ISD 316 Greenway

Public Schools
Creating the Worlds Best Workforce
one student at a time!
OCTOBER 2014

TABLE OF CONTENTS
PAGE
Worlds Best Workforce MN Statute 120.B11

District Goals

Vandyke Elementary School Goals

5-7

Greenway Middle and High School Goals

8-9

ISD 316 Assessment Plan

9-10

ISD 316 Assessment Schedule

11-12

ISD 316 Curriculum Review Process

13

Professional Development, Growth, and Evaluation

14-16

Budget

18

WBW Advisory Committee Membership

18

ISD 316 GREENWAY PUBLIC SCHOOLS

WORLDS BEST WORKFORCE PLAN
SUPPORTING TEACHING AND LEARNING
Statute 120.B11: Striving for the worlds best workforce
Subd. 1. Performance Measures
District 316 will use national, state, and local assessment results to determine student progress
by school site in creating the worlds best workforce.
Subd. 2. Adopting Plans and Budgets
District and Building-level goals will be developed and reviewed annually. Goals will define
benchmarks for instruction and achievement for all students.
1. Each school will assess and evaluate each students progress toward meeting academic
standards.
2. District curriculum will be reviewed and evaluated for effectiveness in relation to best
practice and student outcomes.
3. District curriculum will be reviewed to determine strategies for improving instruction,
curriculum, and student achievement to ensure college and career readiness leading to
the worlds best workforce.
4. District teaching practice will integrate high quality instruction, rigorous curriculum,
technology and a collaborative professional culture that supports teacher quality,
performance, and effectiveness.
5. The ISD 316 School Board will adopt an annual budget that will allow for
implementation of the plan.
Subd. 3. District Worlds Best Workforce (WBW) Advisory Committee
The District 316 Worlds Best Workforce (WBW) Committee will be comprised of teachers,
students, school board representatives, parents, and administration. The committee purpose is
to ensure active school community participation in all phases of planning and improving district
curriculum and instruction. This committee will review overall district student achievement
data, instructional recommendations from school site leadership teams, and provide support
for the curriculum review cycle.
Subd. 4. School Site Instructional Leadership Teams

School Site Instructional Leadership Teams are in place to develop and ensure implementation
practices that improve instruction and student achievement.

Subd. 5. Report
A report will be published that outlines the strategic plan for developing the worlds best
workforce. The ISD 316 school board will submit an electronic summary of this plan to the
commissioner of education annually.
Subd. 7. Survey
ISD 316 will periodically survey parents, students, an community in regard to their satisfaction
with the school district. The results of this survey will be included in the summary report
submitted to the commissioner of education.
The following pages outline the District Strategic Plan to meet the requirements of MN Statute
120.11

DISTRICT AND SCHOOL SITE GOALS

DISTRICT GOALS
1. Student Achievement
ISD 316 teachers, support staff, students, parents, administration and school board members
believe that we can and will produce increased student achievement for ALL learners.
We will work together using DATA to DRIVE instruction which will improve educational
outcomes for our learners.
SMART Goal
ISD 316 will demonstrate GREAT RESULTS by increasing student achievement for ALL students
using multiple measures including NWEA MAP and MCA testing, and MN standards based
formative/summative assessments.
By the end of the 2013-14 school year 100% of ISD 316s students will have in place specific,
measurable academic achievement goals and be making adequate progress toward meeting
those goals.
2. Marketing our story
Marketing our story to the ISD 316 community and prospective enrollees. What makes ISD
316 unique? Why would you want to enroll your child in this district?
SMART Goal
ISD 316 will have a marketing plan in place by June 30, 2014 that will include a schedule of
monthly website updates, a promotional video, and a welcome packet with a school district
brochure that could mailed to prospective enrollees.
3. Maximize technology access and teacher capacity
100% Technology access and teachers comfortable integrating into their daily instruction
SMART Goal
ISD 316 will increase capacity by providing staff development, with a participation requirement
that must be achieved by each teacher by December 2014.
Technology access will continue to be addressed as needed.

