World`s Best Workforce - Zumbrota

ZUMBROTA-MAZEPPA PUBLIC SCHOOL DISTRICT 2805
WORLD’S BEST WORK FORCE PLAN 2015-16
Zumbrota-Mazeppa Schools Mission Statement
Building a bridge to the future where all individuals
have the opportunity to reach their full potential in
a safe, challenging learning environment.
ZM STRATEGIC PLAN—AEOIU
(REMEMBER YOUR VOWELS)
A = Achievement

Service projects (promote, raise awareness)

Kindergarten Readiness


Read well by third grade
Collaboration (community, administration, culture
of this)

Narrow achievement gaps

PBIS (grow upwards, feel good about each other)

Career and college
readiness
O = Operations

Graduation rate

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Technology Usage (home accessibility, staff support)
Partnerships and grants (increase, in community,
wellness)

Budget (maintain, transparency)

PLC’s (Grow, Embed as part of culture, ownership)

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Teacher Evaluation System (refine, understand)
Zumbrota Health Services (continue collaboration)
E = Environment
I=I

Safe and welcoming environment (friendly upon
entrance, warm)


Embrace differences (nobody feels left out, free to
be ourselves)

Build relationships (trust with administration, building back up)
Take ownership
U = Understand

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A Strategic Plan is only useful if we know it and use
it
GOALS
Through site and district meetings, PLCs, and surveys, Zumbrota-Mazeppa staff developed district and site goals using
needs and assessment data.
All Students Ready for Kindergarten

All students entering kindergarten in the fall of 2016 will score at 9 or better on the
letter naming fluency as measured by AIMSWEB benchmark testing.

Every student in the Zumbrota-Mazeppa Learning Readiness Preschool program will be
screened within 90 days of their first day of preschool.
All Students in Third Grade Achieving Grade-Level Literacy

By the end of third grade, all students will meet proficiency expectations.

During the 2015-16 school year, ZM K-6 teachers will identify student needs related to literacy and implement a
strategic intervention plan to ensure all students achieve one year’s grade growth in one year.
Close the Achievement Gaps Among All Groups

During the 2015-16 school year, the achievement gap will reduce to 10% for all subgroups.

2016 MCA proficiency scores for grades 3-11 in reading, math, and science will rank in the top 15% of fifteen area
comparable schools.
All Students Career and College Ready by Graduation

All ZM students will develop a graduation plan beginning in eighth grade and
participate and complete expectations in the Ramp Up to Readiness program.

In order to meet the changing needs of preparing students to be career and college
ready, the ZM curriculum committee will review graduation credit requirements,
revise current course offerings as they related to 21st Century needed skills and
expand STEM offerings during the 2015-16 school year.
All Students Graduate

ZM’s graduation rate will exceed 93% in 2016, 97% in 2017, and 100% in 2018.
Beginning in July of 2015, the preschool program
was included in the comprehensive K-12 program,
thus becoming Zumbrota-Mazeppa PK-12 Schools.
This allows the preschool teachers to become involved in PLCs with the primary teachers, implement a structured learning program, and identify
student educational needs prior to entering kindergarten.
Identified Needs Based on Data

Prior to the 2015-16 school year, ZM’s preschool program was a community education-based program
and some gaps in student readiness were identified.
In order to provide a better scope and sequence of curriculum for students in the preschool program and vertical alignment of standards in Kindergarten, preschool
curriculum maps and learner outcomes need to be established based on the Minnesota Early Learning Standards and Minnesota Academic Standards.
In September of 2015, 65% of entering kindergarten students scored at 9 or better on letter naming fluency on
Aimsweb.
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
ZM’s goal is to have each student meeting grade level, district, state, and national proficiency standards. Teachers
continually measure student progress, review data, and conduct quarterly data meetings using a data wall to determine Tier I, II, and III students. Prior to September of 2015, teachers reviewed student achievement data through
PLCs with limited support in building tiers of instruction within the classroom. Beginning with the 2015-16 school
year, ZM will add two ADSIS teachers and two Reading Corps teachers so Tier I, II, and III instruction can be expanded.

Close the Achievement Gap. ZM District MCA proficiency by subgroup.
READING
MATH
Subgroup
# Students
ZM Reading
Proficiency
State Average
# Students ZM Math
Proficiency
State Average
White, No Hispanic
Origin
488/540
77.4%
67.5%
415/544
76.3%
68.2%
Asian/Pacific
Islander
10/14
71.4%
53.7%
11/12
91.7%
59.5%
Hispanic
12/22
54.5%
36.4%
11/20
55.0%
37.0%
Black, not Hispanic
Origin
5/12
41.7%
33.8%
3/13
23.1%
31.7%
SP ED
16/55
29.1%
25.8%
14/52
26.9%
27.0%
Free-Reduced Price
Lunch
82/146
56.2%
39.8%
75/137
54.7%
40.2%
Limited English
Proficiency
Data based on 2015 MCA Scores
Special education and free-reduced price lunch subgroups have traditionally been the identified subgroups for monitoring achievement data; however, additional subgroups have been identified and targeted as needing supplemental
instruction to increase student proficiency.

