Tri-City United School District World's Best Workforce Annual Report
November 28, 2016
In accordance with 2013 Minnesota Statutes, section 120B.11, a school board, at a public meeting, shall adopt a comprehensive, long-term strategic plan to support and improve teaching and learning that is aligned with creating the world's best workforce. The school board must transmit an electronic summary of its annual report to the commissioner of the Minnesota Department of Education each fall.
The report summary must include:
An initial plan was presented and approved by the Tri-City United School Board at the September 8, 2014 meeting.
- A summary of progress toward improving teaching and learning and striving for the world’s best workforce (specifically, progress toward closing the achievement gap); all students ready for kindergarten; all students in third grade achieving grade-level literacy; all students attaining career and college readiness before graduating from high school; and all students graduating from high school.
- Information about best practice strategies that were implemented and that are showing evidence of impacting closing the achievement gaps and working toward creating the world’s best workforce in Minnesota.
Tri-City United School District's World's Best Workforce plan is directly aligned with our Tri-City United Strategic Roadmap inclusive of our mission, vision, core values, and four strategic directions. The mission of Tri-City United is:
To Empower Learners
United for Success
Our four strategic directions are: A.) Improve student achievement; B) Define and align Curriculum, Instruction, and Assessment; C) Develop Structures, Systems, and a Culture of Excellence, and D) Raise the Capacity for Engagement and Dialogue.
In accordance with our strategic roadmap, each of our schools and departments develops annual Goals and Action Plans based upon a SMART (specific, measurable, attainable, relevant, time-oriented) formats and inclusive of measures within the strategic directions.
Identified Needs Based on Data
List and describe the district’s identified needs, and the data each need was based upon here.
Tri-City United School District (TCU) has a strategic roadmap structure inclusive of vision cards with metrics and measures which aim to align all district and building student achievement and individual professional development plan goals towards the district’s vision.
Early Learning screening and Kindergarten fall assessments indicate the need to continue to build our curricular alignments and expectations PreK – 3 and a need to increase %age of students scoring at the low risk level.
FAST assessment results indicate the need to increase the rigor of our expectations in grades 3 – 12 and a need to Increase the percentage of students scoring in the low risk or higher level at elementary and middle levels.
MCA assessments indicate the following needs; increase proficiency in math, reading and science at elementary, middle, and secondary levels for all students, decrease the achievement gap between English Learners and Non-English Learners; White/Non-Hispanic and Racial/Ethnic learners; Special Education and non-Special Education.
ACT results show a need to increase the percentage of students predicted to possess college readiness skills.
Graduation Rates indicate a need to increase the 4 year cohort graduation rate for students qualifying for free/reduced meal benefits, English Learners (from past data), and Hispanic populations.
Describe the support being offered to students to meet the goals here.
Early childhood special education and early childhood pre-school programs fully implemented inclusion models and unified collaboration with Kindergarten educators to fully address preschool students’ needs. An aligned assessment process was implemented with FAST benchmarking. Preschool classes were expanded where space was available.
Elementary student needs are being addressed through guided groups for reading; Regular curriculum review and revision; Response to Intervention (RtI) process; Title I services, Positive Behavior Intervention Supports (PBIS); special education and English Learner instruction; Reading Corps; Promise Fellows; After school and summer Targeted Services programming, Community Education Youth Enrichment offerings, and summer migrant school.
Special Education services at TCU High School expanded the co-teaching model to in science, English/language arts, and math. Secondary Student support programs include: College in the Schools courses, Summer Migrant School, Credit recovery programs, Area Learning Program, Positive Behavior Intervention Supports (PBIS); special education and English Learner instruction.
Student data results at all grade levels are further disaggregated and analyzed by student groups (race/ethnicity, gender, special programs) in order to assess overall growth for all.
TCU Early Childhood Programs
TCU Early Childhood Special Education
TCU Special Services Department
TCU LeCenter K-8 School
TCU Lonsdale K-4 School
TCU Montgomery K-8 School
TCU High School
Teachers and Principals
Describe the support being offered to teachers and principals to meet the goals here.
