2014 10 30 Life Prep WBWF Report

2014-2015
Worlds Best Workforce Report LIFE Prep, District #4035

Minnesota Charter School District #4035

School Board Chair, Ryan Stevens
Executive Director,
Bart Johnson

930 Geranium Ave. E.
St. Paul, MN 55106
Phone: 651-793-6624
Fax: 651-344-0586
Email: bart.johnson@lifeprepschool.org

Submitted to:
Concordia University
1282 Concordia Ave
St Paul, MN 55104

November 1, 2014

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035
Table of Contents
Part I: Overview of Local Worlds Best Workforce Plan ............................................. 3
Performance Measures .................................................................................................................... 3
Reading ................................................................................................................................................................. 3
Math ....................................................................................................................................................................... 4
District Plan: Components & Activities ...................................................................................... 4
Professional Learning Communities (PLCs) ......................................................................................... 4
Curriculum Mapping ....................................................................................................................................... 5
Response to Intervention .............................................................................................................................. 5
Principal and Teacher Improvement ....................................................................................................... 6
Kindergarten Readiness Strategy .............................................................................................................. 6
District Reporting .............................................................................................................................. 7
Publishing Practices ........................................................................................................................................ 7
Annual Meeting Plan ....................................................................................................................................... 7
Transmission of Report to Concordia University ............................................................................... 7
Committees & Roles .......................................................................................................................... 7
Advisory Committee for Curriculum and Instruction ...................................................................... 7
School Site Team ............................................................................................................................................... 8
Part II: Plan Components Specified in Minnesota Statutes, Section 120B.11 ..... 9
District Plan: Components & Activities ...................................................................................... 9
District Goals and Benchmarks for All Student Groups ................................................................... 9
Process for Individualized Instruction for Each Student ............................................................. 15
System of Review and Evaluation of Curriculum and Instruction ........................................... 19
Strategies for Improving Curriculum, Instruction, and Student Achievement ................... 20
Description of Education Effectiveness Practices ........................................................................... 21
Constituent Survey Data ............................................................................................................................. 21
Committees & Roles ....................................................................................................................... 21
Advisory Committee for Curriculum and Instruction ................................................................... 21
School Site Team ............................................................................................................................................ 22
District Reporting ........................................................................................................................... 22
Publishing Practices ..................................................................................................................................... 22
Annual Meeting Plan .................................................................................................................................... 22
Transmission of Report to Concordia University ............................................................................ 22

Part I: Overview of Local Worlds Best Workforce Plan

LIFE Prep has developed goals and benchmarks for instruction and student achievement for
all student groups identified in Minnesota statute 120B.35 subd. 3b2. The purpose for this
planning is to ensure that all students at LIFE Prep are on a college- and career-ready path
as they move through school.
Performance Measures
There are specific gaps in student achievement at LIFE Prep based on race and protected
class. In the areas of reading and mathematics, the 2014 MCA data was disaggregated and
analyzed for gaps. Minnesota selects white students for comparison to other racial groups
to determine racial achievement gaps. For each protected class Special Education
students, English Learners, and students receiving educational benefits the comparison
group are students not included in that group. For each racial group, a goal for 2015 has
been identified to contribute to an overall school-wide goal for all students. For each
protected class, a 2015 goal on the MCA reading and math tests has been identified. In each
case, the goals for each group of students raise the bar and bridge the achievement gap.
Reading:)Raising)the)Bar)Bridging)the)Gap
Reading
Gap%#FY14 %#Profic.#FY14 ##Total

