Strategic Implementation Plan: Creating the World's Best Workforce

Transcription

1 Strategic Implementation Plan: Creating the World's Best Workforce

2 TABLE OF CONTENTS INTRODUCTION... 4 Strategic Framework... 5 District 197 Mission Statement (Our Core Purpose)... 5 Vision (What We Intend to Create)... 5 Core Values (What Drives Our Words and Actions)... 5 Goals (How We Focus the Allocation of Resources)... 5 Figure 1. District Strategic Framework... 6 District Leadership... 8 School Leadership... 8 Effective Classroom Instruction... 9 CORE STRATEGIES Table 1. Summary of District 197 Core Strategies DISTRICT SCORECARD and OTHER PERFORMANCE MEASURES PLAN FOR PROGRAM IMPROVEMENT ANNUAL ACHIEVEMENT AND IMPLEMENTATION TARGETS MULTI-TIERED INTERVENTION MODEL EVALUATING PRACTICES PARENT, COMMUNITY, and STAFF ADVISORY COMMITTEES CONSTITUENT FEEDBACK ANNUAL REPORT SUPPORTING DOCUMENTS ANNUAL BUDGET SUMMARY APPENDICES STRATEGIC GOAL A: Achieve measurable growth and continuous progress for each student Core Strategy A Core Strategy A2: Core Strategy A Core Strategy A School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 2

3 Core Strategy A STRATEGIC GOAL B: Narrow the achievement gap Core Strategy B Core Strategy B Core Strategy B STRATEGIC GOAL C: Personalize learning by offering multiple pathways and opportunities for students to explore individual interests and talents Core Strategy C Core Strategy C STRATEGIC GOAL D: Prepare students to be career or college ready Core Strategy D Core Strategy D Core Strategy D Core Strategy D STRATEGIC GOAL E: Deliver high impact early learning opportunities Core Strategy E Core Strategy E Core Strategy E STRATEGIC GOAL F: Transform teaching and learning through the innovative use of technology and other non-traditional methods and media Core Strategy F Core Strategy F Core Strategy F Table 2: District 197 Benchmarks for College and Career Readiness Standards (K-7) Table 3: District 197 Benchmarks for College and Career Readiness Standards (8-12) Table 4: MAP RIT Targets for College and Career Readiness Studies References School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 3

4 INTRODUCTION In 2013, School District 197 updated its Strategic Framework in a community-wide process in which over 80 stakeholders provided input. The final result was a roadmap that outlines our mission, vision, and core values. In addition, six strategic goals were identified. In May 2013, at approximately the same time as the school board approved the revised Strategic Framework, the State legislature passed important legislation aimed at ensuring career and college readiness for all graduates in Minnesota Statute 120B.11: School District Process for Reviewing Curriculum, Instruction, and Student Achievement; Striving for the World s Best Workforce. According to the Minnesota Department of Education, MS 120B.11 requires school districts to develop a plan that includes the following components: 1. Clearly defined district and school site goals and benchmarks for instruction and student achievement for all student subgroups; 2. A process for assessing and evaluating each student s progress toward meeting state and local academic standards and identifying strengths and weakness of instruction in pursuit of student and school success and curriculum affecting students progress and growth toward career and college readiness leading to the worlds best workforce; 3. A system to periodically review and evaluate the effectiveness of all instruction and curriculum, taking into account strategies and best practices, student outcomes, building principal evaluations, and teacher evaluations; 4. Strategies for improving instruction, curriculum, and student achievement; 5. Effective practices that integrate high-quality instruction, rigorous curriculum, technology, and a collaborative professional culture that develops and supports teacher quality, performance, and effectiveness; and 6. An annual budget for continuing to implement the district plan. The purpose of this report is to outline the Core Strategies for achieving the goals identified in the District Strategic Framework and to fulfill the District s reporting responsibilities outlined in Minnesota Statute 120B.11. These two compelling interests have been combined into a single, comprehensive, and aligned District plan School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 4

