2016-17 World’s Best Workforce Report Summary
District or Charter Name: Tracy Area Public Schools
Grades Served: K-12
Contact Person Name and Position: Chad Anderson, Superintendent
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 www.tracy.k12.mm.us /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 Monday, October 16, 2017 at 5:30 p.m. /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
/
Chad Anderson / Parent/Superintendent
Matt Surprenant / Parent/School Board Member
Rod Benson / Parent/School Board Member
Ben Ludeman / Parent/School Board Member
Michael Munson / Parent/Elementary Principal
Kathy Vondracek / High School Principal
Heather Kamrud-Rice / Parent/High School Science Teacher
Jen Kainz / Parent/Elementary Special Education Teacher
Katie Gervais / Parent/Technology Integrationist
Mai Thor / Para-Professional
Denise Hoek / Community Member
Evelyn Dolan / Student Council President
Tija Van Gelderen / Parent/TAES Teacher
/
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 /All incoming kindergarten students will raise their letter sound fluency from 71% in 2015-2016 to 73% in 2016-2017. / The results from the 2016-17 letter sound fluency was 65% / 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 /All students inGrade 3at Tracy Area Elementary School will increase their Percentage rate of Proficiency on the MCA II Reading test from 67.3% in the spring of 2016 to 78% in the spring of 2017. / The Third Grade Proficiency Percentage for 2017 was 57%. / 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 /TAES SMART GOAL #1A
LEP students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Reading test from 12.5% in the Spring of 2016 to 25% in the Spring of 2017.
TAES SMART GOAL #1B
LEP students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Math test from 12.5% in the Spring of 2016 to 20% in the Spring of 2017.
TAES SMART GOAL #2A
Asian/Pacific Islander students in grades 3-6 will increase their “Rate of Proficiency” on the MCA III Reading test from 36.7% in the spring of 2016 to 38% in the spring of 2017.
TAES SMART GOAL #2B
Asian/Pacific Islander students in grades 3-6 will increase their “Rate of Proficiency” on the MCA III Math test from 33.4% in the spring of 2016 to 35% in the spring of 2017.
TAES SMART GOAL #3A
SPED students in grades 3-6 will increase their rate of proficiency on the MCA III Reading test from 34.3% in the spring of 2016 to 35% in the spring of 2017.
TAES SMART GOAL #3B
SPED students in grades 3-6 will increase their index rate of proficiency on the MCA III Math test from 40% in the spring of 2016 to 41% in the spring of 2017.
TAES SMART GOAL #4A
Free/Reduced Price Lunch students in grades 3-6 will increase their rate of proficiency on the MCA III Reading test from 51.5% in the spring of 2016 to 52% in the spring of 2017. TAES SMART GOAL #4B
Free/Reduced Price students in grades 3-6 will increase their index rate of proficiency on the MCA III Math test from 48.9% in the spring of 2016 to 49% in the spring of 2017.
TAES SMART GOAL #5
All students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Reading test from 56% in the Spring of 2016 to 65% in the Spring of 2017.
TAHS SMART GOAL #6
All students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Math test from 59.7%% in the Spring of 2016 to 61% in the Spring of 2017.
TAHS SMART GOAL #1
LEP students in grades 7, 8, & 10 will increase their “Rate of Proficiency” on the MCA III Reading test in the spring of 2016 from 27.3% to 28% in the spring of 2017. (This increase represents a .7% increase).
TAHS SMART GOAL #2
Asian students in grades 7, 8, & 10 will increase their “Rate of Proficiency” on the MCA III Reading test from 56.7% in the spring of 2016 to 70% in the spring of 2017. (Rep. a 13.3% increase).
TAHS SMART GOAL #3
SPED students in grades 7,8, & 10 will increase their “Rate of Proficiency” on the MCA III Reading test from 12% in the spring of 2016 to 15% in the spring of 2017. (This increase represents a 3% target increase).
TAHS SMART GOAL #4
Free/Reduced Price Lunch students in grades 7,8, & 10 will increase their “Rate of Proficiency” on the MCA III Reading test from 54% in the spring of 2016 to 60% in the spring of 2017. (This represents a 6% target increase) / TAES GOAL #1A 2017 RESULTS:
a.28.6% Increase of 16.1%
TAES GOAL #1B 2017 RESULTS:
b. 21.4% Increase of 8.9%
TAES GOAL #2A 2017 RESULTS:
43.9 Increase of 7.2%
TAES GOAL #2B RESULTS:
41.7 Increase of 6.7%
TAES GOAL #3A RESULTS:
37.9 Increase of 3.6%
TAES GOAL #3B RESULTS:
41.3% Increase of 1.3%
TAES GOAL #4A RESULTS:
49.1 Decrease of 2.4%
TAES GOAL #4B RESULTS:
49.2% Increase of 0.3%
TAES GOAL #5 RESULTS:
60.7% Increase of 4.7%.
TAES GOAL #6 RESULTS:
57.6% Decrease of 2.1%.
