ZUMBROTA-MAZEPPA PUBLIC SCHOOL DISTRICT 2805

ZUMBROTA-MAZEPPA PUBLIC SCHOOL DISTRICT 2805
ACHIEVEMENT AND INTEGRATION 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.
OVERVIEW
The mission of the Zumbrota-Mazeppa Public Schools is “Building a Bridge to the Future where all individuals have
the opportunity to reach their full potential in a safe, challenging learning environment.”
Zumbrota-Mazeppa Public Schools has developed an Achievement and Integration Plan that is aligned with its strategic plan and in compliance with both Achievement and Integration and World’s Best Work Force legislation.
The Achievement and Integration Plan fits into a bigger vision and mission that supports all students as they prepare for the future. Funds are specifically allocated for
closing the academic achievement as evidenced by achievement gap reduction in
math and reading for students of color and students on free and reduced priced
lunch. Funds are also allocated for the preparation for college and career and the
creation of integrated learning environments. The ZM Schools in partnership with
our Achievement and Integration Host District, the Rochester Public Schools recognize that students of color and students on free and reduced priced lunch benefit
from targeted supports in the areas of academic achievement, college and career
readiness, high school retention, and parent engagement.
The ZM Schools continue to look at ways to reduce the achievement gap through ensuring equal access to technology for all students. Frequent formative assessments in the areas of math and reading, which are proven effective
for student achievement, are made available through expanded use of technology. The requirements of the integration plan necessitate upgrades in technology to ensure that the district meets the academic needs of all students
and that achievement gaps by race and income are reduced. The integration plan is dependent on technology for
providing equal access in the areas of instruction, assessment, college and career readiness opportunities, and for
monitoring student growth and achievement.
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DISTRICT ACHIEVEMENT GOALS
Goal 1: Teachers will identify student needs related to literacy and implement a strategic intervention
plan to ensure all students achieve grade level literacy goals by the end of the school year 2015.
Reading MCA Grade 3
2014 – 64.6% proficient
2015 – 76.6% proficient
Proficiency on the spring 2014 (grades 3-8 and 10) will increase accordingly, using spring 2014 Minnesota State Accountability Test reading data as the baseline. This includes each grade level tested along with each subgroup and
special population as specified in the Achievement and Integration Statute.
Goal 2: Proficiency rates on the Minnesota State Accountability Math Test will increase for all students 2%
yearly; and students considered in protected class by 6% yearly. By definition, protected class students
include those in the American Indian, Asian, Hispanic, Black, and free or reduced lunch prices cells according to NCLB.
Proficiency on the spring 2014 Minnesota State Accountability tests (grades 3-8 and 11) will increase accordingly in
each cell, using the spring 2013 Minnesota State Accountability math data as the baseline. This includes each grade
level tested along with each subgroup and special population as specified in the Achievement and Integration Statute.
ZM Schools recognizes that the key factor for student academic success is high quality instruction from highly qualified
teachers.
ZM Staff will participate in site based Professional Learning Communities and actively partner between teams and with
the Rochester Public Schools to develop targeted tutoring interventions that support math success.
Professional development of staff is essential to continue to grow skills and address student needs. In accordance
with the strategic plan, ZM Schools will utilize professional learning communities and professional development on
tier 1 classroom management strategies to support continued professional growth of all staff. Each PLC will be supported by the site administrator and the superintendent. They will identify a SMART goal based on student achievement data, and an action plan that will ensure progress towards obtaining that goal. PLCs will include a time to review
student data, read and discuss research, and collaborate by sharing classroom experiences. Data Walls will be developed by each team to identify students in need of various interventions.
Parent involvement is also essential to student success. In addition to providing mentoring to students in need, ZM
Staff will provide support to families. By working with families to empower engagement, educate them on opportunities for their learners, connect them with community supports, and more, they will be better equipped to support
their child’s learning. This will supplement our overall district parent involvement and engagement plan by ensuring a
focus on underserved families including non-English speaking families, families of color, or our homeless families.
Additionally, these vital support staff will play an instrumental role in high school student retention. According to the
WBWF plan, each student will develop individualized college/career roadmaps by the time they enter grade nine. ZM
Staff will play key roles in ensuring some of our most vulnerable learners are staying on track to achieving their goals.
This will include keeping the families connected, exposing the learners to various college and career readiness opportunities, as well as ensuring the students are staying engaged and active in the K-12 learning experience.
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The superintendent will provide support to leadership, support recruitment and retention of diverse staff, support the
expansion of community partnerships, and manage the overall integration plan. To do this, his role includes work to
recruit and retain staff of color; working with the Rochester Public Schools, local colleges and universities to develop an
accelerated plan for our paraprofessionals of color to obtain their teaching licensure; working with community groups
to recruit community professionals of color to mentor our new staff of color as the acclimate to our community.
Year 1:
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Implement Professional Learning Communities at each district site and implement Data Walls within the
PLC process.
Use baseline data to support teachers in delivering high quality
math and reading instruction. Exploration of further technology
enhancements and access will be explored at this stage in support
of closing the achievement gap as well.