The curriculum review process was completed for K-12 English/Language Arts in 2014-2015 with aligned comprehensive resources purchased for grades K-12. Science curriculum review was started in 2014-2015 and finalized with recommendations in 2015-2016. Training provided for the implementation of the new resources.
Tri-City United School District continued with the comprehensive teacher development and evaluation system and principal growth and development processes. Professional learning community (PLCs) process implemented with all teaching staff. Added a new position to provide training for effective use of technology for instruction and collaboration throughout the school year and during the summer. Site teams are collectively responsible for development of site improvement plans, including SMART goals, action steps, and benchmarks/evaluation strategies. Support provided by District Assessment Coordinator in understanding assessment results with new FAST testing and access to data analytics software. Professional development provided for Positive Behavior Intervention Supports (PBIS), professional learning community process, response to intervention systems, and monthly work on our district-wide guaranteed viable curriculum matching the four questions of a PLC - What do we expect our students to learn?, How will we know they are learning?, How will we respond when they don’t learn?, and How will we respond if they already know it?
Support for Principals occurred through full Leadership Team and Instructional Team meetings each month inclusive of teaching/learning and management topics; individual meetings with Superintendent on a monthly basis; support of regional and state associations for professional development; implementation of comprehensive principal development and evaluation system; access to a two-year Principal Institute; and included in technology, PLC, and curriculum review sessions.
TCU Qcomp and Professional Development
TCU Curriculum and Instruction
Systemic, Building or District
Describe the support being offered at the systemic or district level to meet the goals here.
Early Childhood PLC implemented FAST assessments as a part of the aligned PreK-Grade programming. Monthly professional learning community meetings include all early childhood educators; general education and special education.
Tri-City United continued implementation of comprehensive District Strategic Plan with a dedicated focus on developing a Professional Learning Community culture. Additional action steps implemented included:
TCU Strategic Plan
- Implementation of Classroom Goal and Targeted Group Goal within Teacher Development and Evaluation process. For 2015-2016 data 87% met classroom goal, 82% met targeted group goal.
- Professional Learning Community process continued implementation. Implementation of Response to Intervention at grades 7 – 8 with intervention course added. RtI introduced at grades 9 – 12 level.
- Shifts in intervention model to push in structures at K-3 with Title I. Increased flexible grouping within interventions.
- Expanded electives at TCU High School – Juvenile Justice courses, CIS Art class, CIS Spanish course.
- Digital Learning Environment study conducted and 3 year recommendation made and approved. Equipment has been ordered and arrived. Professional development training scheduled for summer 2016 and throughout next school year. Roll out equipment and 1 to 1 with 9th grade in fall 2016.
TCU Curriculum and Instruction
Best Practice Strategies and Action Steps
Describe district strategies and action steps incorporated to address student achievement goals here.
- Tri-City United Strategic Roadmap finalized and implemented; Qcomp Advisory Committee to oversee building goals; District assessment analysis inclusive of conference and neighboring districts as well as benchmark districts of similar demographics; Individual Professional Development Plan goals aligned with building goals and refinement of this process began for future improvements; Best Practices study through curriculum committees and early release by departments; curriculum review teams representing each grade level and building site; and an intentional effort to create a united District with staff and communities.
Current Student Achievement Plans
Describe current student achievement plans here.
TCU Literacy Plan
- Qcomp; Building Goals and Individual Professional Development Plans; Read Well by Third Grade Literacy Plan; Title I Plan; Title III English Learners Plan in consortium with neighboring District; Title II Plan; School Readiness Plan; District Vision Card with Measures and Metrics; Targeted Services Plans; Principal Development and Evaluation Plan; Teacher Development and Evaluation Plan; Individualized Education Plans.
TCU English as a Second Language
TCU Summer Migrant Program
TCU Qcomp and TD&E Plan
Key Indicators of Implementation Progress (implementation and/or outcome data)
List and describe key indicators of progress here.
