World’s Best Work Force Annual Report for 2014-2015 Page #1

Marshall Public School District World’s Best Workforce

Annual Report for 2014-15

In accordance with MN Statue 2013, section 120B.11, Marshall Public Schools (MPS) developed its World’s Best Workforce Plan. The content of the plan aligns current district initiatives including the district strategic plan, district literacy plan, Title I, II and III plans, Q Comp plan, and school improvement plans.

Overview MPS has five buildings in the district: Marshall High School (grades 9-12), Marshall Area-Technical Educational Center - MA-TEC (grades 9-12), Marshall Middle School (grades 5-8), West Side Elementary (grades 3-4) and Park Side Elementary (grades K-3). Our pre-school students are located in two buildings: Marshall Middle School and Park Side Elementary. MPS had a student enrollment of approximately 2300 students for the 2013-14 school year. Demographic information for the district and the state is shared below.

State District

Number of Students 857039 2384

Ethnicity 29.5% 28.1%

EL 8.3% 11.5%

Special Education 14.9% 15.1%

Free & Reduced 38.3% 39.8%

Graduation Rate (2013) 81.2% 83.1%

District Strategic Plan The focus of for educators at Marshall Public Schools is guided by our Strategic Plan, also known as Vision ‘16. The current plan covers 2011-2012 through 2015-2016. The goal of the Strategic Plan is to support the district in achieving our mission of “…developing the potential of each learner for success in a changing world.” This document also provides focus and direction as the district moves forward and works to improve student achievement.

The Vision of Marshall Public Schools “Work as one in the pursuit of excellence.”

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Goals Marshall Public Schools identified 5 Goals as areas of focus for the district in the Strategic Plan. Goal 1: Improve Student Performance for All Students Goal 2: Improve Constituent Satisfaction Goal 3: Commit to Ongoing and Continuous Employee Development Goal 4: Align Support Systems throughout the District to Provide Optimum Learning Environments and

Experiences Goal 5: Improve and Maintain Fiscal Stability, Accountability, and Alignment Each of the goals has specific key indicators for a total of 34 focus areas. These focus areas are documented on the district’s annual scorecard. The district’s annual scorecard is carefully prepared, reviewed extensively by district staff and the school board, and results are shared with stakeholders. Organizational Values Marshall Public Schools identified 5 Core Values in the Strategic Plan. Marshall Public Schools is committed to student centered excellence. Marshall Public Schools continues to focus on the future. Marshall Public Schools utilizes data driven processes and decisions focused on results. Marshall Public Schools embraces ethical responsibility for the students and the community served

by the district. Marshall Public Schools values an engaged and learning workforce and embraces partnerships. All programs and initiatives are aligned to the district strategic plan. District student achievement goals were identified and defined during the process of creating the district’s strategic plan. MPS worked closely with North West Evaluation Association (NWEA) to create goals that stretch our staff and students yet are also realistic and attainable. District student math and reading achievement goals are listed below. 1. 85% of students at each grade level will be at or above the mean RIT score as measured by the NWEA

spring math and reading assessments.

2. 70% of students at each grade level will meet or exceed their growth target as measured by NWEA

fall to spring growth targets on the NWEA math and reading assessments.

Student achievement goals for each building are identified annually in the School Continuous Improvement Plans (SCIPs) and must align with the district student achievement goals. SCIPs are approved by the School Board each October. All goals are written in SMART goal format. Schools are also encouraged to look at disaggregated data by subgroups and create goals and action plans focusing on closing the achievement gap. Park Side Elementary and West Side Elementary also create goals and action plans focusing on ensuring all students in third grade are achieving grade level literacy. To access the full copies of building SCIPs, please go to http://esb.swmn.org/ and access the Oct. 20, 2014 school board agenda, item #14.2.

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District Budget General fund dollars, federal allocations, grants, and extended day funding are allocated to support the strategic plan. Site and district professional development dollars support areas of need. To look at the Strategic Plan, go to http://marshall.k12.mn.us/cms/lib03/MN01001460/Centricity/Domain/4/MPS_Vision_16_Strategic_Plan_FINAL.pdf

Professional Learning Communities (PLCs) Professional Learning Communities (PLCs) are established to improve student achievement. The focus of the PLCs is to facilitate professional development and student growth. Our PLCs ensure curriculum is aligned to state and local academic standards. PLCs create common outcomes, common assessments, and discuss appropriate classroom interventions. PLCs meet for one hour on a weekly basis. The five year plan developed and being followed is shown below.