Career and College Readiness: As students enter seventh grade, they begin the Ramp Up to Readiness program.
Ramp Up to Readiness is an advisory program that features engaging and interactive series of activities designed to
help all students graduate from high school ready for postsecondary success. Ramp Up to Readiness focuses on five
pillars: Academics, Admissions, Career, Financial, and Personal and Social Readiness. Ramp Up to Readiness helps
students advance towards meeting those standards as they progress through high school. ZM students develop an
individual graduation plan during their sophomore year of high school.
Assessment Plans:
Zumbrota-Mazeppa Public Schools uses a variety of assessments that are both formative and summative. These assessments are used to produce informed and effective instruction while helping measure the effectiveness of ZM’s curriculum, instruction, and programs. ZM students’ progress towards meeting state and local standard is assessed through:

AIMSWEB: 3 times per year, grades K-6
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STAR Reading and Math: 3 times per year, grades 2-10
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ACT
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MCAs: Reading, Math, Science, grades 3-11

PLC Summative Assessment Data Spreadsheets, Standards-based testing.
Data is disaggregated through PLCs, grade level team meetings, and K-6 quarterly data wall meetings.
Curriculum and Effectiveness of Instruction:
The Minnesota P-12 Academic Standards define expectations for the
educational achievement of public school students across the state. ZM
Schools base their instruction on the MN Academic Standards and have
developed local standards for those courses not included. ZumbrotaMazeppa teachers, administrators, and school board members conduct
a regular cycle of curriculum review. Both vertical and horizontal curriculum alignment review allows for examination of standards taught,
gaps, and student mastery.
ZM has expanded its mentoring program to include second year new teachers during the 2015-16 school year. Both
the first year and the second year mentoring program pair new teachers with a mentor and includes a monthly after
school mentee/mentor meeting. This program addresses strategies and best practices used to evaluate effectiveness
of instruction, understanding of Minnesota Academic Standards, alignment of curriculum, and use of data in meeting
student learning needs.
ZM’s curriculum committee will be updating its curriculum review and purchasing cycle during the 2015-16 school
year. This systematic cycle defines how and when curriculum is extensively reviewed. As the Minnesota Department of
Education revises and updates academic standards, ZM follows with a review of those new standards and examines
curriculum needs and supplemental supports to implement those new standards. Math will be the next curriculum
area to undergo this review.
In order to reduce the disruptions of learning that occur during snow days, ZM Schools are moving to WILD days—
Weather Impacted Learning Days. On WILD days, rather than coming to school, teachers and students communicate
online or prior to the day to continue learning from home. Teachers share assignments and hold office hours while students complete assignment/activities and receive guidance from teachers. WILD days will be held in the event of unplanned school closures such as severe weather or power outages.
Professional Learning Communities (PLCs)
All ZM teachers are part of a PLC (Professional Learning Community) which meets monthly for two hours during an early release. During PLCs, ZM teachers and principals collaborate, reflect on professional practices, and review data. ZM’s PLCs address the following:

Align state and local academic standards,

Examine curriculum in relationship to standards and identify
any gaps both horizontally and vertically,

Identify key concepts for each course and post these key concepts on the district webpage,

Review current instructional practices, investigate and implement best practices that are research based,

Identify and review student learning outcomes,

Maintain summative assessment data on spreadsheets for monthly data reviews,
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
Develop common formative assessments,
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Devise ways to meet the learning needs of all students (in identified subgroups),
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Develop action plans based on the needs identified by each PLC, and

Identify professional development needs and ways to meet those needs.
Programs and Services to Support Students:
Differentiation of instruction (Tier I) is provided for all students in their classrooms by their teachers. ZM offers a number of Tier II and Tier III programs and services that address students’ individualized needs.

Title I: This federally funded program serves K-4 students meeting eligibility criteria in reading and/or math. ZM
Elementary received “Reward School” status for the 2014-15 school year based on the performance of their students on MCAs.

Minnesota Reading Corps: ZM Primary has two teachers serving students through Minnesota Reading Corps. The
AmeriCorps Reading Program provides trained staff for intensive reading support to qualifying students during the
school day.

English Language Learners (ELL): The English Language Learning program at ZM is provided through the Goodhue
County Education District. This program provides opportunities for students who speak languages other than English, to become fluent in English.

ADSIS: Two teachers at the primary serve students meeting eligibility criteria in reading during the school day.

Targeted Services: ZM Schools offer after school and summer targeted learning opportunities for qualifying students in grades K-8. The primary focus of this program is reading and math support along with homework completion assistance.

