World’s Best Workforce
February 10, 2014
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World’s Best WorkforceTable of Contents
We don’t plan to provide this table of contents in our submission, but thought it might be useful to all ofyou. As you can see, many of the areas we already have plans, yet some of them we are stilldesigning. Any feedback would be much appreciated.
Mark
District Strategic Plan 2VisionMissionGoals
Elementary School Goals 3Building/SitePLC
Middle School Goals 4Building/SitePLC
High School Goals 5Building/SitePLC
School Readiness/Early Childhood Goals 6Building/SitePLC
Third Grade Literacy Plan 7Academic Achievement Gap 14
ESMSHS
Graduation Rates and Plan 15HS Graduation RatePlan for Improvement
College and Career Preparedness 16Strategies to Meet Student Needs
Staff Development Plan 17District Technology Plan 18Curriculum Plan 28District Budget Summary 29Student Performance Measures 31
National Association of Education ProgressMN Comprehensive Assessments
Building Principal Performance Appraisal 35(Probationary) Student Service Personnel Growth & Evaluation Program 47Student Service Personnel Growth & Evaluation Program 62(Probationary) Teaching Growth & Evaluation Program 78Tenured Teaching Growth & Evaluation Program 93
Survey Report 112Advisory Committees 117
DistrictBuilding Site TeamsPLC Facilitator TeamsStaff Development Team
KASSONMANTORVILLE SCHOOL DISTRICT 204STRATEGIC PLAN
VISION STATEMENTKassonMantorville Schools will inspire and foster excellence to prepare all students to become
prosperous, responsible citizens in a global society.
MISSION STATEMENTThe KassonMantorville School District is committed to excellence.
Through innovative collaboration, we will: Respect, engage, and challenge all Offer a relevant and innovative curriculum Set high expectations and embrace creativity Build a global perspective Provide a safe and welcoming environment
AIMS and GOALSAIM: Student Excellence
Goals: Hold all students accountable to high academic achievement expectations Challenge each student to the best of their abilities Increase cocurricular and extracurricular involvement Develop high character students with a global perspective Celebrate students’ successes
AIM: Staff ExcellenceGoals:
Continually research, develop and implement relevant and innovative curriculum Utilize new technologies that embrace advancements in student learning Develop PLC’s to provide continuous improvement in instructional strategies and
constructive evaluations Actively engage parents/guardians through effective, consistent communication Recognize staff members’ achievements and successes
AIM: Operational ExcellenceGoals:
Collaborate innovatively with the community and businesses Operate in a fiscally responsible manner Provide policy and technology infrastructure to enhance student learning Attract, hire, develop, and retain employees committed to excellence Market our success
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20132014 KassonMantorville Elementary School GoalsSite Goals
GOAL: We will increase the percentage of students meeting their growth target on the N WE A R eading MAPtest so that 100% will demonstrate targeted growth as measured by the spring R eading MAP Test by June 2014
GOAL: We will decrease by 5% or greater the number of students reporting bully behavior on the Spring 2014KME S B ully Survey by continuing to implement Positive B ehavior Systems (PB S) through our schoolwidebehavior program KoMet PR ID E and Olweus B ully Prevention Program.
GOAL: Through PLCs and work shops, we will continue onsite and embedded staff development in allacademic areas, technology, KoMet Pride, and Olweus B ully Prevention.
GOAL: Continue to work collaboratively with our community to seek resources that support student academicachievement as well as social/emotional development and growth.
PLC GoalsKindergarten
Fluency Goal: Timed R epeated R eadings Continuation of Vocabulary Goal Use the leveled library with small groups/centers. (K+ too) Continue using Smartboards for reading and math instruction.
First Grade Analyze data ( N WE A, running records, Aims D ata, fluency, end of quarter data (HF and blending) GrowthIdentify which students are at risk or not meeting their R IT goal R edo flex grouping Clear vision of where we are going with common formative assessments
Second Grade Align assessments with the Common Core Standards and determine essential outcomes.
Third Grade Analyze and regroup Flex Groups using N WE A MAP D ata and R unning R ecords D etermine and analyze common assessments
Fourth Grade Work collaboratively to ensure that the sk ills taught will impact student learning and ultimately their
performance on quarterly summative assessments
Speech Progress R eports at the end of each quarter Continue to create IE P goals based on the Common Core Standards
Specialists Use Observation time at area schools to learn how a specialist PLC can support student achievement
and teacher growth. Continue to mak e connections between our disciplines through collaboration
Interventionists Use progress monitoring more frequently, use 30 days as length of time between sharing and collecting
data Collect two to three points of data every 30 days. D ata will be collected from LLI, R eading R ecords, and
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R eading D etective20132014 KassonMantorville Middle School Goals
Site Goal
MATH TAR GE T: 72% of students will meet their growth as determined by the Fall 2013 to Spring 2014 MAPtest.
R E AD IN G TAR GE T: 75% of students will meet their growth as determined by the Fall 2013 to Spring 2014 MAPtest.
SCIE N CE CON CE PTS TAR GE T: 70% of students will meet their growth as determined by the Fall 2013 toSpring 2014 MAP test.
GE N E R AL SCIE N CE TAR GE T: 72% of students will meet their growth as determined by the Fall 2013 to Spring2014 MAP test.
STR ATE GY: Schoolwide focus on motivation.
ACTION S:1. FISH! or Wisdom philosophy implementation2. Q uote of the week3. Monthly staff meeting with focus on staff
PLC Goal(s)E nglish Gr. 58
To increase reading comprehension of all 5th8th grade students
Life/E arth/Physical/Process Science Increase student responsibility/accountability for individual learning. For classroom unit assessments,
students will have 80% cumulative average by 5/15/14
US History/Minnesota History/Global Studies Increase student responsibility / accountability on independent reading preparation. Classroom chapter unit assessments: 80% proficiency goal by 5/15/2014
Gr. 58 Math Increase percentage of students showing growth on N WE A Math from 66% to 72%
Gr. 58 Specials Student performance goal is 80% on classroom chapter unit assessments by May 1, 2014
Gr. 58 Counselors, Social Work ers, and N urse R educe the incidents of bullying by 5% or more as measured on the Fall and Spring Middle School
B ullying Survey (SurveyMonk ey)
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20132014 KassonMantorville High School GoalsSite Goal
MATH TAR GE T: 70% proficiency performing at the meets or exceeds level on the 2014 MCA.
R E AD IN G TAR GE T: 80% proficiency performing at the meets or exceeds level on the 2014 MCA.
SCIE N CE TAR GE T: 60% proficiency performing at the meets or exceeds level on the 2014 MCA.
STR ATE GY: Cross curricular utilization of problem solving sk ills.
ACTION S:1. Cross curricular connections• R eview Common Core State Standards in R eading
o D etermine which standards should be taught in content areas outside of E LAo R eview curriculum to ensure standards are covered.
• Vocabulary explorationo What words do content areas share and which words are unique to specific studies?
2. Staff provide positive encouragement for highest individual student performance on the Science MCA and allother assessments.
PLC Goal(s)Language Arts/World Language
Increase student responsibility/accountability on independent preparation. Classroom chapter unit assessments: 85.00% (increase 1% aggregate PLC test scores). Increase vocabulary mastery from 81.01% to 85% D ecrease notecard dependence for speeches to increase independent preparation PLC
Secondary Mathematics MCA math scores 70% Meets or E xceeds (Spring of 2014 scores) PLC HS Match Goal of 88% by June 2014
Social Studies Increase student reading and writing proficiency to increase MCA and classroom proficiency on
assessments to 82% by the end of the year
Art/Health/PhyE d/Music Vocabulary fluency through written assessment Find best strategies for vocabulary fluency Vocabulary tests aggregate increases to % 75 B egin recording all unit summative assessments for all classes, create aggregate goal
Vocational E ducation Classroom chapter unit assessments: Increase 1% aggregate PLC test scores from the beginning to the end of each quarter, monitoring 3
classes throughout the year. E ach quarter we will improve from our pretest and then maintain 84% eachquarter
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SCHOOL READINESS20132014 KassonMantorville Community Education Early Childhood Goals
R E AD IN E SS TAR GE T: 95% of students will meet “developed” status as determined by the Spring 2014 SE CItest.
STR ATE GY: Work collaboratively to effectively implement the Scholastic B ig D ay curriculum in all classrooms.
ACTION S:1. Monthly planning meetings2. Semimonthly check in3. Use assessments to guide further implementation or adaptations of program
Site Goal
• Increase student achievement in school readiness sk ills
PLC Goal(s)
• All students will achieve “meets expectations” on Kindergarten R eadiness Check list by May 15, 2014.
• Increase student engagement in classroom activities to 100% of students actively engaged inclassroom activities 95% of the time by May 15, 2014.
Strategies to accomplish goals:
• Use B ig D ay for PreK E ngagement R outines to increase student engagement in class activities.