100%
9%
45%
29%
25%
23%
31%
x
54%
41%
x
44%
22%
22%
Total
70%)Grwth/GLE
53%)Prof.)Rdg
##Profici#FY14
2
40
8
61
31
142
2
18
2
19
17
58
124
18
142
54
4
58
Partial#Prof
0
10
4
21
8
43
144 gr)376
101 Growth/GLE
77 Prof
FY#14#Prof.#+#FY15#Bubble
58
0
5
2
11
3
79
Race
Native
Asian)
Latino)
Black)
White)
38 Non)SPED
5 SPED
43
Prof)Goal
41%#FY14#Prof.#in#Reading
0%)increase
13%)increase
25%)increase
18%)increase
14%)increase
15
3
76
FY#15#Profic.#Target#%
Gap%
Gap#Reduction%
100% x
x
58%
7%
2%
50%
15%
14%
51%
14%
9%
65% x
x
55%
56% x
39%
17%
76 53%)Prof.)Reading

Reading
On the MCA reading test, achievement gaps were identified between white students and
Asian students (9%), Latino students (29%), and black students (23%). For students in
protected classes, there was an identified achievement gap between non-special education
students and special education students of 22%.

3

5%

The table, shown above, projects the MCA reading proficiency targets for 2015. These
targets are based on the estimated likelihood that students near proficiency will be added to
the number of students who are already proficient. These estimates raise achievement
levels for all students, while lowering the achievement gaps for each group of students. The
targeted achievement gap reduction for each group is 2% for Asian students, 14% for Latino
students, 9% for black students, and 5% for special education students.
Math:&Raising&the&Bar&Bridging&the&Gap
Math

100%
50%
83%
2%
46%
x
48%
50%
x
51%
41%
10%
Total
76%&Grwth/GLE
61%&Prof.&Math
##Profici#FY14
2
40
6
61
31
140
2
20
5
28
15
70
123
17
140
63
7
70
Partial#Prof
0
15
1
10
11
37
144 gr&386
110 Growth/GLE
88 Prof
70
0
7
0
8
3
88
Race
Native
Asian&
Latino
Black
White
33 Non&SPED
4 SPED
37
50%#FY14#Prof.#in#Math
18%&increase
0%&increase
11%&increase
10%&increase
15 13%&increase
3 17%&increase
88
Prof&Goal
100%
68%
83%
59%
58%
61%
Gap%
x
x
x
x
x
64% x
58%
Gap#Reduction%
x
x
x
x
x
x
8%
88 61%&Prof.&Math
Math
On the MCA reading test, a racial achievement gap was identified between white students
and black students of 2%. For students in protected classes, there was an identified
achievement gap between non-special education students and special education students of
10%.
The table, shown above, projects the MCA math proficiency targets for 2015. These targets
are based on the estimated likelihood that students near proficiency will be added to the
number of students who are already proficient. These estimates raise achievement levels
for all students, while lowering the achievement gaps for each group of students. The
targeted achievement gap reduction for black students is 2% and 2% for special education
students.
District Plan: Components & Activities

Professional Learning Communities (PLCs)
LIFE Prep teachers will participate in Q-Comp professional learning communities and
DuFour professional learning communities that use complementary strategies to improve
student learning and teacher effectiveness. Q-Comp engages teachers in sharing teaching

