2015-2016 World’s Best Workforce Report Summary

District or Charter Name:

Grades Served:

Contact Person Name and Position:

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

 

This document serves as the required template for submission of the 2015-2016 report summary.  Districts must submit this completed template by December 15, 2016, to: MDE.WorldsBestWorkForce@state.mn.us.

 
  1. Stakeholder Engagement

 

1a. Annual Report

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

  • 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.

                  www.chisholm.k12.mn.us

 

1b. Annual Public Meeting

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

The Annual Meeting will be held on Monday, December 20, 2016 at 5:00 in boardroom of Chisholm Elementary.  The building is located at 301 SW 3rd Ave.  Chisholm, MN 55719

1c. District Advisory Committee

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

  • Describe the makeup and list the District Advisory Committee members for the 2015-2016 school year. When describing the makeup of the committee, ensure roles are clear (teachers, parents, support staff, students, and other community residents).

          Clarice Sever                        School Board

          Patricia Kestly                       School Board

          Jeffrey Hancock                    Principal

          Rick Aldrich                           Principal

          Mark Morision                       Principal

          AnnMarie Lubovich               Teacher

          Jessica Rice                          Teacher

          Kayla Jensen                        Teacher

          Alida Carlson                        Business

          Hannah Forti-Casey             Business

          Tonya Enich                         Community

          Pastor Dan Erickson             Parent

          Darcy Lucas                         Community

          Kim Gierman                        Parent

         Jennifer Palo                         Parent

 
 
 
  1. Goals and Results

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

2a. All Students Ready for Kindergarten

Goal

Result

Goal Status

Provide the established SMART goal for the 2015-2016 school year.

 

100 % of all entering Kindergarten students will be screened prior to the start of the school year.

 

100 % of all entering Kindergarten students will have their immunizations

Provide the result for the 2015-2016 school year that directly ties back to the established goal.

 

50/55 or 93% of entering Kindergarten students were screened.

 

100 % had their immunizations

Check one of the following:

 

X Goal Not Met

 
 
 

X  Goal Met

 
 

2b. All Students in Third Grade Achieving Grade-Level Literacy

Goal

Result

Goal Status

Provide the established SMART goal for the 2015-2016 school year.

71.21% of all 3rd grade students will be proficient in Reading by the end of 3rd grade based on 2016 MCA Reading results.

Provide the result for the 2015-2016 school year that directly ties back to the established goal.

 

61.48 % of all 3rd grade students were proficient in reading based on the 2016 MCA results.

Check one of the following:

 
 

X Goal Not Met

 

2c. Close the Achievement Gap(s) Among All Groups

Goal

Result

Goal Status

Provide the established SMART goal for the 2015-2016 school year.

The district will meet the MCA 2016 Target Goals for the following subgroups in reading and math:

                                Math           Reading

White                     82.22%          81.01%

Special ed             58.30%          56.41%

Fr/Rd                     67.52%          64.01%

 

Provide the result for the 2015-2016 school year that directly ties back to the established goal.

 

Based on the 2016 MCA results the following % of the subgroups scored proficiency in reading and math.

 

                        Math         Reading

 

White               66.04         64.99

 

Spec. Ed          41.86         39.63

 

Fr/Rd                59.44         55.71

Check one of the following:

 
 
 
 
 
 
 
 
 

X Goals Not Met

 
 
 
 
 
 

2d. All Students Career- and College-Ready by Graduation

Goal

Result

Goal Status

Provide the established SMART goal for the 2015-2016 school year.

76.59% of all 8th grade students will be proficient in math based on 2016 MCA results.

Provide the result for the 2015-2016 school year that directly ties back to the established goal.

 

44.56 % of all students were proficient based on the 2016 MCA results.

Check one of the following:

 
 

X Goal Not Met

 

2e. All Students Graduate

Goal

Result

Goal Status

Provide the established SMART goal for the 2015-2016 school year.

90% of all seniors will graduate on time.

Provide the result for the 2015-2016 school year that directly ties back to the established goal.

 

33/39 or 84.62% of seniors graduated on time based on a 4 yr graduation rate.  

Check one of the following:

 

X Goal Not Met

 
 
  1. Identified Needs Based on Data

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

  • List and describe the district’s needs that were identified at the start of the 2015-2016 school year and the data the needs were based upon.

  • Include only the key data used to determine identified needs.

Limit response to 200 words.

The district goals were based on improving student achievement in reading and math based on formal assessments results of 2015. In 2015 our MCA results for “All Students” at the district level were below the Target Goal in both math and reading.  Also, our ACT 2015 Composite Score was 21.2, which was below the State Avg. of 22.7.  When the teachers were asked what they would need to improve student achievement they identified the following activities: the need for collaboration time to discuss curriculum/instruction, time to analyze and interpret student data, and professional development to assist in the  implementation of selected strategies to enhance student achievement at the students’ instructional level.

 

  1. Systems, Strategies and Support Category

4a. Students

  • Describe the areas below. Include only the district focus areas for the 2015-2016 school year.

Limit response to 200 words.

  • Process for assessing and evaluating student progress toward meeting state and local academic standards.

  • Process to disaggregate data by student group.

4 a.  The district uses a combination of formal and informal assessment tools to evaluate the reading and math progress made by individual students, subgroups and by grade levels.  At the pre-school level we use Work Sampling in our ECFE program while Head Start uses the ASQ-SE/3 and CORE Assessments.  

