Cass Lake-Bena School District #115 SY World s Best Workforce Plan

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1 Overview: Cass Lake-Bena School District #115 SY World s Best Workforce Plan To provide a comprehensive, quality education in a safe environment for all. The World's Best Workforce Plan (state statute, section 120B.11) is a comprehensive, long-term strategic plan to support and improve teaching and learning with the ultimate goal of creating the world's best workforce. In order to create the world's best workforce, Cass Lake-Bena Public Schools must make progress toward: closing the identified achievement gaps in the district increasing the number of students identified as kindergarten ready increasing the number of third-graders reading at grade-level increasing the number of students identified as career or college ready improving the graduation rate This progress will be measured through any combination of the following: student performance on the Minnesota Comprehensive Assessments along with other relevant assessments analysis of assessment data as it relates to achievement gaps in student subgroups (racial groups, ethnic groups, English Learners, students receiving special education services, and/or students living in poverty high school graduation rates college and career readiness assessments (ACT plus Writing) Individual Growth and Development Indicators (IGDIs) The World's Best Workforce Plan is intended to serve as a foundational document that aligns educational initiatives that serve students pre-k through high school. Information referenced in this report can be found at: 1

2 DISTRICT GOALS All Students Ready for School (School Readiness): 80% of the 4 and 5 year olds enrolled at the Curiosity Center on September 1, 2017 will show an increase from intensive needs to benchmark at age appropriateness in Literacy and Math by June 1, 2018 according to the My Individual Growth and Development Indicators (IGDI) assessments. 100% of the 4 and 5 year olds enrolled at the Curiosity Center in SY will have completed a preschool screening prior to September 5, 2017, the first day of school. All Students in Third Grade Achieving Grade-Level Literacy: All Students Reading Well by Third Grade: CLB District will increase their proficiency in All Students group in Grade 3 from 38.8% in 2017 to 45.0% in 2018 measured by the 2018 MCA Reading. Achievement Gap Closure: District Reading Goals CLB District will increase their proficiency in the All Students group from 36.9% in 2017 to 42.0% in 2018 as measured by the MCA Reading for students enrolled October 1. CLB District will close the achievement gap for the students in the Free/Reduced subgroup by increasing proficiency from 33.7% in 2017 to 38.7% in 2018 as measured by the MCA Reading for students enrolled October 1. CLB District will close the achievement gap for the students in the Special Education subgroup by increasing proficiency from 19.0% in 2017 to 24.0% in 2018 as measured by the MCA Reading for students enrolled October 1. CLB District will close the achievement gap for the students in the American Indian subgroup by increasing proficiency from 33.3% in 2017 to 38.3% in 2018 as measured by the MCA Reading for students enrolled October 1. District Mathematics Goals CLB District will increase their proficiency in the All Students group from 23.6% in 2017 to 29.0% in 2018 as measured by the MCA Mathematics for students enrolled October 1. CLB District will close the achievement gap for the students in the Free/Reduced subgroup by increasing proficiency from 22.4% in 2017 to 27.4% in 2018 as measured by the MCA Mathematics for students enrolled October 1. CLB District will close the achievement gap for the students in the Special Education subgroup by increasing proficiency from 14.2% in 2017 to 19.2% in 2018 as measured by the 2

3 MCA Mathematics for students enrolled October 1. CLB District will close the achievement gap for the students in the American Indian subgroup by increasing proficiency from 21.3% in 2017 to 26.3% in 2018 as measured by the MCA Mathematics for students enrolled October 1. All Students Are Ready for Career and College: CLB District will increase their Math proficiency in Grade 8 for the All Students group from 8.2% in 2017 to 18.2% in 2018 as measured by the MCA Mathematics for students enrolled October % of the 9th grade students enrolled at CLB High School will have developed a Personal Learning Plan for successful transition to postsecondary education and/or employment by June 1, By June 1, 2018, CLB District will provide two opportunities for the students in Grades 11 and 12 to take the ACT plus Writing during the regular school day. All Students Graduate: CLB High School graduation rate as measured by MDE s Four-Year Graduation Rate calculations will increase to 90% for all students in CLB ALC graduation rate as measured by MDE s Six-Year Graduation rate calculations will increase to 90% for all students in CLB District graduation rate as measured by MDE s Four-Year Graduation Rate calculations will increase to 90% for all students in