5 Strategic Framework Like the State of Minnesota, District 197 is committed to student success. Ensuring the success of each student begins with a clear idea of why we exist as a district, how we work to accomplish our goals, and what the end result will be. These are described in the district s mission, vision, core values, and strategic goals, which are summarized in the district s Strategic Framework. District 197 Mission Statement (Our Core Purpose) School District 197 provides a challenging educational environment that instills in each student a lifelong passion for learning, empowers all students to achieve their personal goals and academic potential, and prepares them to be responsible citizens in an interconnected world. Vision (What We Intend to Create) Comprehensive and exemplary academic and co-curricular programs and services. Rigorous 21st Century curriculum and instruction based on current research and best practices. A safe and respectful learning community. A welcoming environment that embraces diversity. The leading educational choice in the community. Core Values (What Drives Our Words and Actions) Accountability: Upholding a shared commitment to achieving goals, producing measurable results, and ensuring transparent communication. Collaboration: Engaging in partnerships founded on interdependence, trust, and transparency. Curiosity: Inspiring a lifelong desire to learn and grow. Equity: Providing all students with equitable access to educational resources and opportunities. Excellence: Setting high expectations and focusing on continuous improvement. Innovation: Encouraging creative problem solving, critical thinking, and risk taking. Respect: Demonstrating personal responsibility, holding high regard for self and others, and honoring individual gifts, talents, and perspectives. Stewardship: Allocating resources in a wise and sustainable manner to cost-effectively achieve our vision. Goals (How We Focus the Allocation of Resources) A. Achieve measurable growth and continuous progress for each student. B. Narrow the achievement gap. C. Personalize learning by offering multiple pathways and opportunities for students to explore individual interests and talents. D. Prepare students to be career or college ready. E. Deliver high impact early learning opportunities. F. Transform teaching and learning through the innovative use of technology and other non-traditional methods and media. The goals outlined in the Strategic Framework are ambitious. They are, however, possible to attain with the proper focus and a commitment to evidence-based practices with a proven track record School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 5

6 Figure 1. District Strategic Framework School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 6

7 Research on Effective Practices for Ensuring Career and College Readiness In 2011, the National Center for Educational Achievement (NCEA) published a report titled, The 20 Non- Negotiable Characteristics of Higher Performing School Systems. 1 In this report, the NCEA shared findings from a study that examined what over 550 schools in 300 districts in 20 states do to more effectively prepare students for career and college readiness. They summarized the practices in what they refer to as "The Core Practice Framework." Theme 1: Student Learning: Expectations and Goals A PreK-12 district curriculum that clearly identifies by grade level and subject what students are to know and be able to do. The curriculum is taught with fidelity and is aligned to state standards and the state assessment system. Teachers and students are provided with the necessary resources to implement the curriculum. Theme 2: Staff Selection, Leadership, & Capacity Building Principals are selected based on proven ability to achieve high student outcomes and are provided with ongoing professional development. Leaders are developed from within the organization to promote program continuity. There is a structured system for recruiting teachers, and new teachers are supported in a rigorous mentoring program focused on instructional strategies. Instructional coaches work throughout the system to support teachers, and professional development focuses on deepening teachers knowledge of curriculum, instruction, and assessment. Theme 3: Instructional Tools: Programs and Strategies Evidence-based programs are selected for implementation after careful examination. They are implemented with fidelity (implemented in the manner in which they were intended to be implemented) with the appropriate training, support, and monitoring. Theme 4: Monitoring: Compilation, Analysis, & Use of Data A data management system is used to house all student achievement information that can be easily accessed in disaggregated reports. In addition to state and national test information, additional data is used for diagnostic and formative information. District leaders regularly analyze the data with school principals. Theme 5: Recognition, Intervention, & Adjustment Effective practices are studied. Professionals learn from what works in the system. Additional support is provided to schools performing below expectations, and effective intervention systems are in place to provides support to students in a timely and effective manner. Data is constantly used to drive improvement. 1 (2011). The 20 Non-Negotiable Characteristics of Higher Performing School Systems, National Center for Educational Achievement School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 7

8 The Core Practice Framework provides a helpful way of thinking about school and district improvement as we build our capacity to increase career and college readiness. The District Core Strategies that have been selected to meet the goals outlined in the District Strategic Framework are closely aligned to the NCEA Core Practices Framework, indicating the district is positioning itself to achieve both local goals as well as those set forth by the State of Minnesota. District Leadership If the District is serious about achieving the goals in the Strategic Framework, every effort must be taken to ensure time is spent focusing on the right things. Using evidence-based practices and strategies that are supported in research are one way to ensure time and resources are optimized. The Mid-continent Research for Education and Learning, an education research organization since 1966, has conducted extensive research on what works toward improving student achievement, not just career and college readiness. Beginning with identifying practices of effective district leadership, all the way to identifying what is most effective at the classroom and student level, McREL's research points out a clear direction to follow if we want to increase student achievement. In their meta-analysis reviewing data collected from 1,201 districts to ascertain the effect of district leadership on student achievement, McREL's researchers were able to identify five responsibilities of district administration that were specifically linked to ensuring high student achievement: 2 1. Ensuring collaborative goal setting 2. Establishing nonnegotiable goals for achievement and instruction 3. Creating school board alignment with and support of district goals 4. Monitoring achievement and instruction goals 5. Allocating resources to support the goals for achievement and instruction Their research also indicates that the relationship between the District and schools is a critical one. The two must work in a tightly-coupled manner to achieve agreed upon outcomes. Nonnegotiable goals must be clearly defined by the district and monitored to determine the extent to which they are being met. When necessary, corrective action should be taken. A system-wide approach to instruction should be established, and investments should be made in the professional development of teachers and principals. Resources should be allocated in support of the District goals. School Leadership McREL is also well-known for its research on effective school leadership. In a meta-analysis of 69 research studies selected from over 5,000 studies, researchers were able to identify 21 leadership responsibilities and 66 related practices. 3 It is one of the largest studies ever done on linking leadership to student achievement. According to Waters and Cameron, simply knowing what to do is often not enough to transform schools and classrooms. Leaders need to know why certain practices are important, when they should be used, and how to apply them skillfully in their own schools and classrooms. 4 McREL s Balanced Leadership Framework organizes the leadership responsibilities into three themes: ensuring the right focus, managing change, and building purposeful communities. All are essential to the academic success of students. Principals are expected to do many things. From managing discipline, overseeing budgets, supervising staff, creating and managing schedules, and being an effective communicator on top of it all, it can be hard to find the time to focus on the classroom. Even those principals who are considered outstanding leaders may not be 2 Marzano, R.J. & Waters, T. (2009). District Leadership That Works: Striking the Right Balance. McREL: Denver. 3 Waters, T. & Cameron, M.A. (2007). The Balanced Leadership Framework: Connection Vision With Action. McREL: Denver. 4 Waters, T. & Cameron, M.A. (2007). The Balanced Leadership Framework: Connection Vision With Action. McREL: Denver School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 8

