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ISD #146

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World’s Best Work Force Strategic Plan

2016

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IIISSSDDD ###111444666

Educational Planning and Design for 21st Century Learners

TABLE OF CONTENTS

Vision

Mission

Core Values

World’s Best Work Force Defined 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 Work Force. Minnesota Statute section 120B. 11

World’s Best Work Force Goals 1. Have All Students meet school readiness goals

2. Have All Third Grader Students Achieve Grade-Level Literacy

3. Close the Academic Achievement Gaps Among All Racial / Ethnic Groups of

Students and Between Students Living in Poverty and More Privileged Peers.

4. Have All Students Graduate From High School

5. Have All Students Attain Career and College Preparedness

World’s Best Work Force Plan Components 1. Clearly defined district and school site goals and benchmarks for instruction

and student achievement for all student subgroups.

2. A process for assessing and evaluating each student’s progress toward meeting

state and local academic goals.

3. A process identifying strengths and weaknesses of instruction that supports

student progress toward career and college readiness.

4. A system to periodically review and evaluate the effectiveness of instruction and

curriculum reflecting best practices.

5. Implement strategies and best practices for the purposes related to improving

instruction, curriculum, access to technology, student achievement, and

collaboration.

6. A system for teacher and principal evaluations.

7. Annual budget to reflect and provide for the continuous improvement of

instruction, teaching and learning, and student achievement / outcomes.

Vision…

Recognized for excellence, integrity, and challenging learners to reach

their full potential.

Mission…

Working collaboratively to develop responsible students in an innovative

environment.

Core Values…

Putting children first to prepare them for the future.

Promoting academics, arts and athletics.

Promoting school spirit and enthusiasm so that all feel connected and

proud.

Effective Communication.

Collaboration and team building for a professional learning community.

Adhering to the “Code of Conduct.” Commitment- loyal and dedicated

Honesty- truthful

Respect- considerate of self and others

Responsibility- accountable

Safety- words, actions, and deeds

Fair and Equal Opportunity for All Students.

Partnering with Families and Community.

Accommodate All Learners.

Data Driven Decisions That Align With District’s Vision, Mission, and

Core Values.

Commitment to Excellence…

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Barnesville Public Schools

Commitment to Excellence iPad Initiative 2012

Program & Purpose Preparing the Child for the Path Not the Path for the Child!

The overall focus of the iPad Initiative in Barnesville Public Schools is to provide the resources and tools required for the students of the 21st Century to prepare them for future success. Excellence in education and in the teaching and learning process coupled with Barnesville’s Commitment to Excellence requires that technology become an integral part of the educational process. The students of today are often referred to as Digital Natives in that at no time in their young lives do they know of a world before the internet was available. They are active participants in a change or paradigm shift in education from the industrial model to the information model. Technology and access to the information available through technology is essential for student growth, development, and future success. At its most basic premise for learning is the result of on-going and continuous interactions between students, teachers, parents, community, and the extended environment in which we live. The iPad tablet computer is known and readily accepted as one of the most well-respected educational tools of our day and its use as a teaching and learning tool will serve as a mechanism to augment, grow, and dynamically enhance how education is delivered in Barnesville Public Schools.

Vision, Mission, and Core Values The Vision, Mission, and Core Values (Beliefs) as drafted and formally adopted by the Barnesville Board of Education clearly depict and define a multiplicity of reasons why the iPad Initiative is so crucial to education in ISD #146. What is perhaps a bit ironic about the Vision, Mission, and Beliefs would be that these statements were officially a component and focus of education in Barnesville Public Schools well before the iPad was invented or produced. Yet, the benchmark and foundational statements as adopted by the locally elected school board are, and in many ways, a near perfect match for the iPad and its implementation into the educational doctrine of the school district. Consider the following: Vision: Recognized for excellence, integrity, and challenging learners to reach their full potential.

The Vision of ISD #146 identifies the organization’s goal to strive and maintain excellence in education while challenging student learners to reach their full potential. In order for the statement of Vision to successfully address and accomplish its Vision the District must challenge learners to reach their full potential in a world that is globally connected through technology and having instantaneous access to information. Use of the iPad will serve as both a window to the world as well as a programmable tool for exploring it. The exposure to information and knowledge is nearly infinite and the 21st Century Learning Skills acquired and learned will prepare each student to reach their full potential. Renowned educator John Dewey once said, “If we teach today’s students as we taught yesterday’s we rob them of tomorrow.”

Mission: Working collaboratively to develop responsible students in an innovative environment.

The Mission of the ISD #146 is well defined , appropriate, and seemingly ready for the implementation of a 1-to-1 learning device such as the iPad. This technology as a tool for learning creates an innovative educational environment for students, staff, parents, and community. Innacio Estrada of Stand By Me fame and notoriety once stated that, “If a child can’t learn the way we teach, then maybe we should teach the way they learn.”

Core Values / Beliefs: are statements that both illuminate and illustrate what is most important or essential for the school district to meet the learning needs of students.

The Board of Education has adopted ten Core Values / Belief statements and although all ten values / beliefs listed are significant in the overall direction of the school district there is one particular core value, in fact the very first core value on the list of ten, that succinctly describes the most salient reason for the iPad Initiative and that Core Value is: Putting children 1st to prepare them for THEIR future! From an educational perspective what could possibly be more important than placing children at the forefront of education to prepare them with the tools of today for their future of tomorrow in the 21st Century. The 21st Century Learning Skills the district, school board, its staff, and administrators intends to deliver using technology is not the lone or even the best single answer to arrive at in terms of improving education for our students. Still, there is little doubt that overall improvements in the educational process related to both teaching and learning as a coordinated effort to prepare students for the 21st Century absolutely depends on the use, access to, and the corresponding technological skills acquired that will prepare Barnesville students for the future that awaits them. 21st Century Learning Skills include:

Digital Learning by Digital Natives

Global and Multicultural Connectivity

Informational Research and Fluency

Communication-Written, Oral, & Presentation Skills

Problem Solving & Decision Making

Critical Thinking & Analytical Skills

Creativity

Collaboration & Cooperation To do what is best for kids in order to challenge them to each reach their full potential while preparing them for the future is a main purpose in investing in an innovative and technological educational environment that collectively we will have set out as a community supporting our schools and students by understanding and recognizing this: It’s Their Time It’s Their Era Let’s Meet Them In It! In summation the purpose of the iPad Initiative has multiple dimensions and layers as already previously noted and discussed. However, the overlying theme is truly quite simple in that… Every Student Deserves To Be Part OF Something GREAT and to participate in this paradigm shift in education with the infusion of digital learning is just that… Something Very Special and Great! To quote Horace Mann, “let’s prepare students for their future not the past.” Welcome to the iPad Initiative for Barnesville Public Schools! Acknowledgement/ References/ Resources: Renville County West (RCW) MACCRAY Public Schools Gibbon Fairfax Winthrop (GFW) Minnetonka Public Schools Dover-Eyota Public Schools Pelican Rapids Public Schools Stewartville Public Schools Little Falls Public Schools Sibley East Public Schools

IIISSSDDD ###111444666--- CCCOOOMMMMMMIIITTTMMMEEENNNTTT TTTOOO EEEXXXCCCEEELLLLLLEEENNNCCCEEE Commitment to Excellence Illustrated 1. Sense of Community-BPS provides students and their parents a community based education

that helps and prepares them to succeed beyond high school. 2. High Expectations for Student Learning- Our Vision and Mission statements convey a message of

challenging learners to meet their full potential, developing students in an innovative environment, and by putting children first to best prepare them for the future.

3. Small Class Sizes- A majority of the research shows that students tend to perform better in small

class size environments. Because of the support of the community and the passage of an operating referendum the school district has been able to maintain small class sizes.

4. Proactive Thinking and Small Town Values- Without question small towns provide their young

people with exemplary instruction in family and community values while at the same time never considering resting on the laurels of past successes rather, the community is keenly aware of the changing needs of our students.

5. Personal Interactions between Teachers, Students, and Administration- Because we are a small

school district this helps to create and foster an environment where teachers, students, and administrators freely interact thereby building relationships of trust and respect. In the end students learn its (life) is about people and not programs.

6. Academic Rigor- Barnesville Public Schools is focused on meeting and exceeding the standards

set for students in the State of Minnesota. Our goal for each student is to be the best they can be by maximizing their individual and unique potential. We believe in the development of the whole child; academically, socially, emotionally, while simultaneously building skills of wellness and physical development for a lifetime of activity.

7. Variety of Activities- From music to FFA, from athletics to the arts, our school has a wide and all

encompassing range of educational options and programs to meet the needs of students. 8. Learning is Student Centered- Barnesville Public Schools is essentially a service organization. Our

customers are the students. The professional staff, certified and non-certified, along with school board members fully understand and exhibit a professional focus on the students and student learning. Barnesville Public Schools prides itself for its caring environment; it is our business to care. We work to help students succeed.

9. Learning as a Lifestyle- Our staff works very hard at taking classes and attending workshops to continue learning and to grow their individual instructional skills. This practice of continuing one’s education is an excellent model and practice of lifelong learning our students will learn and be motivated to emulate.

10. We Are Barnesville- We are proud of whom we are and what we have to offer. That pride in

community and school is carried down from school management to guests that visit our school. We are proud of whom we are and the direction we are going in terms of providing an education that prepares students for the future.

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Math Proficiency History & Improvement Goal

Year Percent Proficient

2009 65.2%

2010 71.9%

2011 58.6%

2012 71.9%

2013 70.9%

2014 75% / 71%

2015 75% /74.8% (State = 60.2%)

2016 76%/78% (State=59.4%)

ISD #146 has set a District Math Proficiency Goal of 78% for 2017

Reading Proficiency History & Improvement Goal

Year Percent Proficient

2009 80.3%

2010 78.6%

2011 72.6%

2012 79%

2013 61.8%

2014 75% / 64.2%

2015 75% /73.1% (State= 59.4%)

2016 77.3%/77% (State=59.7%)

ISD #146 has set a District Reading Proficiency Goal of 79% for 2017

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Math Proficiency History & Improvement Goal

Year Percent Proficient

2009 43.9%

2010 58.9%

2011 51.9%

2012 58.7%

2013 55.8%

2014 60% / 54.5%

2015 60% /58.2% (State= 60.2%)

2016 62.13/ 62% (State=53.7%)

Barnesville High School has set a Math Proficiency Goal of 64% for 2017

Barnesville High School Reading Proficiency History & Improvement Goal

Year Percent Proficient

2009 76.4%

2010 77.8%

2011 62.4%

2012 69.5%

2013 51.8%

2014 55% / 46.6%

2015 55% / 53.4% (State= 59.4%)

2016 63.86%/58% (State=57.5%)

Barnesville High School has set a Reading Proficiency Goal of 65% for 2017

HS Improvement Strategies include: Study Skills Instruction Flipped Classroom Instruction – iPad MOVE 21 7th Grade Math Specialist Class- Closing Achievement Gap

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Math Proficiency History & Improvement Goal

Year Percent Proficient

2009 79.9%

2010 81.5%

2011 63.7%

2012 81.0%

2013 82.4%

2014 85% / 82.3%

2015 85% / 85.7% (State= 60.2%)

2016 85.35% /88% (State=63.2%)

Barnesville Elementary School has set a Math Proficiency Goal of 89% for 2017

Barnesville Elementary School

Reading Proficiency History & Improvement Goal

Year Percent Proficient

2009 83.1%

2010 79.2%

2011 80.6%

2012 86.3%

2013 69.1%

2014 75% / 77.3%

2015 75% / 85.9% (State= 59.4%)

2016 87.38% /88% (State=61.4%)

Barnesville Elementary has set a Reading Proficiency Goal of 89% for 2017

Elementary Improvement Strategies include: RTI- Response to Intervention Guided Reading

Steve Dunn-Writing Curriculum-2016 TCIT- Teacher Child Interaction Training Study Island Title I Reading / Mathematics Support iPads-MOVE 21 Renaissance Learning- Accelerated Reading, Math, Star Early Literacy

MCA Test Scores 2007-2016 MATH MCA II Percentage of BPS Proficient GRADE 3 4 5 6 7 8 11 2007 87.2 85.9 76.1 71.7 53.5 50.0 8.6