2%

techniques and strategies that teachers can incorporate into their repertoires. If these
methods of engagement are like tools in a toolbox, then Q-Comp helps teachers adopt new
tools and place them in their toolboxes. The collaborative nature of Q-Comp cluster teaming
allows teachers to discuss similar student skills and knowledge and offer best practices to
others. In doing so, teachers are able to share their best tools with other teachers. In this
way, collaboration is raising the quality of teaching as the best teaching strategies
proliferate throughout LIFE Prep.
The DuFour PLCs focus on individuals or groups of students. Going back to the toolbox
analogy, once a teacher knows that students need different types of teaching based on their
levels of mastery of learning targets, it is up to the teacher to find the proper tools in the
toolbox to help each group of students. Through collaborating with others in the data cycle
team, teachers will also develop some new tools that work well. These successful
techniques can also spread throughout the school and benefit other students. One way to
help these new best practices spread is to plan celebrations a few times a year to showcase
the work of each PLC and share best practices with others.
Curriculum Mapping
A core group of teacher leaders has started curriculum mapping and will continue with a
goal of completing the process in three years. The purpose for the mapping to guarantee a
K-6 curriculum that is rigorous and aligned to Minnesota standards.
Due to the importance of literacy and the complexity of the Minnesota English Language
Literacy standards, LIFE Prep will send a small group of teacher leaders along with the
principal to the Minnesota Department of Education training on the subject. The training
will consist of six sessions spread through the school year. The learning from these trainings
will be disseminated to all teachers at school during cluster and grade level PLC meetings as
well as during summer trainings for the 2015-2016 school year.
Response to Intervention
LIFE Prep has begun a formalize Response to Intervention (RtI) program using tier I
classroom-based interventions, tier II pullout and push-in interventions for math and
reading using Title I and Reading Corps interventionists
We have strong teachers and support staff in our classrooms. We also have interventionists
that work with students in small groups to help them with skills and concepts. These
support teachers are members of our Title I team and Reading Corps. These programs use
academic data to track progress so that students are getting appropriate and helpful
instruction based on their unique needs.


Title I
LIFE Prep has hired two new Title I teachers who act as interventionists and data
specialists. These two teachers performed the bulk of the reading screening throughout the
school and developed, with teacher input, six-week intervention plans to improve reading
and math skills. Depending on the needs of the student, interventions occur three to five
times each week for fifteen to thirty minutes each session.
Minnesota Reading Corps
Students in grades K-3 who are partially proficient in reading receive Reading Corps
interventions from Minnesota Reading Corps educators. These interventions last thirty
minutes per session and occur three to five times per week.
Data Dialogues
There are five six-week intervention cycles during the school year. Prior to each cycle and at
the end of the last cycle, the data specialists examine data to determine next steps. Common
decisions for students include continuing in an intervention that is working, increasing the
length of time or the number of meetings per week, significantly changing the intervention
strategy, or exiting the student from tier II interventions. The goal is for each student to gain
greater than one years growth and/or to be back to grade level in reading and math by the
end of the school year.
Principal and Teacher Improvement
The board of directors supervises the principal. During the fall of 2014, the executive
committee of the board established goals for the principal. At the end of the school year, the
board reviews the goals and the progress made toward the goals. Based on the performance
of the principal, the board may decide to renew the contract of the principal or decline
renewal of the contract for the following school year.
At LIFE Prep, teachers are observed at least three times per school year. One formal
observation is conducted by the principal and two are conducted by teacher leaders on the
Q-Comp team. Feedback and scores are reported to the principal and a professional
development plan is made for each teacher with advisement by the Q-Comp coaches and the
principal.
Ongoing teacher coaching occurs between each teacher and the principal. Short, impromptu
observations and feedback are given and discussed between the teacher and principal.
Kindergarten Readiness Strategy
Although LIFE Prep does not have a pre-kindergarten program during the current school
year, we will be offering pre-kindergarten in 2015-2016. As a result of the successes of our


past pre-kindergarten program, we have decided to bring it back. The kindergarten
readiness data shows that students who were enrolled in our pre-kindergarten program
finished kindergarten at an advantage over their peers.
Kindergarteners who were enrolled in our pre-kindergarten program exhibited a spring
reading proficiency rate of 51% in 2013; while kindergartners who were not in our pre-
kindergarten program exhibited a spring reading proficiency rate of 28%.
In mathematics, kindergarteners who were enrolled in our pre-kindergarten program
exhibited a spring math proficiency rate of 66% in 2013; while kindergartners who were
not in our pre-kindergarten program exhibited a spring reading proficiency rate of 56%.
We believe these differences are strong support for reestablishing our pre-kindergarten
program in the 2015-2016 school year.
District Reporting
Publishing Practices
LIFE Prep will publish the Worlds Best Workforce report on its website. Prior to its posting,
it will be approved by the school board. Copies of this report in other languages will be
furnished to stakeholders upon written request.
Annual Meeting Plan
Annually, at its regular September meeting, the school board shall review the plan for
curriculum and instruction and revise where appropriate, student achievement goals,
assessment outcomes, plans, strategies and practices for improving curriculum and
instruction at LIFE Prep. Key messages will be communicated to stakeholders via email,
newsletters, website postings, and direct mail to families.
Transmission of Report to Concordia University
Upon approval by the board of the Worlds Best Workforce report, the report will be sent to
LIFE Preps authorizer, Concordia University by November 1, 2014.
Committees & Roles

