2016-17 World’s Best Workforce Report Summary
District or Charter Name:
Grades Served:
Contact Person Name and Position:
In accordance with Minnesota Statutes, section 120B.11, a school board, at a public meeting, shall adopt a comprehensive, long-term strategic plan to support and improve teaching and learning that is aligned with creating the world's best workforce. The school board must publish an annual report on the previous year’s plan and hold an annual public meeting to review goals, outcomes and strategies. An electronic summary of the annual report must be sent to the Commissioner of Education each year.
This document serves as the required template for submission of the 2016-17 report summary. Districts must submit this completed template by December 15, 2017, to .
If you have questions while completing this summary, please feel free to email or contact Susan Burris (), Program Manager for District Support.
1. Stakeholder Engagement
1a. Annual Report
[Note: For each school year, the school board must publish a report in the local newspaper, by mail or by electronic means on the district website.]
Ø Provide the direct website link to the district’s WBWF annual report. If a link is not available, describe how the district disseminates the report to stakeholders.https://lakeparkaudubon.com /
1b. Annual Public Meeting
[Note: School boards are to hold an annual public meeting to communicate plans for the upcoming school year based on a review of goals, outcomes and strategies from the previous year. Stakeholders should be meaningfully involved, and this meeting is to occur separately from a regularly scheduled school board meeting. The author’s intent was to have a separate meeting just for this reason.]
Ø Provide the date of the school board annual public meeting to review progress from the 2016-17 school year.Information which concerns the world’s best workforce goals, outcomes, and test scores was presented by principals at the August 28, 2017 school board meeting. MCA scores were reported along with success levels at meeting those goals.
ECFE teachers reported on the progress and success of the early childhood programs, and the RtI / MTSS coach reported on test scores and levels of success throughout the elementary school. /
1c. District Advisory Committee
[Note: The district advisory committee must reflect the diversity of the district and its school sites. It must include teachers, parents, support staff, students, and other community residents. Parents and other community residents are to comprise at least two-thirds of advisory committee members, when possible. The district advisory committee makes recommendations to the school board.]
Ø Complete the list of your District Advisory Committee members for the 2016-17 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 Member
/ Role in District
/
Tiffany Nagel / RtI / MTSS Coach
Rachael Johnson / Parent / Community Member/Teacher
Laura Mattson / Parent / Community Member / Teacher
Anne Braseth / Parent / Community Member
Sam Skaaland / Elementary Principal
Mary Merchant / High School Principal
Zora Sternitzky / Parent / PTO President / Community Member
Maria Amundson / Parent / Community Member
Stacey Stalberger / Parent Teacher
Don Donarski / HS Student Success Coordinator
Dale Hogie / Superintendent
Jamie Nelson / Counselor / Parent / Community Member
/
2. Goals and Results
[Note: SMART goals are: specific and strategic, measurable, attainable (yet rigorous), results-based and time-based. Goals should be linked to needs and written in SMART-goal format. Results should tie directly back to the established goal so it is clear whether the goal was met. Districts may choose to use the data profiles provided by MDE in reporting goals and results or other locally-determined measures. Be sure to check the box with the most appropriate goal status.]
2a. All Students Ready for School
Goal / Result / Goal Status /Provide the established SMART goal for the 2016-2017 school year.
“The percentage of Lake Park Audubon ECFE preschool students ready for kindergarten on a combined average of indicators (Minnesota Reading Corps, Picture Naming, Letter Naming, Fluency, Rhyming, Alliteration, Letter/sound fluency) will increase from 79.1% in 2015-16 to 80% in 2017-18.” / Provide the result for the 2016-2017 school year that directly ties back to the established goal.
“80.1% pf Lake Park Audubon ECFE pre-school students reached 80.1% ready for kindergarten on a combine average of all indicators by the end of the 2016-17 school year.” / Check one of the following:
Goal Met
Goal Not Met
Goal in Progress (only for multi-year goals)
District/charter does not enroll students in Kindergarten
2b. All Students in Third Grade Achieving Grade-Level Literacy
Goal / Result / Goal Status /Provide the established SMART goal for the 2016-2017 school year.
“The percentage of Lake Park Audubon third grade students reaching proficiency on MCA reading test will increase from 61.4% proficient in the spring of 2016 to 65% proficient in the spring of 2017.” / Provide the result for the 2016-2017 school year that directly ties back to the established goal.
“70.1% of Lake Park Audubon third grade students scored at proficiency or above on the spring 2017 MCA reading test.” / Check one of the following:
Goal Met
Goal Not Met
Goal in Progress (only for multi-year goals)
District/charter does not enroll students in grade 3
2c. Close the Achievement Gap(s) Among All Groups
Goal / Result / Goal Status /Provide the established SMART goal for the 2016-2017 school year.