2008 81.7 77.5 92.9 60.6 52.5 44.5 20.0 2009 93.3 80.7 69.8 77.8 62.7 35.7 27.1 2010 91.5 83.5 82.1 71.8 83.9 68.1 37.1 2011- MCA III's (except grade 11) 74.0 73.0 55.0 55.9 52.0 59.3 37.3 2012- MCA III's (except grade 11) 100 87.3 75.4 65.7 63.8 75.8 30.2 2013 MCA III's 90.5 90.4 89.3 62.1 48.5 70.7 65.7 2014 93.5 95.3 80.6 57.4 46.7 69.1 47.3 2015 100 93.2 92.2 62.2 52.5 82.1 38.1 2016 96.9 89.5 81.5 73.5 58.7 74.5 53.2 MATH MCA II Percentage of State Proficient GRADE 3 4 5 6 7 8 11 2007 79.3 70.9 63.2 63 61.5 58.7 32.2 2008 81.4 71.9 66.0 64.6 61.4 58.2 34.4 2009 82.1 74.8 65.5 63.7 62.6 67 41.6 2010 82.8 77 68.6 68.9 64.4 58.5 43.2 2011 -MCA III's (except grade 11) 70.1 67.2 53.6 50.3 51.7 53.2 48.6 2012- MCA III's (except grade 11) 75.5 73.3 62.3 59.8 58.6 62 42.5 2013 MCA III's 71.5 71.2 60 57 56 58.9 66.4 2014 71.9 70.3 61.8 57.1 57.1 59.7 50.6 2015 70.9 70 59.7 57.6 55.1 57.8 48.7 2016 69.4 68.7 58.8 55.9 56.2 58 47 READING MCA II Percentage BPS Proficient GRADE 3 4 5 6 7 8 10 2007 92.9 89.5 94.2 78.4 74.1 71.2 74.5 2008 93.5 81.7 94.6 84.5 60.7 66.7 75.3 2009 85.0 89.4 76.7 87 80.6 66.1 81.4 2010 76.3 74.6 87.5 71.7 62.7 78.2 94.3 2011 83.3 82.6 83.9 74.6 55.2 63.8 73.2 2012 94.1 85.4 87.5 79.7 70.7 56.9 79.7 2013 MCA III's 73 56.2 85.5 66.7 46.5 44.8 67.8 2014 79.2 75 84.7 66.7 51.6 40.6 47 2015 86.2 83.6 93.8 81.1 59.8 43.3 59.6 2016 86 91.1 87.1 85.3 64 65.5 62.1 READING MCA II Percentage State Proficient GRADE 3 4 5 6 7 8 10 2007 79.6 71.4 73.2 66.6 63.2 63.3 61.9 2008 80.0 72.1 73.4 69.6 64.7 65.7 70.7 2009 78.4 74.5 72.2 72.6 64.8 66.8 74.2 2010 76.3 72.5 76.4 71.7 66.1 68.1 75.3 2011 78.5 75.2 80.3 75.1 69.6 68.1 75.3 2012 80.4 75.3 79.3 76.2 71.4 72.4 76.8 2013 MCA III's 57.2 54 63.8 59.3 54 54.1 62.3 2014 58.1 55 67.6 61 56 55.8 60.1 2015 58.7 57.9 66.7 63.9 55.6 56 57 2016 57.3 58.3 67.7 62.3 56.6 57.1 58.9 SCIENCE MCA II BPS Percentage Proficient 5 8 HS 2008 45.45 35.18 59.18 2009 41.09 26.78 50.84 2010 60.70 53.60 55.80 2011 37.60 29.80 41.30

2012 - MCA III 75.00 45.60 42.90

2013 MCA III's 87.50 62.10 60.30

2014 83.30 45.70 42.00

2015 92.1 65.7 72.5

2016 87.1 65.4 62.5

SCIENCE MCA II Percentage State Proficient 2008 39.09 38.16 42.71 2009 45,02 42.63 49.49 2010 51.80 51.80 51.80 2011 45.80 44.40 53.80 2012 - MCA III 57.70 41.90 51.70

2013 MCA III's 59.70 43.80 53.00

2014 61.20 44.90 53.20

2015 59.1 45.3 54.6

2016 61.5 47 55.5

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Closing the Achievement Gap

Barnesville Public Schools A goal for ISD #146 for 2017 will be to

narrow and / or close the achievement gap as noted in the all students, all grades, all demographics group as compared to all students, all grades, free and reduced

demographics. The goal will be to increase the free and reduced meet and exceeds scores by 5%.

Student Achievement ISD #146 Commitment to Excellence

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Barnesville 2015 Closing the Achievement Gap

District All Students / All Subjects + Free & Reduced

Closing the Achievement Gap Barnesville Public Schools 2015

All Students- All Grades & Free/Reduced

2016 Student Achievement BPS All Students & All F&R Students

District School Improvement Math Data Trends All Students and F&R 2015

2016 District Improvement Math Trends Non F&R and F&R

2016 District Improvement Reading Trends Non-F& R and F&R

BBBaaarrrnnneeesssvvviiilllllleee HHHiiiggghhh SSSccchhhoooooolll Closing the Achievement Gap Data

All Students & Free / Reduced

Barnesville High School BHS will for 2016 set and establish a goal to

narrow and close the achievement gap as noted in all high school students, all high school grades, and all demographics

when analyzed and compared to free / reduced high school students. The goal for 2017 will be to improve free / reduced scores that

either meet or exceed MCA expectations by 5%.

Commitment To

Excellence

Barnesville High School Closing the Achievement Gap 2014

All Students / All Subjects+ F & R

Barnesville High School

Closing the Achievement Gap 2015

All Students / All Subjects + Free & Reduced

Barnesville HS All Subjects All Grades Free and F& R 2016

Closing Achievement Gap 2016

Barnesville HS Data Trends All Students + F& R Math

Barnesville HS Data Trends All Students + F&R Math 2016

Barnesville HS Data Trends Reading All Students + F & R

Barnesville HS Data Trends Reading All Students + F&R 2016

Barnesville Atkinson Elementary

Closing the Achievement Gap Data All Students / Free & Reduced

Barnesville Atkinson Elementary Atkinson will for 2016 set and establish a goal to narrow

and close the achievement gap as noted in the all elementary students subgroup when analyzed and

compared to free and reduced elementary students. The goal for 2017 will be improve free / reduced scores that either

Meet or exceed MCA expectations by 5%.

Closing the Achievement Gap at Atkinson Elementary Commitment to Excellence

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Barnesville Atkinson Elementary

Closing the Achievement Gap 2015 All Students / All Subjects + Free & Reduced

Barnesville Elementary All Students- All Subjects and F & R 2016

Closing the Achievement Gap

Barnesville Elementary Data Trends Math All Students + F & R 2015

Barnesville Elementary Data Trends Math All Students + F&R 2016

Barnesville Elementary Closing Achievement Gap- F&R & Non F&R 2015 Trends- Reading

Barnesville Elementary Data Trends Reading All Students + F&R 2016

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Barnesville ACT Trends & Scores (State Scores in RED)

Graduates of Barnesville Public Schools are College & Career Ready(MN Stat. 120B.30)

Year English Math Reading Science Composite

2012 Barnesville → 20.8 /22.1 20.9/23 22.0/22.9 21.9/22.7 21.5/22.8

2013 Barnesville → 20.8/22.2 20.5/23.1 21.3/23.1 21.8/22.9 21.2/23

2014 Barnesville → 21.4/22.1 21.1/23 22.7/23.1 22/22.9 21.9/22.9

2015 Barnesville → 19.7/21.8 20.6/22.8 21/23 20.9/22.7 20.7/22.7

2016 Barnesville Goals 17.9/20 19.8/21.2 19.8/21.3 19.6/21.3 19.5/21.1

2017 Barnesville Goals 20 21 21 21 21

Implementing a Plan for Future Success Requires…

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Barnesville High School

2011 Graduation Rate

93.8%

Barnesville High School

2012 Graduation Rate

94%

Barnesville High School

2013 Graduation Rate

96.2%

Barnesville High School

2014 Graduation Rate

95%

Barnesville High School

2015 Graduation Rate

89.5%

Focus

Expectations

CounselingCurriculum

Evaluate Progress

Barnesville High School 2016 Graduation Rate

94.2%

2014 College Data BPS & Minnesota

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RReeaaddyy.. **See 2015-2016 Post Secondary Planning for New Revisions, Updates, & Options

11.. AACCTT 66.. PP--SSAATT

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Barnesville High School Post Secondary Planning Outline

Fall of 2014 7th Grade 8th Grade Explore Test post sec and careers-School District to Fund for 2015-2016

FACS college and careers unit Counseling high school pre reg session 9th Grade English 9 career research and writing project Health, Trades and Technology Career Expo all 9th graders Job shadowing possible 10th Grade PLAN Test- School District to Fund for 2015-2016

GPS Life Plan online post sec. and career planning tool (future use) Career Research Paper Comp 10 (future use) Job Shadowing possible 11th Grade PSAT Test ASVAB Test and interp. College visit days Job Shadowing possible Individual Interviews 12th Grade College/Post Secondary Visits Individual Interviews Job Shadowing possible

OOtthheerr aaccttiivviittiieess::

Parent financial aid night- Senior Parents Parents of Juniors Night-Post Secondary Options Scholarship workshop for high school students National Career Readiness Certificate- ACT Work Keys (future use) Disability Employment Initiative-DEI (future use) Herdina Academy-Youth opportunity to experience building trades Multiple Vocational Field Trips to Local Colleges & Worksites Start Smart Workshops for Learning Disabled at Local Colleges Career Cluster Inventory Survey Career Advising Services – Rural MN Concentrated Employment INC (RMCEP)

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8th Grade Future Choices (8th Grade FACS) ISEEK ACT Explore Test and Career Interest Survey High School Course Planning Classroom Presentation 9th Grade Career Cluster Interest Survey Cooperative Career Research Paper with English Dept. Use Personal Data From Above When Attending… Health Trades and Technology Career Seminar at Fargodome High School Course Planning Classroom Presentation-review 10th Grade Career Interest Research Writing Assignment with English Class (ACT has changed its in-school assessment format. Will access / review replacement of the former 10th Grade Pre-ACT or PLAN) 11th Grade ASVAB- Aptitude Assessment & Career Interest Interpretation by Minnesota Army National Guard ACT Assessment and Interest Inventory PSAT Academic and Interest Assessment 12th Grade ACT Assessment and Interest Inventory Financial Aid Classroom Presentation and Evening Meeting for Parents with College Financial Aid Officer-Guest Presenter STUDENTS in Grades 9-12 Have Access To:

One on one counseling and classroom presentation with HS Counseling Staff including the HS Counselor, Master Level Graduate Counseling Interns, and representative from MN Workforce-RMCEP

Career 101 and National Career Readiness Testing / Certificates Career Advisory Assessment (CAI) Job Shadowing- allowed one excused day each year for this purpose Various and multiple workforce and college sponsored tours of academic

programs and job training programs. Smart College orientation events for students with IEP’s both spring and

fall. Vocational Program guest speakers during school year. One excused college day for juniors Two excused college days for seniors

GOING FORWARD PLANNING FOR 2016 & BEYOND…. 2016- Implementation of Minnesota Career Information System MCIS Planning for students successful transition to Postsecondary and Employment legislation requires that all students beginning no later than 9th grade to have a Personal Learning Plan that includes several key elements. This plan should be looked at as life plan that includes academic scheduling, career exploration, career and employment-related skills, community partnerships, college access, all forms of postsecondary training, and experiential learning opportunities

Sustainable Portfolios- for individual planning Career Development Curriculum Activities Practice Tests for College Entrance Exams Multiple Assessments for Interest and Skill Identification Learning Style and Employability Survey Goal Setting Information regarding occupations, careers, military, etc. Development of Potential Support Networks Experiential Learning Resources Parental Access Checklists for Each Grade Level to Keep Students on Track

Expand exposure and use of the National Career Readiness Certificate Program MCIS to include but not limited to Electronic Portfolio and Personal Learning Plan. Creation of a data base of community / career speakers/ presenters/ liaisons to regularly expose students to current career information. Presentations to offered at least two time per month during 8th hour or in designated classes. Examine Career 101 versus Ramp Up to Readiness in terms of usefulness and adaptability to our needs. Continue to collaborate and grow cooperative efforts with colleges to expose students to relevant workforce needs and careers. This includes visits to campus sites and well as on-site presentations at the high school.

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Barnesville Staffing Profile 2015

Barnesville Staffing Profile 2016

World’s Best Work Force - 2016 Access to Excellent and Diverse Teachers

District School Site Team / Assessment Advisory Committee Equitable Teacher Distribution: The demographics of the student population illustrate and identifies a relatively small percentage of low-income students and a similar pattern in terms of student minority and ethnicities. The language of this section of the WBWF requirements references how a district will ensure that low-income and minority children are not taught by inexperienced, ineffective, or out of field teachers at rates higher than other children.

Of the current licensed teaching staff of 55.37 FTE’s only 5.4% might be considered as inexperienced because they have taught three (3) years or less. However, that is a chronological calculation (3 years or less) by measuring years as compared to evaluating instructional skills as demonstrated by the teacher while in the classroom. To that regard and based on the qualifications of the current teaching staff 5.4% have 3 years of experience or less, 39.8% have 3-10 years of experience, and faculty having more than 10 years of experience are 54.8% of the teaching staff. Barnesville staff members holding a bachelor’s degree in education make-up 58% of the overall staff while staff members having a Master’s Degree comprise 41.6% of the teaching staff. The Barnesville Board of Education and administration collectively agree that teachers employed at Barnesville Schools ISD #146 would not be considered as inexperienced, ineffective, or teaching out of field of expertise and / or licensure.

Access to Diverse Teachers: The current composition of the teaching staff level of diversity and its students relative to matters of their individual and collective characteristics of diversity are uniquely similar and present a consistent pattern of occurrence. As the diversity and the demographics of the community and school district evolves the school board and administration will review specific needs to this regard and respond accordingly.