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Curriculum Plan MPS uses a six-year curriculum review cycle. As curriculum areas are updated at the state level, MPS evaluates the changes and makes appropriate changes to our curriculum. Curriculum is also discussed on a regular basis during the weekly PLCs. A solid curriculum and staff awareness of the state standards is the foundation for student success. Time and resources are devoted to this process knowing this process is critical for effective teaching and learning to happen. Full versions of the curriculum cycle and the curriculum cycle process can be found at http://marshall.k12.mn.us/Domain/20.

Student Achievement School Readiness/Early Childhood MPS strives to help students arrive at kindergarten with the necessary skills to be successful. There are many opportunities and options for students and parents to grow in this area through MPS. Measures used to assess and evaluate student progress in regards to readiness for kindergarten are listed below.

Little Cub’s (LC) and Kinder Cubs (KC) have created an assessment based on the Early Childhood Indicators of Progress (ECIP’s) from the MDE, the Key Developmental Indicators (KDI’s) from the High Scope Curriculum, as well as the MDE kindergarten standards and MPS” I Can” statements.

A pre-assessment is given to each student in the fall before school starts. This creates the curriculum start point and areas of focus for teachers in their classes. Progress is checked informally again mid-October before conferences. The assessment is given again in January and late March to assess growth (items that child had not previously mastered).

Formative assessment data is reviewed throughout the school year, PLC time, and staff development time. Teachers work closely with ECSE staff, and if educational needs arise, students may be referred for SPED services. LC’s and KC’s also use Technical Assistance Center on Social Emotional Intervention (TACSEI)—a pyramid model for social/emotional development similar to an RTI model. In early childhood, social/emotional skills are directly linked to some children’s academic challenges. Interventions are put in place and reviewed for effectiveness.

The Kindergarten Readiness goal for 2014-15 is 94% of students meet or exceed expected fall to spring growth targets in pre-reading skills outlined by the MN Early Learning Standards. Data focused on: Listening with understanding to conversations, directions & stories. Initiate, ask questions and respond in conversation with others. Using scribbles, shapes, pictures or dictation to represent thoughts or ideas. 2014-2015 Results: 75% of students met or exceeded expected fall to spring growth targets in pre-reading skills outlined by the MN Early Learning Standards. Literacy Plan MPS has an established Literacy Plan to ensure that ALL students will achieve grade level proficiency and read well by Grade 3. The information in the plan is shared with teachers and parents. The plan is also reviewed annually to update and make improvements.

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Objectives of the Plan:

Each year, educators review and disaggregate reading data at grade levels K- 3. Proficiency, growth, and trend data is analyzed and used to set specific learning targets for each child and for each cohort of students. When available, Pre-K data is accessed and utilized.

Site and Administration Teams annually review the effectiveness of current pedagogical practices. This includes, but is not limited to, core instruction, differentiation, remediation, and interventions.

Curriculum resources are aligned to the most current standards through our district’s curriculum review process. Standards are prioritized, and essential elements identified.

Formative assessments are used to modify instruction and identify students who are not on pace to meet proficiency. Those students who are not on track will follow the local intervention plan.

PLCs analyze the effectiveness of current literacy practices, curriculum, and essential standards. Special attention is paid to closing identified achievement gaps. Best practices will be shared.

Extended day, and/or extended year, programs are utilized to provide targeted assistance to help struggling and at-risk students achieve grade-level proficiency.

The goal to ensure that all students are reading well by 3rd grade is as follows: West Side Elementary students (grades 3 and 4) will show growth from 54% to 75% of students reading at grade level as measured by AIMSweb Spring benchmark data. This represents an annual trajectory to meet the 5 year goal of 90% by 2016 based on results from the previous year. 2014-2015 Results: 74% of West Side Elementary students met the AIMSweb Spring grade level

benchmark.