Develop community partnerships to support relevance of math
instruction and help students make relevant connections to future
opportunities.
Develop family partnerships to support math and reading instruction and offer parent engagement classes in partnership with district and/or community organizations.
Engage in district and site offerings that support culturally responsive and/or 21st Century teaching and
learning through participation in staff development, including but not limited to culturally responsive data
driven dialogue during PLCs. Introduce research based tools that support the development of intercultural
mindsets.
Year 2:
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Reevaluate PLC math goals and action plans, adjust, and continue with data driven dialogue.
Expand or enhance community partnerships to support both math and reading instruction and career and
college readiness.
Identify parent leaders who can partner with sites and support parent education using district approved
parent education curriculum.
Develop plan to increase cultural sensitivity of PLC team members using district approved research based
tools and measurements.
Create professional development opportunities for instructional coaches, administration and teachers.
Year 3:
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Reevaluate PLC math goals and action plans, adjust, and continue with data driven dialogue.
Expand or enhance community partnerships to support both math and reading instruction in support of
career and college readiness and high school retention.
Continue to build network of parent partners to support math and reading instruction.
Implement site plan to increase intercultural sensitivity using district approved research based tools and
measurements.
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As the ZM Public Schools continue to practice fidelity to the students and the standards, we recognize that teachers
need to be part of effective professional learning communities and they need to be engaged in dialogue that is both
data driven and that focuses on the development of cultural responsiveness in both teaching and learning in order to meet our district
achievement targets in math and reading. The ZM Schools Strategic
Plan outlines the systematic use of professional learning communities
focused on student learning. Staff development will continue to be
offered that strengthens the ZM teaching force. The roles of the ZM
Staff have been expanded to support student achievement in collaborative partnership with administration, teachers, paraprofessionals,
and instructional coaches and also to support family engagement in
collaborative partnership with social workers, counselors, administrators, and community partners. They will continue to work both directly and indirectly to support students in attainment of the aforementioned reading and math goals. They will also directly participate in staff development that support increased cultural competency.
Goal 3: Graduation rates will increase for students of color and students on free and reduced lunch yearly .
Student graduation rates will increase for students of color and students on Free and Reduced Lunch. The roles and
duties of the ZM Staff will be expanded to support high school completion and successful transitioning to careers for
students identified at-risk for dropping out. Our staff will team to support high school graduation and career transition
for all students. Community partnerships are currently being enhanced or expanded to support career path exploration and commitment among student identified as at-risk for dropping out of high school.
Year 1:
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Further develop ZMMSHS SAT Team.
Establish baseline for yearly rate of increase for graduation rates.
Research and establish best practices for student retention and risk factors for dropping out school, including restorative practices.
Develop Student Retention Plan.
Explore and develop and/or expand and enhance community partnerships in support of retention plan.
Year 2:
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Implement Student Retention Plans using PBIS framework and various activities.
Expand community partnerships that support alternatives to suspension and successful school to career
transitions.
Measure progress and engage in continuous feedback process.
Year 3:
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Continue with Implementation of Student Retention Plans and activities.
Grow community partnerships that support successful school to career transitions.
Measure progress and engage in continuous feedback process.
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DISTRICT INTEGRATION GOALS
Goal 1: By 2017 all students will have evolving career/college roadmaps by the start of high school.
ZM Schools have embedded college and career readiness strands in current course offerings starting at the middle
school level. As each ZM student enters 9th grade, they will have an evolving career/college roadmap. These plans
will be developed through course work in middle and high school grades. Teachers, parents, counselors and students
will work collaboratively to create the plan. The plan will include an idea of the high school courses the student wants
to enroll in, college readiness tests that the student wants to complete prior to graduation, and possible colleges and/
or post-secondary options that the student wants to explore based on their possible career interests. Result 6 of strategy 1 reads, “All students have a personalized student plan that reflects student interests, learning beyond high school
and career goals.”
Integration dollars will be used to support the implementation of this plan. The focus in middle school will be exposure
to careers. This will include visits from local professionals, college reps and research. In seventh grade students will
visit local business, medical facilities and more to see first hand what happens in these work settings. We anticipate
students will take field trips during MSHS.
Year 1:
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Develop inter-district college and career exploration partnerships for upper elementary and middle school
students.
Year 2:
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Implement the partnerships
Year 3:
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Grow the partnerships
COMMUNITY PLANNING PROCESS
This plan will be shared during a Public Hearing in December of each school year. It will also be posted on the ZM
Schools website at www.zmschools.us. Multiple district staff members worked on defining the strategic plan and the
alignment of all other plans, including Integration and Achievement.
CREATING EFFICIENCIES AND ELIMINATING DUPLICATIVE PROGRAMS
To ensure efficiency among the collaborative groups, the collaborative districts with the Rochester Public Schools as
the lead district focused on efficiencies through more intentional use of technology and creating more authentic joint
experiences for our learners.
To ensure efficiency and elimination of duplicative programs, a focus on the development of this year’s plan was to
ensure complimentary focus in all of the district plans. This includes the title plans, migrant and refugee plans, district
and site professional development plans, the district strategic plan, the integration and achievement plan, and more.
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