improvement activities for each identified

school in progress during the 2018-19 school year.

District/charter requirements can be found in the checklists posted on the MDE website.

Goals and Results

SMART goals are: specific and strategic, measurable, attainable (yet rigorous), results-based and time-based.

Districts may choose to use the data profiles provided by MDE in reporting goals and results or other locally

determined measures.

All Students Ready for School

https://education.mn.gov/MDE/dse/account/res/

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☒ WBWF Goal Only ☐ WBWF/A&I Goal Result Goal Status

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Provide the established SMART goal for the

2017-18 school year.

MS Site Goal 17/18: The percentage of all students enrolled October 1 in grades 5 through 8 at La Crescent-Hokah Middle School who earn an achievement level of Meets the Standards or Exceeds the Standards in Math on all state accountability tests (MCA and MTAS) will be 2% higher than the state average in 2018.

HS Site Goal 17/18: The percentage of all students in

grade 11 at La Crescent Hokah High School who meet or exceed benchmark on the ACT in all 4 subject areas will be 2% higher in 2018 than the Minnesota State Average.

Provide the result for the 2017-18

school year that directly ties back to the

established goal.

Results: Statewide proficiency 57.0% La Crescent MS 50.1%

Results: Statewide 30.0% La Crescent HS 34.8%

Check one of the

following:

Multi-Year Goal:

☐ On Track

☒ Not On Track

One-Year Goal

☐ Goal Met

☒ Goal Not Met

☐ District/charter

does not enroll

students in

kindergarten

Check one of the

following:

Multi-Year Goal:

☒ On Track

☐ Not On Track

One-Year Goal

☒ Goal Met

☒ Goal Not Met


does not enroll

students in

kindergarten

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ES Site Goal 17/18: ES: The percentage of students (in grades 1-4) meeting or exceeding their expected, (nationally normed) growth in the area of Reading, as assessed by the FastBridge aReading assessment, will be 52% or higher for the 2017-18 school year.

The overall Fastbridge reading came in

at 48% which is below our expectation.

Due to this the staff is looking at

changing the way we offer our

curriculum to all students with a big

emphasis on how we offer to those

students who are At Risk. We are now

using a plan we call What I Need or

WIN time for students.

Check one of the

following:

Multi-Year Goal:

☐ On Track

☒ Not On Track

One-Year Goal

☐ Goal Met

☒ Goal Not Met


does not enroll

students in

kindergarten

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Bulleted narrative is appreciated. 200-word limit.

What data have you used to identify needs in this goal area? How is this data disaggregated by student groups?

- When appropriate we are separating the results of formative assessments to determine what improvements we are seeing. In the MS and HS we are watching MCA and ACT scores. In the Elementary we are monitoring the Fastbridge scores to watch for improved student learning.

What strategies are in place to support this goal area? - We have been watching annual results for the secondary school. For

the Elementary we are watching the Fastbridge results which we take three times per year.

How well are you implementing your strategies? - We feel that the ACT program is doing well, but are talking about

things we could do make sure we continue to score well. The MS is struggling and we have been working hard to align curriculum to Standards and expected information that is being assessed.

How do you know whether it is or is not helping you make progress toward your goal? - By monitoring data we can see trends. With only a few years of data,

it is difficult to determine what is driving the change, is it the change in what we are doing or the change in students. We are looking to refine data to better determine cause and effect.

All Students in Third Grade Achieving Grade-Level Literacy




K-4 Students meeting or exceeding the national norms for expected growth on the FastBridge aReading test will be greater than 52%



established goal.

As a K-4 site, we did not achieve our

stated goal. The average growth

demonstrated by students tested was

below the 52nd % target for expected

growth.

Check one of the

following:

Multi-Year Goal:

☒ On Track

☐ Not On Track

One-Year Goal

☐ Goal Met

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☒ Goal Not Met


does not enroll

students in grade 3



- We have broken our student groups to look at at risk students(ADSIS, Title), special education students, and regular education students.

What strategies are in place to support this goal area? - We examine regular education students Fastbridge and MCA scores

to determine if they have more needs. If they meet the ADSIS and Title criteria we then find a way to serve them with the extra time that they need to catch them up and achieve at grade level.

How well are you implementing your strategies? - We are struggling. Pull out does not work well because of the fact

that they miss other class time to be pulled. We have been trying a new program, WIN, to help address What I Need for students based on the areas they are struggling.

How do you know whether it is or is not helping you make progress toward your goal? - We are monitoring the success of our efforts by trying keeping track

of the services they are getting the improvement in the Fastbridge scores.

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Close the Achievement Gap(s) Between Student Groups

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Elementary Goal

The percentage of students receiving ADSIS services for reading in grades 5 through 8 in the middle school that show more than 1 years growth on NWEA MAP tests will increase from 68% in 15-16 to 70% in 16-17. Middle School

The percentage of students receiving ADSIS services for Math in grades 5 through 8 in the middle school that show more than 1 years growth on NWEA MAP tests will increase from 67% in 15-16 to 69% in 16-17

The total number of students receiving ADSIS supports in K-4 were (Math: 82) and (Reading: 85) The number of math students improving by greater than one year expected growth were: ( 55 Math) and (44 Reading).