District Advisory Committee: The District Advisory Committee will provide insight and direction to both the school board and administration going-forward to monitor, maintain, and support student needs to equitable access to

effective and diverse teachers. Committees: Site and Assessment Teams: Site Committee- Barnesville Schools has, for a number of years, used the school building site team configuration to provide direction and leadership at school site. This team already and has historically provided the initial input in regard to implementation of effective teaching strategies, curriculum, instruction, and how those factors both influence and impact educational programming for students. As noted in other aspects of the WBWF document for 2016 the cultural differences and / or diversity with the school district and community is relatively small in population and number but this committee is well aware and versed that a demographic and cultural shift is in progress and on-going.

Assessment Committee: The District Site Committee will handle the duties and obligations associated with and assigned to assessments federal, state, and local and will provide advice to the school board as deemed appropriate and necessary in regard to assessments and MN Statute 120B.304

Staff Development Annual Report 2015-16

List of Staff Development Advisory Committee Name Position/Role Subject Area Grade Level

T.J. Schmitt Teacher/Chairperson Science 7th, 10th

Art Meyer Teacher/Vice Chair Physical Education 7-12

Laura Jorud Teacher/Secretary Multiple 2

Sarah Poepping Special Education Other Multiple

Bryan Strand Administration Other

Pat Berndt Outside Expert Other

Amber Blilie Parent Other

Susan Yeske Special Education Other Multiple

Jim Joyce Industrial Tech Industrial Tech 7-12

Megan Martin Teacher Multiple 1

Ryan Bomstad Teacher Multiple 3

District Staff Development Goals A) Continue to align both new and existing curriculum with state standards.

i) Findings: We are continuing to cross reference our current curriculum and the state

standards. We use CPT (Common Planning Time) days and workshops to re-evaluate and

make sure we are aligned with all the standards.

ii) Impact on Student Learning: Students continue to score well above the state average on

their reading, math, and science MCA’s at all grade levels.

iii) Impact on Teacher Practice: Teachers continue to use and develop new ways to connect

with all learners to help meet their needs and improve their performance. Teachers became

more aware of the supplementary material to enhance their curriculum.

B) Continue to provide staff with appropriate training in the use of new software and

hardware technology.

i) Findings: Teachers and administrators went to the TIES conference. They shared new ideas

and innovative ways to help use technology. We had teachers go to workshops on i-Pads in

the classroom, SMART Board, and flipped classroom training.

ii) Impact on Student Learning: The impact of students would be the use of the i-Pad to

enhance their learning and to reach the students who are more in-tuned to the

technological world. Students will become more engaged and technologically proficient.

iii) Impact on Teacher Practice: Teachers continue to learn and use technology to connect with

their students. Teachers at all levels are becoming more proficient at programs such as

Schoology, Notability, and JMC systems.

C) Provide teachers with strategies for increasing learning in all students.

i) Findings: Teachers went to workshops on struggling readers, on reader-centered

instruction, how to control classroom management, and specific areas of economics and

finance. Teachers know they need a variety of ways to reach all students. One size does not

fit all.

ii) Impact on Student Learning: Students are taught in many different ways. They are receiving

more explicit instruction. Students are being more engaged by all of the different teaching

methods.

iii) Impact on Teacher Practice: Teachers are able to identify struggling students, or excelling

students, and meet those of expectation. Teachers are becoming more collaborative on

ideas to share.

School Staff Development Goals A) Barnesville Elementary School Staff Development Goals

1) Students will have access to curriculum that will help them to be proficient in the

subject areas identified by the MN state standards.

a) Aligns with District Staff Development Goal A, “Continue to align both new and existing curriculum with

state standards”. b) Findings: Teachers are becoming more effective in teaching to individuals in their classrooms.

Teachers are attending workshops and completing grants to make more intervention strategies. c) Impact on Student Learning: Students will benefit greatly when teachers differentiate instruction.

Students’ scores increase because the instruction is tailored to the needs of the students. d) Impact on Teacher Practice: Teachers will use more techniques to meet the needs of more students in

their classrooms. 2) The students’ learning will be enhanced by the teachers’ use of technology for

program delivery, education data collection, as well as students’ independent

learning and self-expression. a) Aligns with District Staff Development Goal B, “Continue to provide staff with appropriate training in

the use of new software and hardware technology.”

b) Findings: Teachers continue to use exemplary grants to develop new activities for science, social

studies, English, and math. Teachers gain knowledge at workshops to help them use strategies to

better teach the curriculum.

c) Impact on Student Learning: The student is becoming more comfortable with technology and the use

of these types of learning tools. Students are more comfortable using the technology for assignments.

d) Impact on Teacher Practice: Teachers are using more grants for creating more assignments and using

more technology to their curriculum.

3) As teachers become more proficient in using a variety of strategies to meet the

various learning needs of their students, the students will feel more supported

and be more successful in their learning. a) Aligns with District Staff Development Goal C: “Provide teachers with strategies for increasing learning

in all students”

b) Findings: Teachers have used their grant money to develop new strategies in Word Work, Language

Arts, Math, and Media Studies. This allows teachers to develop ways to differentiate lessons to meet

the needs of all learners.

c) Impact on Student Learning: Students will be able to work in small groups to help them understand

concepts and allow for effective instruction and cooperative learning.

d) Impact on Teacher Practice: The teachers are becoming more aware of individual needs of each

student. Teachers are able to collaborate with one another to provide better instruction and services

B) Barnesville Secondary School Staff Development Goals

1) Students will participate in classes that incorporate state standards. They will

become proficient at demonstrating the skills identified in the standards. a) Aligns with District Staff Development Goal A, “Continue to align both new and existing curriculum with

state standards”.

b) Findings: Language Arts and Social Studies teachers went to numerous workshops throughout the year

to gain knowledge of aligning curriculum.

c) Impact on Student Learning: Students were giving the opportunities to improve their learning due to

the new techniques or approaches the teachers used from their workshops.

d) Impact on Teacher Practice: Teachers gained more knowledge and information. Teachers can offer

more classes and electives to give students a well-rounded education.

2) Students use technological devices and resources to increase engagement in

learning activities. a) Aligns with District Staff Development Goal B: “Continue to provide staff with appropriate training in

the use of new software and hardware technology”

b) Findings: Teachers are using the technology to enhance the students’ education. Teachers went to the

TIES conference to find the best practices. Teachers also learned about how to use the i-Pad in a

flipped classroom setting.

c) Impact on Student Learning: Students will meet the needs of technology in the world around them.

Students are able to manipulate their learning and have hands-on learning right at their fingertips.

Students were able to see more interactive learning through iPads, SMART-boards, and Microsoft

Surfaces.

d) Impact on Teacher Practice: Teachers became more effective as they were shown different ways to

use technology and websites in their teachings. Teachers are collaborating more with each other.

3) The number of students who are struggling to pass classes will be reduced. a) Aligns with District Staff Development Goal C: “Provide teachers with strategies to for increasing

learning in all students”.

b) Findings: Teachers were able to educate themselves in different techniques for dealing with all

learners. Teachers attended workshops to help give them new strategies to help reach students that

are non readers, that are scattered in their schoolwork, and have low motivation.

c) Impact on Student Learning: Students were engaged in new and different strategies to help them with

their lack of motivation and organization. Students were provided with new coping mechanisms.

d) Impact on Teacher Practice: The workshops were beneficial to provide new teaching and learning

opportunities to instructors. Teachers are able to identify student needs and have more tools to help

in dealing with struggling learners.

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2015 2016 Social Emotional Development 95% Ready for Kindergarten Social Emotional Development 97% Approaches to Learning 95% Ready for Kindergarten Approaches to Learning 97% Language & Literacy Development 90% Ready for Kindergarten Language & Literacy Development 90% Creativity and the Arts 100% Ready for Kindergarten Creativity and the Arts 100% Cognitive Development 90% Ready for Kindergarten Cognitive Development 95% Physical & Motor Development 98% Ready for Kindergarten Motor Development 94%

BARNESVILLE PUBLIC SCHOOLS

Criteria and Process For Early Entrance to Kindergarten I. PURPOSE

The purpose of this policy is to establish the age requirements for early entrance to school.

II. GENERAL STATEMENT OF POLICY The school board expects all students to achieve at an acceptable level of proficiency. All services in the district shall be utilized to the greatest extent possible to help students succeed in school.

III. PROCEDURE A. Children who are five years of age on or before September 1 of the school year may

enroll in kindergarten. Registration takes place in March/April of the prior school year. The registration process will define school enrollment options and kindergarten programming options available to kindergarten families.

B. Children who are five years of age on September 1 through November 30 of the calendar school year may enroll in kindergarten only if their results meet the district’s early admission to kindergarten assessment and timeline requirements outlined below.

C. Children with birthdays after November 30 shall not be eligible for early admission.

IV. PROCESS A. Parents must complete an application requesting early admission prior to May 1 of

the year for which the child would begin school. A copy of the Early Admittance Policy will be provided at that time.

B. Included in the application will be a developmental checklist which must be filled out by the parent/guardian prior to the meeting with the building administrator.

C. The building administrator and teacher may also obtain additional information as

needed (e.g. observations, notes from the day care provider, preschool record review).

D. Parent/guardian shall request a meeting with the building administrator, school

psychologist, and teacher to review the application and developmental information. If the recommendation of this team is that the child is not a viable candidate for early admissions, then the application process will be terminated. If the team determines that the child may be an appropriate candidate for early admissions, an assessment plan will be developed.

E. The assessment plan requirements must include a cognitive functioning & pre-

academic skills test. The required testing will be done by our school psychologist. a. For the cognitive area, we recommend the Stanford Binet Intelligence Scales

or the Wechsler Preschool and Primary Scale of Intelligence. In the pre-academic skills area we recommend the STAR Test of Early Literacy as well as fluency measures in letter names and sounds. In addition, a Kindergarten

skills inventory will also be administered. The assessment will be completed by Barnesville and/or Lake Agassiz Special Education staff.

b. The child requesting early entrance must demonstrate above average readiness skills.

c. The child requesting early entrance must demonstrate above average social, emotional, & behavioral skills. This will be evaluated by the assessors as well as information from a parent interview and validation from another setting such as preschool or daycare.

F. Following the completion of these assessments, a conference will be held with the

parent/guardian, building administrator, and assessment team to discuss the results and make a final recommendation for early entrance. This will be done prior to August 1.

G. If early entrance is granted, the status of the child shall be periodically reviewed by

the elementary principal and kindergarten teacher. If the educational progress of social growth is found inadequate during the first three months of attendance, the child will be demitted from school until their regular admission date.

H. The Superintendent will make the final decision regarding early admission of a

student into Barnesville Public Schools. The decision of the Superintendent is final.

Barnesville Early Entrance Kindergarten Application Child’s Name: ___________________________ Date: ____________________________ Sex: M / F Birthdate:_______________ Address:_______________________ City:___________________ Zip Code:____________ Phone:_____________________ Email:__________________________________________ School Child Will Attend:______________________________________________________ Parent/Guardian:_______________________________________ Phone:_______________ Parent/Guardian:_______________________________________ Phone:_______________ Primary Language Spoken at Home:_____________________________________________ ---------------------------------------------------------------------------------------------------------------------------- Siblings: __________________________________________ Sex M / F Age:________ __________________________________________ Sex M / F Age:________ __________________________________________ Sex M / F Age:________ __________________________________________ Sex M / F Age:________ ---------------------------------------------------------------------------------------------------------------------------- References – Please list all previous schools attended (including preschools, kindergarten programs, daycares) and dates of attendance. School: ____________________________________ Dates attended:________________ Contact Person: _____________________________ Phone:_______________________ School: ____________________________________ Dates attended:________________ Contact Person: _____________________________ Phone:_______________________ School: ____________________________________ Dates attended:________________ Contact Person: _____________________________ Phone:_______________________ ---------------------------------------------------------------------------------------------------------------------------- By Signing below, you give us permission to call the above references: Parent/Guardian: _________________________________ Date:___________________

Pre-Kindergarten Questionnaire Please check those that indicate what your child can do independently: _____ Participates in songs / chants / nursery rhymes _____ Recognition of name _____ Identifies and writes letters _____ Follows 1 to 2 step directions _____ Listens and understands stories _____ Attempts to write, scribble, or draw _____ Understands use and function of scissors, crayons, markers, pencils, glue _____ Performs self-care tasks independently _____ Identifies and names colors, shapes, and numbers to 12 _____ Counts 1-10+ while pointing _____ Able to communicate needs and feelings appropriately _____ Able to transition from one task to another _____ Able to engage in an activity for an extended amount of time _____ Able to separate from caregiver _____ Able to resolve conflict with others _____ Interacts with peers _____ Follows household or childcare rules

Please answer the following:

1. Describe why you are considering early entrance for your child.

2. Describe any behaviors or accomplishments which demonstrate your child’s exceptional abilities and signs of early development.

3. Describe your child’s attention span. Describe your child’s ability to remain focused with an activity to completion (use examples).

