2014-2015 World’s Best Workforce Report Summary
District or Charter Name Tracy Area Public Schools
Contact Person Name and Position Chad Anderson, TAPS 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 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
I. www.tracy.k12.mn.us
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.]
II. Monday, October 19 at 5:30 p.m.
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.]
Committee Members:
Chad Anderson: Parent/Superintendent
Matt Surprenant: Parent/Board Member
Annette Miller: TAPS Board Member
Michael Munson: Parent/Elementary Principal
Kathy Vondracek: High School Principal
Heather Rice: High School Science Teacher/Parent
Jen Kainz: Elementary Special Education Teacher/Parent
Katie Gervais: Technology Integrationist/Parent
Mai Thor: Parent/Community Member
Denise Hoek: Parent/Community Member
Bill Tauer: Parent/Community Member
Tija Van Gelderen: Parent/Community Member
Kelly McConnell: Parent/Teacher
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 incoming kindergarten students will raise their letter sound fluency from 68% to 70%. / The results for the 14-15 kindergarten students in letter sound fluency was 71%.
All Students in Third Grade Achieving Grade-Level Literacy / All students inGrade 3at Tracy Area Elementary School will increase their Percentage rate of Proficiency on the MCA II Reading test from 63.2% in the spring of 2014 to 65% in the Spring of 2015. / The Third Grade Proficiency Percentage for 2015 was 76.9%.
Close the Achievement Gap(s) Among All Groups / TAES SMART GOAL #1
LEP students in grades 3-6 will increase their “Rate of Proficiency” on the MCA III Reading test from 31.4% in the spring of 2014 to 35% in the spring of 2015. (This increase represents an 11% target increase).
LEP students in grades 3-6 will increase their “Rate of Proficiency” on the MCA III Math test from 42.9% in the spring of 2014 to 45% in the spring of 2015. (This increase represents a 5% target increase).
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 37.8% in the spring of 2014 to 40% in the spring of 2015. (This increase represents a 5% increase).
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 46.7% in the spring of 2014 to 50% in the spring of 2015. (This increase represents a 7% increase).
TAES SMART GOAL #3A
SPED students in grades 3-6 will increase their rate of proficiency on the MCA III Reading test from 33.3% to 35% (This increase represents a 5% target increase).
TAES SMART GOAL #3B
SPED students in grades 3-6 will increase their index rate of proficiency on the MCA III Math test from 28.6% to 30% (This increase represents a 5% increase).
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 50.7% to 55% (This increase represents a 8% target increase).
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 51.7% to 55%
TAES SMART GOAL #5
All Students in grades 3-6 will increase their index rate of proficiency on the MCA III Math test from 58.3% to 61% (This increase represents a 5% target increase).
TAHS SMART GOAL #6
All students in grades 3-6 will increase their index rate of proficiency on the MCA III Reading test from 60.2% to 62%. (This increase represents a 3% target increase).
TAHS SMART GOAL #1
LEP students in grades 7, 8, & 10 will increase their “Rate of Proficiency” on the MCA III Reading test from 24% in the spring of 2014 to 35% in the spring of 2015. (This increase represents a 11% target increase).
TAHS SMART GOAL #2
Asian/Pacific Islander students in grades 7, 8, & 10 will increase their “Rate of Proficiency” on the MCA III Reading test from 31% in the spring of 2014 to 45% in the spring of 2015. (This increase represents a 10% 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 24% to 36% (This increase represents a 12% 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 43% to 50% (This increase represents a 7% target increase).
TAHS SMART GOAL #5
SPED students in grades 7, 8, & 11 will increase their index rate of proficiency on the MCA III Math test from 20% to 30% (This increase represents a 10% increase). / TAES GOAL #1 2015 RESULTS: a. 27.7% Decrease of 11%
b. 16.7% Decrease of 61%
TAES GOAL #2A RESULTS:
· 39.4 Increase of 4%
TAES GOAL #2B RESULTS:
· 39.4 Decrease of 16%
TAES GOAL #3A RESULTS:
· 32.3 Decrease of 3%
TAES GOAL #3B RESULTS:
· 23.3% Decrease of 18%
TAES GOAL #4A RESULTS:
III. 47.1 Decrease of 7%
TAES GOAL #4B RESULTS:
IV. 2015 RESULTS: 43.3% Decrease of 16%
TAES GOAL #5 RESULTS:
V. 51.2% Decrease of 12%.
TAES GOAL #6 RESULTS:
VI. 57.9% Decrease of 4%.
TAHS GOAL #1 2015 RESULTS: Increase from 12.5% to 13.9% - increase of l.4%
TAHS GOAL #2 2015 RESULTS:
Increase from 20.7% to 36.7%
increase of 16%
TAHS GOAL #3 2015 RESULTS:
Decrease from 7.1% to 5.9%
decrease of 1.2%.