9 focusing on things that are related to instructional improvement. What sets the Balanced Leadership Framework apart is the distinct tie to producing measurable improvement in student achievement through building the principal s capacity to be an instructional leader. Effective Classroom Instruction One theory of action is the effective use of evidenced-based instructional strategies is more likely to produce measureable gains in student achievement. In keeping with McREL s research, instruction is a third essential ingredient to successfully improving student achievement. In 2001, Robert Marzano, a researcher at McREL, along with several colleagues published a meta-analysis of effective classroom instructional strategies in their book Classroom Instruction that Works. A second edition was updated and published in In both editions, a set of nine high-yield instructional strategies are the focus. Teachers are strongly encouraged to use these strategies. Another important researcher, John Hattie, published a meta-analysis of over 800 studies relating to student achievement. 6 His research concluded there are six main factors that influence student learning: 1. The child 2. The home 3. The school 4. The curricula 5. The teacher 6. The approaches to teaching Drawing from the research, Hattie was able to identify a hinge-point, the point at which a practice, a factor, or an instructional strategy is so effective it reaches the zone of desired effects, the area in which the data indicate it produces a significant impact on student achievement. This enables educators to compare practices. Likewise, Hattie identified practices or factors that have a negligible or even harmful effect. These are practices to avoid. With limited time, finite resources, and multiple factors impacting learning, schools seeking to improve student outcomes should focus on the practices that stand the highest chance of producing increases in student achievement. But Hattie also pointed out that just using a particular method is not enough. Teachers must be reflective practitioners who know their craft and are able to meet the needs of each individual student. He reached six summary conclusions that he states are necessary to achieve this kind of excellence in educating students: 1. Teachers are among the most powerful influences in learning. 2. Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning. 3. Teachers need to be aware of what each and every student is thinking and knowing, to construct meaning and meaningful experiences in light of this knowledge, and have proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through the curriculum levels. 5 Dean, C., Ross Hubbell, E., Pitler, H, & Stone, BJ. (2012). Classroom Instruction that Works. ASCD. Alexandria, VA. 6 Hattie, J. (2009). Visible Learning. Routledge, London and NY School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 9

10 4. Teachers need to know the learning intentions and success criteria of their lessons, know how well they are attaining these criteria for all students, and know where to go next in light of the gap between students current knowledge and understanding and the success criteria of: Where are you going?, and Where to next?. 5. Teachers need to move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learner s construction of this knowledge and these ideas that is critical. 6. School leaders and teachers need to create school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understandings is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding. (pp ) 7 This brief review of literature on leadership, teaching, and learning indicates that we know what works. It is up to us to apply the knowledge and best practices that are most likely to enable us to achieve the outcomes that matter to us all the six goals outlined in District 197's Strategic Framework. CORE STRATEGIES The District Strategic Framework provides a roadmap for the district. A roadmap, however, is insufficient. Detailed plans for how to accomplish the goals are necessary. To that end, 20 Core Strategies have been identified as the actions necessary to achieve the six goals outlined in the Framework. The Core Strategies were developed with input from district administration, principals, teachers, and parents by drawing heavily from the reports of five working committees in who made recommendations for future innovations. Specifically, the work of the following committees was used: 1. Early College Options 2. Blended Learning 3. Technology Planning 4. Early Learning 5. Magnet Sustainability In addition, principals and associate principals; staff from the Curriculum, Instruction, and Assessment department; the Special Programs department; and K-12 teachers provided input between June and November Core strategies were updated in August 2014 for the school year. The Core Strategies will be implemented over the next three to five years. For each strategy, a vision outcome as well as a rationale and a research base supporting the strategy have been included. Strategy Teams comprised of staff and administration have dedicated themselves to serve as the driving force behind each goal and its corresponding Core Strategies. A summary of the 20 Core Strategies can be found in Table 1. Action plans for each strategy are included in the Appendices. Action plans are adjusted annually and should be considered dynamic aspects of the plan. In particular, the ability to implement the action plans will be subject to availability of resources, which will need to be evaluated annually as part of the overall budgeting process. 7 Hattie, J. (2009). Visible Learning. Routledge, London and NY School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 10