Advisory Committee for Curriculum and Instruction
An advisory committee will be established this year to ensure active parent and community
participation in planning and improving curriculum decisions. This committee will be
composed of a plurality of people who represent the constituencies of our school

community. The intent is for parents and community residents will comprise at least two-
thirds of the committee.
This advisory board will review the current curriculum and instructional practices and
suggest improvements based on community needs. Agendas will be planned and distributed
prior to meetings; and these meetings will be announced in the school newsletter and on
the website to inform and solicit participation.
Updates will be provided to the LIFE Prep stakeholders following each meeting via email
and postings on the school website. Recommendations will be made to the school board to
improve curriculum and instruction.
School Site Team
The instructional leadership team (ILT) at LIFE Prep will serve as the site team for the
district. The ILT will implement the strategies and practices of the curriculum and
instruction plan. The site team will advise the board and the advisory committee about
developing an annual budget and revising the curriculum and instruction plan to align with
standards, curriculum, and assessment best practices. Agendas are kept and decisions are
communicated with stakeholders periodically via email, newsletters, website postings, and
direct mail to families.
Part II: Plan Components Specified in Minnesota Statutes, Section 120B.11

District Plan: Components & Activities
District Goals and Benchmarks for All Student Groups
Site goals at LIFE Prep are determined by the Instructional Leadership Team (ILT), which
consists of the principal and five teacher leaders. The group synthesized benchmark
assessments for reading and math (NWEA MAP) and state standardized reading and math
test data from the MCA III reading and math tests.
The quantified targets for reading and math proficiency in LIFE Preps SMART goals were
determined by estimating the number of partially proficient students on the MCA III tests
who we believed should be moved to proficiency within the next year. In both cases, we
believed that 40% of the partially proficient students could be brought up to proficiency by
the next round of MCA tests in the spring of 2015.
The quantified targets for reading and math growth in LIFE Preps SMART goals were
determined by using the growth data from the previous year and increasing the number by
10% for this year.
LIFE Prep Reading SMART Goals
Growth Goal
Seventy percent (70%) of LIFE Prep students who have been continuously enrolled from
October 1st, 2014 until June 3rd, 2015 will be at grade level in the spring of 2015 according
to their scores on the NWEA MAP reading test or show at least one-years growth on the
NWEA MAP reading test from the fall of 2014 to the spring of 2015.
Proficiency Goal
Fifty-three percent (53%) of LIFE Prep students who have been continuously enrolled from
October 1st, 2014 until June 3rd, 2015 will be proficient (meeting or exceeding the standard)
on the Minnesota Comprehensive Assessment for reading.
Racial Achievement Gap Reduction Goal
Of the total LIFE Prep students who have been continuously enrolled from October 1st, 2014
until June 3rd, 2015, there will be an proficiency achievement gap reduction (meeting or
exceeding the standard) on the Minnesota Comprehensive Assessment for reading by race
of 2% for Asian students, 14% for Latino students, and 9% for Black students.


Protected Class Achievement Gap Reduction Goal
until June 3rd, 2015, there will be a proficiency achievement gap reduction (meeting or
exceeding the standard) on the Minnesota Comprehensive Assessment for reading by
protected class of 5% for Special Education Students.

