World's Best Workforce
CALEDONIA PUBLIC SCHOOLS WORLD’S BEST WORKFORCE
In accordance with Minnesota Statutes 2013, 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 (WBWF). Minnesota schools strive to provide the best educational opportunities for all children. Providing an education to Minnesota youth that leads to creating the world’s best workforce is a goal that must be addressed early on in every child’s life. Students are more likely to reach this goal if they are ready for school upon entering kindergarten; achieve grade-level literacy by grade three; graduate from high school and attain career and college readiness. In order to create the world’s best workforce, it is imperative that academic achievement gaps are closed among all racial and ethnic groups of students and between students living in poverty and not living in poverty as well as for English language learners and non-English language learners and for students who receive or do not receive special education. The comprehensive strategic plan that districts create is intended to serve as a foundational document to align educational initiatives that serve to ensure reaching intended student outcomes from pre-kindergarten to post-high school graduation. Districts should consider and use existing plans, documents, and strategies that may already be in place and/or are required by the Minnesota Department of Education (MDE), such as the Title I Plan, School Improvement Plans; School Readiness Program Plan; Local Literacy Plan; Student Transition Plan to College and Career Readiness; Plan for Educator Effectiveness, Q Comp, Alternative Delivery of Specialized Instructional Services, Continuous Improvement Monitoring Progress Plan, Integration Plan. This district-level strategic plan should illustrate how the various existing district plans fit together and serve as a blueprint to create a quality workforce equipped with necessary skills for the 21st century.
What is the World’s Best Workforce?
The World’s Best Workforce bill was passed in 2013 to ensure every school district in the state is making strides to increase student performance. Each district must develop a plan that addresses the following five goals:
- All children are ready for school.
- All third-graders can read at grade level.
- All racial and economic achievement gaps between students are closed.
- All students are ready for career and college.
- All students graduate from high school.
Why is Minnesota focused on this idea?
For Minnesota to be competitive, we must have students who are college and career-ready, students who are poised to lead the state’s workforce. This is important for a number of reasons:
- Our population is aging.
- Seventy percent (70%) of jobs will require more than a high school diploma by 2018.
- We don’t have qualified candidates to fill many good-paying jobs.
- The fastest growing segment of our future workforce is students of color, and they currently have the state’s lowest graduation rate.
- Minnesota has one of the worst black-white achievement gaps in the country.
How will we measure progress?
Each district will create their own plan to align curriculum and instruction so that students are college and career ready. The success of each plan will be measured by:
- NAEP scores
- Closing the gap by student group
- MCA scores
- College entrance exams
What do Minnesota school boards need to do?
School boards in each district across the state must establish an advisory committee that will:
- Involve the community during plan development.
- Include members that reflect the diversity of the district and its schools
- Make recommendations to the school board on rigorous academic standards and student achievement goals and measures.
- District leaders will post an annual report on their progress, hold annual public meetings, and are required to submit a summary report to the Minnesota Department of Education.
What role does the Minnesota Department of Education play?
While each district’s World’s Best Workforce plan will be developed and implemented locally, the Minnesota Department of Education will offer support to districts when needed. This could mean helping to identify areas where a district is struggling, or sharing best practices that might help a district raise student performance.
CALEDONIA DISTRICT MISSION, VISION, & VALUES
District Mission
Our mission is to inspire in every student a love of learning by:
- Igniting curiosity
- Nurturing potential
- Seeking knowledge
- Embracing the future
District Vision
To foster a safe environment that values everyone by prioritizing their well-being and preparing students to graduate inspired, ready to succeed, with the tools for lifelong learning.
Core Values
Our core values guide our decisions, actions, and choices to meet the needs of our students and maintain excellence across our system.
Respect – Treat everyone in our community with dignity, respecting the role of parents, staff, and the community in the development of our students
Integrity – Adhere to the highest standards of professionalism, ethics, and personal responsibility
Excellence – Strive for excellence among staff, teachers, and students
Parental/ Guardian Involvement – Be open and transparent with parents/ guardians and recognize that they have the primary role in important decisions involving their students
Freedom and Innovation – Infuse and energize through freedoms of speech, thought, and discussion
Partnerships – Encourage community engagement that fosters collaboration among the school, staff, students, and community
Equal Opportunity – Commit to providing every student with an equal opportunity to succeed
Stewardship – Sustain and reinvest by wisely managing our human and material resources
NEEDS ASSESSMENT AND SATISFACTION SURVEYS
For us to know our where we are going, we must know where we are. Therefore we work to find multiple methods of acquiring information regarding needs for our district. This includes but is not limited to:
- Stakeholder Surveys
- Student Achievement Data
- Coffee and Conversations
- District and School Committees
- Business and Organization Visits
STUDENT PROGRESS AND GROWTH MONITORING
Our schools use a variety of tools to measure and determine students’ academic growth and proficiency of grade level standards. These tools range from informal assessments observed during classroom activities to formal, mandated assessments such as the Minnesota Comprehensive Assessment (MCA). Educators can use these assessments to identify the needs of the students and adjust instructional strategies to meet the needs of their students and encourage individualized academic growth.