11 Table 1. Summary of District 197 Core Strategies Goal A: Measureable Growth Achieve measurable growth and continuous progress for each student. Goal B: Achievement Gap Narrow the achievement gap. Strategic Goals Goal C: Goal D: Personalized Learning Career and College Ready Personalize learning by Prepare students to be offering multiple pathways career or college ready. and opportunities for students to explore individual interests and talents. Goal E: Early Learning Deliver high impact early learning opportunities. Goal F: Technology and Innovation Transform teaching and learning through the innovative use of technology and other non-traditional methods and media. A1: Create a multi-tiered educational model in math and reading that serves all students. A2: Explore ways to expand gifted programming in the district. A3: Develop a comprehensive and viable curriculum. A4: Practice shared responsibility for student success by strengthening and supporting collaborative teacher teams and enhance administration s capacity to lead and manage change. A5: Develop a common framework for classroom instruction (design and planning, common instructional language and vocabulary, and a consistent use of researchbased instructional strategies). B1: Increase staff cultural competency throughout the entire district. B2: Provide educational opportunities for families to support learning at home and at school. B3: Increase the ways in which school information is communicated in multiple languages. C1: Develop a long-term district strategy for personalizing learning. C2: Expand pathways for learning based on individual interests. Personalized learning is also addressed in the following goals: Goal A1, A2 Goal D1 Core Strategies D1: Develop an electronic college and career portfolio beginning in 7th grade. D2: Expand options for students to successfully earn postsecondary credit concurrently while earning a high school diploma, including the potential to earn up to an Associate of Arts degree or other certifications that make students job ready upon graduation. D3: Increase the quality, fidelity, intensity, and consistency in AVID implementation at the secondary level. D4: Ensure the K-12 counseling program supports students college readiness and career planning. E1: Increase early learning opportunities for families. E2: Develop an effective kindergarten transition model, including the creation of vertical curriculum and instructional alignment from Pre-K to grade three. E3: Establish horizontal alignment of Early Learning program services, curriculum and instruction based on research-based best practice F1: Develop and implement a long-term strategy for personalizing learning through the use of personal computing devices. F2: Create blended learning environments. F3: Redesign learning spaces to accommodate 21st century learning School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 11

12 DISTRICT SCORECARD and OTHER PERFORMANCE MEASURES A District Scorecard will be used to measure progress towards attaining our strategic goals. The District Scorecard identifies performance measures that indicate both a desired outcome and degree to which individual schools and the district are making progress towards meeting those goals. Our District Scorecard will also measure progress towards creating the world's best workforce. The Scorecard will be updated and reviewed annually. In addition to the Scorecard, Annual Achievement and Program Targets will be set based on the previous year s performance. The Annual Targets differ from the Scorecard in that they break down the aspirations specified in the District Scorecard into incremental, specific, measurable, attainable, results-based, and time-bound (SMART) goals on a yearly basis. At a minimum, the Scorecard and Annual Targets will measure the degree to which individual schools and the district are accomplishing the following: Closing identified achievement gaps in the district Preparing students for kindergarten Students achieving grade level literacy by grade three Students attaining career and college readiness before graduating from high school All students graduating Measurements used to assess progress will minimally include the following assessments: 1. The size of academic achievement gap by student subgroup 2. Student performance on the Minnesota Comprehensive Assessments (MCAs) 3. High school graduation rates; and 4. Career and College readiness under MS Section 120B.30, subdivision 1 (Minnesota s yet to be determined suite of career and college readiness assessments) A set of Career and College Readiness benchmarks for instruction and student achievement have been established by the district and can be found in the Appendices. The purpose of the benchmarks is to provide a longer view of career and college readiness starting in Grade 1. In a report for the district authored by consultant Dr. Jim Angermeyr, Dr. Angermeyr states, Now, many districts are developing methods to describe the entire achievement trajectory from the earliest grades into high school. This achievement trajectory can be used to create milestones at significant points that parents and teachers can use to not only see a student s current status, but how much growth has occurred in prior years and how much is necessary to reach success in the future. In addition, these assessment methodologies use alignment studies to equate the status and growth data to other important targets, such as the probability of meeting high school proficiency standards, or getting into college without the need for remediation, or earning successful grades in post-secondary settings. 8 This will enable teachers, parents and students to monitor students progress from a very early age and adjust programming as needed to ensure continuous progress on an annual basis. 8 Angermeyr, J. (2013). Measuring Student Achievement Milestones: Setting Achievement and Engagement Benchmarks toward College and Career Readiness Standards. Prepared for School District School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 12