4. Does your child follow directions? If not, what is your perception of why?

5. Does your child like books? How often do you read to your child? Is your child a reader?

6. What is your child’s interest and skill level in fine motor activities? (i.e. cutting, writing)

7. Describe the gross motor activities your child enjoys (i.e. skipping, swinging, and catching).

8. Mark the self-help tasks your child can perform independently: a. Zip _____ b. Button _____ c. Tie _____ d. Dress in outer clothing _____ e. Manage toileting _____

9. Describe your child’s ability to play or work with other children.

10. Describe how your child reacts to frustration or conflict with others or with unfamiliar activities.

11. What do you see as possible advantages and disadvantages of acceleration? Advantages: Disadvantages:

12. If you have any additional information you would like to have considered, please indicate that below.

After completing this application form, mail it to the address below:

Barnesville Public Schools

Attn: Todd Henrickson 310 5th St SE

Barnesville, MN 56514

World’s Best Work Force 2016 Barnesville Schools Gifted and Talented & Acceleration

Barnesville Schools follows its Vision and Mission Statements including its on-going Commitment to Excellence motto to maximize support for student learning and academic achievement including students who may be considered and identified as gifted and talented. Elementary: Atkinson Elementary School uses a number of assessments and procedures to identify Gifted and Talented students. We have found these assessments and procedures to be valid, reliable, fair, and based on current research. The following assessments and procedures are used in our process:

AIMS Web Benchmarks

STAR Reading

STAR Math

MCA Results

Regular/Quarterly classroom assessments

Teacher observation We offer multiple options for our Gifted and Talented students. The following are examples of options, but are not limited to:

Ability/Achievement grouping.

Accelerated pace of presentation.

Complex tasks providing multiple-step projects for advanced knowledge and skill acquisition.

Conceptual discussions of themes, concepts, generalizations, issues, and problems rather than review of facts, terms, and details.

Cooperative learning groups for the purpose of developing peer interaction skills and cooperation.

Critical skills discussions such as cause and effect, sorting of relevant data, induction, deduction, generalization, etc.

Early content mastery and early exposure to basic knowledge is provided to students in order to access knowledge and concepts in content areas before expected grade/age level.

Higher order thinking skills such as: Questioning in discussions or providing activities seen on processing that requires analysis, synthesis, and evaluation.

Independent study projects that are structured to allow students to individually investigate an area of high interest or to advance their knowledge.

Acceleration: Man of the same factors noted above are a component of a number of multi-faceted assessments that assist administration and staff make a recommendation. Decisions and recommendations rendered include parental input as a key ingredient in the overall process. High School: Generally speaking, the high school students that maybe included in gifted and talented programming perform academically in the top 5-10-15% of students through test scores, quarterly grades (historically demonstrating on-going / continued success) and by school counselor or classroom teachers spanning a number of different academic disciplines.

MCA Scores- Demonstrate Pattern of Exceeding Standards (substantially)

AP Course in Mathematics, English, others

PSEO Options

9th Grade Career Options / Explorations Regarding Skill Set to Impact on Student Futures

Teacher / Staff / Counselor Recommendations

BBBaaarrrnnneeesssvvviiilllllleee PPPuuubbbllliiiccc SSSccchhhoooooolllsss CCrreeaattiinngg AAnn EEnnvviirroonnmmeenntt FFoorr PPeeooppllee,, SSttuuddeennttss aanndd SSttaaffff,,

TToo BBee SSuucccceessssffuull,, PPrreeppaarreedd,, aanndd PPrrooffeessssiioonnaall DDiissttrriicctt SSttaaffff DDeevveellooppmmeenntt GGooaallss ttoo IImmpprroovvee SSttuuddeenntt AAcchhiieevveemmeenntt::

AAlliiggnn bbootthh nneeww aanndd eexxiissttiinngg ccuurrrriiccuulluumm ooffffeerriinnggss wwiitthh ssttaattee ssttaannddaarrddss..

PPrroovviiddee ssttaaffff wwiitthh aapppprroopprriiaattee aanndd ttiimmeellyy ttrraaiinniinngg iinn tthhee uussee ooff ssooffttwwaarree aanndd tteecchhnnoollooggyy.. SSmmaarrttbbooaarrdd TTrraaiinniinngg

iiPPaadd TTrraaiinniinngg

MMaaccBBooookk TTrraaiinniinngg

PPrroovviiddee tteeaacchheerrss wwiitthh ssttrraatteeggiieess ffoorr iinnccrreeaassiinngg lleeaarrnniinngg ooppppoorrttuunniittiieess ffoorr ssttuuddeennttss..

CCoommmmoonn PPllaannnniinngg TTiimmee ((CCPPTT)) 77--22 HHoouurr LLaattee SSttaarrttss DDeevvootteedd ttoo SSttaaffff DDeevveellooppmmeenntt

PPrrooffeessssiioonnaall LLeeaarrnniinngg CCoommmmuunniittiieess ((PPLLCC’’ss)) IInnttrroodduucceedd aatt CCPPTT’’ss 22001133

NNeeww TTeeaacchheerr MMeennttoorriinngg // IInndduuccttiioonn

TTeeaacchheerr EEvvaalluuaattiioonn 22001144

TTeeaacchheerr PPrrooffeessssiioonnaall GGrroowwtthh PPllaann IImmpplleemmeenntteedd 22001144--22001155

PPrroobbaattiioonnaarryy ((NNoonn--TTeennuurreedd)) TTeeaacchheerr RReeqquuiirreemmeennttss 33 FFoorrmmaall EEvvaalluuaattiioonnss

11 PPeeeerr OObbsseerrvvaattiioonn

11 VViiddeeoo TTaappee RReeccoorrddiinngg ooff CCllaassssrroooomm IInnssttrruuccttiioonn

11 SSttuuddeenntt EEvvaalluuaattiioonn ((ssuurrvveeyy))

11 GGeenneerraall PPeerrffoorrmmaannccee RReevviieeww

GGooaall SSeettttiinngg

PPeerrffoorrmmaannccee MMeeaassuurreemmeenntt-- CClloossiinngg AAcchhiieevveemmeenntt GGaapp

TTeennuurreedd TTeeaacchheerr RReeqquuiirreemmeennttss YYeeaarr 11 YYeeaarr 22 YYeeaarr 33

11 FFoorrmmaall CCllaassssrroooomm OObbsseerrvvaattiioonn 11 PPeeeerr OObbsseerrvvaattiioonn 11 OOuutt ooff DDiissttrriicctt PPrrooffeessssiioonnaall VViissiitt

11 GGeenneerraall PPeerrffoorrmmaannccee RReevviieeww 11 VViiddeeoo TTaappee SSeessssiioonn CCllaassssrroooomm

IInnssttrruuccttiioonn 11 SSttuuddeenntt EEvvaalluuaattiioonn -- SSuurrvveeyy

GGooaall SSeettttiinngg 11 GGeenneerraall PPeerrffoorrmmaannccee RReevviieeww 11 GGeenneerraall PPeerrffoorrmmaannccee RReevviieeww

PPeerrffoorrmmaannccee MMeeaassuurreemmeenntt-- CClloossiinngg

AAcchhiieevveemmeenntt GGaapp FF && RR GGooaall SSeettttiinngg GGooaall SSeettttiinngg

PPeerrffoorrmmaannccee MMeeaassuurreemmeenntt CClloossiinngg

AAcchhiieevveemmeenntt GGaapp FF && RR PPeerrffoorrmmaannccee MMeeaassuurreemmeenntt CClloossiinngg

AAcchhiieevveemmeenntt GGaapp FF && RR

PPrriinncciippaall EEvvaalluuaattiioonn PPrriinncciippaall EEvvaalluuaattiioonn IImmpplleemmeenntteedd 22001133--22001144

PPrriinncciippaall EEvvaalluuaattiioonn RReeqquuiirreemmeennttss PPrriinncciippaall KK--1122 CCoommppeetteenncciieess CCoommppoonneennttss EEvvaalluuaattiioonn

SSttrraatteeggiicc LLeeaaddeerrsshhiipp GGaatthheerr // CCoolllleecctt EEvviiddeennccee--AArrttiiffaaccttss

ooff PPeerrffoorrmmaannccee SSuuppeerriinntteennddeenntt OObbsseerrvvaattiioonn,,

SSyynntthheessiiss,, aanndd EEvvaalluuaattiioonn 5500%%

CCoommmmuunniiccaattiioonn SSkkiillllss SSeellff AAsssseessssmmeenntt SSttaaffff SSuurrvveeyy 1100%%

SSuuppeerrvviissiioonn GGooaall SSeettttiinngg-- IInnddiivviidduuaall,, BBuuiillddiinngg,, &&

DDiissttrriicctt PPaarreenntt SSuurrvveeyy 55%%

SScchhooooll MMaannaaggeemmeenntt && OOrrggaanniizzaattiioonn SSttaaffff SSuurrvveeyy SScchhooooll PPeerrffoorrmmaannccee-- CClloossiinngg

AAcchhiieevveemmeenntt GGaapp 3355%%

CCuurrrriiccuulluumm && IInnssttrruuccttiioonn PPaarreenntt SSuurrvveeyy RReevviieeww RReessuullttss 1144--1155

PPrrooffeessssiioonnaall RReessppoonnssiibbiilliittiieess PPeerrffoorrmmaannccee MMeeaassuurreemmeenntt EEssttaabblliisshh EEvvaalluuaattiioonn GGooaallss 1155--1166

PPrrooffeessssiioonnaall DDeevveellooppmmeenntt && GGrroowwtthh ++ TTeeaacchheerr && PPrriinncciippaall EEvvaalluuaattiioonn == CCoommmmiittmmeenntt ttoo EExxcceelllleennccee

Align

Training & Mentoring

StrategiesCPT

PLC's

Danielson Framework for Teaching Domain 1- Planning and Preparation Domain 2- Classroom Environment Domain 3- Instruction Domain 4- Professional Responsibilities

BBBaaarrrnnneeesssvvviiilllllleee PPPuuubbbllliiiccc SSSccchhhoooooolllsss CCrreeaattiinngg AAnn EEnnvviirroonnmmeenntt ffoorr PPeeooppllee,, SSttuuddeennttss aanndd SSttaaffff,,

TToo BBee SSuucccceessssffuull,, PPrreeppaarreedd,, aanndd PPrrooffeessssiioonnaall

WWhhaatt DDoo OOuurr SSttuuddeennttss SSaayy?? 22001133 RReessuullttss && 22001166 RReessuullttss

HHooww oofftteenn ddoo yyoouu ccaarree aabboouutt ddooiinngg wweellll iinn sscchhooooll?? GGrraaddee 55tthh 88tthh 99tthh 1111tthh

PPeerrcceenntt ((%%)) AAllll oorr MMoosstt ooff TTiimmee 9944%%--9977%% 8844%%--8899%% 8899%% --8899%% 8877%% --8855%%

HHooww oofftteenn iinn tthhee llaasstt mmoonntthh hhaavvee yyoouu bbeeeenn bbuulllliieedd vviiaa ccyybbeerrbbuullllyyiinngg bbyy eemmaaiill,, cchhaattss,, iinnssttaanntt mmeessssaaggiinngg,, tteexxttiinngg,, eettcc..?? GGrraaddee 55tthh 88tthh 99tthh 1111tthh

NNeevveerr 7799%% 8833%% 7722%% --8844%% 8877%% --8833%% 7788%% --9911%%

11XX oorr 22XX MMoonntthh 1177%% 1155%% 1144%% --1122%% 1100%% --1133%% 1166%% --44%%

11XX oorr MMoorree // WWeeeekk 44%% --22%% 1122%% --00%% 44%% --00%% 44%% --22%%

HHooww oofftteenn iinn tthhee llaasstt mmoonntthh hhaavvee yyoouu bbeeeenn ppuusshheedd,, sshhoovveedd,, hhiitt,, ssllaappppeedd,, oorr kkiicckkeedd wwhheenn yyoouu bbeelliieevveedd tthhee ootthheerr ppeerrssoonn oorr ppeerrssoonnss wwaass nnoott kkiiddddiinngg?? GGrraaddee 55tthh 88tthh 99tthh 1111tthh

NNeevveerr 7733%% 7777%% 8811%% --8888%% 8833%% --9944%% 8866%% --9988%%

11XX oorr 22XX MMoonntthh 1188%% --1177%% 1122%% 66%% 1100%% --55%% 1100%% --22%%

11XX oorr MMoorree // WWeeeekk 66%%--66%% 55%% --22%% 77%% --00%% 22%% --00%%

OOvveerraallll,, aadduullttss aatt mmyy sscchhooooll ttrreeaatt ssttuuddeennttss ffaaiirrllyy?? AAggrreeee//DDiissaaggrreeee?? GGrraaddee 55tthh 88tthh 99tthh 1111tthh

AAggrreeee 9944%% --9900 9955%%--9900%% 7722%% --7755%% 7755%% 7766%%

DDiissaaggrreeee 66%%--99%% 55%% --1100%% 2288%% 2255%% 2255%%-- 2244%%

TThhee sscchhooooll rruulleess aarree ffaaiirr?? AAggrreeee // DDiissaaggrreeee?? GGrraaddee 55tthh 88tthh 99tthh 1111tthh

AAggrreeee 9911%% 8888 8844%% --9922%% 8811%% 7755 6677%%--7711

DDiissaaggrreeee 99%%--1133 1166%%-- 88%% 1199%% 2266%% 3333%% 2299%%

II ffeeeell ssaaffee aatt sscchhooooll?? AAggrreeee // DDiissaaggrreeee??

