World’s Best Workforce Report Summary
In accordance with 2013 Minnesota Statutes, section 120B.11, a school board, at a public meeting,
shall adopt a comprehensive, long-term strategic plan to support and improve teaching and learning
that is aligned with creating the world's best workforce. The school board must transmit an electronic
summary of its annual report to the commissioner of the Minnesota Department of Education each fall.
The report summary must include:
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A summary of progress toward improving teaching and learning and striving for the world’s best
workforce (specifically, progress toward closing the achievement gap); all students ready for
kindergarten; all students in third grade achieving grade-level literacy; all students attaining
career and college readiness before graduating from high school; and all students graduating
from high school.
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Information about best practice strategies that were implemented and that are showing
evidence of impacting closing the achievement gaps and working toward creating the world’s
best workforce in Minnesota.
While districts have significant flexibility in the development and format of the plan and report that is
developed, this document is provided as guidance in response to district requests for a template for the
report summary. Use of this format is optional. As you enter information into each section, the
document will expand to accommodate your text.
Identified Needs Based on Data
[Note: Data that was reviewed to determine needs may include state-level accountability tests, such as Minnesota
Comprehensive Assessments (MCAs) and/or local-level data, such as the Northwest Evaluation Association
(NWEA) assessments.]
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MCA Test
NWEA Test
DIBELS
ACCESS Test
Support Category
Students
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Students are offered support through targeted groups at the elementary in our RTI program.
o
The RTI program covers grades K-8
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The program identifies specific areas to build on to help students develop the skills they
are not proficient in
o
The program is done in both reading and math
Students are offered support at the high school with intervention groups
o
The intervention groups (or POI), meet every week
o
Students who are struggling meet with teachers to help with their specific needs to help
get them back to meeting local
Teachers and Principals
 Staff development is offered once a month to help improve staff performance
 We offer curriculum staff development days twice during the year for teachers to collaborate
with their peers on delivery of their curriculum
 PLCs meet multiple times per month to help discuss instructional best practice, curriculum
delivery needs and student achievement
o Elementary and Secondary principals meet every week to talk about instruction
Systemic, Building or District
 District staff development is developed around key things that will impact student
learning that include: Embedding technology in the classroom, meeting the needs of all
students, using data to aid instruction and goal setting in the classroom.
Best Practice Strategies and Action Steps
 We will continue to offer multiple levels of support for our staff from a building level to a
district level. The administration team will continue to meet with schools during data review
days as well as PLC time to support them to meet the needs of all students. In addition,
staff development opportunities will continue to help teachers
Current Student Achievement Plans
[Note: Plans may include PBIS, Local Literacy Plan, Title 1, School Readiness Program Plan, Student Transition
Plan to College and Career Readiness, Alternative Delivery of Specialized Instructional Services, Q Comp,
Educator Evolution, Principal Evaluation, Title II Professional Development, School Improvement Plan,
Continuous Improvement Monitoring Progress Plan, Integration Plan]
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Literacy Plan
Title II Professional Development
School Improvement Plan
Teacher Growth Plan
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Key Indicators of Implementation Progress (implementation and/or outcome data)
[Note: Indicators may be implementation or process oriented and/or quantitative in nature.]
 Local Assessment Data
 Accountability Scores (MCA, NWEA, DIBELS, ACCESS Scores)
Broad Outcomes Impacted
[Note: Goals should be linked to needs and written in SMART-goal format. Summary must include all areas listed
below.]
All Students Ready for Kindergarten
Our district offers pre-school for 3, 4 and 5-year old students. Communication with our Preschool
families is something we continue to improve upon to help families prepare their children for
Kindergarten. We continually offer screening for students to determine a child’s readiness for
Kindergarten. Communication and collaboration continues throughout the year with Kindergarten and
Preschool staff for transition and if any extra support is needed.
All Students in Third Grade Achieving Grade-Level Literacy
We have our literacy plan that sets our benchmarks for grade-level literacy for students leaving third
grade. We still have students that are not achieving these marks. With this being our second year of
RTI in the elementary, more targeted interventions address students’ gaps in learning and work
towards grade level. In addition, we have interventionists in two of our buildings that help work with
teachers on developing intervention strategies to help students reach grade level
Closing Achievement Gap(s)
The goals in our Integration Plan are aimed at raising proficiency in both math and reading so that the
percentages of our students that are not proficient are reduced by 50% by the year 2017. We are
continuing to make progress in this goal but with more time in PLCs as well as reflection on our
teaching/curriculum will allow us to better meet the needs of our students.
All Students Career- and College-Ready by Graduation
Our goal in our high school is to make sure our curriculum is aligned and rigorous enough so that
students are ready for post-secondary options. Knowing that students are still enrolling in remedial
course work after high school, we need to make sure that we continue to reflect on our classes
offered so that students can be ready for credit-bearing classes at the college level. Additionally,
the Career and College Assessments will better help our staff individualize the needs of our
students before they leave high school.
All Students Graduate
Our goal is to have all students graduate high school. Our graduation rates do not reflect that yet,
but the counselors at the high school are individually working with our students that are at risk of
not graduating to give them the proper support and resources necessary to meet graduation
requirements before age 21.