VANDYKE ELEMENTARY SCHOOL

School Trends: All Accountability Tests, All Grades, All Students Enrolled October 1

VANDYKE

2010

2011

2012

2013

2014

2015

2016

2017

% to target

MATHEMATICS

70.8%

73.8%

88.1%

83.7%

76.7%

86.90%

10.2%

READING

74.4%

83.1%

85.1%

51.0%

51.8%

75.50%

23.7%

Over the past five years Vandyke students have demonstrated positive proficiency rate gains in
Mathematics.
Vandyke SMART goal for Mathematics: The percent of all students enrolled October 1 in
grades 3 4 at Vandyke Elementary School who are proficient on the Math MCA will increase
by 3.4% annually to 80.1% in 2015, 83.5% in 2016, 86.9% in 2017.
Over the past 5 years Vandyke students have demonstrated positive proficiency rate gains in
Reading. Similar to other schools in the state of Minnesota, Vandyke decreased in proficiency
from 2012 to 2013 due to the new Reading MCA test.
Vandyke SMART goal for Reading: The percent of all students enrolled October 1 in grades 3
4 at Vandyke Elementary School who are proficient in the Reading MCA will increase by 7.9%
annually to 59.7% in 2015, 67.6% in 2016, 75.5% in 2017.

Vandyke Elementary School Achievement Gap reduction by sub group

Vandyke Special Education Gap Trend: Mathematics
Vandyke
Non SpEd
SpEd
Difference (Gap)

2010
81.9%
23.5%
58.4%

2011
82.2%
18.2%
64.0%

2012
94.5%
53.3%
41.2%

2013
89.8%
53.8%
36.0%

2014
83.2%
59.1%
24.1%

2015

2016

2017
91.1%
59.1%
32.0%

Non-SpEd 50% Increase from 2011

SpEd 50% Increase from 2011:
Difference to close the gap by 50%:

8.9%
40.9%
32.0%

Mathematics Special Education SMART goal: All Special Education students will increase math
proficiency by 2% annually to 61.1% in 2015, 63.1% in 2016, 65.1% in 2017.

Vandyke Special Education Gap Trend: Reading

Vandyke
Non SpEd
SpEd
Difference (Gap)

2010
83.6%
35.3%
48.3%

2011
90.5%
22.2%
68.3%

2012
92.7%
50.0%
42.7%

2013
55.9%
26.9%
29.0%

2014
58%
35.6%
22.4%

2015

2016

2017
78.0%
63.5%
14.5%

NonSpEd 50% increase from 2013

SpEd 50% increase from 2013
Difference to close the gap by 50%

22.1%
36.6%
14.5%

Reading Special Education SMART Goal: All Special Education students will increase reading
proficiency by 12.2% annually to 47.8% in 2015, 60% in 2016, 72.2% in 2017.

Vandyke Free and Reduced Priced Lunch Gap Trend: Mathematics

Vandyke
Non-FRPL
FRPL
Difference (Gap)

2010
73.1%
69.8%
3.3%

2011
84.8%
66.7%
18.1%

2012
96.0%
83.3%
12.7%

2013
90.6%
79.7%
10.9%

2014
90.8%
67.3%
23.5%

2015

2016

2017
92.4%
83.4%
9.0%

Non-FRPL 50% Increase from 2011

FRPL 50% Increase from 2011:
Difference to close the gap by 50%:

7.6%
16.7%
9.1%

Mathematics Free and Reduced Price Lunch SMART Goal: All students who qualify for Free and
Reduced Lunch will increase math proficiency by 5.56% annually to 72.86% in 2015, 78.42% in
2016, 83.9% in 2017.

Vandyke Free and Reduced Priced Lunch Gap Trend: Reading

Vandyke
Non FRPL
FRPL
Difference (Gap)

2010
84.6%
70.3%
14.3%

2011
93.9%
76.0%
17.9%

2012
92.0%
81.0%
11.0%

2013
56.3%
47.2%
9.1%

2014
71.2%
38.8%
32.4%

2015

2016

2017
78.2%
73.6%
14.5%

Non-FRPL 50% increase from 2013

FRPL 50% increase from 2013
Difference to close the gap by 50%

21.9%
26.4%
4.6%

Reading Free and Reduced Price Lunch SMART Goal: All students who qualify for Free and
Reduced Lunch will increase math proficiency by 8.8% annually to 47.6% in 2015, 56.4% in 2016,
65.2% in 2017.