4 District Assessment System: ASSESSING AND EVALUATING STUDENT PROGRESS Assessment Test Dates Grades Tested Objectives/Use myigdis (Early Literacy, Numeracy, and Social/Emotional ProLADR Assessment Sept 6-15 Jan April 3-13 PreK Identify children at risk and monitor development gains to help them become school ready. Measure school-readiness. AIMSweb Sept 6-15 Jan April 3-13 STAR Reading and Math Sept 6-15 Jan April 3-13 K-1 This assessment is given three times a year to measure students' reading and math skills and determine if interventions are needed and if they are successful. Teachers receive results immediately and share with parents at conferences Measure students growth in meeting the State Standards. Minnesota Comprehensive Assessments (MCAs) - Reading, Math, & Science Mar 5-May 4 Mar 5-May 11 (Science) 3-8, 10 & 11 These assessments are required by the State to measure student growth, closing the achievement gaps, and school/district progress at meeting State standards. Minnesota Test of Academic Skills (MTAS) Mar 5-May 4 Mar 5-May 11 (Science) IEP students 3-8, 10 & 11 These are alternative State assessments available for students with disabilities whose Individual Education Plan states they need an alternative assessment. College & Career Ready Assessments ACT + Writing April 3 and 24 Grade 11 ACT measures how well they are prepared for college and career opportunities after high school. Data Utilization: School PLC teams meet weekly and establish baseline and other data collection points and benchmark data discussions throughout the school year. Students are provided with appropriate interventions based on benchmark assessments. Benchmark data is used to reevaluate student needs and differentiate instruction to have a continuous data review cycle. District conducts a summer Data Retreat to target and develop particular school-wide strategies in reading and math. Professional development is aligned to the comprehensive needs assessment data as well as the schools instructional program. 4

5 SYSTEMS OF REVIEW AND EVALUATION Curriculum: All grade levels and/or content areas have developed curriculum maps. All curriculum maps are aligned with state and/or national standards. All curriculum maps are reviewed and revised if needed on a yearly basis. Cass Lake-Bena School District employs a comprehensive system to periodically review and evaluate the effectiveness of all district and instruction. The District has a seven-year textbook adoption cycle process that print and digital materials are reviewed and selected for use. Materials selected are aligned with the state academic standards. Teacher Development and Evaluation Plan: Cass Lake-Bena School District engages in regular evaluation of probationary and tenured teachers. Based on the Charlotte Danielson s Framework for Teaching, principals evaluate the quality of individual teachers and provide feedback to ensure continued growth. The goal of the District s evaluation system is to articulate expectations, assess performance in the instructional domain, and provide support for the development of high performing teachers who are capable of improving the quality of teaching and learning. Instruction is improved through self-assessment and reflection, goal setting, and classroom observations. Principals use walkthrough data to guide instructional practices and evaluate instructional frameworks. Teachers receive feedback for reflection to improve instructional practices. Professional development time in effective instructional strategies is provided based on the walkthroughs and observations. Instructional Coaches facilitate training for job-embedded professional development in data analysis, professional learning communities, and instructional strategies. Principal Evaluation: The Cass Lake-Bena School District principal evaluation system involves multiple measures of performance that emphasizes improved teaching and learning based on the Minnesota s K-12 Principal Competencies. The comprehensive evaluation provides a basis for self-assessment, goal setting, and professional development. The evaluation focuses on helping principals improve their instructional leadership. STRATEGIES FOR IMPROVEMENT OF INSTRUCTION, CURRICULUM, AND STUDENT ACHIEVEMENT District: Curriculum adoption process that provides for continuous review of curriculum and instruction. Continued support to assist teachers to infuse technology into their instruction. Job-embedded PLCs that focus on instruction and assessment. Instructional Coaches at each building provide professional development in data analysis, PLCs, and instructional support. STAR assessments are used to measure student skills in reading and math and progress monitor interventions. Professional development time to align curriculum and instruction to the State standards. Increased learning time available through after school and summer school programs. Free bus transportation is provided to students. 5