R esources necessary to accomplish goals:
• B ig D ay for PreK implementation guide
• Pen & check list from B ig D ay online
• Pathways to R eadiness Oral Language D evelopment Continuum
• Online access
• Circletime/storytime observation guide
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THIRD GRADE LITERACYDistrict #204 KassonMantorville
Local Literacy PlanR eading well by third grade is one of many developmental milestones in a child’s educational experience.Literacy development starts at an early age and is the basis for all academic success. This is reflected in astudy done by C. Juel (1988) that found 88% of students who had difficulty learning to read at the completion offirst grade continued to have difficulty at the end of fourth grade. N ot only does this study have seriousacademic implications, it is also important when considering the motivational implications of having readingdifficulties. H.W. Catts (1991) found that unless children with potential reading disability are identified early, theyhave a greater chance of developing secondary problems such as a frustration, anxiety, and motivationalproblems. When students experience secondary problems, Catts (1997) found that they tended to have feweropportunities to practice reading sk ills and therefore fell further behind their peers academically. Conclusionsfrom this study and another done by Lyons (1997) are consistent with the Matthew’s E ffect, the good readersk eep getting better and the struggling readers continue to struggle (Stanovich, 1986). Assuring all studentsread well by third grade means that all children will have the foundational literacy sk ills necessary for successbeyond the primary grades and beyond the classroom.
R eading well by grade three ensures that a student will have a solid foundation of literacy sk ills, preventing anyfurther educational paralysis from occurring due to secondary issues. Lyons (1997) research found readingsk ills to have a profound effect on a child’s general k nowledge, spelling sk ills, writing sk ills, and vocabularydevelopment. “As we follow the children (those unable to master gradelevel reading sk ills) through elementaryand middle school grades, these problems compound, and, in many cases, very bright youngsters are unableto learn about the wonders of science, mathematics, literature and the lik e because they cannot read thegradelevel textbook s (Lyon, 1997). The research mak es it blatantly clear, assuring a solid foundation of literacysk ills by third grade will allow a student to continually expand their understandings of what they read, mak emeaning, and transfer their learning across all subj ect areas as they move into more nonfiction reading theupper elementary and middle school grades.
E ffective literacy instruction will build a lifelong, solid literacy foundation for all students. E arly prediction,identification and intervention are critical to educators’ success in improving outcomes for lowachievingbeginning readers (Schatschneider & Torgesen, 2004). D ata based reflection and planning for all tiers ofintervention will result in all students reading well by third grade and beyond, providing each student the meansto reach their highest potential. E ffective literacy instruction will prepare our students for the demands ofcollege and for the high expectations in the work place.
KassonMantorville E lementary School recognizes reading proficiency as an essential component to schoolsuccess. Currently 89% of our students are mak ing Adequate Yearly Progress (AYP) as measured by the 2011Minnesota Comprehensive Assessment (MCA) in reading. Our comprehensive literacy plan recognizes theunique literacy needs of individual students and ensures that their needs are met.In the KassonMantorvilleSchools, we guide students to R eading Well by Third Grade through effective core reading instruction,prescribed reading interventions and individual goal setting with students. In order to identify and monitor thevarying needs of our students, schoolwide benchmark screening and formative assessments are administeredand analyzed through Professional Learning Communities. In his metaanalysis on teacher effectivenessstudies, research D an Fallon of the Carnegie Corporation of N ew York concludes, “The teachers’ influence onstudent achievement scores is 20 times greater than any other variable, including class size and poverty.” Inorder to ensure our students are receiving effective instruction on a daily basis, we provide researchbasedprofessional development for all staff, focusing on the components of effective literacy instruction.
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KassonMantorville Schools is dedicated to its’ stak eholders and provides effective communication in order topromote literacy and create a communitywide partnership. We truly believe that aligning literacy efforts atschool, at home and in the community will only strengthen the literacy foundations of our students, increase therate of their achievement and encourage them to be lifelong learners.
Process for Assessing All Students’ Reading ProficiencyAll students are assessed three times per year using the universal screener, AIMSweb. The following AIMSwebbenchmark s are used: Letter Sound Fluency (LSF), Letter N aming Fluency (LN F), N onsense Word Fluency(N WF), R eading Curriculum B ased Measurement ( R CB M), and Comprehension (MAZE ).
Other assessments that are used to assess reading proficiency include: Fountas and Pinnell R unningR ecords, N orthwest E valuation Association’s ( N WE A) Measures of Academic Progress (MAP), and grade levelspecific formative assessments.
KassonMantorville establishes proficiency based on the AIMSweb national norms, which are reflective of thenational student population.
Fall Winter Spring
Assessment results
shared withparents at
Fallconference
s
Assessmentresults sharedwith parents insemester
report cards
Assessmentresults sharedwith parents at
Springconferences
Assessment
Proficiency
Assessment Proficiency
Assessment Proficiency
Kindergarten
AIMSweb:LN FLSF
215
AIMSweb:LN FLSFN WF
442725
AIMSweb:LN FLSFN WF
523940
First Grade AIMSweb:N WFR CB M
3413
AIMSweb:N WFR CB M
5436
AIMSweb:N WFR CB M
6867
SecondGrade
AIMSweb:R CB MMAZE
624
AIMSweb:R CB MMAZE
8811
AIMSweb:R CB MMAZE
10615
Third Grade AIMSweb:R CB MMAZE
8713
AIMSweb:R CB MMAZE
11115
AIMSweb:R CB MMAZE
12716
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FourthGrade
AIMSweb:R CB MMAZE
10714
AIMSweb:R CB MMAZE
12520
AIMSweb:R CB MMAZE
13920
Fifth Grade AIMSweb:R CB MMAZE
12117
AIMSweb:R CB MMAZE
13922
AIMSweb:R CB MMAZE
15327
Sixth Grade AIMSweb:R CB MMAZE
14122
AIMSweb:R CB MMAZE
15529
AIMSweb:R CB MMAZE
16628
SeventhGrade
AIMSweb:R CB MMAZE
14424
AIMSweb:R CB MMAZE
15527
AIMSweb:R CB MMAZE
16731
E ighthGrade
AIMSweb:R CB MMAZE
14625
AIMSweb:R CB MMAZE
15523
AIMSweb:R CB MMAZE
16328
NWEA MAPKassonMantorville establishes proficiency based on the NWEA MAP national norms, which arereflective of the national student population. Local norms are included to reflect howKassonMantorville compares to the rest of the nation.
Fall Winter Spring
NWEA MAP resultsshared with parentsat Fall conferences
NWEA MAP resultsshared with
parents at Winterconferences
NWEA MAP resultsshared with parentsin end of year report
cards
NationalMean RIT
Local(KM)Mean
NationalMean RIT
Local(KM)Mean
NationalMean RIT
Local(KM)Mean
FirstGrade
160.3 161.0 170.7 174.6 176.9 182.9
SecondGrade
175.9 177.4 183.6 189.5 189.6 194.2
ThirdGrade
189.9 191.6 194.6 199.7 199.2 204.9
FourthGrade
199.8 201.8 203.2 210.5 206.7 212.1
Fifth 207.1 211.6 209.8 214.4 212.3 217.3
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Grade
SixthGrade
212.3 215.2 214.3 217.4 217.4 220.0
SeventhGrade
216.3 219.5 218.2 221.7 219.7 225.5
EighthGrade
219.3 223.6 221.2 226.3 222.4 228.7
Fountas and Pinnell As of October 2012, Fountas and Pinnell aligned reading levels to meet the expectations of the Common Core StateStandards. KassonMantorville establishes proficiency based on these set expectations for reading levels. Levels belowrepresent where students are expected to be instructionally. The instructional level is supported by the teacher, and is not alevel at which a student reads independently.
Grade Level Aug./Sept. Nov./Dec. Feb./Mar. May/June
Kindergarten B C D
1st Grade D/E F H J
2nd Grade J/K K L M
3rd Grade M/N N O P
4th Grade P/Q Q R S
5th Grade S/T T U V
6th Grade V/W W X Y
7th Grade Y Y Z Z
8th Grade Z Z Z Z
Process for Parent Notification All parents will receive their child’s results, along with comparisons to the grade level expectations, in the fall,
winter & spring. See sample score report below for assessment results.
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Resources and Tools for Parents and Community MembersLiteracy N ights are offered once a month to parents and students. D uring these nights information regardingtesting, children’s literature and reading strategies are shared. Participants are provided tak ehome materialsto support literacy at home. KassonMantorville also has a comprehensive literacy website located on theE lementary School home page that provides visitors information and resources that can enhance literacydevelopment.
Continuum of Literacy Support Designed to Meet the Needs of All StudentsAll K4 students receive approximately 90 – 120 minutes of core reading instruction daily. Through our flexiblegrouping model students in grades 1 4 receive an additional 30 minutes of small group reading instruction attheir level. Flexible groups change throughout the year based on students’ instructional reading level and MAPstrand outcomes. Students not meeting proficiency benchmark s receive tier 2 interventions through our Title Iprogram. Additional tier 3 interventions are prescribed for those students most at risk for reading failure. Tier 2and 3 interventions may include, but are not limited to: R ead N aturally, Fountas and Pinnell’s Leveled LiteracyIntervention, SMAR T, and others as determined by best practices and our Problem Solving Team (PST).
The Problem Solving Team meets twice a week to review individual student progress and student response tointerventions. R ecommendations for interventions or modification of services may be discussed. The PSTconsists of the reading specialists, one teacher from the grade level, special education and Title 1 teachers.Students are identified for PST by classroom teachers or data review and referral by Problem Solving Team.