Vandyke American Indian Student Trend: Mathematics

Vandyke
White
American Indian
Difference (Gap)

2010
69.3%
58.4%
10.9%

2011
50.1%
51.9%
-1.8%

2012
58.5%
45.3%
13.2%

2013
50.4%
40.3%
10.1%

2014
61.0%
52.6%
8.4%

2015

2016

2017
75.1%
76.0%
-0.9%

White 50% increase from 2011

AI 50% increase from 2011
Difference to close the gap by 50%

25.0%
24.1%
-.09%

Mathematics American Indian SMART Goal: All American Indian students will increase math
proficiency by 8% annually to 60.6% in 2015, 68.6% in 2016, 76.6% in 2017.

Vandyke American Indian Student Trend: Reading

Vandyke
White
American Indian
Difference (Gap)

2010
73%
64%
9.0%

2011
73.6%
65.7%
7.9%

2012
71.8%
72.1%
-0.3%

2013
50.9%
51.9%
-1.0%

2014
56.1%
51.0%
5.1%

2015

2016

2017
75.5%
76.0%
-0.5%

White 50% increase from 2013

AI 50% increase from 2013
Difference to close the gap by 50%

24.6%
24.1%
-0.5%

Reading American Indian SMART Goal: All American Indian students will increase reading
proficiency by 8% annually to 60.6% in 2015, 68.6% in 2016, 76.6% in 2017.

Vandyke Elementary Multiple Measurement Domain Summary

Each Multiple Measurement domain has common summary components that are averaged to create the Multiple Measurement
Rating for a school. Summary numbers for number of students (n-counts), raw numbers and final MMR points are shown below.

Domains

Year

Proficiency

Growth
Achievement Gap Reduction

Number of
Students

Measurement

Score

Points

2013 153

Weighted Percent of Cells Reaching

Target

100.0%

25.00

2014 164

Weighted Percent of Cells Reaching

Target

85.4%

21.35

2013 65

Average Growth Z Score

0.0417

13.79

2014 83

Average Growth Z Score

-0.1316

8.94

2013 42

Achievement Gap Score

0.2794

10.37

2014 58

Achievement Gap Score

0.4231

5.19

Designation 2014 MMR: 84.64 total points out of 150

possible points = 56.43%

Multiple measurement rating indicates positive proficiency scores for 2013 and 2014. Less growth for
students in both reading and math decreased the average growth points from 13.79 in 2013 to 8.94 in
2014. The achievement gap reduction score also declined for all subgroups with the exception of the
American Indian student population.
To improve multiple measurement rating Vandyke elementary staff need to increase reading proficiency
for all students and focus on growth for students between grade 3 and 4.

GREENWAY MIDDLE LEVEL

Greenway Middle
School

2010

2011

2012

2013

2014

2015

2016

2017

72.5% 49.0% 56.9% 35.6% 46.7% 56.0% 65.3% 74.50%

71.2% 71.0% 69.9% 50.2% 54.2% 61.2% 68.2% 75.10%

Mathematics
Reading

Increase
Proficiency By
50%
25.5%
24.9%

Greenway Middle SMART Goal for Math

The percent of all students enrolled October 1 at Greenway Middle School who are proficient
on the Math MCA will increase by 9.3% annually to 56% in 2015, 65.3% in 2016, 74.5% in 2017.
Greenway Middle SMART Goal for Reading
The percent of all students enrolled October 1 at Greenway Middle School who are proficient
on the Reading MCA will increase by 7% annually to 61.2% in 2015, 68.2% in 2016, 75.1% in
2017.