13 PLAN FOR PROGRAM IMPROVEMENT The District s Continuous Improvement Planning (CIP) model will provide the foundation for program improvement. In their book, Transforming Schools: Creating a Culture of Continuous Improvement, authors Zmuda, Kuklis, and Kline define continuous improvement as "an unwavering commitment to progress." 9 Continuous improvement is a simple concept: keep working to make things better and never give up. It is not a revolutionary idea, but it does require organizational discipline as well as a clearly defined framework to organize the work of many toward relevant and meaningful outcomes. The district CIP model provides teachers and principals with a rationale for continuous improvement planning and clarity around their roles and responsibilities in conducting continuous improvement planning at the school site. District departments also complete CIPs. "When continuous improvement becomes embedded in a system's culture, it functions as 'the guiding force that keeps the schools on target in an uncompromising quest for quality at every corner of the campus. " 10 Schools and departments will set annual continuous improvement goals aligned to the District Strategic Framework Goals. A needs assessment will occur each year by reviewing the previous year and trend achievement data and the results on the district Scorecard. The data collected will assist schools and the district in identifying the strengths and weaknesses of instruction in pursuit of student and school success and show how well our curriculum is fostering student's progress towards career and college readiness. Sites will complete this assessment by reviewing student achievement data disaggregated by subgroup, 11 by site, and by district in annual data retreats in August. District and school goal setting will follow, and goals will be entered in the school and district annual Continuous Improvement Plan (CIP). The CIP will be developed annually in August and September. After district and site goals have been set, Collaborative Team goals will be set. As part of the district, site, and team goal setting and action planning process, staff examine strategies for improving instruction, taking into account and selecting best practices. 9 Zmuda Kuklis, and Kline, Transforming Schools: Creating a Culture of Continuous Improvement, Zmuda Kuklis, and Kline, Transforming Schools: Creating a Culture of Continuous Improvement, 2002, p No Child Left Behind (NCLB) Subgroups: White, Hispanic, Black, Asian/Pacific Islander, American Indian/Alaskan Native, Free- Reduced Price Lunch, Special Education, and Limited English Proficiency School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 13

14 Figure 2: District 197 Continuous Improvement Model 5. Measure Results 1. Data Analysis 4. Implementation 2. Goals 3. Action Plans Every teacher in the district must participate as a member of a Collaborative Team (CT). Results of the site, district, and CT goals will be entered into the electronic CIP. A comprehensive website and district CIP manual are posted online. A dedicated site is also available online to staff to guide the CT process. A districtwide steering committee advises on the CT model to ensure the model is continually improved, and training is provided to the steering committee to ensure best practices are continually monitored and evaluated for fidelity of implementation and effectiveness ANNUAL ACHIEVEMENT AND IMPLEMENTATION TARGETS Goal A. Achieve measurable growth and continuous progress for each student. Achievement Targets Elementary Middle School High School Increase the percent of students in grades 3 and 4 (combined) who meet or exceed the MCA Proficiency Level* on the Spring 2016 Reading MCA-III test by 2%. Spring 2015 Actual: 60% Spring 2016 Target 62% Increase the percent of students in grades 5 and 6 (combined) who meet or exceed the MCA Proficiency Level* on the Spring 2016 Math MCA-III test by 2%. Spring 2015 Actual: 58% Spring 2016 Target 60% Increase the percent of students in grade 11 who meet or exceed the MCA Proficiency Level* on the Spring 2016 Math MCA-III test by 5%. Spring 2015 Actual: 55% Spring 2016 Target 60% Increase the percent of students in grades 7 and 8 (combined) who meet or exceed the MCA Proficiency Level* on the Spring 2016 Math MCA-III test by 2%. Spring 2015 Actual: 46% Spring 2016 Target 48% School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 14