To access the full Literacy Plan document, please go to http://marshall.k12.mn.us/Domain/20. Academic Achievement Gap Every year, MPS analyzes the existing achievement gap using MCA information. The information is used to identify celebrations and areas for improvement. The 2015 MCA Math data revealed the following:

Our White subgroup increased proficiency in Math by .6 percentage points from 2014 Our SPED subgroup increased proficiency in Math by 6.3 percentage points from 2014 Our EL subgroup decreased proficiency in Math by 11.4 percentage points from 2014 Our Hispanic subgroup decreased proficiency in Math by 6.2 percentage points from 2014 Our Asian subgroup decreased proficiency in Math by 13.7 percentage points from 2014 Our Black subgroup decreased proficiency in Math by 5.5 percentage points from 2014 Our FRP subgroup decreased proficiency in Math by 3.3 percentage points from 2014

The 2015 MCA Reading data revealed the following:

Our White subgroup increased proficiency in Reading by 1 percentage points from 2014 Our SPED subgroup increased proficiency in Reading by 2.8 percentage points from 2014 Our FRP subgroup decreased proficiency in Reading by 2 percentage points from 2014 Our Hispanic subgroup decreased proficiency in Reading by 5.2 percentage points from 2014 Our Asian subgroup decreased proficiency in Reading by .2 percentage points from 2014 Our Black subgroup decreased proficiency in Reading by 1.7 percentage points from 2014 Our EL subgroup decreased proficiency in Reading by 1.1 percentage points from 2014

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The goal to address achievement gap reduction for 2014-15 is to reduce the achievement gap between the EL student group and non-EL student group by 3% as measured by the change in proficiency gap using MCA data from the 2013-2014 and 2014-2015 school year. 2014-2015 Results: the gap between EL students and non-EL students went from 43.5% in 2014 to 54.4% in math. The gap between EL students and non-EL students went from 49.9% in 2014 to 54.9% in 2015. To see additional information on the achievement gap, please go to http://marshall.k12.mn.us/Page/3403. MCA Tests-Student Achievement In addition to the achievement gap information, MPS annually analyzes MCA results for all students. This information is used to identify celebrations and opportunities for improvement. This data is also shared with stakeholders. Multiple data meetings are held at each building to analyze data and to identify celebrations and areas of improvement. The chart below shows how MPS compared to the state by grade level in both reading and math.

Math 2014-15

Math State 14-15

(+/-) Reading 2014-15

Reading State 14-15

(+/-)

Grade 3 69.4% 70.9% -1.5 57.9% 58.7% -.8

Grade 4 58.1% 70% -11.9 55% 57.9% -2.9

Grade 5 56.8% 59.7% -2.9 70.3% 66.7% +3.6

Grade 6 52.5% 57.6% -5.1 63.5% 63.9% -.4

Grade 7 58.1% 55.1% +3 56.3% 55.6% +.7

Grade 8 77% 57.8% +19.2 58.7% 56% +2.7

Grade 10R & 11M 49.5% 48.7% +.8 51.3% 57% -5.7

MPS- MCA III 59.9% 60.2% -.3 58.5% 59.4% -.9

In regards to the MCA Math results, MPS saw a 4.5 percentage points decrease in MCA Math scores in 2015 from 2014. Also, MPS MCA Math scores were below the state average by .3 percentage points. In regards to the MCA Reading results, MPS saw a 1.8 percentage points decrease in MCA Reading scores in 2015 from 2014. Also, MPS MCA Reading scores are below the state average by .9 percentage points. After analyzing the data, strategies that have been identified to help student achievement and are being implemented for the 2015-16 school year include the following:

Training all K-4 classroom teachers on Cognitive Guided Instruction (CGI) in math Implementing “What I Need” (WIN) time for students in grades K-4 for interventions and

enrichment MS uses enrichment time to focus on interventions and enrichments Ensuring that students are not being pulled from core classes for SPED and/or EL services The HS has implemented a one-hour lunch which will allow for students who are struggling to

receive 30 min. of academic intervention time The HS grades are monitored every 3 weeks –this helps to identify students who need additional

support faster

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The secondary level has implemented the Ramp Up to Readiness program which focuses on career and college readiness

The middle school and secondary level will use the MEIRS data to help identify students at risk and use research based interventions with those students

K-12 continues to improve and use our RTI process of identifying and servicing struggling students PLCs continue to focus on student achievement through common formative assessments and

teachers sharing resources and ideas Multiple Measurements Rating (MMR) Information MMR information was released by MDE on September 30th. The results for Marshall Public Schools for 2013 through 2015 are below.