10
11
Reading:)Raising)the)Bar)Bridging)the)Gap
Reading

100%
9%
45%
29%
25%
23%
31%
x
54%
41%
x
44%
22%
22%
Total
70%)Grwth/GLE
53%)Prof.)Rdg
##Profici#FY14
2
40
8
61
31
142
2
18
2
19
17
58
124
18
142
54
4
58
Partial#Prof
0
10
4
21
8
43
144 gr)376
101 Growth/GLE
77 Prof
58
0
5
2
11
3
79
Race
Native
Asian)
Latino)
Black)
White)
38 Non)SPED
5 SPED
43
15
3
76
Prof)Goal
41%#FY14#Prof.#in#Reading
0%)increase
13%)increase
25%)increase
18%)increase
14%)increase
76 53%)Prof.)Reading
12
Gap%
Gap#Reduction%
100% x
x
58%
7%
2%
50%
15%
14%
51%
14%
9%
65% x
x
55%
56% x
39%
17%
5%

LIFE Prep Math SMART Goals
Growth Goal
Seventy-six percent (76%) of LIFE Prep students who have been continuously enrolled
from October 1st, 2014 until June 3rd, 2015 will be at grade level in the spring of 2015
according to their scores on the NWEA MAP mathematics test or show at least one-years
growth on the NWEA MAP mathematics test from the fall of 2014 to the spring of 2015.
Proficiency Goal
Sixty-one percent (61%) of LIFE Prep students who have been continuously enrolled from
October 1st, 2014 until June 3rd, 2015 will be proficient (meeting or exceeding the standard)
on the Minnesota Comprehensive Assessment for mathematics.
Protected Class Achievement Gap Reduction Goal
until June 3rd, 2015, there will be a proficiency achievement gap reduction (meeting or
exceeding the standard) on the Minnesota Comprehensive Assessment for math by
protected class of 2% for Special Education Students.

13
14
Math:&Raising&the&Bar&Bridging&the&Gap
Math

100%
50%
83%
2%
46%
x
48%
50%
x
51%
41%
10%
Total
76%&Grwth/GLE
61%&Prof.&Math
##Profici#FY14
2
40
6
61
31
140
2
20
5
28
15
70
123
17
140
63
7
70
Partial#Prof
0
15
1
10
11
37
144 gr&386
110 Growth/GLE
88 Prof
70
0
7
0
8
3
88
Race
Native
Asian&
Latino
Black
White
33 Non&SPED
4 SPED
37
50%#FY14#Prof.#in#Math
18%&increase
0%&increase
11%&increase
10%&increase
15 13%&increase
3 17%&increase
88
Prof&Goal
100%
68%
83%
59%
58%
61%
Gap%
x
x
x
x
x
64% x
58%
Gap#Reduction%
x
x
x
x
x
x
8%
88 61%&Prof.&Math

Process for Individualized Instruction for Each Student
Professional Learning Communities
The purpose of professional learning communities (PLCs) is to improve student learning.
Every action that we take in our PLC meetings should be in response to specific students or

15
2%

specific groups of students. At the end of our meetings, we should have a set of NEXT STEPS
that we will put into place tomorrow or even today.
To guide our work in PLCs, we will use the four essential questions posed by Richard
DuFour:
1.
2.
3.
4.
What is it we want our students to learn?

How will we know if each student has learned it?
How will we respond when some students do not learn it?
How will we respond when students have learned it?
Establishing a Focus in PLCs