6 Supplemental Title I math and reading instruction for students at the elementary, middle, and high schools. Opportunities for parents to be engaged in their child s learning. Parent Action Committee meets monthly. Professional development trainings for working with racially and ethnically diversity. Learning expectation brochures for families of students in grades K-8 to explain what they learn and their learning characteristics each year. Ojibwe language instruction is provided to students K-12. Mentoring and Induction Program that provides support for new and non-tenured teachers, as well as support and coaching for a teacher in the teacher improvement process. Increase use of technology through the use of Chromebooks and the zspace Learning Lab creating engagement through exploration and experiential learning. Elementary: Curiosity Center Program holds a four-star Parent Aware rating and continues to prepare children for kindergarten. The Pathway II Early Learning Scholarship Program provides families access to highquality early learning for children with high needs. Continue Step Up, a two-year kindergarten program that prepares students emotionally and socially for continued success. Continue implementing a school wide discipline program called Positive Behavior Intervention Supports (PBIS) to create a positive school environment. Continue to provide professional development on Leveled Literacy Intervention and Benchmark Assessment System to provide differentiated instruction based on individual needs to increase academic achievement. Title I teachers and paraprofessionals continue to provide small group and individual supplemental reading and math instruction using Leveled Literacy and IXL interventions. Continue to focus on reading and math strategies including Guided Reading and Math Talk. Continue development of standards-based, common formative assessments to adjust the teaching as necessary and assure equity in all classes in the same grade. Continue the use of STAR Reading and Math Assessments for grades 2-4 to measure student skills in reading and math and progress monitor interventions. Continue the use of AIMSweb assessments for grades K-1 to measure student skills in reading and math and progress monitor interventions. Middle: Continue implementing instructional strategies of Reciprocal Teaching, Math Talk, 7 Mindsets Academy, and Reader s Workshop. Began initial implementation of Leveled Literacy Interventions curriculum, a nationally recognized reading intervention program. Implement 7 Mindsets during homeroom a curriculum that helps students understand the importance of having a growth mindset. Implement a more systematic Tier 2 Intervention system, which included small groups, particularly in 5th grade, with additional social emotional learning lessons. Utilize PBIS and a number of other behavioral support systems to support the whole child. 6

7 Pilot the Reader Workshop format for reading instruction in grade 6. Increase health education to all 5th and 7th grade students Reinstitute a block of time every other day called What Is Needed or WIN time, to focus on deliberate and systematic support of students specific math or reading needs, in addition to their core instruction classes. Continue the use of STAR Reading and Math Assessments for grades 5-8 to measure student skills in reading and math and progress monitor interventions. High: Implement the 9th Grade Academy program to provide a continuum of services and supports to promote academic success, social and emotional growth, and post-secondary career exploration for students. Continue the use of Plato Courseware as an intervention for students who are falling behind or for those students that need to earn credit to meet the graduation requirements. Provide Credit Recovery instruction during the school day. Use homeroom time for students to participate in Drop Everything and Read which encourages independent silent reading. Students choose the book they wish to read based on interest and ability. Provide the opportunity for students to receive individual instructional support after school by certified staff. Continue to provide students a full selection of academic opportunities including advanced placement, Project Lead the Way (PLTW) classes, and Post-Secondary Enrollment Options (PSEO). Integrate technology in the classroom through the use of Chromebooks and Google Classrooms. Technology integration will allow the students to apply computer and technology skills to learning and problem solving. Provide students with access to appropriate counseling and other supports and assistance in completing required coursework, prepare for postsecondary education and careers, and obtain information about postsecondary education costs and eligibility for financial aid and scholarships. Continue the use of STAR Reading and Math Assessments for grades 9-11 to measure student skills in reading and math and progress monitor interventions. Effective Strategies: Professional Learning Communities (PLCs) are job-embedded and meet weekly to provide a collaborative and ongoing learning process so teachers can continue to develop their skills and strategies. Teachers have access to a Technology Integrationist that provides training, ideas, and feedback regarding the use of Chromebooks, ipads, zspace Learning Lab and other technology tools and resources. School Calendar included four late starts for teachers to work in vertical teams to develop and implement vertically aligned strategies at helping students acquire the academic skills necessary for success. The Teacher Evaluation Plan utilizes observations and evaluation based on the Charlotte Danielson Framework for Teaching. The rubric provides teachers with feedback regarding areas of strength as well as areas in need of improvement. The Principal Evaluation System is based on the State of Minnesota Principal Evaluation Plan. 7