Academic Standards
- Art Standards
- English Language Arts Standards
- Math Standards
- Science Standards
- Social Studies Standards
- Music Standards
Student Achievement Data
- 2013-14 Student Achievement Data
- ACT College Readiness and 5-Year Trends for Caledonia Area Schools
- 2012-13 Student Achievement Data
WBWF ADVISORY COMMITTEE
District advisory committee. Each school board shall establish an advisory committee to ensure active community participation in all phases of planning and improving the instruction and curriculum affecting state and district academic standards, consistent with Subdivision 2. A district advisory committee, to the extent possible, shall reflect the diversity of the district and its school sites, and shall include teachers, parents, support staff, students, and other community residents. The district may establish site teams as subcommittees of the district advisory committee under subdivision 4. The district advisory committee shall recommend to the school board rigorous academic standards, student achievement goals, and measures consistent with subdivision 1a and sections 120B.022, subdivision 1, paragraphs (b) and (c), and 120B.35, district assessments, and program evaluations. School sites may expand upon district evaluations of instruction, curriculum, assessments, or programs. Whenever possible, parents and other community residents shall comprise at least two-thirds of advisory committee members.
2015-16 WBWF Annual Report on Progress
This is the report that we send to the MN Department to Education to report our progress on the WBWF.
Annual Report on Caledonia Area Public Schools Worlds Best Workforce Plan
2014 Caledonia Area Public Schools
World’s Best Workforce Report Summary
In accordance with 2013 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 transmit an electronic summary of its annual report to the commissioner of the Minnesota Department of Education each fall.
Worlds Best Workforce Committee – We have a committee of stakeholders that represent school administration, school board, teachers, parents, and business leaders. The committee will be reaching out to add students to this committee. The committee is currently working on surveys to go out to the community, parents, staff, and students. We hope to use the information from the surveys to guide our future WBWF work.
District Mission, Core Values, AIMS, and Goals
District Mission
To provide the best education to empower all learners to thrive in our changing world
District AIMS and Goals
High Student Achievement
- All graduating students are prepared for career and/or post- secondary education.
- Curriculum, instruction, assessment, and professional development are aligned in a clear process of learning.
- Researched based best practices are implemented into all academic and extra-curricular areas.
Optimal Teaching and Learning Environment
- Community partnerships are promoted to enhance student and community relationships.
- Progressive technology is available to expand students’ preparation for career and/or post-secondary education.
- District Core Values are integrated throughout the school community.
Efficient and Effective Operations
- Facilities are safe, well maintained and promote a learning environment.
- Professional “best practices” learning and training opportunities are provided for all staff and implementation of these practices is supported.
- At least an 8% operating reserve is achieved by the 2018 school year.
Core Values
Learning – Engaging and transferring knowledge, skills, and an enduring understanding in order to think critically and to solve problems. Providing and emphasizing programming that cultivates an inclusive and well-rounded curriculum.
Respect – Recognizing the dignity of every individual, accepting our differences/diversity, and treating others the way we wish to be treated.
Integrity – Doing the right thing, even when nobody is looking.
Health and Safety – Focusing on healthy mind, spirit and body and creating a safe secure and welcoming learning environment for all.
Service – Making a difference by helping others.
Adaptability – Changing and/or adjusting to meet the needs of new and different circumstances and people.
Collaboration – Working cooperatively as a learning community toward common goals.
Accountability – Focusing on results, making no excuses, owning your actions, confronting problems. Alignment of Program and Initiative Plans to District Plan and Goals
Identified Needs Based on Data
Our schools use a variety of tools to measure and determine students’ academic growth and proficiency of grade level standards. These tools range from informal assessments observed during classroom activities to formal, mandated assessments such as the Minnesota Comprehensive Assessment (MCA). Educators can use these assessments to identify the needs of the students and adjust instructional strategies to meet the needs of their students and encourage individualized academic growth. We assess students the following ways: Early Childhood Screening, MCAs, NWEA MAP, AIMS Web, EXPLORE, PLAN, and ACT data as well as high school credit completion and graduation rates.
We have identified the following needs – increase proficiency in reading, mathematics, science at the elementary and secondary levels for all students, reduce the readiness and achievement gaps of our Special Education student population at the elementary school. We have found based on our Multiple Measurement Report (MMR) that we need to put more of an emphasis on student growth regardless of achievement level.