We only meet once a week, so it is important to choose student work that addresses an
important standard. Some educators use the term power standards to describe these
standards, which are connected to others and, once mastered by students, significantly
expand their abilities to engage with even more challenging tasks or perform at a much
higher level.
Professional Knowledge and Use of the Minnesota Standards
Implicit in this approach is an intimate knowledge of the Minnesota standards. Although
every discipline area has a different set of standards, the most comprehensive and difficult
to implement are the 2010 Minnesota English Language Arts (ELA) standards. The
Minnesota ELA state standards are more rigorous, robust, and based on more current
evidence-based research than the Common Core standards. The Common Core standards
were used as a guide for the Minnesota ELA standards, but are not the same.
We, at LIFE Prep, must base our teaching on the Minnesota standards and this may be a
large part of our effort in PLCs this year. Question one of DuFours four essential questions
for PLCs is: What is it we want our students to learn? Knowing the Minnesota state standards
is the first step to answering this question.
Once we have a familiarity with the standards, we can start to make informed decisions
about which standards we will focus on throughout the year. If we meet approximately
thirty times in a school year, we should be able to come up with twenty (or so) standards on
which to focus our efforts.
The Goal is Mastery of All Learning Targets by All Students
Teachers determine which of the standards they will cover. Ideally, all teachers would cover
all standards every year and all students would master all learning targets associated with
those standards. Realizing that each year we have different students with different

16

strengths and weaknesses, we probably wont be able to cover all standards every year with
mastery on all learning targets.
Accepting this premise does not absolve us from trying to get all students to mastery on all
learning targets. At LIFE Prep, we may not be able to get through all of the prescribed
standards, but we will do two things every year:
1. Present and teach the most important grade-level standards to our students
2. Ensure student mastery of all key learning targets we teach

Our goal is to ensure that each student is proficient on all the standards they encounter in
our classrooms.
The Crosswalk Between Q-Comp Practices and Data Cycles
LIFE Prep is a Q-Comp School. Q-Comp engages teachers in sharing teaching techniques and
strategies that teachers can incorporate into their repertoires. If one thinks of teaching as
finding the best way to engage students in learning and that these methods of engagement
are like tools in a tool box, then Q-Comp helps teachers adopt new tools and place them in
their toolboxes. The collaborative nature of Q-Comp allows teachers to discuss similar
student skills and knowledge and offer best practices to others. In doing so, teachers are
able to share their best tools with other teachers. In this way, collaboration is raising the
quality of teaching as the best teaching strategies proliferate throughout LIFE Prep.
The DuFour PLCs focus on individuals or groups of students. Going back to the toolbox
analogy, once a teacher knows that students need different types of teaching based on their
levels of mastery of learning targets, it is up to the teacher to find the proper tools in the
toolbox to help each group of students. Through collaborating with others in the data cycle
team, teachers will also develop some new tools that work well. These successful
techniques can also spread throughout the school and benefit other students. One way to
help these new best practices spread is to plan celebrations a few times a year to showcase
the work of each PLC and share best practices with others.
Response to Intervention and Data Dialogues
LIFE Prep has begun a formalize Response to Intervention (RtI) program using tier I
classroom-based interventions, tier II pullout and push-in interventions for math and
reading using Title I and Reading Corps interventionists
17

Screening and Benchmarking
During September and early October, students took reading and math tests for both
screening and benchmarking purposes. Teachers will us the results to provide
individualized instruction that challenges each student.
In mathematics, LIFE Prep students took the STAR Math test. About 62% of LIFE Prep
students were above average when compared to students who took the tests throughout
the nation. In reading, all students were screened for fluency using the DIBELS test. About
50% of our students in grades 2-6 are performing at or above grade level for reading
fluency.
Students take a benchmarking test for reading and math called the NWEA MAP, which
stands for Measures of Academic Progress. We will use the fall MAP test to set growth goals
for students to achieve when they take the MAP test again in the spring.
Teachers are working to break down each concept and skill in literacy and math to ensure
mastery. If students are at a mastery level, they will be given more challenging material.
Students who are not yet proficient will receive re-teaching or a special intervention to help
improve their reading or math skills.
We have strong teachers and support staff in our classrooms. We also have interventionists
that work with students in small groups to help them with skills and concepts. These
support teachers are members of our Title I team and Reading Corps. These programs use
academic data to track progress so that students are getting appropriate and helpful
instruction based on their unique needs.
Title I
LIFE Prep has hired two new Title I teachers who act as interventionists and data
specialists. These two teachers performed the bulk of the reading screening throughout the
school and developed, with teacher input, six-week intervention plans to improve reading
and math skills. Depending on the needs of the student, interventions occur three to five
times each week for fifteen to thirty minutes each session.
Minnesota Reading Corps
Students in grades K-3 who are partially proficient in reading receive Reading Corps
interventions from Minnesota Reading Corps educators. These interventions last thirty
minutes per session and occur three to five times per week.
18