Our R eading Specialist Coach supports teachers through monthly data meetings, individualized classroomgoal setting and data review, biweek ly PLC meetings and modeling of effective instructional practices. TheR eading Specialist Coach facilitates the Core PST team that reviews progress monitoring data on a week lybasis to ensure interventions are being carried out with fidelity and students are mak ing progress towardsacademic goals.
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Professional DevelopmentAs a district committed to high student achievement, time is dedicated for teachers to align standards, analyzestudent data, and continuously improve instruction based on best practices.
The school district has committed to Professional Learning Communities (PLCs). PLC’s meet regularly toanalyze data, create and improve instructional strategies and monitor student learning and progress. PLCsallow for all staff to collaborate across grades, subj ects and disciplines, buildings and district to promotedevelopment of competent use of literacy practices and instructional strategies effective for all students.
Grade level PLCs focus on the following four guiding questions:1. What do we want students to know?
∙ E ssential learning outcomes (power standards) for each grade level2. How will we know when they have reached proficiency?
∙ Ongoing formative and summative assessments3. What are we doing for those students who are not proficient?
∙ Implement Tier 2 and Tier 3 interventions4. What are we doing for students who are already proficient?
∙ E nrichment
Our R eading Specialist Coach supports and guides teachers while they study, plan and implement the use ofeffective instructional strategies. This support spans from core reading instruction (Tier 1) through intensiveintervention (Tier3). The R eading Specialist Coach supports include modeling, team teaching, researchingand coaching of effective instructional practices. Through classroom observations and onetooneconferencing with teachers, the R eading Specialist Coach is able to identify and plan for future professionaldevelopment opportunities that align with teacher needs.
Additional staff development resources may include, but are not limited to: School R eading Specialist Coach,regional education district (ZE D ), Professional Learning Communities, Peer Coaching, Peer Observation, bookstudies, and teacher work shops.
Oral and Linguistic Needs of English Language Students
As a district our E LL staff analyses student data and addresses the cultural back grounds and needs of each ofour students. The E LL teacher communicates regularly with the classroom teacher and assists in informationand resources to help the students. Our district translates all written communication sent home to families andhas an interpreter available for orientation, conferences, meetings, and other school events. Our staffmembers allow our students to share about their cultural heritage and create an environment that is safe. Ourstudents have an acceptance and appreciation for all of our diverse students.
Students who are serviced through our E LL program receive pullout instruction based on their individual needs.We use a push in model with our nonE nglish proficient students. Students are engaged in instruction thatreinforces and preteaches vocabulary sk ills. These strategies help students to become more successfulwithin their core instruction. Our E LL program assists and educates teachers and staff members on studentneeds and suggested strategies for success.
Data Submitted to Commissioner
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Academic Achievement Gap(To be developed further by Curriculum Instruction Coordinator)(current size of academic achievement gap listed by student subgroup)
(each bldg should have a plan)
ES
MS
HS
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Graduation Rates PLAN(counselors or HS principal will develop)
Fiveyear HS grad rateStrong attendance policySEALed MindsetOlweusdiversity lessonsetc.
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College and Career Preparedness(Counselors will develop further)
MN Statute 120B .30 Subdivision 1
(e) In developing, supporting, and improving students' academic readiness for a career or college,schools, districts, and the state must have a continuum of empirically derived, clearly defined
benchmark s focused on students' attainment of k nowledge and sk ills so that students, their parents, andteachers k now how well students must perform to have a reasonable chance to succeed in a career orcollege without need for postsecondary remediation. The commissioner, in consultation with local school
officials and educators, and Minnesota's public postsecondary institutions must ensure that thefoundational k nowledge and sk ills for students' successful performance in postsecondary employment oreducation and an articulated series of possible targeted interventions are clearly identified and satisfy
Minnesota's postsecondary admissions requirements.
At KM, remediation is built in and we offer wide variety of courses“What KM is doing to ensure college and career preparedness.”
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Staff Development Plan(Curriculum Instruction Coordinator will develop further)
This statement was taken from the 1213 Annual ReportStaff DevelopmentKassonMantorville Public Schools supports jobembedded staff development, one of the mostpowerful approaches to staff development. KassonMantorville implements a Peer Coaching Programfor new and nontenured teachers, with approximately 40% of the tenured staff having been trained inmentoring in the Summer of 2012.Literacy Coaches at the Elementary and Middle school guide teachers through data analysis, goalsetting, instructional reflection and assist in the modeling and implementation of effectiveinstructional strategies. This collaborative approach to providing staff development trulyindividualizes for the classroom teachers and grade levels.Professional Learning Communities were explored during the 20112012 school year, with fullimplementation planned being in the Fall of 2012. During the 20112012 school year, PLCs were foundto be incredibly successful at the elementary school, with teachers and students benefitting fromteacher driven action research.
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Technology Plan
Technology Plan Cover Sheet20132015 (July 1, 2013 – June 30, 2015)
ORGANIZATION INFORMATION
District/Agency/School(legal name):
KassonMantorville School District
District Number: #204
Technology Plan Status The District/Agency/School has an approved 2012technology bridge plan:
Yes No
20132015 Technology Plan Date of Creation: May 1, 2013
Identified official with authority INFORMATION
Name Mark D. Matuska
Title Superintendent
Address 101 16th Street NEKasson, MN 55944
Phone Number & Email (507) 634[email protected]
TECHNOLOGY CONTACT INFORMATION
Name Ty Goeman
Title CIO KMTelecom
Address 101 16th Street NEKasson, MN 55944
Phone Number & Email (507) 634[email protected]
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KASSONMANTORVILLE ISD 204 20122015 Technology Plan
Technology Needs Assessment
KassonMantorville School District technology needs are determined by analyzing the current status of districttechnology, district technology integration, district staff/students, and striving towards efficient, effective technologyutilization to improve student learning. Our technology needs are also reflective of our district goals, the ISTE technologystandards for students, teachers, and administrators; and the guidance of KMTelecom. KMTelecom works with districtexecutives to build the strategies for executing the district's educational goals and develops the tactics to deploy technologyto the appropriate student groups. KM technology personnel network with regional, state, and national user groups andorganizations, as well as meet on an ongoing basis with staff and administration in order to gather information to plan fordistrict technologies. Technology needs assessment is measured by feedback, both formal and informal; obtained fromstaff, students, administrators, and parents. Expanding geographic enrollment drives a need to provide an online classroomwhere students can participate in a blended or virtual environment. Providing this capability creates a need for greater easein building curriculum for an online environment.
Our current status includes the following recent technology upgrades to our learning environment: complete wireless access throughout our high school and district office spotted wireless access in our Elementary and Middle school building recent addition of a Cloud environment accessible for staff and students from anywhere improved bandwidth infrastructure in the high school, district office and parts of the elementary initial phases of BYOD initiative at the high school initial phases of ereader implementation at the middle school initial phases of a classroom tablet lab at the elementary
In our strive to improve effective and efficient technology utilization in our district, we do the following: conduct a Technology survey for all certified staff conduct a staff development survey watch and analyze educational technology trending locally, regionally, nationally and universally through
multiple resources attend a variety of technology meetings and trainings conduct formal and informal technology committee meetings at personal, small group, building and district
levels from weekly to monthlyAnalysis of our findings is synonymous with our belief that technology and technology integration are integralcomponents for success in education. We will continue our focus on the following:
monitoring the needs of our own students and staff by providing reliable, efficient network service increasing and improving technology integration opportunities and techniques expanding our online presence and participation as well as the effectiveness of its existence utilizing resources to make informed and intelligent decisions enlisting staff, student and parents opportunities for involvement in technology growth discussions
Executive Learning/Technology Committee
Mark D. Matuska SuperintendentRuss Leitzen KMTelecomFrank Kaim KMTelecomKelly Braun Curriculum and Instruction Director
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Ty Goeman KMTelecomBob Hasz Business Manager
Core Staff Development Committee
Kelly Braun Curriculum and Instruction DirectorAmory Olson High School ScienceTomi Swanson District TI Specialist, HS Technology InstructorSusan Jystad Middle School Music InstructorAnn Mikkalson Title 1 Coordinator, Elementary Reading Specialist
District Technology Focus Group
Kelly Braun Curriculum and Instruction DirectorTomi Swanson District TI Specialist, HS Technology InstructorTy Goeman CIO KMTelecomRyan Christensen Elementary RepresentativeChris Lannin High School Representative
Building Technology Committees
Elementary School Technology
Michelle Krell Elementary School PrincipalTy Goeman CIO KMTelecommLisa Dorschner Media TechnicianTomi Swanson District TI Specialist, HS Technology InstructorLisa Perez Elementary Spanish TeacherRita Buehler Kindergarten TeacherLinda Walbruch First Grade TeacherDani Bell Second Grade TeacherRyan Christensen Third Grade TeacherJill Petersen Special Education TeacherJohn Vossen Fourth Grade TeacherRachel Lenzmeier Fourth Grade Teacher
Middle School
Al Hodge Middle School PrincipalTy Goeman CIO KMTelecommMichelle Poncelet Media TechnicianTomi Swanson District IT Specialist, HS Technology Instructor
High School
Jerry Reker High School PrincipalTy Goeman CIO KMTelecommTom MacCartney Media TechnicianTomi Swanson District IT Specialist, HS Technology Instructor
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Enrollment and DemographicsKassonMantorville Public School District is one district in the state of Minnesota that continues to see growth in thestudent population numbers. In six years, our district has gone from an enrollment of 1,960 to 2,160, adding betweenthirty and forty students every year. Due to this growth, the KM Elementary and KM High School had additions putonto their buildings in 2008, with a new Middle School built in 2009.
