2014-15 Part A: Executive Summary

2014-15 Part A: Executive Summary

2014-15 World’s Best Workforce Report Summary

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 2014-2015 report summary.  Districts must submit this completed template by December 1, 2015 to MDE.WorldsBestWorkForce@state.mn.us.

Stakeholder Engagement

2014-2015 Annual Published  Report

2014-2015 ISD 194 Lakeville Area Public Schools Local World’s Best Workforce Plan: http://isd194.org/academics/worlds-best-workforce/2014-15-worlds-best-workforce/

2014-2015 ISD 194 Lakeville Area Public Schools Local World’s Best Workforce Summary Report: https://docs.google.com/document/d/1jnr8LaFPLKXK1-NvdhiGo9UyqeG6kH_1evaCkB0NCsg/edit?usp=sharing

2015-2016 ISD 194 Lakeville Area Public Schools Local World’s Best Workforce Plan: http://isd194.org/academics/worlds-best-workforce/2015-16-worlds-best-workforce/

Annual Public Meeting:

Date/Time: December 14, 2015 – 4:00-5:30

Location: Crystal Lake Education Center in the Media Center, 16250 Ipava Ave., Lakeville, MN 55044

Announcement:  http://isd194.org/news-events/ and on Cable 188

The ISD 194 School Board Meeting will review the Public Meeting comments and the Lakeville Area Public Schools World’s Best Workforce 2015-2016 Annual Plan on December 15, 2015. http://isd194.org/academics/worlds-best-workforce/2015-16-worlds-best-workforce/

Timeline:

November 14, 2015: Post WBWF Timeline on Website and Cable

November 23, 2015 4:00 Teaching and Learning Advisory Council review of 2014-2015 goals and progress:

Powerpoint Link: https://drive.google.com/a/isd194.org/file/d/0B2cotgxVdsaqZDg0Z1NCSjJvN1k/view?usp=sharing

Minutes: https://docs.google.com/a/isd194.org/document/d/1WYWrKc1AnRHqxw3lDuX_qHEHTtAb5gvEwll6wNtzNWo/edit?usp=sharing

November 24, 2015 7:00 Lakeville City Hall Board of Education Review of 2014-2015 goals and progress  

Powerpoint Link: https://drive.google.com/a/isd194.org/file/d/0B2cotgxVdsaqZDg0Z1NCSjJvN1k/view?usp=sharing

December 14,2015:  Annual Public Meeting

December 15, 2015: Board of Education Report/Action

District Advisory Committee

The Lakeville Area Public Schools has a district-wide Teaching and Learning Advisory Council (T&LAC). The council consists of parent representatives from each school in the district as well as community representatives, teachers, administrators, students, school board members.  The purpose of the council is to advise the district on curriculum content, instructional practices, and assessments.  It is the foundation group for the World’s Best Workforce Annual Report  and the World’s Best Workforce Summary Report. Their work is aligned to the district’s 2015-2018 Strategic Plan. The council meets monthly to provide feedback about curriculum updates, student achievement reports, and recommendations for instructional resources.  Members spend considerable time interviewing presenters, providing input, and making recommendations.  These recommendations are shared publicly during a Board of Education meeting by the board representative and by the Executive Director of Teaching and Learning.  Building representatives share the information with their building advisory councils and PTO’s and bring feedback to the Teaching & Learning Advisory Council. District 194 parents and community members are invited to apply for membership on the district Teaching and Learning Advisory Council.   

Membership: https://drive.google.com/file/d/0B2cotgxVdsaqWXc5R1Y0WkFsWXc/view?usp=sharing   

Goals and Results

SMART Goal 2014-2015 Goals 2014-2015 Goal Results
All Students Ready for Kindergarten 2014-2015 School Year Goals: 100% of children will be screened with Early Screening Inventory-Revised (ESI-R) by September 30  of their Kindergarten year or provide record of Early Childhood Screening by September 30 of their Kindergarten year.
100% of students identified by the ESI-R in need of support will receive services in Small Wonders through School Readiness, or Early Learning Scholarships by June, 2015.
100% of students entering Kindergarten will be assessed using the locally-designed Kindergarten Assessment Survey.
2014-2015 School Year Results: 78% of enrolled kindergarten students have record of Early Childhood Screening (ECS) in ISD 194 Student Information System. Office Managers report 95% of enrolled kindergarten students have record of ECS and the information is in our Student Information System.  94% (31 of 33) of the students identified at ECS for support did receive services. 93% (626 out of 671) completed the localized Kindergarten Assessment Survey prior to the start of school.
All Students in Third Grade Achieving Grade-Level Literacy 80% of third grade students will score in the  proficient range as measured by the MCA-III reading assessment in Spring of 2015. 77.9% of third grade students, district-wide scored in the proficient range as measured by the spring 2015 MCA-III reading assessment.  This is a 1.7% increase from the 2013-2014 school year.
Close the Achievement Gap(s) Among All Groups 50% of the schools will make progress toward or meet their reading and math achievement gap goals as measured by the MCA in the spring of 2015. In reading, 73%  of the schools made progress toward or met their reading achievement gap goal.Five schools made progress toward their reading gap goal. Six schools met or exceeded their reading gap goal. Four schools did not meet their reading gap goal.In math,  57% of the schools made progress toward or met their achievement gap goal.Six schools made progress toward reaching their math achievement gap goal. Two schools met or exceeded their math gap goal. Six schools did not meet  their math gap goal.
All Students Career- and College-Ready by Graduation 100% of the LNHS and LSHS students in the 2011-2012 ninth grade cohort still residing in Lakeville will complete their career portfolio prior to graduating in June 2015. 100% of the students in the 2010-2011 ninth grade cohort still residing in (Lakeville in June, 2015 graduated with a completed career portfolio.
All Students Graduate 100 % of Lakeville High School students (LNHS, LSHS, ALC, Link12) who were in the 2010-2011 Lakeville ninth grade cohort will graduate in 4 years in June 2015 93.1 % of our 2014 students graduated within the 4-year cohort timeline. This was an increase of 2.6% from June 2013,