Data Dialogues
There are five six-week intervention cycles during the school year. Prior to each cycle and at
the end of the last cycle, the data specialists examine data to determine next steps. Common
decisions for students include continuing in an intervention that is working, increasing the
length of time or the number of meetings per week, significantly changing the intervention
strategy, or exiting the student from tier II interventions. The goal is for each student to gain
greater than one years growth and/or to be back to grade level in reading and math by the
end of the school year.
System of Review and Evaluation of Curriculum and Instruction
Standards Alignment
LIFE Prep will work to establish a scope and sequence for literacy, numeracy, science, social
studies, art, music, and physical education. The launch for this three-year initiative will
occur in October 2014. The standards-based instruction initiative will improve the overall
instructional plan for students, ensuring that students not only have exposure to all
standards in all discipline areas, but are also held to an expectation of mastery of each
standard. This will be possible when teachers build a pathway for standards attainment as
students travel from kindergarten through sixth grade. With this standards catalogue and
scope and sequence, teachers and students will be able to see the progression of knowledge
and skills learned throughout their careers as learners at LIFE Prep.
Educational Technology Deployment and Integration
During the 2013-2014 school year, not all classrooms and student populations had access to
iPads. The school also experienced major technical problems in its administration of the
spring NWEA MAP test, which is an important metric for which to measure growth in
reading and mathematics.
In the 2014-2015 campaign, LIFE Prep invested in network and infrastructure
improvements and contracted with a new vendor, Nology. Nology has organized, simplified,
and fixed the hardware associated with our educational technology system. This includes
redesigning our firewall and server, repairing and ghost-imaging our teacher and student
laptops and iPads. In the process, they have enabled the capability to service computers
remotely.
The results of these changes will be greater access for all students to iPads and student
laptops and a technology support apparatus that will respond quickly and anticipate needs
and changes before major testing events, such as the MAP and the MCAs.
19

Adoption of New Literacy Curriculum
During the 2013-2014 school year, teachers decided that their greatest need was for a
universal literacy curriculum. Teachers ordered a comprehensive literacy curriculum
package during the summer of 2014 to be in place for the 2014-2015 school year. The
teachers believe that this will enable them to provide a robust and balanced offering for all
learners with ample resources from which to derive lesson plans and interventions, when
needed.
Strategies for Improving Curriculum, Instruction, and Student Achievement
Professional Learning Communities
The previous description of DuFour PLCs and Q-Comp vertical cluster PLCs will improve
collaboration and help to spread best practices school-wide. This has been shown in wide
research to dramatically improve student learning and outcomes.
Standards Alignment
Atlas Curriculum Mapping
A core group of teacher leaders has started curriculum mapping and will continue with a
goal of completing the process in three years. The purpose for the mapping to guarantee a
K-6 curriculum that is rigorous and aligned to Minnesota standards.
Minnesota ELA Standards Training
Due to the importance of literacy and the complexity of the Minnesota English Language
Literacy standards, LIFE Prep will send a small group of teacher leaders along with the
principal to the Minnesota Department of Education training on the subject. The training
will consist of six sessions spread through the school year. The learning from these trainings
will be disseminated to all teachers at school during cluster and grade level PLC meetings as
well as during summer trainings for the 2015-2016 school year.
Data-Driven Instruction
All of the processes described herein are based on using student data to make instructional
decisions. This is an essential part of the improvements we will initiate at LIFE Prep.
Knowing how each student responds to instruction and then differentiating instruction to
ensure mastery of standards and the associated learning targets, will improve student
outcomes. Implementing practices with fidelity will be the ultimate challenge. It will take
some time to get all the components running and working in a complementary way.
20