IInn tthhee llaasstt mmoonntthh hhaavvee YYOOUU bbeeeenn bbuulllliieedd bbyy ssoommeeoonnee sspprreeaaddiinngg rruummoorrss oorr lliieess aabboouutt yyoouu??

IInn tthhee llaasstt mmoonntthh hhaavvee YYOOUU bbuulllliieedd ssoommeeoonnee eellssee bbyy sspprreeaaddiinngg rruummoorrss oorr lliieess aabboouutt tthheemm??

GGrraaddee 55tthh 88tthh 99tthh 1111tthh

AAggrreeee 9999%% 9966 8899%% 9988%% 9922%% --9988 9900%% 110000

DDiissaaggrreeee 11%% 44%% 1111%% --22%% 88%% --22%% 1100%% --00%%

GGrraaddee 55tthh 88tthh 99tthh 1111tthh

NNeevveerr 5544%%--7755 7722%%--7711%% 5577%% 7755 7711%% 8822

11XX oorr 22XX // MMoonntthh 2299%%--2222 1199%%--2244%% 2288%% 2211 2200%% 1166

MMoorree tthhaann 22XX MMoonntthh 1188%%--44%% 99%%--66%% 1155%%--55%% 88%%--00%%

GGrraaddee 55tthh 88tthh 99tthh 1111tthh

NNeevveerr 8866%% 9922 9911%% 9922%% 8877%% 9922 9900%% 9988

11XX oorr 22XX // MMoonntthh 1144%% 88 77%%-- 88%% 1111%%--66%% 88%%--22%%

MMoorree tthhaann 22XX MMoonntthh 00%%--00%% 22%%-- 00%% 11%%--22%% 22%%--00%%

Goal: Increase Students wanting to do well in school by 5% / grade.

Increase Students NEVER being cyber-bullied by 5%

Increase Students NEVER being hit, shoved, etc. by 5%

Increase Students perception / agreement of being treated fairly by adults by 5%

Increase Student perception / agreement that school rules are fair by 5%

Increase Students feeling safe at school by 5%

Reduce Students being bullied by rumors by 10%

Decrease Students bullying others by spreading rumors / lies by 8%

WWWhhhaaattt DDDooo GGGrrraaaddduuuaaatttiiinnnggg SSSeeennniiiooorrrsss SSSaaayyy AAAbbbooouuuttt BBBaaarrrnnneeesssvvviiilllllleee SSSccchhhoooooolllsss &&& TTThhheeeiiirrr FFFuuutttuuurrreee PPPlllaaannnsss???

SSeenniioorr EExxiitt SSuurrvveeyy RReessppoonnsseess ((LLiiffeeTTrraacckk SSeerrvviicceess IInncc..))

WWhhaatt AArreeaa((ss)) DDoo YYoouu PPllaann TToo PPuurrssuuee IImmmmeeddiiaatteellyy AAfftteerr HHiigghh SScchhooooll?? (( PPeerrcceennttaaggeess MMaayy EExxcceeeedd 110000%% AAss SSeenniioorr SSttuuddeennttss CCaann SSeelleecctt MMuullttiippllee RReessppoonnsseess))

FFuuttuurree PPllaannss 22001133 22001144 22001155 22001166

44--YYeeaarr CCoolllleeggee 6633..33%% 5533..55%% 6611..44%% 4400%% 22--YYeeaarr CCoolllleeggee 2200..44%% 3322..66%% 3300..77%% 3333..33%%

VVoocc//TTeecchh SScchhooooll 1144..33%% 1111..66%% 33..88%% 44..44%% WWoorrkk FFuullll--TTiimmee 88..22%% 1166..33%% 99..66%% 88..99%% WWoorrkk PPaarrtt--TTiimmee 2244..55%% 1188..66%% 2200..88%% 1155..66%% AApppprreennttiicceesshhiipp 22..00%% 22..33%% 11..99%% 00%%

MMiilliittaarryy 44..11%% 99..33%% 33..88%% 1111..11%% OOtthheerr 22..00%% 44..77%% 33..88%% 22..22%%

NNoo RReessppoonnssee 00%% 00%% 00%% 00%%

DDiidd AAdduullttss AAtt BBaarrnneessvviillllee HHiigghh SScchhooooll TTrreeaatt YYoouu WWiitthh CCaarree AAnndd RReessppeecctt?? 22001133 22001144 22001155 22001166

YYeess NNoo YYeess NNoo YYeess NNoo YYeess NNoo

110000%% 00%% 9977..77%% 22..33%% 9900..44%% 77..77%% 9977..88%% 22..22%%

DDiidd BBaarrnneessvviillllee HHiigghh SScchhooooll SSttuuddeennttss TTrreeaatt EEaacchh OOtthheerr WWiitthh CCaarree AAnndd RReessppeecctt?? 22001133 22001144 22001155 22001166

YYeess NNoo YYeess NNoo YYeess NNoo YYeess NNoo

8899..99%% 1100..22%% 9900..77 99..33%% 6633..55%% 3300..88%% 8844..44%% 1155..5555%%

DDoo YYoouu FFeeeell TThhaatt YYoouu HHaadd AAcccceessss TToo AA BBrrooaadd RRaannggee ooff EElleeccttiivveess IInncclluuddiinngg AAccaaddeemmiiccss,, AArrttss,, VVooccaattiioonnaall,, AAnndd EExxttrraaccuurrrriiccuullaarr OOffffeerriinnggss?? 22001133 22001144 22001155 22001166

YYeess NNoo YYeess NNoo YYeess NNoo YYeess NNoo

6655..33%% 3344..77%% 8811..44%% 1188..66%% 7766..99%% 2233..11%% 6666..6677%% 3333..3333%%

DDoo YYoouu FFeeeell WWeellll PPrreeppaarreedd FFoorr YYoouurr NNeexxtt LLiiffee EExxppeerriieennccee…… ccoolllleeggee,, wwoorrkk,, mmiilliittaarryy?? 22001133 22001144 22001155 22001166

YYeess NNoo YYeess NNoo YYeess NNoo YYeess NNoo

7799..66%% 1188..44%% 7799..11%% 2200..99%% 8800..88%% 1199..22%% 8822..88%% 1177..88%%

HHooww WWoouulldd YYoouu EEvvaalluuaattee YYoouurr PPrreeppaarraattiioonn IInn TThhee UUssee ooff CCoommppuutteerrss && TTeecchhnnoollooggyy??

E= Excellent- G=Good- A=Average & B Avg= Below Average in Percentiles

22001133 22001144 22001155 22001166 EE GG AA BB AAvvgg.. EE GG AA BB AAvvgg.. EE GG AA BB AAvvgg.. EE GG AA BB AAvvgg

3300..66 3322..77 3300..66 66..11 3377..22 4411..99 1166..33 22..33 4466..22 3300..88%% 1177..33 55..88 4466..6677 2266..6677 2244..4444 00

OOvveerraallll HHooww WWoouulldd YYoouu RRaattee BBaarrnneessvviillllee HHiigghh SScchhooooll AAss AA LLeeaarrnniinngg EEnnvviirroonnmmeenntt??

E= Excellent G=Good A=Average B Avg= Below Average in Percentiles

22001133 22001144 22001155 22001166 EE GG AA BB AAvvgg.. EE GG AA BB AAvvgg.. EE GG AA BB AAvvgg.. EE GG AA BB AAvvgg

1188..44 6633..33 1144..33 44..11 1144 6699..88 1166..33 00 2211..22 4466..22 2211..22 1111..55 2266..6677 4444..4444 2244..4444 44..4444

OOTTHHEERR PPOOTTEENNTTIIAALL QQUUEESSTTIIOONNSS TTOO AASSKK OOFF GGRRAADDUUAATTIINNGG SSEENNIIOORRSS?? ((aaddaapptteedd ffrroomm KKaappppaann MMaaggaazziinnee vv9955 NN88))

DDoo mmyy tteeaacchheerrss hheellpp mmee ffoorrmm llaassttiinngg rreellaattiioonnsshhiippss wwiitthh aadduullttss aanndd ppeeeerrss?? DDoo tthheeyy sseerrvvee aass rroollee mmooddeellss,, mmeennttoorrss,, aanndd ccooaacchheess ccoonncceerrnniinngg mmyy eedduuccaattiioonn aanndd ccaarreeeerr aassppiirraattiioonnss??

IIss iinnssttrruuccttiioonn ddeessiiggnneedd ttoo bbee rreelleevvaanntt ttoo mmyy iinntteerreessttss aanndd ddoo II hhaavvee cchhooiicceess ooff wwhhaatt aanndd hhooww II lleeaarrnn?? WWaass II aapppprroopprriiaatteellyy cchhaalllleennggeedd iinn mmyy lleeaarrnniinngg?? DDiidd mmyy lleeaarrnniinngg aalliiggnn wwiitthh aanndd aaddddrreessss hhiigghh aanndd mmeeaanniinnggffuull ssttaannddaarrddss ooff

eexxcceelllleennccee?? DDoo II hhaavvee aammppllee ooppppoorrttuunniittiieess ttoo eennggaaggee iinn ddiissccuussssiioonnss aanndd pprraaccttiiccee ooff tthhee sskkiillllss II NNEEEEDD ttoo bbee ssuucccceessssffuull iinn sscchhooooll??

School Performance

The Multiple Measurement Rating (MMR) is a measurement of school performance used for holding schools accountable under Minnesota's approved No Child Left Behind waiver. The MMR considers the proficiency, growth, achievement gap reduction and graduation rates of schools. Points are assigned in each of the four domains based on a school's percentile rank among schools with the same grade range, and the total MMR is the percentage of possible points that the school earned. The Focus Rating (FR) is a secondary measurement within the MMR that measures schools specifically on the performance of student subgroups that exhibit a statistical achievement gap in Minnesota.

Barnesville High School Multiple Measurement Rating (MMR) 60.85 / 100 Total Points = 60.85 Barnesville High School Focus Rating (FR) 27.04 / 50 Total Points = 54.08%

MMR- All 4 Domains & FR- Proficiency & Achievement Gap Reduction

Barnesville Elementary Multiple Measurement Rating (MMR) 39.15 / 75 Points = 52.20%

Barnesville Elementary Focus Rating (FR) 29.57 / 50 Total Points = 59.13% MMR- All 3 Domains & FR- Proficiency & Closing Achievement Gap

CClloossiinngg tthhee AAcchhiieevveemmeenntt GGaapp ccoonnttiinnuueedd……

Proficiency- 24.97 Points

Growth- 8.85 Points

Achievement Gap Reduction- 2.07 Points

Graduation Rate- 24.96 Points

Proficiency- 24.99 Points

Growth- 9.59 Points

Achievement Gap Reduction 4.58 Points

School Performance 2014 The Multiple Measurement Rating (MMR) is a measurement of school performance used for holding schools accountable under Minnesota’s approved No Child Left Behind waiver. The MMR considers the proficiency, growth, achievement gap reduction, and graduation rates of schools. Points are assigned in each of the four domains based on the school’s percentile rank among schools with the same grade range, and the total MMR is the percentage of possible points that the school earned. The Focus Rating (FR) is a secondary measurement within the MMR that measures schools specifically on the performance of student subgroups that exhibit a statistical achievement gap in Minnesota.