20112012 Enrollment Data 20112012 Demographics DataEnrollment……………………………..2,160 Student DemographicsEarly Childhood…………………………..22 Graduation Rate………………………100%Elementary School (K4)………………..850 American Indian…………………..............6∙ Kindgarten………………………….....169 Asian Pacific Islander…………...……......18∙ 1st Grade……………………………....181 Black...…………………………………....21∙ 2nd Grade……………………………...165 Hispanic………………………………..…68∙ 3rd Grade……………………………...154 White…………………………………..2,047∙ 4th Grade……………………………...181 Special Education………………………..206Middle School (58)……………………...674 English Language Learners………............27∙ 5th Grade……………………………....169 Number of Languages Spoken………….....4∙ 6th Grade……………………………....159 (Languages: Chinese/Mandarin, Anuak, Spanish, and Bosnian)∙ 7th Grade……………………………....163 Free/Reduced Lunch……………………19%∙ 8th Grade……………………………....183 Attendance Rate (2011 dates, 2012 NA at report time) ….96%High School………………………………614 Staff Demographics∙ 9th Grade……………………………....167 Total District Staff………………………257∙ 10th Grade……………………………..166 Teaching Staff…………………………...145∙ 11th Grade……………………………..138 Teachers with Master’s Degrees or Higher…...59%∙ 12th Grade……………………………..143 Teachers’ Average Classroom Experience...11 years∙ Post Secondary Option……………….....21 Administrators……………………………10
Paraprofessionals…………………………51 Support Staff……………………………...51 School Board………………………………7
*Data from 20112012 Minnesota Department of Education and KassonMantorville Public Schools
.
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KASSONMANTORVILLE SCHOOL DISTRICT 204VISION STATEMENT
KassonMantorville Schools will inspire and foster excellence to prepare all students to become prosperous,responsible citizens in a global society.
MISSION STATEMENTThe KassonMantorville School District is committed to excellence.
Through innovative collaboration, we will:∙ Respect, engage, and challenge all
∙ Offer a relevant and innovative curriculum
∙ Set high expectations and embrace creativity
∙ Build a global perspective
∙ Provide a safe and welcoming environment
AIMS and GOALSAIM: Student Excellence
Goals:∙ Hold all students accountable to high academic achievement expectations
∙ Challenge each student to the best of their abilities
∙ Increase cocurricular and extracurricular involvement
∙ Develop high character students with a global perspective
∙ Celebrate students’ successes
AIM: Staff ExcellenceGoals:∙ Continually research, develop and implement relevant and innovative curriculum
∙ Utilize new technologies that embrace advancements in student learning
∙ Develop PLC’s to provide continuous improvement in instructional strategies and constructiveevaluations
∙ Actively engage parents/guardians through effective, consistent communication
∙ Recognize staff members’ achievements and successes
AIM: Operational ExcellenceGoals:∙ Collaborate innovatively with the community and businesses
∙ Operate in a fiscally responsible manner
∙ Provide policy and technology infrastructure to enhance student learning
∙ Attract, hire, develop, and retain employees committed to excellence
∙ Market our success
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Goals and Strategies for Success
Goals
Provide students with globally relevant technology proficiencies.
Strategies
a. Expand and enhance utilization of Cloud applications to allow student learning and project completion inmultiple settings.
b. Research optimization of alternative educational resources, which may include Google Apps forEducation, Microsoft Suite, etc.
c. Utilize current and relevant technologies to provide students with 21st century skills.
Continually research, develop and implement relevant and innovative curriculum.
Strategies
a. Create and implement an application process for teacher development that allows individual staffmembers opportunities to improve instructional strategies through the use of technology.
i. Allows exploration and analysis of various technological platforms.
ii. Discover strategies to enhance existing curriculum through the integration of technologyapplications.
iii. Improved instructional strategies will be shared by successful applicants within theirprofessional learning communities and throughout the district.
b. Provide year round training to ensure that the staff has the appropriate competencies needed toimplement educational technology that supports instruction.
i. Twoday summer training institute will be implemented in the summer of 2013.
ii. Based on technology survey results, integration specialists will provide pertinent technologytraining throughout the school year.
Maximize technology support systems.
Strategies
a. Enhance staff ticket system to improve efficiencies across the district.
b. Continually redefine roles and responsibilities of building technicians to improve technology integration,systems management and technical support.
Research and develop Digital Learning initiatives that embrace advancements in student achievement.
Strategies
a. Visit school districts who have embraced digital learning initiatives.
b. Research various platforms and applications for relevance and innovation.
c. Develop creative strategies to budget for future technology integration.
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Provide policy and technology infrastructure to enhance student learning
Strategies
a. Continue to evaluate and enhance the network and technology infrastructure.
i. Allows sufficient growth to support all of the needs of instructional delivery .
ii. Provide reliability to all users, which includes a disaster recovery plan.
b. Enhance the wireless infrastructure in the high school to provide equitable network access to internetresources.
c. Install wireless infrastructure in the middle and elementary schools to provide equitable network accessto internet resources.
d. Monitor and expand wireless access throughout the community to create capacity as needed for allstudents, especially disadvantaged.
e. Continually monitor bandwidth utilization. Expand internet bandwidth when current usage exceeds 80%and expand at a rate of 50100 Meg.
Infrastructure and Network Strategiesfor using Telecomm and IT
Expand the wireless infrastructure in the Elementary and Middle School
Strategies
a. Upgrade network switching capability for wireless access points
b. Add wireless access points to open pod areas and technology leaders’ classrooms
c. Upgrade the network bandwidth for additional access for wearable computing devices (Smart Devices)
d. Implement dynamic network management to maximize bandwidth utilization
e. Expand intrabuilding bandwidth to 10 gig
Expand use of wireless devices and software to allow for interaction with visual devices throughout theclassroom
Strategies
a. Implement network connectivity between ubiquitous devices and central large format monitors
b. Implement network connectivity between current lab devices and central large format monitors
c. Implement network connectivity for real time streaming video in the classroom
Expand storage and network infrastructure for the interactive use electronic textbooks and and Library
Strategies
a. Expand storage environment capacity
b. Implement plugandplay links to available sources (local libraries, library of congress, etc.)
c. Connect KM Cloud to electronic textbook function for remote access, and instructor monitoring
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Expanded electronic function to staff and students
a. Expand functionality usage of IC and TIES
b. Provide districtwide list of approved software both server and personal devices
c. Expand “Cloud” to include all approved software compatible with multi user applications
Expand the integration of curriculum and technology to allow collaborative learning between staff and studentsthat can effectively find, evaluate, use, and create content
a. Provide test environment for staff test technologies with curriculum changes before using in theclassroom
b. Provide technical training on usage and capability of hardware, software, and networking for staff
c. Using technologies to safely filter and find content in order to achieve our curriculum goals
d. Using technologies to create, communicate, collaborate, express ourselves, and influence other
e. Using technologies to safely filter and find people who can help us achieve our learning goals
Professional Development Plan
1. First year of a newly created Technology Teacher Academy with 25 teacher participants per year that will receiveintense training in 21st Century Teaching and Learning. These teachers, as a part of the Academy, will createtechnologyintegrated lessons and share those lessons as an "integrationist" to their peers.
2. We will continue our summer and fall staff development classes with eight hours mandatory training for every new andreturning teacher.
3. Introduction of ondemand video for teachers through their peer learning groups for examples of exemplary teaching,technology integration and other 21st Century teaching and learning.
4. Continuation of peer learning groups that facilitate curriculum and teaching methods and growth for all teachers at alllevels of our school system and is funded through QComp.
KassonMantorville provides technology training sessions both before and after school, as well as online using KM’sOnline Learning Community (Moodle) for technology staff development. Professional development opportunities are alsooffered each summer during August. Training areas include the following: hardware, software, and the integration of thesetechnologies. (SMART Boards, Infinite Campus, Moodle learning management system, Windows 7, Office 2010,Outlook 2010, cloud technology, Web 2.0 tools, etc).
Ongoing plans for providing staff development
a. Increasing instructional technology support for teachers.b. Offer summer workshops and technology training for new and returning staff.c. Expand staff development to encompass an online repository of ondemand video training, templates and
cheatsheet tutorials as well as various preplanned and onthespot training opportunities.d. Enrich the knowledge of our staff by training them to utilize relevant technology in the development and/or
enhancement of their own personal learning networks.e. Train and reinforce staff confidence in their abilities to communicate in a Web 2.0 environment and
participate in the global environment.f. Assist staff in the investigation of effective technology resources for our students, providing them
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opportunities for student engagement and reinforcement in their own learning.g. Training and assisting staff in exploring methods for technology to enhance parental involvement in student
education.Assessment of Services
Telecomm Services:Reports that show bandwidth utilizationReports that show Access point utilization
Hardware:Reports that show hardware utilization (wmi performance reports)Wireless hardware reports showing ap bandwidth utilization (DLink provided)
Software:Reports showing usage by applicationReports that show utilization by student
Other:Implementation of “System Center” Microsoft's SCCM product will provide ability to “push”applications) to devices on demand plus the ability to manage all devices centrally.