8 Staff Development: Cass Lake-Bena School District Staff Development Committee will provide high-quality professional development that is designed to improve the quality of classroom instruction; enable individuals to grow professionally; use specialists to introduce the practical applications of research-based strategies, and help teachers implement new technology. Each year the District sets aside dollars for staff to engage in professional development activities that align with the District s plan. This include opportunities both within the school and outside of the school. Enrichment: Cass Lake-Bena Schools has a plan in place to assess and identify students for participation in gifted and talented programs. A variety of tools are used for identification which includes MCA scores and achievement levels, STAR benchmark assessments, CogAT online assessment, HOPE scale, family visits, and teacher input. Through the variety of criteria mentioned, there is a fair representation in our selection of students. Options for students, grades K-12, are provided within and outside the general classroom setting through activities that challenge, accelerate, and enrich each student. Students have the opportunities for acceleration such as differentiated instruction, concurrent enrollment, Post-Secondary Enrollment options, and Project Lead the Way courses. EQUITABLE ACCESS TO EXCELLENT TEACHERS Cass Lake-Bena School District process to examine the distribution of experienced and qualified teaches across the district and within the schools is based on a variety of information. The District employs certified instructional staff that is licensed or receives permission from the Minnesota Department of Education (MDE) for instruction in their field of licensure. Because we employ highly qualified teachers approved by MDE, there is equitable distribution of teachers for all students of all abilities and socioeconomic basis. The teacher evaluation model used by the school district is based on the Charlotte Danielson s research and is tied to student outcomes. The District s model was first developed in 2010 under the direction of the local teacher s union when the high school was implementing their School Improvement Grant. The District adopted the teacher evaluation tool in March Each year teachers receive at least one formal observation and frequent classroom walkthroughs with immediate feedback. Struggling teachers receive professional development that includes mentoring, coaching, and professional practice opportunities designed to improve performance. Staff are retained by reassigning existing staff to positions in the school based on qualifications and teacher performance. Using the in-district transfer process, highly qualified staff are assigned to key instructional positions and struggling staff are mentored or reassigned to positions based on their skills. Each year the District reviews their current mentoring efforts to ensure that they proactively meet all of the needs identified through the teacher evaluation tool. 8

9 The District continues to provide support for its mentorship and instructional programs. Through collaboration in the Professional Learning Communities and strategies including coaching, modeling, and mentorship, support and guidance is provided to our teachers so they can develop and advance their skills and knowledge for continued growth. ACCESS TO DIVERSE TEACHERS Cass Lake-Bena School District has a number of teachers who are members of diverse backgrounds, but does not closely represent our student body of being over 93% minority. The district continues to make an effort to recruit diverse teachers and does have some difficulty in getting applicants in certain content areas. ADVISORY COMMITTEE Cass Lake-Bena School District has established that the Local Indian Education Committee will serve as the Advisory Committee for the World s Best Workforce. This committee has equal representation from administrators, elders, parents, teachers, and students. This committee advises and reviews the goals and strategies identified in the World s Best Workforce Plan. Reporting Requirements World s Best Workforce Plan Report is available on (Under District) Written report mailed to all city and rural post office box holders in Cass Lake and Bena. Summary report provided to the Commissioner of the Minnesota Department of Education. Grants, Testing, and Compliance Coordinator presents the World s Workforce Report at the October School Board Meeting and the December Local Indian Education Committee meeting each year. 9