15 Implementation Targets Core Strategy A1: Create a multi-tiered educational model in math and reading that serves all students. Measurable outcome: Implement District wide Tier 2 Math Interventions in grades 7 & 11. Measurable outcome: Implement Tier 3 Math Interventions in grades 5, 6 & 7. Measurable outcome: Implement District wide Math Intervention at Elementary sites based on grade level needs. Measurable outcome: Conduct a model review for targeted services and make recommendation. Measurable outcome: Investigate a sustainable funding stream for intervention. Core Strategy A2: Explore ways to expand gifted programming in the district. Measurable outcome: Implement professional development for GT teachers on the new GT model and differentiation. Measurable outcome: Implement new K-12 gifted model and monitor and adjust. Measurable outcome: Investigate unbiased methods for GT entrance criteria and make recommendation for implementation in Core Strategy A3: Develop a comprehensive and viable curriculum. Measurable outcome: Self-study: K-12 Math, Art, Counseling. Measurable outcome: Developing: AVID, PE, Health, Tech Ed, FACS. Measurable outcome: New curriculum framework implemented in: K-12 Writing, ESL, Gifted & Talented, World Language. Core Strategy A4: Practice shared responsibility for student success by strengthening and supporting collaborative teacher teams and enhancing administration s capacity to lead and manage change. Measurable outcome: Pilot Performance Matters online assessment tool. Measurable outcome: Examine scheduling and calendar options to increase teacher collaboration time and effectiveness. Measurable outcome: Host an annual Balance Leadership Academy for teacher leaders. Measurable outcome: Host an annual Classroom Instruction That Works Academy for teachers. Core Strategy A5: Develop a common framework for classroom instruction (design and planning, common instructional language and vocabulary, and a consistent use of research-based instructional strategies). Measurable outcome: Design a model or language of instruction: common language and common lesson planning design School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 15

16 Goal B. Narrow the achievement gap. Achievement Targets Elementary Middle School High School Decrease the gap between White students and Hispanic students in grades 3 and 4 (combined) who meet or exceed MCA Proficiency Level on the Spring 2016 Reading MCA-III test by 6%. Spring 2015 Gap: 33% White: 72% Hispanic: 39% Spring 2016 Target: 27% Decrease the gap between White students and Hispanic students in grades 5 and 6 (combined) who meet or exceed MCA Proficiency Level on the Spring 2016 Math MCA-III test by 7%. Spring 2015 Gap: 42% White: 74% Hispanic: 32% Spring 2016 Target: 35% Decrease the gap between White students and Hispanic students in grades 7 and 8 (combined) who meet or exceed MCA Proficiency Level on the Spring 2016 Math MCA-III test by 9%. Spring 2015 Gap: 38% White: 61% Hispanic: 23% Spring 2016 Target: 29% Decrease the gap between White students and Hispanic students in grade 11 (combined) who score meet or exceed MCA Proficiency Level on the Spring 2015 Math MCA-III test by 6%. Spring 2015 Gap: 36% White: 68% Hispanic: 32% Spring 2016 Target: 30% Implementation Targets Core Strategy B1: Increase staff cultural competency throughout the entire district. Measurable outcome: Develop a five year plan for implementing a comprehensive professional development model based on the results of the needs assessment. Measurable outcome: Start professional development groundwork with the administrative team. Measurable outcome: Develop a marketing, hiring and recruitment plan to ensure a more diverse workforce. Measurable outcome: Develop a hiring protocol/rubrics that includes assessment of cultural proficiency skill set. Core Strategy B2: Provide educational opportunities for families to support learning at home and at school. Measurable outcome: Expand the number of parent participants in training School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 16

17 Core Strategy B3: Increase the ways in which school information is communicated in multiple languages and formats. Measurable outcome: Implement Translation/Interpreting plan and monitor and evaluate success by surveying staff and families. Measurable outcome: Create bank of often-used translated documents. Measurable outcome: Review fiscal resources dedicated to translation and interpreting. Goal C. Personalize learning by offering multiple pathways and opportunities for students to explore individual interests and talents. Core Strategy C1: Develop a long-term district strategy for personalizing learning. Measurable outcome: Develop a 5 year vision for what Personalized Learning will look like in classrooms. Core Strategy C2: Expand pathways for learning based on individual interests. Measurable outcome: Conduct a feasibility study of a Dual Language program. Measurable outcome: Develop a plan for development of expanded pathways. Goal D. Prepare students to be career or college ready. Achievement Targets Elementary Middle School High School Increase the percent of students in grades 3 and 4 (combined) who score at the ACT College Ready Benchmark* on the Spring 2016 MAP test in reading by 2%. Spring 2015: 43% Spring 2016 Target: 45% Increase the percent of students in grades 5, 6 and 7 (combined) who score at the ACT College Ready Benchmark* on the Spring 2016 MAP test by 2%. Spring 2015: 35% Spring 2016 Target: 37% Increase the percent of students in grade 10 (combined) who meet or exceed the College Ready level in all four areas (Reading, English, Math, and Science) on the 2015 Fall PLAN test by 2%. Fall 2014: Reading: 51% English: 71% Math: 47% Science: 49% Fall 2015 Target: Reading: 53% English: 73% Math: 49% Science: 51% Increase the percent of students in grade 8 (combined) who meet or exceed at the ACT College Ready Benchmark* in Math on the 2014 Fall Explore test by 2%. Fall 2014: 36% Fall 2015 Target: 38% School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 17