Proficiency 15.95 Points

Growth 12.75 Points

Achievement Gap 16.21 Points

Graduation 25 Points

HS 2014 MMR

Proficiency 25 Points

Growth 11.50 Points

Achievement Gap 12.87 Points

Elementary 2014 MMR

Multiple Measurement Report MMR 2015 Barnesville Elementary Barnesville High School Atkinson Elementary Designated as a REWARD SCHOOL

2016 MMR High School and Elementary

2014 High School Focus Rating

2014 Elementary Focus Rating

HS Focus Rating 2014

Elementary Focus Rating 2014

Barnesville 2015 Focus Ratings Barnesville Elementary Barnesville High School

18.29 Points

25 Points

12.49 Points

25 Points

HS Focus Rating 2016 Elementary Focus Rating 2016

AAAccchhhiiieeevvveeemmmeeennnttt aaannnddd IIInnnttteeegggrrraaatttiiiooonnn MMuullttii DDiissttrriicctt CCuullttuurraall CCoollllaabboorraattiivvee SScchhooooll DDiissttrriiccttss

BBaarrnneessvviillllee,, BBaattttllee LLaakkee,, DDeettrrooiitt LLaakkeess,, FFeerrgguuss FFaallllss,, FFrraazzeeee--VVeerrggaass,, HHaawwlleeyy,, LLaakkee PPaarrkk--AAuudduubboonn,, PPeelliiccaann RRaappiiddss,, PPeerrhhaamm,, && UUnnddeerrwwoooodd

****************************************NNOOTTIICCEE:: BBaarrnneessvviillllee NNOO LLOONNGGEERR PPaarrttiicciippaatteess iinn MMDDCCCC BBeeggiinnnniinngg 22001155****************************************

Achievement Goal One

Goal Statement: The proficiency GAP between the non-FRP and FRP students enrolled the full academic year for all grades tested within ISD 146 Barnesville Public Schools on all state Reading accountability tests (MCA, MOD, MTAS) will DECREASE as follows within our District (see table B), by INCREASING the proficiency of non-FRP and FRP student groups as follows within our District (see table A):

A. Reading Proficiency INCREASE:

Name of District Status Baseline

data Year 1

2014-15 Year 2

2015-16 Year 3

2016-17 Total

Increase

Barnesville A (2013)

Non-FRP 65.7% 73.8% 77.8% 82.8% 17.1%

FRP 51.9% 65.4% 70.4% 76.4% 24.5%

B. Reading GAP DECREASE:

Name of District Status Baseline

data Year 1

2014-15 Year 2

2015-16 Year 3

2016-17 Total Gap Decrease

Barnesville A 13.8% 8.4% 7.4% 6.9% 6.9%

Goal Statement: The proficiency GAP between the non-FRP and FRP students enrolled the full academic year for all grades tested within ISD 146 Barnesville Public Schools on all state Math accountability tests (MCA, MOD, MTAS) will DECREASE as follows within our District (see table B), by INCREASING the proficiency of non-FRP and FRP student groups as follows within our District (see table A):

A. Math Proficiency INCREASE:

Status Baseline

data Year 1

2014-15 Year 2

2015-16 Year 3

2016-17 Total

Increase

Barnesville A (2011)

Non-FRP 61.7% 69.9% 74.9% 80.8% 19.1%

FRP 50.9% 63.5% 70.0% 75.4% 24.5%

B. Math GAP DECREASE:

Name of District Status Baseline

data Year 1

2014-15 Year 2

2015-16 Year 3

2016-17 Total Gap Decrease

Barnesville A 10.8% 6.4% 4.9% 5.4% 5.4%

GGGoooaaalll::: TThhee ggooaall ooff IISSDD ##114466 aass mmeemmbbeerrss ooff tthhee MMuullttii DDiissttrriicctt CCuullttuurraall CCoollllaabboorraattiivvee ((MMDDCCCC)) iiss aalliiggnneedd wwiitthh oovveerr sscchhooooll ddiissttrriicctt ggooaallss ttoo

cclloossee tthhee aacchhiieevveemmeenntt ggaapp bbaasseedd oonn tthhee nnoonn ffrreeee--rreedduucceedd ssttuuddeenntt ppeerrffoorrmmaannccee wwhheenn ccoommppaarreedd ttoo ssttuuddeenntt ppeerrffoorrmmaannccee ffrroomm tthhee ffrreeee--rreedduucceedd ssuubbggrroouupp iinn MMCCAA RReeaaddiinngg aanndd MMaatthheemmaattiiccss.. BBaarrnneessvviillllee ppuubblliicc sscchhoooollss wwiillll ccoonnttiinnuuee ttoo uuttiilliizzee aa bbaatttteerryy ooff ffoorrmmaattiivvee aasssseessssmmeenntt pprraaccttiicceess ttoo rreedduuccee aacchhiieevveemmeenntt ddiissppaarriittiieess bbyy eeccoonnoommiicc ssttaattuuss.. MMuullttiippllee rreeaaddiinngg aanndd mmaatthh iinntteerrvveennttiioonnss wwiillll bbee pprraaccttiicceedd aanndd iimmpplleemmeenntteedd eennaabblliinngg aallll ssttuuddeennttss iirrrreessppeeccttiivvee ooff tthheeiirr ssuubbggrroouupp aaffffiilliiaattiioonn ooff nnoonn ffrreeee--rreedduucceedd aanndd // oorr ffrreeee--rreedduucceedd ttoo ssuucccceeeedd aanndd iimmpprroovvee aaccaaddeemmiiccaallllyy..

**NNOOTTIICCEE:: BBaarrnneessvviillllee NNOO LLOONNGGEERR PPaarrttiicciippaatteess iinn MMDDCCCC BBeeggiinnnniinngg 22001155**

RREE:: IISSDD ##114466 rreecceeiivveedd aa lleetttteerr ffrroomm CCoommmmiissssiioonneerr ooff EEdduuccaattiioonn DDrr.. BBrreennddaa CCaasssseelllliiuuss ddaatteedd NNoovveemmbbeerr 1100,, 22001144 tthhaatt BBaarrnneessvviillllee SScchhoooollss aarree ccuurrrreennttllyy ““ ppaarrttiiaallllyy oonn ttrraacckk”” ttoo mmeeeett tthhee 22001177 ggooaall ooff rreedduucciinngg tthhee aacchhiieevveemmeenntt ggaapp bbyy 5500 ppeerrcceenntt aass ppeerr llaanngguuaaggee iinn tthhee ffeeddeerraall wwaaiivveerr rreeqquueesstt iinn rreeggaarrdd ttoo tthhee NNoo CChhiilldd LLeefftt BBeehhiinndd ((NNCCLLBB)) lleeggiissllaattiioonn..

EEEllleeemmmeeennntttaaarrryyy SSStttuuudddeeennnttt AAAccchhhiiieeevvveeemmmeeennnttt IIInnniiitttiiiaaatttiiivvveeesss LLOOCCAALL LLIITTEERRAACCYY PPLLAANN-- MMiinnnneessoottaa SSttaattuutteess,, sseeccttiioonn 112200BB,, 1122 mmaannddaatteess tthhaatt aa sscchhooooll ddiissttrriicctt mmuusstt aaddoopptt aa llooccaall

lliitteerraaccyy ppllaann ttoo hhaavvee eevveerryy cchhiilldd rreeaaddiinngg aatt oorr aabboovvee ggrraaddee lleevveell nnoo llaatteerr tthhaann tthhee eenndd ooff ggrraaddee tthhrreeee ((33)).. TThhee llooccaall lliitteerraaccyy ppllaann mmuusstt iinncclluuddee aa pprroocceessss iinn wwhhiicchh ssttuuddeennttss’’ lleevveell ooff rreeaaddiinngg pprrooffiicciieennccyy iiss aasssseesssseedd,, nnoottiiffiiccaattiioonn aanndd iinnvvoollvveemmeenntt ooff ppaarreennttss,, aanndd iinntteerrvveennttiioonnss ffoorr ssttuuddeennttss wwhhoo aarree nnoott rreeaaddiinngg aatt oorr aabboovvee ggrraaddee lleevveell,, aanndd ttoo iiddeennttiiffyy aanndd mmeeeett ssttaaffff ddeevveellooppmmeenntt nneeeeddss ttoo iinnssuurree iinnssttrruuccttiioonnaall ssuucccceessss.. LLiitteerraaccyy ddeevveellooppmmeenntt ssttaarrttss aatt aann eeaarrllyy aaggee aanndd IISS TTHHEE BBAASSIISS ffoorr aallll aaccaaddeemmiicc ssuucccceessss hheennccee;; rreeaaddiinngg wweellll bbyy tthhiirrdd ggrraaddee iiss oonnee ooff mmaannyy ddeevveellooppmmeennttaall bbeenncchhmmaarrkkss iinn aa yyoouunngg cchhiilldd’’ss lleeaarrnniinngg eexxppeerriieenncceess.. SSttuuddeennttss tthhaatt aarree aabbllee ttoo rreeaadd wweellll bbyy tthhee eenndd ooff tthhiirrdd ggrraaddee wwiillll hhaavvee ssoolliidd ffoouunnddaattiioonn ffoorr lleeaarrnniinngg tthhaatt wwiillll ffoosstteerr ggrroowwtthh iinn uunnddeerrssttaannddiinngg wwhhaatt tthheeyy hhaavvee rreeaadd,, uunnddeerrssttaannddiinngg tthhee mmeeaanniinngg ooff wwhhaatt wwaass rreeaadd,, aanndd ggrroowwiinngg tthhee aabbiilliittyy ttoo ttrraannssffeerr tthhaatt lleeaarrnniinngg ttoo ootthheerr ssuubbjjeecctt aarreeaass aanndd ddiisscciipplliinneess ooff lleeaarrnniinngg.. AA ssttuuddeenntt tthhaatt iiss ssuucccceessss iinn hhiiss // hheerr rreeaaddiinngg eennddeeaavvoorrss wwiillll bbee wweellll ssiittuuaatteedd ttoo hheellpp aanndd aassssiisstt iinn cclloossiinngg aannyy aacchhiieevveemmeenntt ggaappss tthhaatt mmaayy eexxiisstt aanndd aafftteerr ttiimmee bbeeccoommee wweellll pprreeppaarreedd ffoorr ccoolllleeggee oorr bbyy bbeeiinngg ccaarreeeerr rreeaaddyy.. LLooccaall KK--33 LLiitteerraaccyy CCoommppoonneennttss::

AAiimmss WWeebb AAsssseessssmmeennttss:: AAddmmiinniisstteerreedd tthhrreeee ttiimmeess ppeerr yyeeaarr.. DDaattaa rreevviieewweedd wweeeekkllyy,, bbii--wweeeekkllyy,, oorr mmoonntthhllyy..

KKiinnddeerrggaarrtteenn:: lleetttteerr ssoouunndd fflluueennccyy,, lleetttteerr nnaammiinngg fflluueennccyy,, pphhoonneemmiicc aawwaarreenneessss,, nnoonnsseennssee wwoorrdd fflluueennccyy..

FFiirrsstt GGrraaddee:: nnoonnsseennssee wwoorrddss,, oorraall rreeaaddiinngg fflluueennccyy,, lleetttteerr nnaammiinngg fflluueennccyy,, lleetttteerr ssoouunndd fflluueennccyy.. SSeeccoonndd GGrraaddee:: oorraall rreeaaddiinngg fflluueennccyy

TThhiirrdd GGrraaddee;; oorraall rreeaaddiinngg fflluueennccyy CCrreeaattiivvee CCuurrrriiccuulluumm:: PPrreeSScchhooooll AAsssseessssmmeennttss ggiivveenn ttwwiiccee aa yyeeaarr..

SSoocciiaall EEmmoottiioonnaall

PPhhyyssiiccaall

CCooggnniittiivvee

LLaanngguuaaggee

CCuurrrreenntt PPrraaccttiicceess:: KK--11 GGuuiiddeedd RReeaaddiinngg

KK--33-- SSttuuddyy IIssllaanndd,, RReeaadd NNaattuurraallllyy,, RRTTII GGrroouuppss,, AAcccceelleerraatteedd RReeaaddeerr,, SSppeelllliinngg CCiittyy ((GGuuiiddeedd RReeaaddiinngg 22001144)) GGrreeaatt LLeeaappss

PPrroocceesssseess ttoo MMoonniittoorr PPrrooggrreessss::

KKiinnddeerrggaarrtteenn –– LLooccaallllyy ccrreeaatteedd aanndd uusseedd 44XX ppeerr yyeeaarr GGrraaddeess 11--33-- RRTTII GGrroouuppss,, SSttaarr TTeessttss && AAiimmssWWeebb ddaattaa aanndd lliinnkkeedd ttoo AAcccceelleerraatteedd RReeaaddeerr tteessttss ttoo aaddjjuusstt iinnssttrruuccttiioonn

ttoo mmaaxxiimmiizzee ggrroowwtthh.. DDaattaa iiss ccrriittiiccaall ttoo ffiinnddiinngg tthhee aapppprroopprriiaattee ssttuuddeenntt ggrroouupp ffoorr eeaacchh iinnddiivviidduuaall ttoo mmeeeett tthheeiirr lleeaarrnniinngg nneeeeddss.. TThhiiss ddaattaa iiss ttrriiaanngguullaatteedd

PPaarreenntt CCoommmmuunniiccaattiioonn-- rreeppoorrtt ccaarrddss,, AARR tteesstt rreessuullttss,, AAiimmssWWeebb,, pprrooggeessss mmoonniittoorriinngg wweeeekkllyy aass nneeeeddeedd,, ggrroowwtthh cchhaarrttss,, TTiittllee II FFaammiillyy NNiigghhtt,, DDoonnuuttss ffoorr DDaaddss && MMuuffffiinnss ffoorr MMoommss,, SScchhoooollooggyy,, aanndd EElleemmeennttaarryy CCoonnffeerreenncceess hheelldd 22XX ppeerr yyeeaarr aanndd vveerryy wweellll aatttteennddeedd..

SScciieennttiiffiiccaallllyy BBaasseedd RReeaaddiinngg IInnssttrruuccttiioonn-- 55 PPiillllaarrss ooff IInnssttrruuccttiioonn PPhhoonneemmiicc AAwwaarreenneessss

PPhhoonniiccss

VVooccaabbuullaarryy

FFlluueennccyy

CCoommpprreehheennssiioonn

PPrrooffeessssiioonnaall DDeevveellooppmmeenntt TTeeaacchheerrss mmeeeett iinn ggrraaddee lleevveell ggrroouuppss 11XX --22XX mmoonntthh ttoo ddiissccuussss rreeaaddiinngg pprraaccttiicceess && iinnssttrruuccttiioonnaall ssttrraatteeggiieess ((PPLLCC’’ss))..

