•  

    2018-19 Combined WBWF Summary and Achievement and Integration Progress Report

    District or Charter Name:

    Grades Served:

     

    WBWF Contact: Sharon Schultz

    Title: Principal

    Phone: 218-782-2232

    Email: skschultz@greenbush.k12.mn.us

     

     

     

    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

     

    Greenbush-Middle River School is not part of the Achievement and Integration program.

     

    All districts/charters must submit this completed template between October 15 and December 15, 2018, to MDE.WorldsBestWorkForce@state.mn.us.

     

    If you have questions while completing the WBWF portion of the summary, please feel free to email MDE.WorldsBestWorkforce@state.mn.us or contact Susan Burris, (susan.burris@state.mn.us).program manager for District Support.

     

    If you have any questions regarding the A&I portion of this report, please email MDE.Integration@state.mn.us.

    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.

     

    Ø  Link from district website address:

    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.

     

    Ø  October 21, 2019, 6:00 p.m.

    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)

    Carrie Jo Howard

    School board member

    N/A

    Allison Harder

    School board member/Parent

     

    Susan Lieberg

    Academic Advisor

     

    Sharon Schultz

    Principal

     

    John Novacek

    Student Council Member

     

    Jeri Puttbrese

    Paraprofessional/Parent

     

    Lynn Balstad

    Early Childhood Educator

     

    Jessica Kuznia

    Parent/Community Member

     

    Wendy Wahl

    Parent/Community Member

     

    Ervin Gust

    Parent/Community 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.
    • 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.

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

    Ø  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?

    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?

    o   What are the root causes contributing to your gaps?

    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?

    Ø  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?

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

    Response:

    Ø  All students have equal access to the same teachers because our school is very small.

    Ø  The district uses EdPost – the state’s primary source for teacher recruitment – to announce job openings. In recent years few or no teachers (regardless of race) apply. GMR contacts teacher colleges to inquire about potential candidates

    Ø  The number of students in each sub-group is too small to draw conclusions, with the exception of students who might be labeled “low-income” by qualifying for free or reduced-price school meals. 26% of GMR students qualify for free or reduced-price meals.

    Ø  The GMR student population is 95% white, and 20% of students have special education plans.

     

    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 2018-19 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.

    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

    ☒ WBWF Goal Only ☐ WBWF/A&I Goal

    Result

    Goal Status

    100% of 3-5 year-olds will be screened with DIAL and Teaching Strategies Gold prior to entering kindergarten.

    There will be four preschool parent-teacher conferences throughout the year to report on student progress – two at school and two at home. If screening identifies developmental delays, the parents are informed about potential Early Childhood Special Education Services.

    All kindergarteners will take the STAR Early Literacy test in fall, winter and spring to assesses phonics and word recognition. All students will earn a skill set score of at least 51 on all literacy domains linked to Minnesota Academic Standards for English Language Arts for kindergarten.

    100% of preschoolers were assessed. Maintain the goal by continuing child-find outreach through ECFE mailings, social media, local newspapers and posters.

    100% met

     

     

     

    Four students (22.2%) did not meet the standard by the end of kindergarten. Students can be referred for Tier 2 intervention or special education evaluation.

     

    Check one of the following:

    Multi-Year Goal:

    ☒ On Track

    ☐ Not On Track

     

     

    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?

    ·        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?

     

    All Students in Third Grade Achieving Grade-Level Literacy

    ☒ WBWF Goal Only ☐ WBWF/A&I Goal

    Result

    Goal Status

    100% of third graders will master the fluency, sight word and comprehension goals established in the district’s Reading Well by Third Grade plan or Individualized Education Plan goals and objectives

     

     

    100% of third graders will meet or exceed standards as measured by the MCA.

    78% mastered the fluency goal.

    83% mastered the sight word goal.

    78% mastered the reading comprehension goal.

     

     

    In spring 2019, 72% of third graders met or exceeded the standard.

    Students can be referred for Tier 2 intervention or special education evaluation

    Check one of the following:

    Multi-Year Goal:

    ☐ On Track

    ☒ Not On Track

     

     

    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?

    ·        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?

     


     

    Close the Achievement Gap(s) Between Student Groups

    ☒ WBWF Goal Only ☐ WBWF/A&I Goal

    Result

    Goal Status

    The number of students in each student group is too small to make generalizations, with the exception of students who qualify for free and reduced school meals.

    All district students who qualify for free or reduced school meal prices will meet or exceed state standards at rates similar to students who do not qualify.

    Based on MCA results, in any given year this group’s proficiency rates are similar to the general population’s results – sometimes slightly higher and sometimes slightly lower.

    2019 math proficiency rates:

    GMR F/R 61%

    GMR whole group 60

    MN F/R 35

     

    2019 reading proficiency rates:

    GMR F/R 52

    GMR whole group 62

    MN F/R 41

     

    2019 science: Only 3 grade levels take the science MCA. The number of F/R students in those grades is too small to report.

     

     

    Check one of the following:

    Multi-Year Goal:

    ☒ On Track

    ☐ Not On Track

     

     

    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?

    ·        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?


     

     

    All Students Career- and College-Ready by Graduation

    ☒ WBWF Goal Only ☐ WBWF/A&I Goal

    Result

    Goal Status

    All 10th graders will participate in Career Exploration class. Course topics include interest surveys, MCIS, research about careers and post-secondary education options and soft skills needed for work.

    All juniors and seniors will select from a list of assessments suited to their post-secondary interests: ASVAB, PreACT, PSAT, ACT, Accuplacer

    Maintain an average ACT composite score that is at or higher than the Minnesota average.

    Throughout 10th-12th grades, all students will participate in four career and college fairs.

    The academic advisor monitors all high schoolstudent schedules to ensure that their course selection matches post-secondary plans.

    Juniors and seniors are excused for college visits and job shadowing.

    Goal met

     

     

    Goat met

     

    In 2019, GMR average ACT composite score was 20.3 in 2019. Minnesota’s average was 21.4.

     

    Goal met

     

    Goal met

     

    Goal met

     

    Check one of the following:

    Multi-Year Goal:

    ☒ On Track

    ☐ Not On Track

     

     

     

    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?

    ·        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?


     

     

    All Students Graduate

    ☒ WBWF Goal Only ☐ WBWF/A&I Goal

    Result

    Goal Status

    100% of students will graduate within 4 years of high school.

    The statewide goal for 2020 is that 90% of students graduate within four years with no student group below 85%.

    94% of students graduated on time with their class of 2019.

    Interventions: Credit recovery on-line, summer or alternate school year schedule, credit substitution, Inter-County intervention plan

    Check one of the following:

    Multi-Year Goal:

    On Track

    ☒ Not On Track

     

     

     

    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?

    ·        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?