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


  • 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 day cares, 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.