TAHS GOAL #1 RESULTS:
Increase from 27.3% to 30% (Increase of 2.7%)
TAHS GOAL #2 RESULTS
Increase from 56.7% to 60% (Increase of 3.3%)
TAHS GOAL #3 RESULTS
Decrease from 12% to 8.3%
TAHS GOAL #4 RESULTS
Decrease from 54% to 52% / TAES Goal #1A
Goal Met
TAES Goal #1B
Goal Met
TAES Goal #2A
Goal Met
TAES Goal #2B
Goal Met
TAES Goal #3A
Goal Met
TAES Goal #3B
Goal Met
TAES Goal #4A
Goal Not Met
TAES Goal #4B
Goal Met
TAES Goal #5
Goal Not Met
TAES Goal #6
Goal Not Met
TAHS Goal #2
Goal Met
TAHS Goal #3
Goal Not Met
TAHS Goal #4
Goal Not Met
TAHS Goal #5
Goal Not Met /
2d. All Students Career- and College-Ready by Graduation
Goal / Result / Goal Status /The Ramp-Up-To-Readiness Program was implemented by all teachers in the fall of 2016 for the second year, the counselor, principal, and the leadership team to 100% accuracy (frequency of workshops with students, integrity of curriculum, workshops with faculty, completion of parent meetings, and various surveys) as to how the program is intended to be implemented. / The program was implemented to 100% accuracy in 2016-2017. The curriculum was used, all student workshops were presented, all faculty training was completed, parents met in the fall and spring at parent/teacher conferences, and student and faculty surveys were completed during the 2016-2017 school year. / Check one of the following:
Goal Met
Goal Not Met
Goal in Progress (only for multi-year goals) /
2e. All Students Graduate
Goal / Result / Goal Status /The goal at TAPS is to graduate 100% of students the students in 2017. / The 2017 graduation rate was 88% which was 9% lower than 2016. 2016 was 97%. / 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 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.]
IDENTIFIED NEEDS BASED ON DATA – TAHS: High percentage of Free and Reduced students requires additional support (data from MCA Free and Reduced category). The noon hour Homework Help Room and the After School Program provided homework help. Students struggling the most with academics and social/behavioral areas were assigned Student Lifeguards—a faculty or paraprofessional that checked in with their student once a week. A student concern child study committee met weekly to determine additional supports for students that were struggling with issues ranging from attendance, academics, mental health, and social concerns. Additional supports ranged from peer tutors and counseling to requests for social workers.IDENTIFIED NEEDS BASED ON DATA-TAES
High percentage of Free and Reduced students (58.1 %) requires additional support. For this we offer an after school program that provides additional help for students in grades 3-6. This program runs two days a week. We have child study meet to discuss possible interventions. We offer a noon study program to help students that are behind in their homework.
We have added “Conceptual Math” ideas to help students better understand the math process rather than memorize steps. Also, we did curriculum mapping throughout K-6. Finally, we ordered a number of math manipulatives to help students have better number sense.
TAES has switched to standardized based grading in K-6 to better understand, track, and report the students understanding of each subject.
We have added “Conceptual Math” ideas to help students better understand the math process rather than memorize steps. Also, we did curriculum mapping throughout K-6. Finally, we ordered a number of math manipulatives to help students have better number sense. /
4. Systems, Strategies and Support Category
4a. Students
Testing and Tracking growth in the following areas:Ø AIMS WEB: Offered three times/year, grades K-6. Students used the results to write personal goals, parents went over the results and goals with the teachers during fall and spring on conferences.
Ø NWEA Testing: offered three times/year grades K-10. Students used the results to write student centered goals while parents discussed the results and goals with teachers during conferences.
Ø OLPA Testing: offer twice a year, grades 3-8, reading and math. OLPA students use their performance to set goals for the upcoming MCA test. Scores are analyzed by staff teams which helped shape curriculum decisions and yearly plans. This also guided staffing and extra needs for specified sub groups.
Ø STAR Reading Test: twice a year, grades 7-10. Students developed a personal reading growth goal for their spring assessment.
Ø Key indicators of success: Nine out of twelve District achievement gap SMART goals earned increases.
Ø TAES Has Initiated Standards Based Grading in K-4 in 2016-17: The standards based grading model was implemented for students in grades K-4 in 2016-17 to better evaluate individual student performance in each academic standard. The above standardized tests will also provide insight on student performance when compared to the state standards in reading, math, and science. Teacher PLC teams disaggregated the standardized tests and standardized grades to determine how all students in each subgroup are performing. They then use this information to bolster curriculum and provide individualized instruction to students. /
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
§ Instruction: Principals completing teacher evaluations. Principals completing walk-throughs of all classrooms at a minimum of once a week.
§ Curriculum: “Body Talk & Mindscape” workshops provided for teachers. Language Arts teachers met with specialist at SW/WC service cooperative to discuss how to improve teaching strategies on specific state standards. TAES added “Conceptual Math” and “Math Manipulatives”.
§ Teacher Evaluations: TAPS utilizes the “Charlotte Danielson” model. The TAPS evaluation model that was created and reviewed in 2015 is still currently being used. This includes peer reviews, principal evaluations, student surveys, professional visits, goal setting, and PLC’s.
§ Principal Evaluations: TAPS Superintendent evaluates both principals to ensure all principal competencies are discussed and evaluated. Surveys are conducted each year by staff, parents, students, and/or community members. Principals and Superintendent meet quarterly to discuss goals and progress of goals. /
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.I. District practices that integrate high quality instruction and rigorous curriculum which integrate technology:
Ø District practices that integrate rigorous curriculum: AP courses & College Now Courses & updated Language Arts Curriculum to meet the needs of all students.
Ø As part of the teacher evaluation – addressing concerns with teachers if the principal feels the material is not up to standards for amount of rigor.
Ø Technology: 1:1 technology initiative in grades 7-12. TAPS district purchased “Schoology” software for teachers to use in grades K-12. Implemented the “SAMR” model to move from simply substituting curriculum for traditional methods to redefining how teachers implement the curriculum using technology.
Ø Teachers are encouraged to attend workshops that would increase their use of technology as a tool to increase student achievement.
Ø The accelerated math program was switched to ALEKS for our seventh and eighth graders.
Ø Collaborative Professional Culture: PLCs meet three times a month. The areas of focus are data review, curriculum review, desegregation of student data, implementation of best practices to raise student achievement in the focused areas of reading and math. /
5. 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.