18 Implementation Targets Core Strategy D1: Develop a means by which each student is able to create an individual electronic college and career portfolio beginning in 7th grade. Measurable outcome: Implement the career and college portfolio in grades Measurable outcome: Develop career and college readiness curriculum in grades Core Strategy D2: Expand options for students to successfully earn postsecondary credit concurrently while earning a high school diploma, including the potential to earn up to an Associate of Arts degree or other certifications that make students job ready upon graduation. Measurable outcome: Continue to expand concurrent enrollment option courses available to 11th grade students. Measurable outcome: Research ways to work with post-secondary institutions to offer more courses for credit at Henry Sibley High School. Core Strategy D3: Expand Advancement Via Individual Determination (AVID) programming to grades 5 and 6 and explore the possibility of expanding to grade 4. Measurable outcome: Expand one cohort at grade 12. Measurable outcome: Focus on implementation of AVID electives in grades 7-12 with fidelity. Measurable outcome: Expand the number of staff who are trained in AVID. Measurable outcome: Implement at least one strategy school-wide in grades Core Strategy D4: Complete a comprehensive review of the current K-12 counseling program to determine the role it currently serves and determine how it might be enhanced in the future to more fully prepare students for career and college readiness. Measurable outcome: Implement the American School Counselor Association (ASCA) model, per the findings of the evaluation. Measurable outcome: Continue to realign the role of the high school counselor to the ASCA model. Measurable outcome: K-12 alignment of counseling curriculum following the curriculum review process and the implementation of Naviance. Goal E: Deliver high impact early learning opportunities. Implementation Targets Core Strategy E1: Increase early learning opportunities for families. Measurable outcome: Implement expanded program options (Phase 1) as per space and resources allow. Measurable outcome: Occupy dedicated space to accommodate early learning programs per recommendation (Phase 1). Core Strategy E2: Develop an effective kindergarten transition model, including the creation of vertical curriculum and instructional alignment from Pre-K to grade three. Measurable outcome: Implement Phase II of the kindergarten transition plan. Measurable outcome: Define Kindergarten Readiness from pre-k through K and review assessments School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 18

19 Core Strategy E3: Establish horizontal alignment of Early Learning program services, curriculum and instruction based on research-based best practice. Measurable outcome: All early childhood teachers are trained in formative assessment and Tier II and III literacy intervention and conduct in their classrooms (as resources allow). Measurable outcome: Continue School Readiness Parent workshops in collaboration with ECFE (as resources allow) for parents of 1st and 2nd graders. Measurable outcome: Phase I of collaborative community PD. Measurable outcome: Implement Phase 1 of Family Literacy curriculum. Goal F: Transform teaching and learning through the innovative use of technology and other nontraditional methods and media. Implementation Targets Core Strategy F1: Develop and implement a long-term strategy for personalizing learning through the use of personal computing devices. Measurable outcome: Implement student devices at the middle school and high school. Measurable outcome: Increase access at elementary sites to ensure equitable access. Measurable outcome: Implement a sustainable model of technology infrastructure. Core Strategy F2: Create blended learning environments. Measurable outcome: Develop additional HS Hybrid Courses. Measurable outcome: Develop an implementation plan for a consistent learning management system. Core Strategy F3: Redesign learning spaces to accommodate 21st century learning. Measurable outcome: As classrooms require new furniture, provide purchasing options that allow for flexible learning spaces School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 19

20 MULTI-TIERED INTERVENTION MODEL Annually, each student's progress toward meeting state and local academic standards will be assessed and reported on an individual Scorecard. The assessments and measures will vary by grade level. In the primary grades, the Benchmark Assessment System will be used in reading. In grades two through eight, the Measures of Academic Progress (MAP) test will be used for reading and math. In the high school the new suite of assessments in reading and math that will be developed by the State will be used when they are completed. This reporting system will be developed by the district with planned implementation starting in the fall of When data indicate a student is not making progress towards meeting the benchmarks for career and college readiness, a student is referred to the school s Problem-Solving Team (PST). The Problem-Solving Team is a general education initiative, which provides support for teachers in meeting the unique learning and behavioral need of students. The goal of the PST is to assist students needing differentiated instruction or other interventions to ensure their success in the general education setting. The Problem Solving Team model should not to be confused or combined with Special Education Child Study. PST focuses on problem solving by intervening early and providing effective instructional, social, and behavioral interventions. Through this process, assigned staff collect data to determine whether the student has shown improvement following consistent implementation and evaluation of targeted interventions. The array of interventions that are available to students needing additional support varies somewhat by grade level, but several key supports are used in the district: Intervention services funded by Alternative Delivery of Specialized Instructional Services (ADSIS) Basic Skills Instruction Title I Services Targeted Services (after school and summer school, grades K-8) Credit Recovery (grade 9 12) Alternative Learning Center (ALC) Services (high school) Family Support Program EVALUATING PRACTICES Ensuring quality, performance, and effectiveness are the cornerstone of excellence. The District seeks to ensure effective education practices that integrate high-quality instruction, rigorous curriculum, instructional technology, and a collaborative professional culture are present in every aspect of the educational program. The Alternative Teacher Professional Pay System (ATPPS) is the means by which high-quality instruction is evaluated. ATPPS has been implemented since September The Charlotte Danielson Framework for Teaching is the evaluation model that ATPPS is based upon. In addition to site goals, teachers set individual growth goals based on student achievement data. Principals are evaluated using the Balanced Leadership Framework. This evaluation model was first implemented in September 2013 and is based on research conducted by the Mid-continent Research for Education and Learning (McREL). Like the Danielson Framework, Balanced Leadership is evidence-based and ties explicitly back to improving instructional practice and student achievement School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 20