TAHS GOAL #4 2015 RESULTS
Increase from 32.3% to 34.4%
increase of 2.1%
TAHS GOAL #5 2015 RESULTS: No change from 0%
to 0% - no increase shown.
All Students Career- and College-Ready by Graduation / Goal was to implement the Ramp up to Readiness program established by the University of MN. / The program was implemented in the fall of 2015.
All Students Graduate / The goal at TAPS is to graduate all students. / 2014 Graduation Rate is 94.90%
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 (47.5 in 2014-2015) requires additional support during and after the school day for homework help. The lunch hour ZAP (Zeroes Aren’t Permitted) Room provided homework help to students during their lunch hour. The ASP (After School Program) provided homework help to students four nights a week from 3:05-4:30 pm for any and all students in all subjects. Parents of students that were on the deficiency list at each midterm and term received an email notification (or snail mail if no e-mail provided) to encourage their children to attend the ASP. All parents received an email and/or text notification if their child had overdue homework, and another notification when that homework was received by the teacher. Students struggling the most with academics and social/behavioral areas were assigned Student Lifeguards—a faculty or paraprofessional in the building that built a one-on-one relationship with that student. The Lifeguard checked in with their student once a week minimum about what homework they had overdue, how they could help them get their homework completed, and how things in the student’s life was going. 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. The committee determined if students required counseling, nursing assistance, a lifeguard, if special education testing was warranted after interventions had been tried and data collected, etc.
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 from 3:15 to 4:30. Students are given an afternoon snack along with curriculum support. We have child study meet to discuss possible interventions. We use these meetings to offer the best support for the students and teachers. We offer a noon study program to help students that are behind in their homework.
Other needs we have seen with our data is in the area of math. We have switched to block scheduling (90 minutes) in both 5th and 6th grade math classes. We have added “Conceptual Math” ideas to help students understand the 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.
Systems, Strategies and Support Category
Students
Ø Testing and Tracking growth in the following areas:
· AIMS WEB: Test is offered three times per year (fall, winter, & spring) for grades K-6. Using the results of AIMS WEB testing students write student centered goals, parents go over the results and goals with the teachers during fall and spring on conferences.
· NWEA Testing: This test is offered three times per year (fall, winter, & spring) for grades K-10. Using the results of NWEA or MAP testing students write student centered goals and parents go over the results and goals with teachers during the fall and spring conferences.
· MCA/OLPA Testing: The OLPA test is administered in winter for grades 3-8 in reading and math. Using the results of the OLPA students are informed of their performance and used to set goals for the upcoming MCA test in the Spring. MCA test scores are analyzed and disaggregated by staff in data mine teams and the information helps shape curriculum decisions and guide our year plans. This also helps guide staffing and extra needs for our student groups such as LEP, SPED, and Free and Reduced Lunch population.
· A key indicator that indicates evidence of implementation is our reading scores in LEP grades 7, 8, & 10 increased by 1.4%. Asian Pacific Islander increased in reading in grades 7, 8, & 10 by 16%. Free and Reduced Reading scores in grades 7, 8, & 10 increased 2.1%.
· To assess and evaluate student progress in Math and Reading/Language Arts we used the following assessments to evaluate where our students were starting the year at and if they were all showing growth: NWEA Fall Reading, Math, and Language Arts (Grades 7-10); NWEA Winter Reading (Grades 7-10); OLPA Math Fall and Winter/Spring (Grades 7 & 8); STAR Reading Fall (Grades 7-9). Each student in grades 7 and 8 developed a personal reading growth goal with their reading teacher for the school year. This goal (with results) was reviewed with the student at the end of the year. The ALEKS math program replaced the prior Accelerated Math for grades seven and eight.
· To assess and evaluate student progress in being Career and College Ready students were given the following assessments: EXPLORE, PLAN, and ACT in the appropriate grades. The results were shared with each class by the TAHS counselor. Each ninth grade student developed a Personal Learning Plan with the counselor or FACS teacher. These plans were shared in person with the student and parent at the Spring 2015 parent-teacher conferences. All data pertaining to the Ramp Up To Readiness research project was given to the University of MN as required by our Ramp Up To Readiness contract. The curriculum is being implemented for the first time in the 2015-16 school year as prescribed by the U of MN.