GREENWAY HIGH SCHOOL

Greenway
High School

2010

2011

2012

2013

2014

2015

2016

2017

Increase
Proficiency By
50%

Mathematics

30.20%

31.50%

30.00%

30.60%

42.40%

50.20%

58.00%

65.75%

34.30%

Reading

70.50%

70.70%

69.70%

50.00%

67.10%

69.70%

72.30%

75.00%

25.00%

Greenway Senior High School SMART Goal for Mathematics

The percent of all students enrolled October 1 at Greenway Senior High School who are
proficient on the Math MCA will increase by 7.8% annually to 50.2% in 2015, 58% in 2016,
65.75% in 2017.

Greenway Senior High School SMART Goal for Reading

The percent of all students enrolled October 1 at Greenway Senior High School who are
proficient on the Reading MCA will increase by 2.6% annually to 69.7% in 2015, 72.3% in 2016,
75% in 2017.

ISD 316 ASSESSMENT PLAN

Each school site will assess and evaluate each students progress toward meeting rigorous
academic standards.
The District 316 assessment plan is designed to ensure accountability. The plan uses multiple
measurements to assess student achievement.
OBJECTIVES:

To measure the effectiveness of district curriculum in meeting Minnesota academic

standards.
To inform curriculum and instruction decisions based on student achievement results.

USE OF ASSESSMENT RESULTS:

Assist in planning and progress monitoring

Develop focused interventions for increased student achievement
Inform and assist in placement of students in academic programs
Provide data for building level and district continuous improvement
Accountability measure to meet district, state, and federal requirement

ASSESSMENTS AND WHAT THEY MEASURE:

ACCESS for ELLs- Assessing Comprehension and Communication in English State to State for
English Language Learners is an English language proficiency test given to Kindergarten through
12th grade students that have been identified as having English as their second language.
AIMSweb- Screening and Progress monitoring test that checks reading fluency and curriculum
based measures.
CogAT- Cognitive Abilities Test is an assessment used to assess the reasoning and problem
solving ability of students.

EPAS- Educational Planning and Assessment System is made up of three tests that provide
college readiness and career planning information.
Explore- taken in 8th grade, this test prepares students for high school coursework and
post high school career choices.
Plan- taken in 10th grade, this test prepares students for further development of skills
and information about post high school choices.
ACT- taken in 11th grade, the ACT test is a curriculum and standards based educational
and career planning tool that assesses students academic readiness for post-secondary
education.
MCAs- Minnesota Comprehensive Assessments are required in Reading, Math, and Science.
Students in grade 3-8 and 10 take the reading MCA. Students in grade 3-8 and 11 take the Math
MCA. Students in grade 5-8 and 10 take the Science MCA. These assessments are based on MN
academic standards. There are some adaptations for students on an Individual Education Plan
that may qualify for a more academically appropriate version MTAS- Minnesota Test of
Academic Skills.
MONDO- ISD 316 Greenway Public Schools will begin using new curriculum, Mondo Bookshop,
in September 2012. Mondo formative assessments will assist in providing student data that will
allow teachers to provide a higher level of differentiation and place students on individual
learning pathways.
NWEA MAP- Northwest Evaluation Association is a non-profit organization that offers a range
of Common Core aligned educational assessments. The Measures of Academic Progress are
adaptive tests that provide a measure of student growth and achievement. Student growth is
able to be measured over time to allow for differentiation of student instructional needs.
OLPA- Optional Local Purpose Assessment is a test that is an assessment aligned with the MCAs
based on year end math standards expectations. Students may take up to two OLPAs for math
prior to taking the MCA test. These tests are taken online and help teachers identify student
academic needs in becoming proficient on the math MCA test.
PSAT/NMSQT- Preliminary SAT test and the National Merit Scholarship Qualifying test is a
standardized test that provides first hand practice for SAT. It measures critical reading skills,
math problem solving, and writing skills.