SSppeecciiaalliissttss mmeeeett aaccccoorrddiinngg ttoo aa sseett sscchheedduullee ttoo ddiissccuussss aanndd ddeetteerrmmiinnee ssttuuddeenntt nneeeeddss..

TTeeaacchheerrss wwiillll sshhaarree ccllaassssrroooomm ssuucccceesssseess // cchhaalllleennggeess aatt tthhee mmoonntthhllyy ssttaaffff mmeeeettiinnggss..

BBaarrnneessvviillllee EElleemmeennttaarryy wwiillll eennccoouurraaggee oonn--ssiittee vviissiittss ffrroomm oouuttssiiddee ssoouurrcceess tthhaatt hhaavvee rreeaaddiinngg eexxppeerrttiissee..

BBaarrnneessvviillllee EElleemmeennttaarryy tteeaacchheerrss wwiillll aatttteenndd wwoorrkksshhooppss pprroovviiddiinngg ssttaaffff ddeevveellooppmmeenntt oonn rreeaaddiinngg iinnssttrruuccttiioonn,, bbeesstt pprraaccttiicceess,, aanndd ddeevveellooppmmeenntt..

BBaarrnneessvviillllee EElleemmeennttaarryy tteeaacchheerrss wwiillll eexxaammiinnee aallll ddaattaa aavvaaiillaabbllee ttoo tthheemm ffrroomm mmuullttiippllee aasssseessssmmeennttss iinncclluuddiinngg MMCCAA’’ss ttoo hheellpp ttoo iiddeennttiiffyy iinnssttrruuccttiioonnaall ssttrraatteeggiieess aanndd aalliiggnn ssttuuddeenntt ggrroouuppss bbaasseedd oonn ssppeecciiffiicc aasssseessssmmeenntt ddaattaa..

KKiinnddeerrggaarrtteenn –– GGrraaddee 66 IInniittiiaattiivveess:: TTiittllee II-- RReeaaddiinngg && MMaatthheemmaattiiccss SSuuppppoorrtt bbyy TTiittllee II TTeeaacchheerr,, CCllaassssrroooomm TTeeaacchheerrss,, SSppeecciiaalliissttss,, aanndd PPaarraapprrooffeessssiioonnaallss.. RReessppoonnssee ttoo IInntteerrvveennttiioonn-- 44 QQuueessttiioonnss??

11.. WWhhaatt ddoo wwee wwaanntt ssttuuddeennttss ttoo lleeaarrnn?? 22.. HHooww wwiillll wwee kknnooww tthheeyy lleeaarrnneedd iitt?? 33.. HHooww wwiillll wwee rreessppoonndd wwhheenn aa ssttuuddeenntt eexxppeerriieenncceess lleeaarrnniinngg ddiiffffiiccuullttyy?? 44.. HHooww ddoo wwee aaddvvaannccee aanndd ddeeeeppeenn lleeaarrnniinngg ffoorr ssttuuddeennttss tthhaatt hhaavvee lleeaarrnneedd??

AAsssseessssmmeennttss && DDaattaa CCoolllleeccttiioonn:: MMCCAA’’ss,, AAiimmssWWeebb,, AAcccceelleerraatteedd RReeaaddiinngg // MMaatthh,, SSttuuddyy IIssllaanndd,, SSttaarr EEaarrllyy LLiitteerraaccyy,, SSttaarr TTCCIITT-- TTeeaacchheerr CChhiilldd IInntteerraaccttiioonn TTrraaiinniinngg KK--22…… TTeeaacchhiinngg SSeellff--RReegguullaattiioonn

FFooccuuss iiss oonn eennhhaanncciinngg tthhee tteeaacchheerr--cchhiilldd rreellaattiioonnsshhiipp

IInnccrreeaasseess tteeaacchheerr aatttteennttiioonn ttoo cchhiilldd’’ss ppoossiittiivvee bbeehhaavviioorr

DDeeccrreeaasseess cchhiilldd’’ss nneeggaattiivvee aatttteennttiioonn sseeeekkiinngg bbeehhaavviioorr

TTeeaacchheess ““sseellff rreegguullaattiioonn”” wwhhiicchh iiss tthhee aabbiilliittyy ttoo iinnhhiibbiitt oonnee bbeehhaavviioorr aanndd eennggaaggee iinn aa ppaarrttiiccuullaarr bbeehhaavviioorr oonn ddeemmaanndd iiss aa sskkiillll uusseedd nnoott jjuusstt ffoorr ssoocciiaall ((eemmoottiioonnaall)) iinntteerrvveennttiioonnss bbuutt iinn tthhiinnkkiinngg ((ccooggnniittiivvee)) iinntteerrvveennttiioonnss aass wweellll..

TTeeaacchhiinngg cchhiillddrreenn ((KK--22)) ttoo rreegguullaattee tthheeiirr oowwnn bbeehhaavviioorrss bbeeccoommeess aa mmaajjoorr lleeaarrnniinngg ggooaall iinn sscchhooooll aanndd aaddddss yyeett aannootthheerr RR ttoo tthhee lliisstt ooff bbaassiicc sskkiillllss cchhiillddrreenn nneeeedd ttoo lleeaarrnn iinn KKiinnddeerrggaarrtteenn aanndd bbeeyyoonndd..

SStteevvee DDuunnnn WWrriittiinngg CCuurrrriiccuulluumm && SSttaaffff DDeevveellooppmmeenntt 22001155--22001166

BBaarrnneessvviillllee PPuubblliicc SScchhoooollss TTeecchhnnoollooggyy 2211sstt CCeennttuurryy LLeeaarrnniinngg

MMOOVVEE 2211-- BBaarrnneessvviillllee’’ss iiPPaadd IInniittiiaattiivvee IImmpplleemmeenntteedd iinn FFaallll ooff 22001122 iiPPaadd ffoorr AALLLL SSttuuddeennttss KK--1122--NNeeww iiPPaadd MMiinnii’’ss KK--1122 FFaallll ooff 22001155 SSmmaarrtt BBooaarrdd TTeecchhnnoollooggyy AAllll CCllaassssrroooommss WWiiFFii UUppggrraaddeess BBootthh SScchhooooll SSiitteess MMaaccBBooookk PPrroo LLaappttooppss AAllll TTeeaacchheerrss-- CCrreeaattee EE--TTeexxtt BBooookkss SScchhoooollooggyy MMaannaaggeemmeenntt TTooooll-- HHoommeewwoorrkk,, TTeessttss,, AAssssiiggnnmmeennttss iinn OOnnee LLooccaattiioonn-- AAdddd CCaassppeerr SSuuiittee MMaannaaggeemmeenntt SSooffttwwaarree iinn 1166--1177

TTeecchhnnoollooggyy IInntteeggrraattiioonniisstt-- AAssssiisstt TTeeaacchheerrss wwiitthh iiPPaadd // DDiiggiittaall IInnssttrruuccttiioonn FFlliippppeedd CCllaassssrroooomm IInnssttrruuccttiioonn

2211sstt CCeennttuurryy LLeeaarrnniinngg SSkkiillllss Digital Learning by Digital Natives Global and Multicultural Connectivity Informational Research and Fluency Communication- Written, Oral, and Presentation Skills Problem Solving and Decision Making Critical Thinking and Analytical Skills Creativity Collaboration and Cooperation 21st Century Mindset Couple with 21st Century Skills

Technology Goals: Digital Citizens Ethical Practices of Use Increase Assessment Results MCA, AYP, Close Achievement Gap Increase Student Motivation to Learn

MMMotivation to Learn OOOpportunity to Grow VVV ision Embracing the Future EEEducational Excellence & Engagement 222111 Century Skills

Digital Resources & Tools

21st Century Learning Skills

Preparation for Future Success

iPad Mini’s K-12 2015

IIISSSDDD ### 111444666 DDDiiissstttrrriiicccttt FFFiiinnnaaannnccceeesss

Revenue District Enrollment History & Projections Referendum Support State Financial Forecast & Implications

Expenditures Salary Settlements & Benefits

Certified Staff Administration Non-Certified Staff

Transportation Special Education- Costs Known and Unknown Maintenance Aging Facilities Affordable Care Act (ACA) Implications 2015…

Barnesville Elementary Enrollments 2011 2012 2013 2014 2015 2016 2017

Kindergarten 74 64 62 64 60 58 58 Grade 1 79 72 70 62 59 59 58 Grade 2 63 76 71 64 61 61 60 Grade 3 70 61 80 69 60 60 59 Grade 4 55 73 64 77 64 64 63 Grade 5 66 58 74 64 66 65 65 Grade 6 72 68 61 74 68 66 65

Elem. Total 479 471 482 474/485 438/469 433/464 428

Note: Enrollment data for 2011-2013 are actual. The14-15 enrollment is a local estimate followed by actual Day #1 enrollments and 2016-2017 are projections as compiled by School Finances. Be advised, and for example, the projection for Kindergarten in 2011- was 60 with 74 attending, 2012- was 59 with 64 attending, and 2013 had a projection of 59 with 6 attending. Actual kindergarten enrollment was 200 with projections estimated at 178 students. Enrollment data can increase, decrease, or

remain stable.

Barnesville High School Enrollments 2011 2012 2013 2014 2015 2016 2017

Grade 7 59 73 68 62 75 70 68 Grade 8 75 57 75 64 62 76 71 Grade 9 58 75 57 71 65 60 74

Grade 10 69 61 75 52 72 64 57 Grade 11 56 73 63 71 52 69 60 Grade 12 49 53 65 58 68 48 65 HS Total 366 392 403 378/381 394/389 387/374 395

Barnesville Public Schools Enrollment Totals

2011 2012 2013 2014 2015 2016 2017 Elem. Total 479 471 482 474 438 433 428

HS Total 366 392 403 378 394 387 395 District Total 845 863 885 852/866 832/858 820/838 823

Referendum- $979.14 LOR-$424 REF-$555.44 State Aid / Pupil 14-15 $5831 15-16 $5948 16-17 $6067 NOTE: Legislature Changed Pupil Weights for 14-15 State Revenue Forecasts Up- Outlook is Optimistic but Cautious in Regard to State Educational Funding.

Stability- In Federal Education Revenue Is Volatile (Title I)

Health & Human Services & Education Continue to Drive Spending in State of Minnesota Staff Salaries and Benefits Remain the School District’s Largest Expenditure

ENROLLMENT PROJECTIONS / USED AUGUST 9 SPECIAL ELECTION

BARNESVILLE 146 Method The selected History for Tables & Graphs was:

FALL ENROLLMENT DATA

with Wt Ratio 3 Yrs (3)

Enrollment History Enrollment Projections 2009-10 2010

-11 2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

2018-19

2019-20

2020-21

Pre-K 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 K 65.0 82.0 72.0 64.0 61.0 72.0 59.0 58.7 63.7 61.7 58.2 56.8 1 65.0 65.0 79.0 71.0 67.0 57.0 69.0 56.9 56.6 61.4 59.5 56.2 2 55.0 67.0 62.0 79.0 68.0 64.0 66.0 72.9 60.2 59.8 64.9 62.9 3 64.0 55.0 71.0 62.0 83.0 68.0 64.0 66.6 73.5 60.7 60.3 65.5 4 69.0 61.0 58.0 71.0 63.0 75.0 69.0 62.6 65.1 71.9 59.4 59.0 5 57.0 73.0 65.0 58.0 76.0 65.0 70.0 68.2 61.9 64.4 71.1 58.7 6 78.0 58.0 71.0 67.0 62.0 76.0 68.0 72.4 70.6 64.0 66.6 73.6 7 60.0 80.0 60.0 73.0 66.0 61.0 77.0 67.9 72.3 70.5 64.0 66.5 8 71.0 58.0 74.0 57.0 73.0 67.0 55.0 73.6 64.9 69.1 67.4 61.1 9 58.0 69.0 57.0 75.0 54.0 69.0 66.0 53.1 71.1 62.7 66.8 65.1 10 51.0 58.0 70.0 60.0 71.0 53.0 67.0 64.0 51.5 69.0 60.8 64.8 11 60.0 51.0 56.0 73.0 62.0 70.0 50.0 65.2 62.3 50.1 67.1 59.2 12 51.0 60.0 49.0 53.0 65.0 56.0 60.0 43.9 57.2 54.7 44.0 58.9 K-12 804.