    As the students move up the grades, we use daily assignments and unit tests as informal measures along with the following formal assessments: NWEA, MCA and ACT.   

    The district sends teams from each building to regional data days in August put on by MDE.  Those teams analyze the data and set building level goals for the upcoming school year.  Those team then return to their respective buildings and share the information.  

    A regional data consultant is then brought in to assist teachers in setting classroom and student goals based on individual and grade level data. The classroom teachers are responsible to make individual student goals as part of their teacher evaluation.

 

4b. Teachers and Principals

  • Describe the areas below. Include only the district focus areas for the 2015-2016 school year.

Limit response to 200 words.

  • System to review and evaluate the effectiveness of:

    • Instruction

    • Curriculum

    • Teacher evaluations

    • Principal evaluations

b. The district authorized teams of teachers to work over the summer to map our reading and Language Arts curriculum and to make pacing guides for them K-12.  The mapping team took our curriculum and laid it along side the state standards.  They identified gaps and redundancies for all grade levels.  Every teacher was given a copy of the maps.

A second group took that information and constructed pacing guides for every grade.  These guides were recommendations for classroom teacher to follow so they would have sufficient time to cover all of the standards with in their grade level.  They were also instructed to use their professional judgment based their classroom ability to grasp the concepts.

 

    Tenured teachers are evaluated at least one time a year, either by a peer evaluator or by his or her principal in their Summative Evaluation.   Non-tenure teachers are evaluated a minimum of three times.  The 35% of the teacher’s evaluation are tied directly to LA and/or math student goals.

 

    The principals’ and teachers’ evaluation go hand-in-hand.  One of the principals’ goals is tied directly to the improving teacher effectiveness through evaluations.   Another required goal is to assist in the implementation of our Strategic Plan.  Our plan consists of six priorities, although distinct yet they are inter-connected.  The principals are expected to provide leadership in all areas.

 
 
 
 
 
 
 
 
 

4c. District

  • Describe the areas below. Include only the district focus areas for the 2015-2016 school year.

Limit response to 200 words.

  • Include the district practices around high-quality instruction and rigorous curriculum which integrate:

    • Technology

    • Collaborative professional culture

c.  In order to support the WBWF goals and professional development throughout the district the board adopted a calendar that provides monthly on-going professional development.  This PD time was used either in large group trainings or for grade or content level PLCs.  The staff greatly appreciated the PLC time to collaborate among and across grade levels.  In some instances we included support staff if the training was relevant to their position.

   

      During the summer of 2016 a team of teachers researched MN state standards on technology k-12. They complied a report that laid out the standards per grade level, but they went a step further and identified specific hardware and software needed to meet those standards.  This report was presented to the school board and was given to the staff as a guide.

 

    Lastly, prior to the first day with students our teachers attended a regional Professional Development Summit.  Included in the Summit were 60-70 local presenters.  The teachers selected 5 mini sessions in topics they wanted to learn more about or to get introduced to.  It is well accepted by the staff.  

   At the locate level we had PD days prior to students.  Our staff development committee recommends the type of activities that will be presented.

 
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  1. Equitable Access to Excellent Teachers

On June 1, 2015, MDE submitted a plan to the U.S. Department of Education that required all states to address long term needs for improving equitable access of all students to excellent educators.  No Child Left Behind (NCLB) required that states address gaps in access to experienced, licensed and in-field teachers. The Every Student Succeeds Act (ESSA), signed on December 10, 2015, now requires states to evaluate and publicly report whether low-income and minority students are disproportionately served by ineffective, out-of-field, or inexperienced teachers.  

To reach the goals of the WBWF, it is important to ensure that all students, particularly students from low income families and students of color have equitable access to teachers and principals who can help them reach their potential.  Following the 2016 legislative session, WBWF now requires:

  1. Districts to have a process to examine the equitable distribution of teachers and strategies to ensure low-income and minority children are not taught at higher rates than other children by inexperienced, ineffective, or out-of-field teachers.

  2. District advisory committees to recommend to the school board the means to improve students' equitable access to effective and more diverse teachers.

In fall 2016, MDE will be engaging with a variety of stakeholders to unpack the definition of effective teachers in ESSA and WBWF as well as determine how the state might be able to evaluate and publicly report equitable access data. MDE will communicate the outcomes of these discussions to all districts.

In this 2015-2016 summary report submission, please provide the information below.

  • Describe the district process to examine the distribution of experienced and qualified teachers across the district and within school sites using data.

    • Include how the district reviews data to examine the equitable distribution of teachers.

    • Include how the district uses the data to set forth strategies to ensure low-income and minority children have equitable access to excellent teachers.

    • Limit response to 200 words.

5.  The State of MN is experiencing a teacher shortage and greater MN is feeling it to a greater extent than urban schools.  As we look to replace retiring baby-boomers we try to attract the best teacher with the proper credentials.

The state categorizes newly hired staff into three classifications:

    Inexperienced-teacher with less than 3 yrs. experience

    Class unqualified-teachers not fully licensed in the area they are teaching

    Out of Field-teachers on variances teaching in areas not licensed

Below is a chart that compares the Chisholm District staff to the State of MN for the 2015-16 SY.

 

                                              Chisholm                      State             Comparison

Inexperienced              14.55%                   13.5 %         Above State Avg.

Class Unqualified        5.56%            1.93%         Above State Avg.

Out of Field            8.33%            3.59%         Above State Avg.

            

 

Due to the fact that School District only houses specific grades levels in only one building poverty or minority status does not play a factor on teacher assignments.

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