Identified Needs Based on Data

In Kindergarten readiness, 2013-14 data showed 10 children screened 30 days after kindergarten enrollment.  By February 1, 2015, 35 children still had no record of ECS. We needed a better system of ECS documentation.

With students reading well by third grade, our MCA mid-year data showed only 72% of our students were proficient in reading. In addition, only three of eight elementary schools met their SCIP goals for third grade. We needed to improve instructional practices via professional development.

Regarding our achievement gap, our MCA results showed our priority groups ranged from 50% to 58% proficient. Only 6/14 sites met their math gap goal and only 8/14 sites met their reading gap SMART goal. We need more consistent progress monitoring with more  immediate responses to learning needs.

Our CCR goal was 100% completion of the Career Portfolio documented by graduation. We discovered lack of consistency in  documentation of all components.  

We needed to design a system to  consistently record this data.Our student graduation rate was 90.5% in June of 2013. To meet our goal of 100% graduation rate within 4 years, we developed  ninth grade academies to support potential dropouts based on course failures and attendance rates.

Systems, Strategies and Support Category

Students

ISD 194 provide comprehensive systems of support. Each August, our district sites participate in Shared Leadership Data Retreat. Each school receives the results of their MCA data.   The site teams analyze whether or not they met their goals from the previous year and determine the root causes for not reaching their goals. Specific MCA strand data  and priority groups data determines the future strategies they will incorporate. https://drive.google.com/file/d/0B2cotgxVdsaqVVBuMHZDamduUWc/view?usp=sharing

Results and strategies from each site’s Site Continuous Improvement Plan (SCIP) are presented to the district SCIP Panel. Teams determine leading indicators to use throughout the year to monitor their progress. Each teacher is required to follow the ISD 194 Teaching and Learning Progression (https://drive.google.com/drive/u/0/folders/0B2cotgxVdsaqaUh1cVJkYXlsS2M). This process is linked directly to the Minnesota Academic Standards. Learning targets are posted in all classrooms.  We use Universal screeners, progress monitoring, diagnostic, formative and summative assessments, MCA and MAP to measure student progress and to respond to student needs.

For students not responding to the differentiated core, they receive additional supplementary tiered instruction through our MTSS framework.  This link contains all the data from the 2014-2015 school year and is color coded by whether they made progress, met or did not meet the stated goals.

Teachers and Principals

During the 2014-2015 school year,  teachers/principals received extensive support to meet site, shared, and individual goals. Besides the annual fall data dig, faculty had an additional day to align their goals to the site SCIP and TDE requirements.

Through our continuous improvement process, sites identified leading indicators within their SCIP on a quarterly basis to monitor and adjust student learning. Faculty used common formative and summative assessments aligned to the Minnesota Academic Standards as key indicators of progress.  K-8 also used MAP assessments.   Within iCue, data can be disaggregated by student groups to further target and personalize instruction. Weekly PLCs monitored student progress.

Faculty were given extra time beyond their weekly PLCs each quarter to set strategies and systems in place to meet goals. Site TDE trainers provided small group training and 1:1 assistance for teachers and principals. Ongoing administrator classroom visits used a common K-12 template to provide formative feedback on instructional strategies, learning targets, and use of resources. As needed  teams received extra time to review the Minnesota Academic Standards, Benchmarks, Essential Learnings, and  the curriculum pacing guide  in Eclipse. Principals met quarterly with the Superintendent to monitor leading indicators and troubleshoot concerns.

District

Curriculum processes occur at the district and building level. Teachers follow ISD 194 Teaching and Learning Progression Framework. They use state standards, benchmarks, ACT, and future-ready skills for our district essential learnings.They provide students aligned learning targets, and align formative and summative assessments to those learnings.  The district uses the PDSA process to evaluate, guide, design and monitor curriculum. The process is two-fold: aligned with state standard revision timelines while responsive on an annual basis to site needs.  

High quality instructional practices are the focus of PLCs as teachers work to be responsive to student needs. Administrators provide feedback after classroom walkthroughs. Principals and teachers participate in related professional development.

Our continuous improvement model consists of a district Shared Leadership Team. The purpose is threefold: to ensure progress on SCIPs by responding to needs in curriculum, instruction, and assessment; alignment of site work to the District Strategic Plan; and to implement  responsive staff development. Each member is on the Site SLT. They take the work from this group back to the building SLT to share and implement strategies aligned to their SCIP plans. Each member on the site team is a member of a grade level, course or program PLC.

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