Evaluation Process
Evaluation:We will continue in our use a technology survey and a staff development survey to monitor the instructional needs of ourstaff. We will conduct annual surveys and use the results to modify our technology plan. The District TechnologyCommittee and Staff Development Committee will evaluate and report survey results to staff and post the TechnologyPlan on the district website. District Administration and School Board Members will annually evaluate the progression ofthe Technology Plan and implement desired adjustments when necessary.
Policy and Procedural Changes20122013 Elementary School Student Handbook20122013 Middle School Student Handbook20122013 High School Student Handbook
Parental Involvement
KassonMantorville School District plans to involve students and parents in future Technology planning.
Budget
Equipment/Hardware $100,000
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Technology Support Staff $300,000
Maintenance $20,000
Telecommunications/Internet Access $10,000/yr
Software $50,000
Staff Development $100,000
CIPA Compliance
Data and Network SecurityChildren’s Internet Protection Act (CIPA)
*This LEA has an Internet Safety/Acceptable Use Policy in place.
Yes
If yes, please provide a link to access the policy at the LEA website.
Internet Acceptable Use and Safety Policy
*This school district deploys an Internet filter to protect minors from material that is pornographic orotherwise harmful to them.
Yes
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Curriculum Plan(To be further developed by Curriculum Instruction Coordinator)
This statement was taken from the 1213 Annual ReportCurriculum ReviewThe Minnesota Department of Education has developed an academic standards review cycle asmandated by legislation. The curriculum review and adoption process requires K12 staff to study bestpractices and current research; analyze student achievement data, current materials, and resources.Minnesota state law requires standards and benchmarks for all curricular areas in grades K12.Standards describe the expectations in curricular areas that all students must satisfy to meet staterequirements for credit and graduation. These requirements raise the expectations for students in allgrade levels. As new standards and benchmarks are approved by legislation and become law, theKassonMantorville School District aligns instruction, grade level materials and resources with thenew standards and benchmarks. Public schools in Minnesota will be required to implement the newK12 English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects bythe beginning of the 201213 school year.
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KassonMantorville Budget Summary
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KassonMantorville Budget Summary continued
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Performance MeasuresStudent performance on the National Association of Education Progress
(If applicable)
KM Student performance on the MN Comprehensive Assessments
Student Achievement ResultsKassonMantorville Public Schools believes that ALL students can grow, reaching for stateproficiency targets on an annual basis. Our Aims, Goals and Measures give us a measureable focuseach school year. KassonMantorville students continued to achieve at high proficiencies, surpassingthe state averages in both reading and math on the 2013 Minnesota Comprehensive Assessment(MCA) and the Minnesota GRAD test. While the new MCA III test proved to be a little more challenging,it provided us a piece of the puzzle as we set goals for the 20132014 school year.
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33
34
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Assessing and Evaluating Student ProgressKASSONMANTORVILLE SCHOOL DISTRICT
PERFORMANCE APPRAISALBUILDING PRINCIPAL
Name ____________________________________________
Building ____________________________________________
Date ____________________________________________
The Principal Evaluation Rating Scale will be utilized for the entire performance appraisal.
A selfrating will be provided by the building principal and a separate rating will be provided bythe evaluator.
Additional comments should be provided by the principal and the evaluator to support therating in each area.
PRINCIPAL EVALUATION RATING SCALE
1 2 3 4 5
Performanceroutinely fails to
meet requirementsand expectations in
one or moreimportant aspects.
Specificsuggestions forimprovement
should be noted.
Performance maymeet requirementsand expectations in
one or moreimportant aspects,
but not all.Suggestions forimprovement
should be noted.
Performancemeets
requirements andexpectations.
Performancemeets and often
exceedsrequirements andexpectations.
Performanceclearly exceedsrequirements andexpectations.
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STRATEGIC LEADERSHIP
There is clear evidence that the administrator has established a model of shared leadership and decisionmak ing strategies, formulated a building strategic plan that is in alignment with the district strategic plan, demonstrated the ability to implement change or educational reform, and demonstrate adaptability and conceptual flexibility.
Goals:
1 2 3 4 5
Validation and Justification for Rating
Principal
1 2 3 4 5
Evaluator
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INSTRUCTIONAL LEADERSHIP
There is clear evidence that the administrator demonstrates and understanding of issues affecting education. The administrator demonstrates an understanding and recognition of the significance of diversity and its impact on personalized learning for each student. The administrator demonstrates the ability to enhance teaching and learning through curriculum assessment and the ability to identify instructional obj ectives and use valid and reliable performance indicators to measure performance outcomes. The administrator demonstrates the ability to develop, implement, and monitor procedures to align, sequence, and articulate curriculum as approved by the district.
Goals:
1 2 3 4 5
Validation and Justification for Rating
Principal
1 2 3 4 5
Evaluator
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COMMUNICATIONS LEADERSHIP
The following may include either or both verbal or written form: There is clear evidence that the administrator is effectively communicating district goals and expectations. The administrator has consistently considered the needs of stak eholders in communicating important messages. All important messages are delivered in both oral and written formats, supported by technology applications. Informs superintendent and staff of decisions, changes, and other relevant information on a timely basis. Listens effectively. Conveys information and ideas effectively oneonone and in small groups. Communicates clearly, effectively, and candidly in both formal and informal settings. The administrator creates an environment, which encourages a timely, high quality exchange of information, ideas and opinions and is able to give and receive feedback in a constructive fashion. The administrator exemplifies positive relationships with staff and students while providing clear guidelines to staff, students, parents, and community.
Goals:
1 2 3 4 5
Validation and Justification for Rating
Principal
1 2 3 4 5
Evaluator
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MANAGERIAL LEADERSHIP
There is clear evidence that the administrator demonstrates leadership by providing purpose and direction for individuals and groups. The administrator can define and use processes for gathering, analyzing, managing, and using data to plan and mak e decisions for program evaluation. D emonstrates the ability to plan and schedule personal and organizational work , establish procedures to regulate activities and proj ects, and delegate and empower others at appropriate levels. D evelops and manages budgets and maintains accurate financial records. The administrator demonstrates an understanding of facilities development, planning and management. There is clear evidence that the administrator has built the relationship between staffing programs and the successful implementation at the classroom level. R ecruiting and interviewing processes emphasize that the candidates must have k nowledge and experience in successfully teaching in a standardsbased classroom and establishes staffing patterns to meet the needs of students in our district. R ecommends licensed and support staff for employment and dismissal in the school district. E valuates position performance and successful completion of identified goals.
Goals:
1 2 3 4 5
Validation and Justification for Rating
Principal
1 2 3 4 5
Evaluator
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CULTURAL LEADERSHIP
There is clear evidence that the administrator creates and monitors a positive learning environment for all students and a positive work ing environment for all staff. The administrator demonstrates the ability to develop plans that connect every student with a school adult, eliminate bullying and implement recommended threat assessment procedures.
Goals:
1 2 3 4 5
Validation and Justification for Rating
Principal
1 2 3 4 5
Evaluator
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SCHOOL AND COMMUNITY LEADERSHIP
There is clear evidence that the administrator can set priorities in the context of stak eholder needs. The administrator demonstrates the ability to involve all stak eholders in collection of feedback and builds community consensus. The administrator promotes a positive image of schools and the school district while monitoring and addressing perceptions about schoolcommunity issues.
Goals:
1 2 3 4 5
Validation and Justification for Rating
Principal
1 2 3 4 5
Evaluator
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ETHICAL AND PROFESSIONAL LEADERSHIP
There is clear evidence that the administrator develops, adj usts and implements policy to meet local, state and federal requirements and constitutional provisions, standards and regulatory applications. The administrator recognizes and applies standards of care involving civil and criminal liability for negligence, harassment and intentional torts and clearly demonstrates an understanding of federal and case law governing general education, special education, community education, and legal requirements for personnel selection, development, retention and dismissal. The administrator will demonstrate the ability to balance complex community demands in the best interest of learners and will help learners grow and develop as caring, informed citizens.
Goals:
1 2 3 4 5
Validation and Justification for Rating
Principal
1 2 3 4 5
Evaluator
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OTHER
Use this portion of the appraisal to provide feedback on any other performance dimensions that are crucial to the j ob and not covered by any of the previous dimensions.
Strengths
Principal
Evaluator
Goal Areas
Principal
Evaluator
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STAKEHOLDER FEEDBACK
Questions and Results from the Stakeholder Survey (attached)
Principal Stakeholder Survey Goals Date:______________
1)
2)
3)
Evaluator Goals
1)
2)
3)
Evaluator Summary of Progress Toward GoalsDate:______________
1)
2)
3)
4)
5)
6)
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SCHOOL BUILDING PERFORMANCE MEASURES
Annual goals/targets for implementation will be mutually determined at a goal setting conference.
Goal Setting Conference Date: ________________________________
Performance MeasuresThe following are a suggested list of performance measures to assist in development of annual targets by thebuilding principal and the Superintendent. This list is not to be considered allinclusive, thus other performancemeasures may also be implemented.