“Lake Park Audubon Elementary School will increase proficiency on the reading MCA for Special Education students from 18.6% proficient in the spring of 2016 to 25% proficient in the spring of 2017.”
LPA High School will increase MCA III Special Education subgroup reading scores by 3%, from 15.4% proficient to 18.4% proficient.
LPA High School will increase MCA III Free/Reduced Price Lunch subgroup reading scores by 3%, from 32.4% proficient to 35.4% proficient. / Provide the result for the 2016-2017 school year that directly ties back to the established goal.
“Lake Park Audubon Elementary Special Education students scored at 29.7% proficient in reading in the spring 2017 MCA test.”
All significant LPA Elementary School achievement gap subgroups scored above the state average in reading, math, and science on the spring 2017 MCA tests.
LPA High School Special Education subgroup did not meet the goal. Reading Special Education subgroup for 2017 scored 13.6% proficient, falling 4.8% short of the goal.
LPA High School Free/Reduced Price Lunch subgroup did not meet the goal. Reading Free/Reduced Lunch Price subgroup for 2017 scored 32.6% proficient, falling 2.8% short of the goal. / Check one of the following:
Goal Met
Goal Not Met
Goal in Progress (only for multi-year goals)
Goal Not Met
Goal Not Met /
2d. All Students Career- and College-Ready by Graduation
Goal / Result / Goal Status /Provide the established SMART goal for the 2016-2017 school year.
All high school students attain career and/or college readiness before graduating from high school. / Provide the result for the 2016-2017 school year that directly ties back to the established goal.
All students in grades 7-12 will participate in MCIS, Career and College Readiness Program.
Lake Park Audubon High School offers 2 AP classes and 2 concurrent college level courses.
Juniors are offered the opportunity to take the ACT Exam. / Check one of the following:
Goal Met
Goal Not Met
x Goal in Progress (only for multi-year goals)
X Goal in Progress /
2e. All Students Graduate
Goal / Result / Goal Status /Provide the established SMART goal for the 2016-2017 school year.
Lake Park Audubon High School will increase the graduation rate from 97.7% to 98% for the 2016-2017 school year. / Provide the result for the 2016-2017 school year that directly ties back to the established goal.
The graduation rate, although an unofficial result at this time was 91% for the 2016-2017 school year. / Check one of the following:
Goal Met
Goal Not Met
x Goal in Progress (only for multi-year goals)
District/charter does not enroll students in grade 12 /
3. Identified Needs Based on Data
[Note: Data that was reviewed to determine needs may include state-level accountability tests, such as Minnesota Comprehensive Assessments (MCAs) and/or local-level data, such as local assessments, attendance, graduation, mobility, remedial course-taking rates, child poverty, etc.]
Ø List and describe the district’s needs that were identified at the start of the 2016-2017 school year and the data the needs were based upon.Ø Include only the key data used to determine identified needs and limit response to 300 words.
Ø Bulleted points are welcome and appreciate.
*** The main district goal for 2016-17 was: “The Lake Park Audubon School District will increase the district-wide proficiency rate in reading as measured by the Minnesota Comprehensive Assessments from 60.7% proficient in the spring of 2016 to 64% proficient in the spring of 2017.” Our district proficiency score on the MCA assessments actually went down from the previous year to 59.6% proficient or above. The Lake Park Audubon School district did not meet its goal for 2016-17, and therefore improvement in literacy at all grade levels remains a priority.
*** Spring 2016 MCA scores for elementary free special education students showed that this group scored below the state average in reading. This was identified as a need, and efforts were made to improve Special Education literacy instruction in the elementary school. Scores on the spring 2017 MCA tests showed improvement among students in this subgroup to above the state average.
***Teachers were surveyed during the 2016-17 school year, and it was found that an improvement in technology instruction and mastery by elementary students was necessary, so an elementary scope and sequence for technology instruction and integration was developed.
Using local and state assessments, it was determined that the needs based on data are improving student achievement in the areas of mathematics and reading for all students. Subgroup focus will be on Special Education and Free and Reduced Population.
2017 MCA III data shows that high school students are performing below state averages in almost all categories and in order to close the achievement gap, student groups will need to show more than a year’s growth on an annual basis. Scores for high school did not demonstrate proficiency in mathematics or reading.
/
1. Systems, Strategies and Support Category
4a. Students
Ø Describe the areas below. Include only the district focus areas for the 2016-2017 school year and limit response to 300 words. Bulleted points are welcome and appreciated.o Process for assessing and evaluating student progress toward meeting state and local academic standards.
*** Minnesota Reading Corpse assessments were used for evaluating ECFE pre-school students, and this process has been added to the Head Start classes located in the elementary building.