Early Childhood- Kindergarten Readiness

Provide the established SMART goal for the 2017-2018 school year. Goal 1: Increase the percentage of children screened prior to the start of Kindergarten to 95% in the 17-18 school year, a 2% increase over the 16-17 school year.

Goal 2: Increase the percentage of children screened between their third and fourth birthday during the 17-18



established goal.

18 of 27 students were able to make

more than 1 years growth. 67% is short

of our goal of 70% but was significantly

greater than 2 years ago. We continue

to make significant progress.

22 of our 44 students demonstrated

more than 1 year of growth in math this

year helping them to close the

achievement gap. This is below the

goal we set for ourselves.

At the Elementary school - we saw 67%

of ADSIS students show above expected

growth in Math, and 52% show above

expected growth in Reading

Result 1: In the 17-18 school year, 95 of our incoming 99 (96%) Kindergarten students had been screened prior to Kindergarten entrance, an increase of 3% over the 16-17 school year.

Result 2: In the 17-18 school year, 44% of the total children screened were between their third and fourth

Check one of the

following:

Multi-Year Goal:

☒ On Track

☐ Not On Track

One-Year Goal

☐ Goal Met

☒ Goal Not Met

Multi-Year Goal:

☒ On Track

☐ Not On Track

One-Year Goal

☒ Goal Met

☐ Goal Not Met

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school year by 5% over the 16-17 school year.

Goal 3: Maintain enrollment of 90% or more of capacity in the 17-18 school year for our fully inclusive and integrated School Readiness program, partnered with both Semcac Head Start and Early Childhood Special Education.

birthdays, and increase of 9% of the 16-17 school year.

Result 3: In the 17-18 school year, the ISD 300 School Readiness program (Discovery Preschool) had enrollment that filled 98% of enrollment capacity.



- Our district continues to work to strive for 100% of children screened prior to the beginning of Kindergarten. During the 17-18 school year, our Early Childhood Screening team developed new systems and targeted screening efforts to work toward earlier screening (between 3rd and 4th birthdays) in an effort to allow for greater amounts of time for early intervention prior to Kindergarten entry if needed.

What strategies are in place to support this goal area? - As a result of targeted screening efforts, ISD 300 has increased

the percentage of children screened prior to Kindergarten entrance by a total 5% since the 15-16 school year.

How well are you implementing your strategies? - Our district’s fully inclusive school readiness program continues

to adjust enrollment choices for families to meet needs expressed by our community’s young families.

How do you know whether it is or is not helping you make progress toward your goal? - This is a challenge as we have only a few years of data to determine

the impact of our efforts.

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All Students Career- and College-Ready by Graduation


Provide the established SMART goal for

the 2017-18 school year.

Provide the result for the 2017-18 school

year that directly ties back to the

established goal.

Check one of the

following:

Multi-Year Goal:

On Track

☐ Not On Track

One-Year Goal

☐ Goal Met

☐ Goal Not Met

Bulleted narrative is appreciated. 200 word limit.


What strategies are in place to support this goal area?

How well are you implementing your strategies?

How do you know whether it is or is not helping you make progress toward your goal?

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All Students Graduate




Graduation goal: The percentage of students who graduate will remain the same from 100% from the 2017 to 2018 school year using the 4 year cohort.


school year that directly ties back to

the established goal.

Results: Statewide 82.7% La Crescent 100%

Check one of the

following:

Multi-Year Goal:

☒ On Track

☐ Not On Track

One-Year Goal

☒ Goal Met

☐ Goal Not Met


does not enroll

students in grade 12






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Part B: Achievement and Integration Progress Report This portion is only required for districts participating in the A&I program.

If one of your A&I goals is the same as your WBWF goals, please note that in the box below and do not feel a

need to repeat the information already provided for that goal area.

Achievement and Integration Goal 1

Goal Statement Achievement or

Integration Goal?

Baseline Year 1 (2017-18)

Actual

On Track?

Provide the SMART goal

statement here.

Not applicable

Check one of the

following:

☐ Achievement

Goal

☐ Integration Goal

Provide the

baseline

starting point

here.

Provide the result for

the 2017-18 school

year that directly ties

back to the

established goal.

Check one of

the

following:

☐ On Track

☐ Not on

Track






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Achievement and Integration Goal 2

Goal Statement Achievement or

Integration Goal?

Baseline Year 1 (2017-18)

Actual

On Track?

Provide the SMART goal

statement here.

Not applicable

Check one of the

following:

☐ Achievement

Goal

☐ Integration Goal

Provide the

baseline

starting point

here.

Provide the result for

the 2017-18 school

year that directly ties

back to the

established goal.

Check one of the

following:

☐ On Track

☐ Not on Track






Please Note: If you have additional goals to add, copy and paste the A&I goal table below.

Integration

Please summarize the impact of the integration strategies you implemented with the A&I districts you partnered

with during the 2017-18 school year. Also, consider ways that your A&I plan strategies have increased

integration within your district.

Not applicable

2017-18 combined wbwf summary and …...2 part a: required for all districts annual report wbwf...

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