10

Assessment Schedule
Assessment
IGDIs
PNI
Language Screener
Letter Sounds

Grade Level
Preschool

K Letter Sounds
AIMSWeb/NWF
AIMSWeb Reading
passage
Mondo Assessment
K Language screener

Kindergarten

IASC Assessment
Nonsense word Fluency
Letter Naming Fluency
Letter Sound Fluency
Oral reading fluency
Dolch Word List
Taylor Phonemic
Awareness

AIMSWeb/RCBM
Mondo Assessments

AIMSWeb/RCBM
Mondo Assessment

Purpose
Renaming, letter
names, picture
naming, alliteration
Letter sounds
Oral language
screening
Letter sounds
Letter naming
fluency
Letter sound fluency
Nonsense word
fluency
Oral language
screening
Running records and
reading inventory
Reading level

Timeline
September
November
January
March
May

Letter sounds
Letter naming
fluency
Letter sound fluency
Nonsense word
fluency
Oral reading fluency
Running records and
reading inventory
High frequency
words
Reading level
Oral reading fluency
Running records and
reading inventory
High frequency
words
Reading level
Oral Reading fluency
Running records and
reading inventories
Mondo reading level

Sept.
1st Qtr.
2nd Qtr.
3rd Qtr.
April
4th Qtr

Sept.
1st Qtr.
2nd Qtr.
3rd Qtr.
April
4th Qtr

Sept.
1st Qtr.
2nd Qtr.
3rd Qtr.
April
4th Qtr
Sept.
1st Qtr.
2nd Qtr.
3rd Qtr.
April
11

AIMSWeb/RCBM
Mondo Assessments

MCA Math

3-8, 11

MCA Science

5, 8, 10

NWEA-MAP Reading

NWEA-MAP Math

Explore

Plan

10

ACT

11

4th Qtr
Oral Reading fluency Sept.
Running records and 1st Qtr.
reading inventories
2nd Qtr.
Mondo reading level 3rd Qtr.
April
4th Qtr
Adequate yearly
April
progress Math
Adequate yearly
April
progress Science
Individual student
Fall
growth
Spring
Individual student
Fall
growth
Spring
Prepares students
Fall
for high school
coursework and
post high school
career choices
Prepares students
Fall
for further
development of
skills and
information about
post high school
choices
Career planning tool Spring
measures students
academic readiness
for post-secondary
education

12

CURRICULUM REVIEW PROCESS

ISD 316 Greenway Public Schools utilizes a five year curriculum review cycle. This cycle
corresponds to the updating of standards by the Minnesota Department of Education. As MDE
updates standards, ISD 316 instructional leadership teams and the WBW committee evaluate
the degree to which current curriculum is aligned to the newest set of standards and necessary
changes are made.
ISD 316 teachers and administration believe that in order to prepare students for postsecondary education and the world of work, Prekindergarten through 12 th grade students must
experience differentiated, personalized education that integrates 21 st century skills and
technology.
21st century skills include:

Critical thinking and problem solving

Collaboration
Entrepreneurship and initiative
Creativity and imagination
Ability to access and analyze information
Effective oral and written communication

ISD 316 Greenway Public Schools Curriculum Review Cycle

Phase
Year 1:
Research & Data
Collection

Year 2:
Design

Year 3:
Implementation

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

Math
Language
Arts/Reading

Science
Technology Ed.
Health/PE

Social Studies
Industrial Ed.
School
Counseling

Music
Art
World
Languages

FACS

Math
Language
Arts/Reading

Science
Technology Ed.
Health/PE

Social Studies
Industrial Ed.
School
Counseling

Music
Art
World
Languages

Math
Language
Arts/Reading

Science
Technology Ed.
Health/PE

Social Studies
Industrial Ed.
School
Counseling
Science
Technology
Ed.
Health/PE

Year 4 & 5:
Evaluate, Monitor
& Adjust

Math
Language
Arts/Reading

*Special Education and Gifted will be integrated throughout the cycl

13

TEACHER, PRINCIPAL, AND DISTRICT OFFICE

PROFESSIONAL DEVLOPMENT, GROWTH AND EVALUATION
ISD 316 Greenway Public School district has adopted the Marzano Teacher, Principal, and
District Office growth and evaluation model.
The Marzano Casual Evaluation Model meets the Minnesota requirements for teacher and
principal evaluation statutes.
The evaluation is designed to improve teaching and learning by supporting Principals and
teachers in deliberate instructional practices that improve student achievement. The evaluation
process supports evaluators and peers in providing feedback that supports growth that is
identifiable, consistent, and measurable. It encourages growth through reflection in
professional learning communities and/or professional portfolios.
The three year evaluation cycle consists of;