***Lake Park Audubon Elementary School uses Renaissance Star tests, FAST benchmarks and PRESS assessments to evaluate student progress in grades K-3. Benchmark assessments are given at the beginning of each year to determine a level of achievement, and to place identified students into proper interventions to increase achievement in reading and in math.
***Renaissance Star Tests and Minnesota Comprehensive Assessments are the primary methods for assessing and evaluating student progress for grades 3-6.
o Process to disaggregate data by student group.
***Data from the Minnesota Comprehensive Assessments and other measures listed above is studied by administrators and the MTSS coach to determine general areas of need. This data is presented to all staff before the school year begins, and goals for improvement are set. Student group data is disaggregated by using state reports provided by the Minnesota Department of Education. Data for each grade level and section is available, along with students in poverty, and special education, and other groups.
***Grade level meetings are held where data from benchmark assessments and progress monitoring is studied to determine proper interventions or improvements in core instruction. Each individual student is discussed, and recommendations are made base on individual needs.
***Students are continually assessed throughout the school year, and progress is monitored at monthly grade level meetings and weekly PLC’s.
High School students grades are recorded on a midquarter and quarterly basis and sent home to parents. Students are encouraged to attend study time with a licensed teacher for support. ADSIS math and reading is utilized for non special education 7th and 8th grade students who fall below proficiency in reading and/or mathematics. /
4b. Teachers and Principals
Ø Describe the areas below. Include only the district focus areas for the 2016-2017 school year and limit response to 300 words. Bulleted points are welcome and appreciated.o System to review and evaluate the effectiveness of:
n Instruction –
***Instruction is evaluated by the building principals using the Minnesota State Model for Observation and Evaluation. The Lake Park Audubon School District also employs an RtI/MTSS coach to model effective teaching and give teachers suggestions to improve the effectiveness of literacy instruction. The fidelity of literacy interventions is evaluated by the principal and MTSS coach, and progress is monitored at monthly grade level meetings and weekly PLC meetings.
n Curriculum –
***The effectiveness of our literacy curriculum is evaluated using data gathered from benchmark tests and progress monitoring probes. Literacy curriculum is constantly discussed and changed at grade level meetings and Professional Learning Communities where the progress of each individual student is monitored. Minnesota State Standards for literacy are continually studied at PLC’s and Essential Learner Outcomes are established for each grade level. Basic curriculum is supplemented and interventions are recommended to meet the needs of each student and group of students.
n Teacher evaluations
*** Teacher evaluations are conducted by the building principals using the Minnesota State Model for Observation / Evaluation. Probationary teachers are observed/evaluated a minimum of three times a year with non-probationary teachers observed/evaluated at least once every three years. Observations are concentrated in the areas of our district goals and priorities, and in this case, literacy.
n Principal evaluations
The effectiveness of building principals in connection with LPA literacy goals is evaluated through monthly reports given by principals at board meetings, self-evaluation, and evaluation of programs and practices by the superintendent. School Board reports include information about student, teacher, and school success. Teachers have also been surveyed for principal effectiveness using tools connected with the Minnesota School of Excellence process. The success of principals is also evaluated through the success level of the students and by reaching literacy goals, including the literacy goals set at the school level. /
4c. District
Ø Describe the areas below. Include only the district focus areas for the 2016-2017 school year and limit response to 300 words. Bulleted points are welcome and appreciated.o Include the district practices around high-quality instruction and rigorous curriculum which integrate:
§ Technology
***The Lake Park Audubon School District has created a 1:1 ratio of computers to students in grades three through twelve (laptops). The ratio in kindergarten through second grade is approximately one computer (chrome books) for every three students. LPA has used Schoology and Learning.com to assist with the integration of technology into the classroom with the goal of encouraging high quality instruction and rigorous curriculum. The use of document cameras and interactive boards is observed in every classroom throughout our schools in order to enhance instruction and provide visual models to present rigorous curriculum. LPA utilizes this technology for testing, progress monitoring, and instruction focused on our literacy goals.
§ Collaborative professional culture
Professional Learning Communities have been created at every grade level (K-12) throughout the Lake Park Audubon School District. Teacher representatives have attended the PLC institute for both of the past two summers in order to implement the PLC structure with fidelity. PLC meetings are held once a week for a minimum of 45 minutes, and Minnesota State Standards in literacy have been the major topic of collaboration throughout the grade levels. Essential Learner Outcomes have been created at every elementary grade level for reading and literacy. This PLC structure has also been incorporated at the high school level. /
2. Equitable Access to Excellent Teachers
On June 1, 2015, MDE submitted a plan to the U.S. Department of Education that required all states to address long term needs for improving equitable access of all students to excellent educators. The Every Student Succeeds Act (ESSA), signed on December 10, 2015, now requires states to evaluate and publicly report whether low-income and minority students are disproportionately served by ineffective, out-of-field, or inexperienced teachers.