Student Proficiency Rates Graduation RatesStudent Academic Growth Scores Improved Attendance RatesReduction of Achievement Gaps Reduced Dropout Rates
Performance Measure _________________________________Goals/Targets for each measure
1)
2)
Performance Measure _________________________________Goals/Targets for each measure
1)
2)
Performance Measure _________________________________Goals/Targets for each measure
1)
2)
Progress and final review of these goals/targets will take place during the following dates:
MidYear Conference Date: ______________________
The Endof theYear Summative Review Date: ______________________
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SUMMATIVE PRINCIPAL EVALUATION
Principal ________________________ Superintendent _______________________
Component
% of Eval Rating Scale
1) Evaluation *_______ 1 2 3 4 5
2) Survey *_______ 1 2 3 4 5
3)PerformanceMeasures
35 1 2 3 4 5
1 2 3 4 5
Performanceroutinely fails to
meetrequirements
andexpectations inone or moreimportantaspects.
Performanceplan required.
Performancemay meet
requirementsand
expectations inone or moreimportant
aspects, but notall.
Performanceplan required.
Performancemeets
requirementsand
expectations.
Performancemeets and often
exceedsrequirements
andexpectations.
Performanceclearly exceedsrequirements
andexpectations.
*Percentage of Evaluation for components 1) and 2) will be mutually agreed upon at the Goal Setting Conference.
Performance Appraisal Completed By:
______________________________________________ Date: _____________Signature
KassonMantorville Principal:
______________________________________________ Date: _____________Signature
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Framework For Effective Student Service Personnel(Probationary)
Professional Growth and Evaluation Program
KassonMantorville Public Schools101 16th St. NE
Kasson, MN 559445076341100
www.komets.k12.mn.us
Updated 12.13.2013
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Contents
Introduction 3
Background 3
Student Service Personnel Evaluation Process Development Members 4
Statement of Philosophy 4
Overview of Student Service Personnel Evaluation Program 5
StandardsStandards for Effective Student Service Personnel 6
Standard I: Interpersonal and Communication SkillsStandard II: PlanningStandard III: Technical SkillsStandard IV: Professional Responsibilities
ResourcesSetting Professional Growth Goals derived from Student Service Personnel Standards 7
Setting Program or Curriculum Goals and Plans 8
Professional Growth Components 9
EvaluationProbationary Professional Growth Plan 10
Probationary Professional Growth Goal Form 11
PreObservation Conference Form 12
Observation Conference Form 13
PostObservation Conference Form 14
Summative Evaluation Form 15
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Introduction
The Framework for Effective Teaching is the result of the collaboration and cooperation of KassonMantorvilleteachers, administrators, School Board members, parents and nationally recognized authorities in the field of effectiveteaching research. In this framework, we have expressed what we believe effective teachers do and what the mostrecent research reflects. The Framework consists of five standards and three staff development programs. The ultimategoals are teacher growth and increased student achievement.
As research in the area of effective teaching continues, professionals learn more about teaching and its relationship tostudent learning. We have done our best to capture the dynamic and interactive processes of teaching. We expect oureducators to incorporate the five standards with their current successful practices. As with any effort of this magnitude,this process will be reviewed and modified to ensure that it continues to reflect the best practices.
This Framework for Effective Teaching is presented to the KassonMantorville School District with the belief that it willenhance the tradition of excellence in KM schools. All of those involved in the development of the Framework forEffective Teaching hopes it will serve as a valuable tool in our continuous pursuit of equity and excellence.
Background
The Framework for Effective Teaching was developed during the 200203 school year by a representative task force ofteachers, administrators, school board, and parents. Dr. Thomas McGreal, Professor Emeritus of EducationalOrganization and Leadership at the University of Illinois at UrbanaChampaign, served as the consultant to the taskforce. Dr. McGreal assisted the committee in examining the research base for effective professional practice andevaluation, introduced the committee to models of effective evaluation, and guided the committee in setting up a workplan to complete the project. Each committee member served on a subcommittee charged with developing one of threecomponents of the Framework. The entire committee reviewed and revised each component, as well as resourcematerials proposed to support the Framework. The Framework was adopted by the KassonMantorville School Boardon June 16, 2003.
The Framework for Effective Teaching was revised during the 20132014 school year to fulfill the mandate establishedby the Minnesota Department of Education. This plan was mutually agreed upon by representatives of KMEM and theschool board to meet the state requirements. The plan will be reviewed on an asneeded basis to improve instructionalstrategies of the teachers and to provide effective staff development opportunities.
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Evaluation Process Development Members
20132014
Mark D. Matuska, SuperintendentJerry Reker, High School PrincipalAl Hodge, Middle School Principal
Michelle Krell, Elementary School PrincipalJenny Carrier, Community Education Director
Kelly Braun, Curriculum, Instruction, Assessment CoordinatorJared Pittman, High School TeacherJeff Fague, Middle School Teacher
Rita Buehler, Elementary School TeacherNicole Kujath, High School TeacherLiz Harwood, Middle School Teacher
Kerri Snyder, High School Social Worker
Statement of Philosophy
The KassonMantorville School District is committed to providing the best educational program for its students. To thisend, it supports a professional appraisal system that focuses on excellence. The system is based on teachers andadministrators working together in the process of continual improvement of teaching and learning.
We believe . . .
All staff members recognize the benefits of professional development to achieve the goals of the school anddistrict.
All staff members recognize the benefits of continual improvement of professional performance.
Appraisal of performance is based on a cooperative spirit, open communication and joint responsibility.
Appraisal of performance is positive in nature and intent. It recognizes strengths and provides a means ofsupport and improvement.
Appraisal of performance promotes excellence in teaching and learning.
Appraisal of performance is a dynamic ongoing process that requires review and revision based on evolvingresearch, practices, and experiences of the KassonMantorville School District.
Professionals grow and learn in different ways. Committed teachers develop their professional capabilities overtime and often are at different stages of development, necessitating a differentiated system of assessment.
Mutual trust and respect are the cornerstones of a professional learning community.
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OVERVIEW OF STUDENT SERVICE PERSONNEL EVALUATION PROGRAM
Probationary ProfessionalGrowth Plan
ProfessionalGrowth Plan
Specific ProfessionalGuidance Plan
Probationary Student ServicePersonnel
WHO:
Tenured Student ServicePersonnel who aredemonstrating the Standardsfor Effective Student ServicePersonnel
PURPOSE:
Student Service Personnel inneed of specific professionalguidance in identified area(s) ofthe Standards for EffectiveStudent Service Personnel
To ensure that Standards forEffective Student ServicePersonnel are understood,accepted, and demonstrated
To provide support inimplementing the Standards forEffective Student ServicePersonnel
To provide accountability fordecisions to continueemployment
To enhance professionalgrowth
To improve studentachievement
To provide feedback onprofessional issues
To focus on schoolimprovement initiatives
WHAT:
To provide opportunities toseek assistance in any Standard
To provide a more structuredprocess for a tenured StudentService Personnel who maybenefit from more support
To resolve concerns & return toProfessional Growth Plan
Formal observations andevaluations of performance
Portfolio Reflection Peer Coach/Mentor
Informal observations toassess Standards
Develop and implementProfessional Growth Plan
METHODS:
Awareness Phase Assistance Phase
Classroom observation withfeedback
Review of portfolio Discussion of professional
practices PLC support Peer Coaching/Mentoring
Ongoing informal discussionof teacher performance
Professional Growth Plansorganized by individualteachers, teacher teams, orPLC’s
Collaboration and supportbetween student servicepersonnel and administrator
Establish indicators ofprogress
Feedback to PLC’s Peer Review
Observation and feedbackfocused specifically on identifiedarea(s) of needed improvement
PLC Support
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KassonMantorville Standards for Effective Student Service Personnel
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Suggestions for Supervisors and Teachers
Setting Professional Growth Goals derived from the Teaching Standards
Refining Current Practices (Improvement Goals)This type of goal fits a range of teaching areas, especially those that would be included under Domains 1, 2, and 3 inDanielson’s (1996) framework. It could include work on improving a more basic skill (managing student behavior) or amore complex skill (engaging students in learning). The important thing here is that the teacher is indicating a desire toimprove something she already does in her teaching. This type of goal would almost always be set by an individualrather than a team. The plan for this type of goal could involve classroom observation as a form of formativeassessment or some form of artifact collection to demonstrate the desired improvement. This type of goal wouldgenerally be set for only one year.
Acquisition of New Skills or Knowledge (Renewal Goals)In acquiring new skills or knowledge to enhance the application of the teaching standards, it should be assumed that thistype of goal will require some resources to support the gaining of the skill or the needed information. The plan wouldlikely include some form of demonstration of the newly acquired skill or practice (presentation to other faculty, reviewby a support group or study group, written material distributed to others, or an actual or taped demonstration). Thistype of goal could be set by an individual or a team. To maximize the use of building or district resources, the new skillor knowledge should be required to be directly related to the teaching standards or to building or district teaching andlearning initiatives. In most situations, this would be a two or three year plan, to give time to acquire the newknowledge and to test its implementation.
Doing things Differently (Redesign or Restructuring Goals)These goals will often be set as derivatives of the components of professional practice as stated in the standards. Insettings different from traditional practice, the application of the standards might have more significance. Developinggoals and plans that would lead to new ways of doing things (projectbased learning, nongraded rooms, developinginterdisciplinary teams in high schools) provides a new way of thinking about and demonstrating the importance of theteaching standards. This type of activity will almost certainly require additional resources and time. This work shouldbe done by a team and never for less than two or three years. The product of this type of activity should include arationale for the change, the desired student outcomes, a discussion of the possible implications of the new way of doingthings for other parts of the system, and a plan for evaluating all relevant outcomes of the change.