Accountability Results for Marshall Public Schools

School Name 2013 MMR

2013 FR

2014 MMR

2014 FR

2015 MMR

2015 FR

West Side Elementary 25.15% 21.75% 40.76% 52.04% 30.60% 23.60%

Marshall Middle School 89.70% 91.33% 83.38% 85.89% 55.70% 43.70%

Marshall High School 61.10% 59.77% 64.90% 64.08% 40.59% 20.50%

MA-TEC 87.37% 85.99% 67.25% 68.29% 61.80% 36.40%

College and Career Preparedness MPS works to prepare students for career and college readiness. Grade 8 and 10 students participate in the EXPLORE and PLAN tests offered through ACT. The Marshall High School and MA-TEC use Ramp Up To Readiness to help prepare students for college and careers after high school. Ramp-Up to Readiness™ is a school-wide advisory program that features an engaging and interactive series of activities designed to help all students graduate from high school ready for postsecondary success. Ramp-Up Outcomes are focused on the five pillars of readiness: academic, admissions, career, financial, and personal and social readiness. Ramp-Up helps students advance toward meeting those standards as they progress through school. Ramp Up advisories meet once a week for 30 minutes. There are 5 workshops that are a part of each grade’s scope and sequence. Students meet for 60 minutes on the days that their grade level is scheduled to have a workshop. It will also be during the Ramp Up to Readiness time that students create individual learning plans that will help them meet their career and college aspirations. MPS will use Minnesota Career Information System (MCIS) for this process. The goal to address college and career readiness is 100% of students at Marshall High School and MA-TEC will participate in Ramp Up to Readiness to help them prepare to be career and college ready by graduation. 2014-2015 Results: 100% of Marshall High School and MA-TEC students participated in Ramp Up to Readiness.

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The goal to address graduation rates 98% of all Marshall High School students will graduate by spring of 2016. 2014-2015 Results: Marshall High School had a graduation rate of 89% for 2014 (4-year) for all students, as measured by the Annual Yearly Progress report.

Process for Assessing and Evaluating Student Progress Measuring student progress towards meeting state and local academic standards is done through examination of student data during ongoing data meetings and at the individual classroom level. Each building incorporates RTI into their daily process. Interventions identified and defined through the RTI process are followed at the building level. Marshall Public Schools (MPS) annually analyzes student achievement data at the grade, building, and district levels to identify areas of celebration and opportunities for improvement. After analyzing the 2014 MCA data, MPS identified the following areas of need:

Continued focus on professional learning communities in the area of reading and math.

Continued focus on implementation of the English Language Arts common core standards.

Additional focus on student achievement for all students, specifically various subgroups. The MCA data that supports these needs:

Overall MPS saw Reading scores drop .9 percentage points as a district.

The SPED subgroup decreased by 6.8 percentage points in math and 1.1 percentage points in reading in regards to proficiency.

All other subgroups increased in proficiency in both math and reading. Based on the data, MPS developed and implemented strategies to address these items in individual building School Continuous Improvement Plans (SCIPs). The school board annually reviews and approves SCIPs. Building level data meetings are also held each year. Site Leadership Teams at/in each building monitor the progress of the SCIPs throughout the year during their monthly meetings. MPS relies on state and local assessments to evaluate student progress. A full list of assessments can be found below.

TEST GRADES TESTED

ADMINISTERED BY

PURPOSE OF THE TEST

W-APT K-12 ELL Teacher Screening for ELL Services

ACCESS K-12 ELL Teacher Individual and District Accountability

NWEA-MAP Math

K-10 Classroom Teachers, Administrators, Library Assistants

Individual and District Accountability, Curriculum Decisions and to help identify those in need of interventions

NWEA-MAP Reading

K-10 Classroom Teachers, Administrators, Library Assistants

Individual and District Accountability, Curriculum Decisions and to help identify those in need of interventions

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AIMSweb 1-8 Classroom Teachers and Title Teachers

Identifies students who need interventions

GRAD/MCA Reading

3-8, 10 Counselors and Language Arts Teachers

Individual and District Accountability, Curriculum Decisions

GRAD/MCA Math

3-8, 11 Counselors and Math Teachers

Individual and District Accountability, Curriculum Decisions

EXPLORE 8 Counselors Planning and preparing for HS course selection

PLAN 10 Counselors Planning and preparing for college and to aid in HS course selection

ACT 11 or 12 ACT Personnel Determining college readiness

ASVAB 11 Counselors Planning and preparing for career interests

Advanced Placement—AP

11 & 12 AP Proctors Individual Accountability, promotion of rigorous course taking and the ability to earn college credit while in high school

MCA Science 5, 8, & 10

Counselors and Science Teachers

Individual and District Accountability, Curriculum Decisions

In addition to building level data team meetings, our Professional Learning Communities (PLC) look at student data on a regular basis. Our PLCs ensure curriculum is aligned to state and local academic standards. PLCs create common outcomes, common assessments, and discuss appropriate classroom interventions. PLCs meet for one hour on a weekly basis.