Special Education: Students qualifying for special education services are placed in programs that meet their individual needs; these programs serve students from birth to twenty-one. Students needing sustained support over
the summer months are enrolled in the Extended School Year (ESY) program.
Zumbrota-Mazeppa Public Schools Curriculum:
A district curriculum committee meets throughout the school year to identify and problem-solve issues as they related
to curriculum, such as needs for new course offerings, changing curriculum needs in relationship to producing students
who are college and career ready, curriculum needs for Tier I, II, and III instruction, and updating of all curriculum and
technology on a predetermined cycle.
Technology:
Zumbrota-Mazeppa Public Schools is in the second year of technology implementation. During the first year of limited 1:1 implementation, a number of problems were identified and the goal of 1:1
for students by September of 2015 was modified. This implementation will be reviewed again in May of 2016. Currently technology
devices are used as follows:
Kindergarten—center sets of iPads
Grade 1—classroom sets of iPads
Grade 2—5—1:1 Chromebook for in-school use
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Grade 6—1:1 iPads, students take home
Grade 7-12—Carts of 24 Chromebooks for classroom in-school use.
Twenty minutes daily of teacher planning time has been established to help facilitate technology integration as well as
professional development funds and time set aside to focus on technology integration. District and site technology
committees problem solve, address changing needs, explore options, and develop ongoing implementation plans.
Principal and Educator Evaluation Systems:
During the 2014-15 school year, ZM developed and implemented a teacher evaluation plan that defines effective instruction. This plan was approved by the local school board and the teachers’ union. ZM’s teacher evaluation is based
on the Charlotte Danielson Framework and uses Bloomboard technology for personalized feedback and professional
development. The Danielson Framework addresses four domains of quality teaching and allows for principal and teacher to discuss effective instruction within the assigned curriculum.
All ZM teachers are on a three-year cycle for evaluation which includes annually writing an Individual Growth and Development Plan, participating in peer reviews, and a triennial summative evaluation. Feedback from these components
help teacher to reflect and improve on teaching strategies, define professional development needs, and show continuous improvement.
Principal Evaluation:
The ZM Schools will be implementing a new administrator evaluation system with all district level administrators. Administrators will set growth goals which will be reviewed with the superintendent multiple times during the school
year. The Kim Marshall Administrator Evaluation Rubric will be utilized as a tool for administrators to establish goals
and monitor progress on these goals.
Survey of School Satisfaction:
The ZM Schools will participate in the National School Climate Center, Comprehensive School Climate Survey: Measuring the Climate for Learning. Upon receiving a grant from the Minnesota Department of Education, in collaboration with
the Southeast Service Cooperative, the ZM Schools will survey staff, parents, and
students comprehensively regarding school climate and how it impacts student
learning. This survey will measure the 13 Dimensions of School Climate as established by the NSCC.
Results of the survey will be analyzed for school improvement purposes and
shared with stakeholders.
School Site Teams:
Each site of the Zumbrota-Mazeppa Schools has an established site leadership team that establishes site goals based
on their needs, reviews curriculum and student data (assessment, classroom, PBIS, etc.), establishes routines and
schedules, assigns duties to subcommittees, supports the principals in decision-making and plans site activities. Site
leadership committees meet monthly and then annually with a district committee to determine goal attainment/
progress and develop new or revise goals for the coming school year. These district and site committees also plan professional development based on site and district needs and initiatives.
Both site and district committees have a working budget for planning and implementing professional development.
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Advisory Committee:
Zumbrota-Mazeppa Schools offers parents and/or patrons numerous opportunities to serve on advisory committees
that make decisions regarding curriculum, instruction, operations, and vision. The District Curriculum Committee,
which focuses on updating, revising, and implementing curriculum changes, is open for membership and meets three
to four times during the first semester and one to two times in the second semester. The World’s Best Workforce
Committee meets twice annually and allows for input regarding many facets of the school as well as developing a long
-term strategic plan to support and improve teaching and learning that is aligned with creating the world’s best workforce.
Zumbrota-Mazeppa Public Schools District Advisory Committee included representatives from school and the
communities. Members included:
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Gary Anger – Superintendent
Dave Anderson – Middle School/High School Principal
Quinn Rasmussen – Primary/ Elementary Principal and Parent
Jennifer Burfeind – Community Education/Early Childhood Director
Wendy Ahern – Special Education Coordinator
Jean Roth – School Board
Laura Skogen – Staff Development Coordinator
Michael Matuska – High School Math Teacher and Parent
Kelsey Bradley – Middle School Language Arts Teacher
Shannon Johnson – Fifth Grade Teacher and Parent
Kristine Alders – First Grade Teacher and Parent
Melissa Boraas – Title One Teacher and Parent
Pamla Langley – Elementary School Counselor
LINKS TO ZUMBROTA-MAZEPPA PLANS
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Staff Development

Literacy

Technology
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Teacher Development and Evaluation
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Achievement and Integration
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