From Danielson, C. (1996) Enhancing Professional Practice: A Framework for Teaching, Alexandria,VA:ASCD.
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Setting Program or Curriculum Goals and Plans (from Content Standards or Within theProcess of Developing Content Standards)
“Deepening” Goals (Organizing Curriculum Around Deepening Student Understanding)This type of goal would focus on moving from broad curriculum coverage to a deeper concept of curriculum that requiresidentifying what is most important for students to learn (i.e., focusing on themes or questions rather than sequences of facts).Teachers could work toward this goal individually or as a team. The product for this goal should include a rationale, whatstudents should know and be able to do as a result of this work, and a plan for assessing student learning and evaluating themerit of the changes. This could be a one, two, or threeyear goal, depending on the scope of the project.
“Integrating” Goals (Designing Learning Experiences to Assist Students in Connecting Ideas and Concepts Across DifferentContent Areas)These goals would focus on developing integrated lessons, units, and courses. This work could be done individually orin teams. Products should include rationale, desired student outcomes, necessary materials, recommended teachingpractices, and a plan for assessing student learning and evaluating the merit of the activity. These goals should be fortwo or three years, depending on the scope of the effort.
“Engaging” Goals (Designing Learning Experiences to Engage Students)These goals would focus on developing curriculum plans, materials, and related activities that attend specifically toincreasing the engagement of students in the work of the classroom. These would also include attempts to engagedifferent groups of students, based on special needs, styles, or developmental stages. The product should includedesired student outcomes, any curriculum materials needed, identification of the necessary teaching strategies and skills,and a plan for assessing student outcomes and the merit of the process. This could be done by an individual or a teamover one, two, or three years, depending on the scope of the plan.
“Assessing” Goals (Designing Activities and Experiences Determining What Student Have Learned and What They Can Do)This type of goal would focus on developing new or alternative assessments to measure or describe student learning.This could be done individually or in teams. The product should include a rationale for developing the new assessmentprocedures, the student outcomes to be assessed, the measures and rubrics to be used, and the implications forcurriculum and instruction. Depending on the complexity and scope of the assessment activity being developed, thiscould be a one, two, or threeyear plan.
From Danielson, C. & McGreal, T.L. (2000) Teacher Evaluation to Enhance Professional Practice, Alexandria,VA:ASCD. pp. 112113
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PROFESSIONAL GROWTH COMPONENTS
Goals:Goals should reflect building or district goals, which result in the continuous improvement of student learning. The goalsmust be directly linked to the Standards for Effective Student Service Personnel as published in this document.
Individual or Team Professional Participants:Student Service Personnel are encouraged to participate as part of a team with grade level colleagues, members ofdepartment teams, across schools, or in any combination. Student Service Personnel may elect to work individually. Incases of interschool teams, all administrators of the involved schools participate in the planning.
Activities/Methods:Methods/strategies to reach goals could include:
Development of teaching materials/instructional units/discussion groupsAction research Workshops PLC’sPeer coaching Visitation days Social MediaVideotaping Conferences Web ConferencingSelfassessment Classroom observations Professional Learning NetworkMentoring Teacher academies SimulationsCollege courses Committee Participation Other
Indicators of Progress:
Student work portfolios Parent responsesProfessional portfolios Written curriculumVideotapes of classes Student responsesPeer observation Statistical measuresAdministrator observation Performance assessmentReflective journal entries Anecdotal recordsCase study analysis BenchmarksOther
Resources:Resources will be formally approved as part of the student service personnel’s Professional Growth Plan and mayinclude:
Classroom materials Student materialsJournals WorkshopsResources BooksCollegial time Social MediaMentoring Collegial supportRelease time Administrative supportOther
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PROBATIONARY PROFESSIONAL GROWTH PLAN
Who: Probationary student service personnel
Purposes:1. To improve the quality of instruction and performance of student service personnel to enhance student learning as
defined in the Standards for Effective Student Service Personnel2. To provide training and support for student service personnel new to the District3. To create positive attitudes toward the purposes and value of appraisal and professional development4. To promote professional selfreflection5. To collect reliable and varied data for making employment decisions
Procedures:The probationary appraisal plan shall consist of both formal and informal observations, discussion sessions andalternative sources of data collection.
Formal ObservationsDuring the probationary years of employment a minimum of three observations will be conducted. The first observationwill be scheduled by the administration and must occur within the first quarter of the school year. Two additionalobservations must occur before April 1st. The formal observation process shall consist of:A. PreObservation Conference
1. The student service personnel and administrator will agree to the initial observation date.2. Prior to scheduled observations, the student service personnel will submit the PreObservation Form for the
activity to be observed. The form may be modified by mutual agreement of both the administrator and studentservice personnel.
B. Observations1. Each formal observation shall be of duration sufficient to provide data for professional discussion and reflection.2. Practices used during observation will be consistent with the KM District philosophy of appraisal and the
Professional Standards. The activities observed may vary, of course, dependent upon the experiences andneeds of the staff, as well as the grade/subject level of students.
C. PostObservation Conferences1. A conference shall occur within ten working days between administrator and the teacher following the
observation, and the transmission to the student service personnel promptly thereafter of a written evaluationdocument called the Observation Conference Form. Student Service Personnel’s signature will indicate receiptof the document.
2. The student service personnel shall complete a PostObservation Information Form before the postconferencein preparation for discussion of the observation.
Informal ObservationsInformal observations (unannounced observations, walkthroughs, dropins) may be conducted at any time. These may beof brief duration, and may be followed with a note to the student service personnel.
Professional Portfolio is required to be completed during or prior to the final probationary year while nontenured.Components of the portfolio shall be determined with the building administrator.
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PROBATIONARY PROFESSIONAL GROWTH GOAL FORM
Student Service Personnel:__________________________________________Date:_____________
School:_____________________________________________________PLC Members:1. 5.2. 6.3. 7.4. 8.
Peer Coach/Mentor:_____________________________
This plan is:
a NEW Individual Growth and Development Plan
REVISIONS to an approved plan
Standards for Effective Student Service Personnel Addressed in this Plan: (Check all that apply)_____ Interpersonal and Communication Skills _____ Planning_____ Technical Skills _____ Professional Responsibilities
Specific Goals:
Strategies to Meet Goal:
Indicators of Progress:
Timeline:
Anticipated Outcome/Knowledge Gained/Impact of Goal:
EndofYear Reflection on Goal Achievement (completed in spring):
Student Service Personnel Signature__________________________________________Date:__________
Administrative Signature___________________________________________________Date:__________
58
PREOBSERVATION CONFERENCE FORM
Student Service Personnel: This form should be completed and turned in to Administrator three days prior to ascheduled observation.
Name________________________________ Administrator__________________________
School________________________________ PreConference Date__________
Observation Date________________ Observation Time____________
1. Briefly describe the specific initiative or project and its objectives.
2. How do you plan to engage the targeted audience? (What will you do?) (What materials or resources will youuse?)
3. How will you assess progress? (What techniques will you use? How will you reach closure?)
4. Please indicate any area that you would like specific feedback on:
_____ Interpersonal and Communication Skill _____ Planning_____ Technical Skills _____ Professional Responsibilities
59
OBSERVATION CONFERENCE FORM
Name_________________________________Administrator__________________________
School________________________ Grade_______ Subject______________________
Date of Observation___________________ Time of Observation __________________
PROFESSIONAL STANDARDS_____ Interpersonal and Communication Skills _____ Planning_____ Technical Skills _____ Professional Responsibilities
PROJECT/INITIATIVE ANALYSIS
Brief Summary:
Strengths observed:
Suggestions for growth:
Student Growth Goal Met (35%)
______________________________ ___________________________Student Service Personnel’s signature/date Administrator’s signature/date
60
POSTOBSERVATION CONFERENCE FORMStudent Service Personnel: Please complete this form within three days after your observation and bring it with
you to your postobservation conference.
Name__________________________________Administrator___________________________
School_____________________ Target Audience_______________________________
PostConference Date_____________
1. Did the target audience meet the goal? Please explain.
2. To what extent was my target audience engaged?
3. What strategies or activities facilitated improvement?
4. What strategies or activities might change if given the opportunity to present this initiative again?
______________________________ ___________________________Student Service Personnel’s signature/date Administrator’s signature/date
61
SUMMATIVE EVALUATION FORM(to be completed by Administrator at end of probationary period)
Student Service Personnel_____________________________________
Administrator________________________________
Evaluation Date________________
Professional Portfolio Completed
Summarize the following areas:
Standards for Effective Student Service Personnel:
I. Interpersonal and Communication Skills
II. Planning
III. Technical Skills
IV. Professional Responsibilities
Comments:
Administrator’s Recommendation for continued employment ____YES ____NO
______________________________ ___________________________Student Service Personnel’s signature/date Administrator’s signature/date
62
Framework For Effective Student Service Personnel
Professional Growth and Evaluation Program
KassonMantorville Public Schools101 16th St. NE
Kasson, MN 559445076341100
www.komets.k12.mn.us
Updated 12.13.2013
63
Contents
Introduction 3
Background 3
Teacher Evaluation Process Development Members 4
Statement of Philosophy 4
Overview of Teacher Evaluation Program 5
StandardsStandards for Effective Student Service Personnel
Standard I: Interpersonal and Communication Skills 6Standard II: Technical SkillsStandard III: PlanningStandard IV: Professional Responsibilities
EvaluationStudent Service Personnel Professional Growth Plan 7
Professional Growth Goal Form 8
PreObservation Conference Form 9
Observation Conference/Summative Evaluation 10
PostObservation Reflection Form 11
Peer Review Process 12
Professional GuidanceSpecific Staff Development 13
Identification of Concern Form 14
Professional Assistance Plan 15
Professional Assistance Plan Progress Report 16
64
Introduction
The Framework for Effective Teaching is the result of the collaboration and cooperation of KassonMantorvilleteachers, administrators, School Board members, parents and nationally recognized authorities in the field of effectiveteaching research. In this framework, we have expressed what we believe effective teachers do and what the mostrecent research reflects. The Framework consists of five standards and three staff development programs. The ultimategoals are teacher growth and increased student achievement.