21 In terms of evaluating the effectiveness of our curriculum, a comprehensive curriculum review model is in place that schedules formal review. The review process follows six-year cycle. Minnesota State Standards are fully embedded into the local curriculum. Year One: Self-Study The purpose of year one is to engage in an in-depth study of the current program and determine its overall effectiveness. Community and staff input is gathered. Content area teams of teachers examine current best practice in curriculum and instruction. Based on the results of the study, the team, with assistance from the District Curriculum Advisory Committee (DCAC) identifies strengths and needs of the existing program and creates a vision for future programming. Teachers will engage in professional development on innovative instructional practices. Year Two: Developing During year two content area teams review the current K-12 scope and sequence and align to state and/or national standards and benchmarks. They create a district curriculum map that identifies the knowledge, skills, and learning targets that students need to know, be able to do, and act upon. Content area teams also select materials to implement the revised curriculum and plan for purchasing. In their search for materials, teams consider digital resources and how to integrate technology and ensure that the new curriculum and materials are culturally sensitive and non-discriminatory. Teachers will engage in professional development on the creation of digital curriculum. Teams also plan professional development activities to ensure that proper training and support are provided relative to the new curriculum. A final curriculum report is submitted to Board of Education and distributed to staff and the community via the district website. A summary of the report is included in the annual report on curriculum that is distributed to the community each fall. Year Three: Implementing The purpose of year three is to implement the new curriculum and develop common assessments beginning with one common assessment for each quarter. Common assessments are not limited to paper pencil assessments but can and should include common projects. Teachers will not only create common assessments but also review data from the assessments. In year three, teams recommend grouping strategies, identify how to accelerate and remediate students, and address issues relating to students with special needs (ELL and special education). Additionally in the spring of the year, the content area team will meet to also review if what is intended in the scope and sequence is actually achievable and considerations for additional professional development are identified. Professional development may be needed here in the effective use of time in PLCs, effective use of data, and changing instructional strategies based on the learning issues identified by the common assessments. Year Four: Measuring Steps are taken to ensure the curriculum is implemented as intended. Staff pay careful attention to how well students are responding to the new curriculum and ensure that teachers' and parents' questions are answered. Common assessments continue to be reviewed and refined. Year Five: Revising During the revising phase, teams adjust implementation procedures and implement changes as needed. The curriculum is evaluated in terms of how well it is working and where modifications need to be made. Common assessments continue to be reviewed and refined. Year Six: Refining In the refining phase, teams continue to refine the curriculum. They determine if adjustments are needed and implement them accordingly. Common assessments continue to be reviewed and refined School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 21

22 PARENT, COMMUNITY, and STAFF ADVISORY COMMITTEES A number of parent and staff advisory committees engage stakeholders in the process of reviewing programs and making recommendations for improvement as well as general communication and advisement. Membership is generally open to anyone who has an interest in promoting and supporting the program or initiative. The advisory committees are listed below: District Curriculum Advisory Committee (CAC) District Special Education Advisory Committee (SEAC) District Gifted and Talented Advisory Committee (GTAC) Tri-District Community Education Advisory Council Early Learning Advisory Council Project Lead the Way Advisory Committee District Staff Development Committee Collaborative Teams Steering Committee District Wellness Committee Native American Parent Advisory Committee Building Equity Leaders Title I Parent Advisory Parent Ambassador Network (PAN) CONSTITUENT FEEDBACK Every year the district hires an external evaluator to do a random phone survey of a minimum of 400 district constituents. The survey provides a longitudinal look at how well residents feel the school district is educating our students, how well we are managing our resources, and how well the school board is performing in its role. The results are reported at a school board meeting, and the entire report is available for the public to access online. ANNUAL REPORT An annual report on the state of student achievement and curricular improvements is published after school board approval. The report is available on the district website. In addition, the results will now be reported in an annual meeting in which key messages are prioritized and highlighted. Other reports will be tailored to relevant audiences as warranted School District 197 Strategic Implementation Plan: Creating the World s Best Workforce Page 22