Description of Education Effectiveness Practices
Principal Evaluation
The board of directors supervises the principal. During the fall of 2014, the executive
committee of the board established goals for the principal. At the end of the school year, the
board reviews the goals and the progress made toward the goals. Based on the performance
of the principal, the board may decide to renew the contract of the principal or decline
renewal of the contract for the following school year.
Teacher Coaching, Supervision, and Evaluation
At LIFE Prep, teachers are observed at least three times per school year. One formal
observation is conducted by the principal and two are conducted by teacher leaders on the
Q-Comp team. Feedback and scores are reported to the principal and a professional
development plan is made for each teacher with advisement by the Q-Comp coaches and the
principal.
Ongoing teacher coaching occurs between each teacher and the principal. Short, impromptu
observations and feedback are given and discussed between the teacher and principal.
Constituent Survey Data
No survey data has been taken of parents and students in the past three years. This will be a
focus of the Instructional Leadership Team (ILT) this spring.
Committees & Roles

Advisory Committee for Curriculum and Instruction
An advisory committee will be established this year to ensure active parent and community
participation in planning and improving curriculum decisions. This committee will be
composed of a plurality of people who represent the constituencies of our school
community. The intent is for parents and community residents will comprise at least two-
thirds of the committee.
This advisory board will review the current curriculum and instructional practices and
suggest improvements based on community needs. Agendas will be planned and distributed
prior to meetings; and these meetings will be announced in the school newsletter and on
the website to inform and solicit participation.
Updates will be provided to the LIFE Prep stakeholders following each meeting via email
and postings on the school website. Recommendations will be made to the school board to
improve curriculum and instruction.

21

School Site Team
The instructional leadership team (ILT) at LIFE Prep will serve as the site team for the
district. The ILT will implement the strategies and practices of the curriculum and
instruction plan. The site team will advise the board and the advisory committee about
developing an annual budget and revising the curriculum and instruction plan to align with
standards, curriculum, and assessment best practices. Agendas are kept and decisions are
communicated with stakeholders periodically via email, newsletters, website postings, and
direct mail to families.
District Reporting
Publishing Practices
LIFE Prep will publish the Worlds Best Workforce report on its website. Prior to its posting,
it will be approved by the school board. Copies of this report in other languages will be
furnished to stakeholders upon written request.
Annual Meeting Plan
The school board shall hold an annual meeting in September to review, and revise where
appropriate, student achievement goals, assessment outcomes, plans, strategies and
practices for improving curriculum and instruction at LIFE Prep. Key messages will be
communicated to stakeholders via email, newsletters, website postings, and direct mail to
families.
Transmission of Report to Concordia University
Upon approval by the board of the Worlds Best Workforce report, the report will be sent to
LIFE Preps authorizer, Concordia University by November 1, 2014.
22

2014 10 30 Life Prep WBWF Report

Uploaded by

Copyright:

Available Formats

You might also like

2014 10 30 Life Prep WBWF Report

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2014 10 30 Life Prep WBWF Report

Uploaded by

Copyright:

Available Formats

2014-2015

Worlds Best Workforce Report LIFE Prep, District #4035

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

Part I: Overview of Local Worlds Best Workforce Plan

Gap%#FY14 %#Profic.#FY14 ##Total

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

Gap%#FY14 %#Profic.#FY14 ##Total

District Plan: Components & Activities

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

Committees & Roles

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

Part II: Plan Components Specified in Minnesota Statutes, Section 120B.11

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

Gap%#FY14 %#Profic.#FY14 ##Total

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

Gap%#FY14 %#Profic.#FY14 ##Total

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

What is it we want our students to learn?

Establishing a Focus in PLCs

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

Committees & Roles

2014-2015 Worlds Best Workforce Report LIFE Prep, District #4035

You might also like