2014-2015 World’s Best Workforce Report Summary

District or Charter Name Grygla Public School

Contact Person Name and Position Jamie Lunsetter

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 theannual report must be sent to the Commissioner of Education each fall.

This document serves as the required template for submission of the 2014-2015 report summary. Districts must submit this completed template by December 1, 2015 to .

Stakeholder Engagement

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.]

Provide the website link to the district’s WBWF annual report. If a link is not available, describe how the district disseminates the report to stakeholders.

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.]

The annual public meeting to review the WBWF will be on December 17th, 2015 at 6:00.

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.]

Galen Clow-Superintendent, Jamie Lunsetter-Principal, Greg Monson-Elementary Representative, Jesse Westbrock-Secondary Representative, Nikki Leach-School Board Member, Diane Lunsetter-Para, Shaunna Olson-Parent, Lindsay Oslund-Parent, Jim Hest-Community Member

Goals and Results

[Note: Goals should be linked to needs and written in SMART-goal format.SMART goals are: specific and strategic, measurable, attainable (yet rigorous), results-based and time-based. 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.]

SMART Goal / 2014-2015 Goals / 2014-2015 Goal Results
All Students Ready for Kindergarten / All students will entering Kindergarten will demonstrate age-appropriate social interaction skills with their peers. / All students were found to demonstrate age-appropriate social interaction with their peers .
All Students in Third Grade Achieving Grade-Level Literacy / The 3rd grade students will improve their Oral Reading Fluency (ORF), Fall 77 wpm, Winter 92 wpm, Spring 110 wpm, by the learning of reading books/stories, participating in classroom discussions based on stories read, and by reaching the required A/R points (15) and requirements each quarter. / Most students worked extremely hard to reach their goals. Although we can’t say that every student ended the school year where we wanted them to be, we can say that a significant number of students reached their goal and all other students made significant progress towards the goal.
Close the Achievement Gap(s) Among All Groups / The Grygla School will use the Student Achievement Team as a vessel to identify students that are not closing the achievement gap. After identifying students, the SAT team, and the student’s teacher will come up with a plan, including interventions to help the student(s) narrow the achievement gap. / Several students were identified and interventions put in place. Paraprofessionals and special education teachers, along with the SAT team have been influential in identifying and developing interventions to help these students get back on track.
All Students Career- and College-Ready by Graduation / All students will maintain and online e-folio, and will include samples of work from their classes, transcripts and any other information they deem as important. Students will also attend college and career fairs as 8th, 9th, 11th and 12th graders. In addition, they will be required to pass a semester-long careers course as Juniors. / All students met with the Principal to update their e-folios, attended the college and career fairs and passed the semester-long Careers course as Juniors.
All Students Graduate / Every Grygla Public School will meet the academic requirements that will allow them to receive a diploma and graduate. / One Senior student chose to drop out of school late in the first semester. Attempts were made to work with the family to get him back into school, but were refused.

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.]

Based on MCA data and having been placed in Continuous Improvement in our elementary school due to low Math scores, our elementary staff decided to make Math a priority to help get out of Continuous Improvement. The decision was made to look at possibly changing our elementary Math Curriculum. The teachers met several times to discuss the material they had been covering and the method used for instruction. The decision was made to utilize several different providers, and meet periodically to determine which curriculum would be best suited for the needs of our students.

Utilizing MCA data, the district decided that Math needed to be a focus, especially at the elementary level. Although, the average scores for the class were meeting proficiency, it became clear that there was a population of students that needed intervention. The teachers met and decided that they would identify several students that could benefit from one on one attention, and that paraprofessionals or special education teachers would be utilized for this through our Title I program.

Systems, Strategies and Support Category

Students

Teachers have met to identify students that would benefit from academic interventions. Times have been set up for these students where Highly Qualified Paraprofessionals or Special Education Teachers can meet with them to provide increased academic support. These students have been identified at staff meetings and Student Assistance Team meetings. Student progress will be measured through informal assessments, as well as formal ones. NWEA data will be used as a formal assessment to judge whether the interventions are being successful. Day to day teacher input will also be utilized to ensure that the student is making adequate gains. Math and Reading will continue to be focused on by the district.

Teachers and Principals

  • Math and Reading will continue to be focus areas for the Grygla Public School District. Teachers will be encouraged to find professional development opportunities that reflect the district’s desire to address these focus areas. The Principal will continue to attend monthly meetings designed to allow Principals to meet and discuss things that are working in their school districts to address their needs. Elementary staff will continue to have opportunities to meet, with district paid substitutes provided, to develop their curriculum together and identify students in need of interventions. NWEA and MCA data will continue to be used to help determine whether or not the district is meeting it’s goals in providing an excellent academic experience for it’s students.

District

  • The Grygla Public School District will continue to encourage teachers to actively seek out professional development opportunities that will help them grow as professionals and help them to provide top quality instruction for our students. The district will also continue to implement the observation template established through TDE. We will continue using Edivation as a means to carry out the observation process and PD 360 as an on-site Professional Development Tool. School district goals will continue to be discussed and modified as seen fit.

Equitable Access to Excellent Teachers

[Note: Review the information below. Districts do not need to report information in this section at this time.]

Section 1111(b)(8)(C) of the Elementary and Secondary Education Act (ESEA) requires that each state take steps to ensure that poor and minority children are not taught at higher rates than other children by inexperienced, unqualified or out-of-field 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 great educators. The plan was developed with significant stakeholder input and can be found on the MDE website.

From MDE’s data review, the following statewide equity gaps surfaced:

  • Schools in the highest poverty quartile are more likely to have inexperienced, unqualified and out-of-field teachers than schools in the lowest poverty quartile.
  • Schools in the highest minority quartile are more likely to have inexperienced, unqualified and out-of-field teachers than schools in the lowest minority quartile.
  • Priority and Focus schools are more likely to have inexperienced, unqualified and out-of-field teachers than Reward schools.
  • Charter schools are more likely to have inexperienced, unqualified and out-of-field teachers than non-charter schools.

To reach the goals of the WBWF, it is important to ensure that all students, particularly students from low-income families and students of color, have equitable access to teachers and principals who can help them reach their potential. Beginning with the next WBWF summary, to be submitted in fall 2016, MDE will request information about the district process to examine the distribution of experienced and qualified teachers across the district and within school sites using data.

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