District Supports Category
Students
- Elementary – Preschool student needs are addressed by differentiation, flexible grouping, and special education. Elementary student needs are being addressed through flexible grouping for reading and mathematics; Adoption of new reading and math curriculum materials that are better aligned with standards, Differentiation of instruction based on data, 1:1 computing environment in grades 4-5; iPad technology available on a daily basis to support and individualize instruction; Response to Intervention (RtI) support; Positive Behavior Intervention Supports (PBIS); Multi Tier Systems of Support with ADSIS and Title 1; special education instruction; After school and summer Targeted Services programming.
- Secondary – Student needs are being addressed through differentiated courses for language arts, mathematics and science; 1:1 iPad technology available 24/7 for individualized student instruction, research and collaboration;; After school and summer Targeted Services; special education; HS focus on problem solving and critical thinking, double academic engaged time in reading and math for students below grade level, and college in the schools courses.
Teachers and Principals
Implementation of comprehensive principal development and evaluation system; collaborative planning for new comprehensive teacher development and evaluation system; comprehensive teacher and principal professional development program; weekly job-embedded professional learning communities (PLCs) for all teaching staff; Access to and training for effective use of technology for instruction and collaboration offered during the school year and throughout the summer; Access to academic data analytics software and support from our Hiawatha Valley Assessment Coordinator; PBIS coaches; Collaborative responsibility for development of site improvement plans, including SMART goals, activities, benchmarks and evaluation strategies.
Systemic, Building or District
Weekly job-embedded Professional Learning Communities (PLCs); Staff training and professional development for licensed and non-licensed staff; Academic data analytics support; PBIS coaches, MN State Teacher Evaluation Pilot; Collaboratively developed and implemented Site Improvement Plans.
Visual Representation of District Supports and Best Practices
Best Practice Strategies and Action Steps
Caledonia Area Schools is a work in progress toward transforming to provide the best education possible to prepare our students to thrive in the 21st Century. We have set building goals and action plans, created PLCs with embedded time within the day to focus on action plans to meet building-wide goals. We have adopted a teacher evaluation system that requires teachers to create goals and action plans that are aligned with building and PLC goals. Our Professional Learning Communities (PLCs) focus on staff development and implementation of the following best practices: book studies on differentiation of instruction, analyzing data through our data warehouse and NWEA, Interdisciplinary unit planning, creation of learning targets and formative assessments matched to each target, technology integration, team/co-teaching with Special Education and Title One, planning for extra academic engaged time through ADSIS or targeted services, and processes to increase problem-solving and critical thinking.
Current Student Achievement Plans
Site Improvement Plans; PLC achievement plans; School Readiness Plan; RtI, PBIS; Elementary Continuous Improvement Plan; Literacy by Third Grade Plan; Title I Plan; Title II Professional Development Plan; Principal Development and Evaluation Plan; Teacher Development and Evaluation Plan; Student Transition to College and Career Readiness Plan; Targeted Services Plans; and Individualized Education Plans (IEP)
Key Indicators of Implementation Progress
Site SMART Improvement goals, Principal and Teacher Goals, and Action Plans; Action Plans and Site Progress Reports; PLC SMART improvement goals; Title I, II and III annual reports; Assessment Reports; Academic data analytics reports; credit completion; graduation rate
Broad Outcomes Impacted
All Students Ready for Kindergarten
We use multiple measurements to identify Kindergarten readiness. The following programs work in partnership to get all students ready for Kindergarten: Early childhood screening, Hand in Hand Preschool, Early childhood family education, Kindergarten Academy, Preschool teachers assess students in home and community daycares, Early Childhood Special Education Preschool Integrated Program, Head Start, Houston County Early Childhood Initiative, PreSchool Teachers Collaborate with K-1 teachers in PLCs.
All Students in Third Grade Achieving Grade-Level Literacy
We have not met our goal of having all students at grade level for reading by 3rd grade. We have a detailed literacy by 3rd grade goals and plan, RtI problem solving and intervention data; Title I. SMART goals, data, ADSIS programming, and we have changed our curriculum for reading and are currently implementing the first year of Reading Streets
Closing Achievement Gap(s)
As we review our updated Multiple Measurement Data (MMR), we have found that we have been consistently weak in this area. We are analyzing our Title 1 and ADSIS programming to increase growth.
All Students Career- and College-Ready by Graduation
We have analyzed the ACT results from the last 5 years and have found that Caledonia is at the state average. We have between 75% and 85% of our graduates take the ACT yearly. We have developed a details College and Career Readiness Plan. Our counselor has gone to several training put on by MDE and is modifying our plan on a regular basis.
All Students Graduate
We have a goal that all of our students will graduate and we have been largely successful at achieving this goal. Historically, some of our struggling students had left our school to attend an Alternative Learning Center (ALC). Over the last year we have not referred one student to an ALC. This is due to increased interventions being implemented at the HS.
PROGRAMMING TO IMPROVE STUDENT ACHIEVEMENT
District and school leaders must work together to create a strong system of support for all students. In this section, we have many of the programs and plans that support students at all levels. Contact information to learn more about the programs are listed within each section.