TCU Assessment Information
- Fall to Spring NWEA Map growth and proficiency percentiles; FAST adaptive assessments and curriculum based measures, Graduation Rate; Annual comparison of fall data for incoming Kindergarten students; Fall, Winter, Spring Benchmark data from curriculum based measures, summative assessments; percentage of students earning passing grades, credit completion, and meeting standards through standards based reporting systems; percentage of students demonstrating college readiness skills; Tier 3 and Special Education referrals
Broad Outcomes Impacted
All Students Ready for Kindergarten
Describe the established goals and results in ensuring all students are ready for kindergarten here.
2015-2016 Goals and Results
- Goal: During the 2015-2016 school year, staff will identify and implement a common assessment. This assessment will be used to gauge students’ readiness for Kindergarten and program improvements.
- Results: In 2015-2016, TCU Early Childhood Educators analyzed and began implementation of FAST as a common assessment to gauge students’ readiness for Kindergarten programming.
- Goal: In 2015-2016, we will increase the percent of students meeting/exceeding Kindergarten fall benchmarks from 46% low risk to 56% low risk.
- Results: 2015-16 fall FAST assessment indicated 88.3% of Kindergarten students were in the low or some risk level. 56% met or exceeded the low risk level.
All Students in Third Grade Achieving Grade-Level Literacy
Describe your established goals and results toward having all students in third grade achieving grade-level literacy here.
2015-2016 Goals and Results
Closing Achievement Gap(s)
- Goal: In 2015-2016, 71% of all Third Grade students will meet or exceed spring oral reading fluency benchmarks based upon the FAST low risk level data.
- Results: Winter/Spring, 2016 FAST curriculum based measures for reading indicated that 80.9% of Third Graders were in the low or some risk level with 58.2% in the low risk level only.
- Goal: In 2015-2016, 72% of all Third Grade students will meet or exceed proficiency based upon the MCA reading assessment.
- Result: 2015-2016 MCA reading results indicated 52.8% of Third Graders met/exceeded proficiency.
Describe your established goals and results in closing the identified achievement gap(s) in your district here.
All Students Career- and College-Ready by Graduation
- Reading Goals: In 2015-2016, the achievement gap goals in proficiency based upon MCA reading assessments are as follows:
*Race/Ethnicity reduce to 15% (14-15 23.8%)
*EL/NonEL reduce to 16% (14-15 24.3%)
*SpEd/NonSpEd reduce to 25% (14-15 46.9%)
*F/R – NonF/R reduce to 15% (14-15 23.9%)
- Reading Results: In 2015-2016, the achievement gap results in proficiency based upon MCA reading assessments were as follows:
*F/R – NonF/R 18.9%
- Math Goals: In 2015-2016, the achievement gap goals in proficiency based upon MCA math assessments are as follows:
*Race/Ethnicity reduce to 13% (14-15 25.2%)
*EL/NonEL reduce to 20% (14-15 33.78%)
*SpEd/NonSpEd reduce to 25% (14-15 47.4%)
*F/R – NonF/R reduce to 10% (14-15 20.1%)
- Math Results: In 2015-2016, the achievement gap results in proficiency based upon MCA math assessments were as follows:
*F/R – NonF/R 24.2%
Describe your established goals and results in ensuring all students are career- and college-ready before graduating from high school here.
All Students Graduate
- Goal: In 2015-2016, Tri-City United High School Juniors taking the ACT Plus Writing Test in the Spring of 2015 will achieve an average composite score of 23.
- Results: 2015-2016, Tri-City United High School Juniors (n-102) averaged 19.7 as a composite score on the ACT Plus Writing test.
Describe your established goals and results toward all students graduating from high school here.
General Fund Expenditures 2015-16
- Goal: In 2015-2016, 90% and higher of all students within each student group of grade 12 students will fulfill all graduation requirements for a diploma within a 4 year cohort model.
- Results: In 2015-2016, 93% of students met the graduation requirements for a diploma within the 4 year cohort model.
- Goal: In 2015-2016, 93.5% of all grade 12 students will fulfill all graduation requirements for a diploma within a 4 year cohort model.
- Results: Student Group Results:
TCU Business Office - Financial Information