An individual growth and development plan

Peer review
Opportunity to participate in Professional Learning Communities and Instructional
rounds
Formative and summative observations with at least one summative evaluation
performed by a qualified and trained evaluator
For new teachers, the opportunity to participate in a mentoring program

14

The triangle formed by teacher practice, student engagement, and student learning and
achievement represents a relationship between teacher actions and student outcomes.
Teacher practice, student engagement, and student learning and achievement are the
major components of this model. Teachers, peer reviewers, and summative evaluators
measure teacher practice and student outcomes in order to help teachers improve their
craft and to evaluate teacher effectiveness.
STUDENT ENGAGEMENT

ISD 316 Principals and Teachers will build positive relationships with students, make content
relevant to students, and plan/ facilitate rigorous instruction, so that our students will be
engaged at high levels and prepared for postsecondary success.

15

EXCITING NEWS!
ISD 316 Greenway Public School District has been selected by Learning Sciences International to
participate as a Minnesota Demonstration School. Demonstration schools exemplify the level of
teaching and learning required by College and Career Readiness Standards. A Demonstration
School is one in which all teachers are planning and delivering lessons that require students to
learn complex content while working at increasing levels of autonomy as they take ownership
of their own learning.

SURVEY RESULTS
ISD 316 Greenway Public Schools surveys parents and community in November of each school
year. The topic of the parent survey November 2013 was technology access at home.

ISD 316 Family Technology Survey Results

1.

Do you currently have internet access at your home?

87.63% Yes
12.37% No

2. If you have internet service, how is your service it provided?

39.08% Broadband High Speed
21.84% Cable
25.29% Satellite
12.64% Cellular data/hot spot
1.15%
2.

Dial-Up

Please describe any devices that you have at home for student use

Device

My child uses this

device at home

My child is able to bring and use

this device at school

87.72%

64.91%

91.38%

55.17%

87.80%

75.61%

Desktop computer

Laptop computer (laptop, netbook,

MacBook)

Tablet (such as iPad, Microsoft Surface,

16

Device

My child uses this

device at home

My child is able to bring and use

this device at school

Xoom, Galaxy Tab)

87.88%

57.58%

93.85%

64.62%

82.86%

68.57%

E-Reader (Kindle or Nook)

Smart Phone (iPhone, Android,

Blackberry, Windows phone)

Media Player (iPod touch, Microsoft

Zune)

4. How would your family like to receive information about district happenings and events?

Articles in the local newspaper

23.00%

Features on local public access television

5.00%

Updates to the district website

62.00%

Digital videos highlighting classroom and school activities

15.00%

Social media updates available through tools like Facebook, Twitter, and Pinterest. 54.00%

17

BUDGET

School District 316 is funded through tax dollars collected and distributed in large part, by the
State of Minnesota. The Greenway Public Schools received $5,224.00 per pupil of general
education revenue in fiscal year 2013 from the state. Additional expenses are paid from local
levies and other categorical revenue. The chart below illustrates key statistics about ISD 316
and ADM spending compared to state average spending levels. (Note: All numbers in the chart
reflect ADM spending)

*Fiscal Year 2013

SPENDING CATEGORY
General Fund
Instructional/Support Services
Building Administration
Facilities/Operations
Transportation
District Administration

DISTRICT 316
$9,747
$6,856
$382
$944
$778
$465

STATE
$10,096
$7,466
$407
$838
$625
$475

*Most current per ADM data available

WBW ADVISORY COMMITTEE MEMBERSHIP

Miranda Jurgansen
Anne Olson
Jeff Britten
William Floersheim
Robyn Parks
Amber Smith
Tricka Smith
Bill Hoeft
Susan Hoeft
Melissa Kinghorn Sutherland
Courtney Mell
Mark Adams

18