0 837.0

844.0

863.0

871.0

853.0

840.0

826.1

830.9

820.1

810.1

808.3

Pre K-12 804.0

837.0

844.0

863.0

871.0

853.0

840.0

826.1

830.9

820.1

810.1

808.3

% Change K-12 4.10% 0.84% 2.25% 0.93% -2.07% -1.52% -1.66% 0.59% -1.31% -1.22% -0.23%

BBBaaarrrnnneeesssvvviiilllllleee PPPuuubbbllliiiccc SSSccchhhoooooolllsss Revenues, Expenditures, and Changes in Fund Balances

Barnesville Schools Revenues, Expenditures, & Changes in Fund Balance

2015

2016 Budget to Actual Revenues, Expenditures, & change in Fund Balance

BBBaaarrrnnneeesssvvviiilllllleee PPPuuubbbllliiiccc SSSccchhhoooooolllsss General Fund Revenues by Source

Barnesville Public Schools General Fund Revenues by Source

2015

General Fund Revenues by Source 2016

BBBaaarrrnnneeesssvvviiilllllleee PPPuuubbbllliiiccc SSSccchhhoooooolllsss General Fund Expenditures by Program

Barnesville Public Schools General Fund Expenditures by Program

2015

Barnesville General Fund Expenditures by Program 2016

BBBaaarrrnnneeesssvvviiilllllleee PPPuuubbbllliiiccc SSSccchhhoooooolllsss Changes in Fund Balances- General Fund

District Policy is to strive to maintain a minimum unassigned fund balance equal to thirteen percent (13%) of the annual budget. Fund Balance Policy approved April 18, 2011.

Barnesville Public Schools Changes in Fund Balances- General Fund

2015

Changes is Fund Balances General Fund 2016

BBBaaarrrnnneeesssvvviiilllllleee PPPuuubbbllliiiccc SSSccchhhoooooolllsss

Cost per ADM Served 2013

LEGISLATIVE ACTION HAS SCHOOL FINANCE IMPLICATIONS, CONCERNS, & CHALLENGES

Unfunded Safe & Supportive Schools Legislation (Anti-Bullying)

Health Insurance Transparency Act (HITA) Requires Significant Investment in Human Resources & Time- Unfunded

Achievement & Integration Revenues Cut by 50%

One-Time & One-Year Only Funds for Teacher Evaluation 2014 ($302/teacher)

Principal Evaluation- Unfunded

Increases in Student Basic Formula- But Increases Offset by Per Pupil Weighting Calculations

Local Revenue Equity (LOR) Provides School Districts the Option to Levy Local Taxpayers Without a Vote $300 & $424. This Tax Measure Has Both Positive & Negative Connotations.

Budgeting for Unfunded Mandates Continues to Present Local School Boards With Significant and On-Going Challenges.

The School Board of ISD #146 Had Been Successful in Combating the Economic Recession of Recent Years- Due to the Support of Local Voters & Passage of the 2005 Referendum.

Barnesville Public Schools Cost per ADM Served 2015

LLLeeegggiiissslllaaatttiiivvveee AAAccctttiiiooonnn HHHaaasss SSSccchhhoooooolll FFFiiinnnaaannnccceee IIImmmppplll iiicccaaatttiiiooonnnsss,,, CCCooonnnccceeerrrnnnsss,,, &&& CCChhhaaalll llleeennngggeeesss

2015 Basic Formula Increase of 2% + 2% 15-16 & 16-17 Creation of Long Term Facilities Maintenance 10 Year Plan Discontinued ISD #146 in Integration and Achievement Programming District / Voters Approved Renewal of Operating Referendum Fall of 2014 555.24 + 424 (LOR) HiTA- Health Insurance Transparency Act Requires Human Resources & Unfunded Safe and Supportive Schools (anti-bullying legislation remains unfunded) State Funding for Testing Decreased- District Responsibility Potential for All Day 4 Year-Old Preschool Option Creates Future Space & Staffing Concerns Failure to enact Ag-2-School Tax Bill Legislation in 2016

Cost of ADM Served 2016

Legislative Action Has Financial Implications, Concerns, & Challenges Basic Formula Increase 16-17 of 2% PPU Basic Aid / Student =$6067 Creation & Implementation Phase-In of Long Term Facilities Maintenance Operating Referendum 2014 @ 555.24 + 424 LOR Lack of Tax Bill (Pocket Veto) Ag 40% Credit / Building Debt Service ESSA Replaces NCLB / Implications To Be Determined

BBBaaarrrnnneeesssvvviiilllllleee PPPuuubbbllliiiccc SSSccchhhoooooolllsss Educating the Whole Child

“Preparing the Child for the Path NOT the Path for the Child!”

Educating the Whole Child Means

& Addressing the Needs of Every Student’s Educational Experience: 1. Academically 2. Socially / Emotionally 3. Psychologically 4. Wellness & Physical Well-Being

Providing Extra-Curricular Opportunities That Support the District’s Vision, Mission, and Core Values

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Band, Choir, Musical, Jazz Band, Pep Band, Change of Pace

Visual Arts One Act Play

Knowledge Bowl Robotics Speech

Leadership & Service Family Career Community Leaders of America FCCLA Future Farmers of America (FFA) PaY- Philanthropy and Youth School Patrol National Honor Society Renaissance School Store Yearbook Student Council

Athletics Football Volleyball Boys Baseball Girls Softball Cheerleaders Boys & Girls Track Girls & Boys Golf Boys & Girls Basketball Wrestling

BBBaaarrrnnneeesssvvviiilllllleee PPPuuubbbllliiiccc SSSccchhhoooooolllsss Parent Engagement

Education is the shared responsibility of the home, school, community, and the student. Parent involvement is critical to creating a school climate, culture, and environment that supports the vision, mission, and core values of ISD #146.

Parent Engagement Examples:

Parent Survey October 2015- 21 Question Parent Survey- School Visits, Expectations, Culture, Activities, School Safety, Communications, and WBWF

iPad / Move 21-2014 How has homework completion and organization changed for your student with the iPad? 82% of responses indicate that homework completion has stayed the same or improved.

What activities do you observe your child doing in his / her iPad? 72% of responses indicate parents see their child working on homework or app while on iPad. On a scale of 1-to-5 with being highest, as a parent do you find the iPad as being very beneficial to

my child’s education? 78% of parents responding agreed the iPad is beneficial with 73% giving this question an answer of

4 or 5.

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Schoology- open ended questions / responses What I Like About Schoology? Don’t like Schoology Because? What Can School Do To Help? All of it Don’t remember how to access site Get student grades posted sooner User Friendly Very little useful information Able to see complete assignments Keeping Track of Homework Too much time time to invest Send us (parents) reminders to use Teacher notes, assignments, announcements Training for Parents

Parent Survey of Principals- 5 Questions Asked (Year 1 of Principal Evaluation Data Not Available for WBWF)

1. Principal provides effective leadership for the school by defining school’s purpose and direction? 2. Principal acts promptly, decisively, and exercises good judgment in overall decision-making processes. Decisions are

fair and impartial? 3. Principal demonstrates good organizational skills? 4. Principal relates well and is respected by students, parents, and community? 5. Principal promotes a positive school culture and climate that is safe and secure and conducive in establishing an

effective school environment that grows the teaching and learning process thereby increasing educational opportunity for students?

Barnesville Parent Teacher Association- PTA / Champions of Education at Atkinson Elementary Fundraising, Book Bingo, Playground Equipment, Technology, Facility Upgrades, Safety Investments, etc…

World’s Best Work Force Parent Survey October 2015 World’s Best Workforce Parent Survey – October 13, 2015

World’s Best Work Force Parent Survey October 2015- page 2

World’s Best Workforce Parent Survey – October 13, 2015

World’s Best Work Force Parent Survey October 2015- page 3 World’s Best Workforce Parent Survey – October 13, 2015

World’s Best Work Force Parent Survey October 2015- page 4

World’s Best Workforce Parent Survey – October 13, 2015

BBBaaarrrnnneeesssvvviiilllllleee PPPuuubbbllliiiccc SSSccchhhoooooolllsss Curriculum Review Cycle

The Staff Development Committee will have substantial role and corresponding responsibilities to assist planning and coordinating curriculum activities and opportunities. The purpose of the committee and the activities will be to review current curriculum, learning outcomes, and identify what teachers want children to know, be able to do, and how administrators and staff will know that students have succeeded in learning the material. Ample opportunities will exist for instructional staff on all levels to receive educational training locally, regionally, and nationally. Teachers will have the opportunity to visit other school sites which offer review and observations of multiple curriculums and teaching methods. During a typical school year, the Staff Development Committee and Site Council Committees along with content / discipline specific teachers will review samples of various PreK-12 curriculum options. A recommendation for purchase of a new curriculum will be made by May 1 of each school year by the appropriate committee or administrator to be considered for approval by the school board.

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2013-2014 Reading and Language Arts 2014-2015 Technology 2015-2016 Mathematics 2016-2017 Social Studies 2017-2018 Business Education and Health 2018-2019 Science 2019-2020 Fine Arts 2020-2021 Vocational / Industrial Tech and Physical Education

* Reading and Language at the elementary was delayed for purchase for one year to complete additional curriculum research

ISD #146 Strategic Plans in Place to Guide Teaching, Learning, and Instruction.

Annual Report on Curriculum and Instruction Staff Development Plan Common Planning Time (CPT) – Professional Learning Communities (PLC’s) Technology Plan Title I- Elementary and Secondary Education Act (ESEA) Local Literacy Plan Integration and Achievement Plan District Assessment Plan Early Literacy Plan District Proficiency Goals / Close the Achievement Gap Teacher Evaluation / Professional Growth Plan Principal Evaluation Plan World’s Best Work Force Plan

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SSStttaaattteee ooofff MMMiiinnnnnneeesssoootttaaa &&& DDDeeepppaaarrrtttmmmeeennnttt ooofff EEEddduuucccaaatttiiiooonnn Better Schools- Better Minnesota- 2011 World’s Best Work Force-2013 BBeetttteerr SScchhoooollss –– BBeetttteerr MMiinnnneessoottaa-- TTaakkiinngg WWhhaatt’’ss GGoooodd aanndd MMaakkiinngg iitt BBeetttteerr!! Gov. Dayton’s 7-Point Plan for Achieving Excellence

1. Funding Education for the Future Early Childhood Education All Day Kindergarten Strategies to Close the Achievement Gap Better School Funding

2. Better Early Childhood Education Expand K-12 Education to Include PreK-12 Define School Readiness Standards

3. Raise the Bar- Close the Gap Set Accountability Targets to Close Achievement Gaps Establish Governor’s Awards: Excellence in Education & Achievement Gap Innovation

4. Reading Well by 3rd Grade Statewide Literacy Campaign Accountability Targets to Ensure ALL Students Read Well by 3rd Grade Adopt Pre-K-3 Literacy Standards

5. Support Teaching for Better Schools Alternative Pathways to Teacher Licensure Statewide Teacher Performance and Evaluation System Support Early Childhood Teacher Observation & Development

6. Better Testing Better Results Assessments for Learning that Measure Growth Establish Testing Task Force New Accountability Measures Based on Growth that Report Student & School Progress

7. A Department of Education that Provides Educational Leadership and Support MDE Supports Teachers, Schools, and Districts Statewide Early Childhood Advisory Council & Children’s Cabinet Commissioner of Education in Leadership Role for Early Childhood Initiatives

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1. All Children are Ready to Start Kindergarten. 2. All 3rd Graders Can Read at Grade Level. 3. All Achievement Gaps Between Students are Closed. 4. All Students are Ready for Career and /or Post Secondary Education. 5. All Students Graduate from High School.

RReeaassoonnss ffoorr MMiinnnneessoottaa’’ss FFooccuuss OOnn WWoorrlldd’’ss BBeesstt WWoorrkk FFoorrccee PPllaann?? 1. An Aging Population. 2. Nearly 70% of All Jobs Will Require More Than a High School Diploma by 2018. 3. Minnesota Does Not Have Enough Qualified Candidates to Fill Many Good Paying Jobs. 4. Fastest Growing Segment of the Future Work Force are Students of Color & This Group Has a Low Graduation Rate. 5. Minnesota’s Achievement Gap History- Notably the Black/White Achievement Gap.

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World’s Best Work Force 2014, 2015, 2016…

The following goals, measurements, and strategic aims for Barnesville Public Schools are depicted in the 2014 WBWF Plan and they included much of the following:

All Students Are Kindergarten Ready With Preschool, School Readiness & ECFE Options.

Each and Every Student of All Abilities Can Learn, Will Be Expected to Learn, & Will Be Successful Learners Today and Well Into the Future.

Barnesville Schools Will Increase Reading and Mathematics MCA Proficiency Scores.

Barnesville Schools Will Close the Achievement Gap in Student Subgroups as per District &

Integration Goals.

All Barnesville Students Will Read at Grade Level by Grade 3.

Barnesville Students Will Increase ACT Test Scores Across All Disciplines.

All Barnesville Seniors Will Graduate Annually.

Barnesville’s Graduating Seniors Will Be College and / or Career Ready.

Technology is Embedded in All Student Learning With the District’s 1-to-1 iPad Initiative- MOVE 21.

Barnesville Schools are Financially Stable Due to Local Taxpayer’s Public Support.

Barnesville Schools has a Proactive and Forward-Thinking School Board That is Complimented with Exceptional Administrators, Faculty, and Support Staff.

Parents and Community Members are Highly Valued Partners in the Educational Process.

Barnesville Public Schools Excels in the Academics, Arts, and Athletics.

Barnesville Public Schools Will Continue to Grow & Expand its Commitment to Excellence!

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