Educator Effectiveness Q Comp Plan MPS is a Q Comp school. Under Q Comp, MPS must cover five areas: career ladder/advancement options, job-embedded professional development, teacher observation/evaluation, performance pay, and alternate salary schedule.

Career Ladder/Advancement Options: MPS offers teachers four teacher leadership positions: Q Comp coordinator, peer coach, mentoring, and learning level leadership team members.

Job-Embedded Professional Development: Professional Learning Communities (PLCs) fulfill the job-embedded professional development component of Q Comp. Teams are configured by grade levels for grades K-4 and special education, content areas for grades 5-12 with specialists meeting in cross district teams. PLCs meet for 60 minutes once a week.

Teacher Observation/Evaluation: Tenured licensed staff members are observed twice per year by their peer coach and once by their building administrator. Probationary licensed staff members are observed twice per year by their peer coach and three times by their building administrator.

Performance Pay: There is $1,000 set aside for teachers to earn through the performance pay process.

Alternate Salary Schedule: There is no salary schedule, rather a process for adding compensation to the base pay.

Staff Development Plan The focus of staff development for the district is based on the mission of the district and goals identified in the strategic plan. Staff development needs are determined through a combination of staff feedback, needs assessment, Flexible Learning Year consortium, and district or building initiatives.

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Goals for Staff Development (SD) at Marshall Public Schools:

SD activities align to our Strategic Plan and/or School Improvement Plans

SD activities align with state academic standards and state assessments

SD activities have a positive and lasting impact on classroom instruction

SD activities focused on instructional strategies for improving student academic achievement

SD activities are developed with participation of teachers and administrators

SD activities are designed to increase the success of teachers providing instruction or support to limited English proficient students

SD activities provide training to help teachers effectively use technology in the classroom to improve instruction and learning

The number of initiatives from the district are realistic and manageable District level staff development support was provided for teachers in the following areas:

Professional Learning Communities (PLCs) were implemented pre-K-12 in all content areas. The focus of the PLCs is to facilitate professional development and student growth. PLCs created common outcomes, common assessments, and discuss appropriate classroom interventions. PLCs met for one hour on a weekly basis.

o On the 4th Wednesday of each month, the building site level staff development teams determined what staff development opportunities they worked on.

Technology Integration o The district was in the first year of a three year roll-out plan. Much time and planning

went into the staff development around this.

Train staff on standards based learning/grading. Progress indicators of success for these include attendance sheets verifying those in attendance at district, building, or small group trainings. Principal Evaluation and Development Plan The principal group was evaluated using a principal development and evaluation model based on the Minnesota Pilot with slight variations that were developed locally. The principals’ evaluation will be based on student achievement and competencies/stakeholder surveys. Teacher Development, Evaluation, and Peer Support Process The goal of the teacher development, evaluation, and peer support process is to improve teacher practice and increase student achievement. The processes, guidelines, and plan used at MPS were developed with representatives from the Marshall Education Association and Administration and approved by the school board. Components included in the teacher development, evaluation, and peer support process include:

Three-year summative review cycle o Teacher practice o Student engagement o Student achievement

Professional growth and development plan

Peer review and PLC participation

Teacher portfolio (optional)

Corrective Action Plan

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MPS developed a handbook that explains the process being used. The new process started fall 2014. All information included in the handbook denotes compliance with Minnesota Statute 1222A.40 (2012) and Minnesota Statute 122A.41 (2012). The following graphic explains the summative evaluation process.

The full plan can be found at http://marshall.k12.mn.us/domain/439.

Teacher Knowledge, Skills, and Professional Responsibilities

Professional Development and Learning

Professional Practice

65% Charlotte Danielson

Planning and Preparation – Classroom Environment –

Professional Responsibilities

Evidence of Student

Learning

District Goals 5% Site Goals 10%

Individual Goals 20%

Student

Engagement

Charlotte Danielson Framework for Teaching

Domain 3C

District

Priorities and Supports

Curriculum

Teaching and

Learning Framework

Improvement

Planning and

Priorities

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District Technology Plan The district technology plan identified the following goals and strategies for the district.

1. Use technology to encourage parental involvement and improve communications. 2. Provide students and teachers with technology resources to support curriculum. 3. Provide staff with the skills to apply technology to enhance instruction and improve student

achievement. 4. Utilize technology to effectively and efficiently sustain district and learning level operations. 5. Utilize technology integration to support and enhance curriculum and instruction. 6. Provide technology for delivery of school resources.

The full plan can be found at http://www.marshall.k12.mn.us/cms/lib03/MN01001460/Centricity/Domain/17/2013-15_Technology_Plan_MPS.pdf.

Stakeholder Survey Report Every year MPS receives feedback from stakeholders through a survey process. The survey process is managed through the School Systems Improvement (SSI) committee. The surveys are given to students, staff, and parents. All percentages include the strongly agree, agree, and neutral responses. Student Survey

Students completed the survey online during school hours.

The goal of the survey is to help assess the overall satisfaction with MPS.

The survey used a 5 point scale. Highest scoring questions for 2014-15 grades K-2 survey:

School is fun this year- 97.44%

I have learned a lot this year -97.4%

I feel safe at Park Side- 96.05% Lowest scoring questions for 2014-15 grades K-2 survey:

I think people at PS are respectful of each other- 84.21%

All other questions were over- 95% positive Highest scoring questions for 2014-15 grades 3-4 survey:

My family wants me to do well in school-99.64%

My teachers expect me to do my best- 99.63%

My teachers cares about me- 98.57% Lowest scoring questions for 2014-15 grades 3-4 survey:

This school uses computers enough- 65.23%

Students at my school treat me with respect- 80.36%

This school has helped me learn how to use a computer better-83.93% Highest scoring questions for 2014-15 grades 5-12 survey:

I know what to do in case of an emergency- 96.67%

Teachers encourage me to do quality work on all of my assignments- 96.53%

I feel safe at Marshall Public Schools- 95.22% Lowest scoring questions for 2014-15 grades 5-12 survey:

I think the school rules are fair- 85.27%

I am satisfied with the amount of technology used in the classrooms- 86.32%

I am treated with respect by principals- 87.68%

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Staff Survey The staff survey is broken into five categories: leadership, safety, salary and benefits, staff recognition, and self-evaluation. The SSI committee identified the strengths and opportunities for improvement in each category. Leadership: Strengths

District Administration shares information about the District- 97.63%

The District Level Administration makes me feel enthusiastic about the District’s future- 96.06% Leadership: Opportunities for Improvement

Employees are offered the opportunity to provide input prior to building leadership team and/or district meetings- 83.39%

Committee representatives communicate information from meetings to the rest of the staff- 86.56%

Safety: Strengths

I am familiar with and am able to use the crisis plans as needed- 98.73%

The District is responsive to safety concerns- 97.07% Safety: Opportunities for Improvement

The temperature in my workspace is constantly within the guidelines set forth by the District- 75.11%

My school is clean and well maintained- 88.29% Salary & Benefits: Strengths

I am able to access and utilize my various leave benefits as needed- 97.46%

I feel working for the school district provides adequate job security- 96.22% Salary & Benefits: Opportunities for Improvement

I am satisfied with the current insurance benefits offered by the District- 71.43%

I am paid fairly for my job, given the job responsibilities and performance expectations- 80.25% Staff Recognition: Strengths

My organization respects my personal and family commitments- 98.72%

When needed, I am able to receive technology support within a reasonable amount of time- 99.57%

Staff Recognition: Opportunities for Improvement

My supervisor/principal has recently told me I’ve done a good job- 80.26%

There are enough employees in my section/department/office to handle the work- 72.34% Self-Evaluation: Strengths

Overall, our stakeholders are satisfied with the services we provide- 98.76%

I know how to measure the quality of my work to see if goals are being met- 98.71% Self-Evaluation: Opportunities for Improvement

My job description reflects what I really do- 85.47%

I am satisfied with my job and working conditions- 93.5% Parent Survey All parents were asked to participate in the 2014-15 parent survey. Over 400 surveys were returned. When parents were asked, “I am satisfied with the quality of education in the District,” 93.62% answered with a strongly agree, agree, or neutral.

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Advisory Committees The district utilized a variety of advisory committees for the World’s Best Work Force (WBWF). At the district level, we use the School Systems Improvement (SSI) committee. This committee is made up of 30+ staff members from most negotiating groups. At the building level, learning level leadership teams are utilized for discussions involving all aspects of the WBWF plan. Information has also been shared with parents and other stakeholders through the school board meetings, newsletters, newspaper articles, and the local access channel.