As research in the area of effective teaching continues, professionals learn more about teaching and its relationship tostudent learning. We have done our best to capture the dynamic and interactive processes of teaching. We expect oureducators to incorporate the five standards with their current successful practices. As with any effort of this magnitude,this process will be reviewed and modified to ensure that it continues to reflect the best practices.
This Framework for Effective Teaching is presented to the KassonMantorville School District with the belief that it willenhance the tradition of excellence in KM schools. All of those involved in the development of the Framework forEffective Teaching hopes it will serve as a valuable tool in our continuous pursuit of equity and excellence.
Background
The Framework for Effective Teaching was developed during the 200203 school year by a representative task force ofteachers, administrators, school board, and parents. Dr. Thomas McGreal, Professor Emeritus of EducationalOrganization and Leadership at the University of Illinois at UrbanaChampaign, served as the consultant to the taskforce. Dr. McGreal assisted the committee in examining the research base for effective professional practice andevaluation, introduced the committee to models of effective evaluation, and guided the committee in setting up a workplan to complete the project. Each committee member served on a subcommittee charged with developing one of threecomponents of the Framework. The entire committee reviewed and revised each component, as well as resourcematerials proposed to support the Framework. The Framework was adopted by the KassonMantorville School Boardon June 16, 2003.
The Framework for Effective Teaching was revised during the 20132014 school year to fulfill the mandate establishedby the Minnesota Department of Education. This plan was mutually agreed upon by representatives of KMEM and theschool board to meet the state requirements. The plan will be reviewed on an asneeded basis to improve instructionalstrategies of the teachers and to provide effective staff development opportunities.
65
Teacher Evaluation Process Development Members
20132014
Mark D. Matuska, SuperintendentJerry Reker, High School PrincipalAl Hodge, Middle School Principal
Michelle Krell, Elementary School PrincipalJenny Carrier, Community Education Director
Kelly Braun, Curriculum Instruction Assessment CoordinatorJared Pittman, High School TeacherJeff Fague, Middle School Teacher
Rita Buehler, Elementary School TeacherNicole Kujath, High School TeacherLiz Harwood, Middle School Teacher
Kerri Snyder, High School Social Worker
Statement of Philosophy
The KassonMantorville School District is committed to providing the best educational program for its students. To thisend, it supports a professional appraisal system that focuses on excellence. The system is based on teachers andadministrators working together in the process of continual improvement of teaching and learning.
We believe . . .
All staff members recognize the benefits of professional development to achieve the goals of the school anddistrict.
All staff members recognize the benefits of continual improvement of professional performance.
Appraisal of performance is based on a cooperative spirit, open communication and joint responsibility.
Appraisal of performance is positive in nature and intent. It recognizes strengths and provides a means ofsupport and improvement.
Appraisal of performance promotes excellence in teaching and learning.
Appraisal of performance is a dynamic ongoing process that requires review and revision based on evolvingresearch, practices, and experiences of the KassonMantorville School District.
Professionals grow and learn in different ways. Committed teachers develop their professional capabilities overtime and often are at different stages of development, necessitating a differentiated system of assessment.
Mutual trust and respect are the cornerstones of a professional learning community.
66
OVERVIEW OF STUDENT SERVICE PERSONNEL EVALUATION PROGRAM
Probationary ProfessionalGrowth Plan
ProfessionalGrowth Plan
Specific ProfessionalGuidance Plan
Probationary Student ServicePersonnel
WHO:
Tenured Student ServicePersonnel who aredemonstrating the Standardsfor Effective Student ServicePersonnel
PURPOSE:
Student Service Personnel in needof specific professional guidance inidentified area(s) of the Standardsfor Effective Student ServicePersonnel
To ensure that Standards forEffective Student ServicePersonnel are understood,accepted, and demonstrated
To provide support inimplementing the Standards forEffective Student ServicePersonnel
To provide accountability fordecisions to continueemployment
To enhance professionalgrowth
To improve studentachievement
To provide feedback onprofessional issues
To focus on schoolimprovement initiatives
WHAT:
To provide opportunities to seekassistance in any Standard
To provide a more structuredprocess for a tenured StudentService Personnel who may benefitfrom more support
To resolve concerns & return toProfessional Growth Plan
Formal observations andevaluations of performance
Portfolio Reflection Peer Coach/Mentor
Informal observations toassess Standards
Develop and implementProfessional Growth Plan
METHODS:
Awareness Phase Assistance Phase
Classroom observation withfeedback
Review of portfolio Discussion of professional
practices PLC support Peer Coaching/Mentoring
Ongoing informal discussion ofteacher performance
Professional Growth Plansorganized by individualteachers, teacher teams, orPLC’s
Collaboration and supportbetween student servicepersonnel and administrator
Establish indicators of progress Feedback to PLC’s Peer Review
Observation and feedback focusedspecifically on identified area(s) ofneeded improvement
PLC Support
67
KassonMantorville Standards for Effective Student Service Personnel
68
STUDENT SERVICE PERSONNEL PROFESSIONAL GROWTH PLAN
Who: A professional staff member who has reached tenure status
Purpose:From the beginning of the first tenure year and continuing throughout the student service personnel’s professional career,the student service personnel and administrator work collaboratively to ensure the strengthening of the Standards. Thereare two major components to this process: Demonstration of Standards for Effective Student Service Personneland Continued Professional Growth.
1. Demonstration of Standards for Effective Student Service Personnel: Performance related to theStandards for Effective Student Service Personnel is assessed by the administrator through informalobservations and other school settings. The administrator or the student service personnel may scheduleconferences to discuss performance related to the standards.
2. Continued Professional Growth Plan: The student service personnel and the administrator collaborate toidentify goals and develop a Professional Growth Plan that will meet those goals and reflect the Standards forEffective Student Service Personnel. While achieving the identified goals is the objective, it is the process ofworking toward those goals that demonstrate the individual’s professional growth.
Goals:Goals should reflect PLC, school, and district goals and must be directly linked to the Standards for Effective StudentService Personnel.
ThreeYear Review Cycle:
Initial Meeting: The student service personnel will have an initial meeting with the building administrator as early as the spring of
the prior year, and no later than November 1, to develop the Professional Growth Goal Form.
Peer Review Year: Professional Growth Goal Form (new or revised) Two peer reviews
Peer Review or Portfolio Year: Professional Growth Goal Form (new or revised) Two peer reviews or one mutually agreed upon portfolio/presentation (requires Admin signature) Portfolio/Presentation should address the teaching standard which pertains to your professional growth goal
Summative Evaluation Year w/Administrator: Professional Growth Goal Form (new or revised)
o Identify student growth goal (35% of evaluation)o Each tenured employee will define what aspect of student growth will be measured and how the data will
be collected. Must be preapproved by administration. Preobservation form/meeting Observation Postobservation reflection form completion Summative evaluation (postobservation meeting)
69
PROFESSIONAL GROWTH GOAL FORM
Student Service Personnel:________________________________________Date:_______________________
School:______________________________________________________
PLC Members:1. 5.2. 6.3. 7.4. 8.
Peer Reviewer (agreed upon with Administrator):____________________
This plan is:
a NEW Individual Growth and Development Plan
REVISIONS to an approved plan
Year of Plan:
Peer Review Year
Peer Review/Portfolio Year
Summative Evaluation Year Summative Evaluation YearIndicate Student Growth Goal (35% of evaluation):____________________________________
Standards for Effective Student Service Personnel Addressed in this Plan: (Check all that apply)_____ Interpersonal and Communication Skills _____ Planning_____ Technical Skills _____ Professional Responsibilities
Specific Project Goals:
Strategies to Meet Goal:
Indicators of Progress:
Timeline:
Anticipated Outcome/Knowledge Gained/Impact of Goal:
EndofYear Reflection on Goal Achievement (completed in spring):
Student Service Personnel Signature___________________________________________Date:___________Peer Reviewer Signature (Peer review years)____________________________________Date:___________Administrator Signature (Summative or Portfolio years)_____________________________Date:___________
70
PREOBSERVATION CONFERENCE FORMStudent Service Personnel: This form should be completed and turned in to Administrator three days prior to a
scheduled observation.
Name_________________________________Administrator__________________________
School________________________ PreConference Date__________
Observation Date__________ Observation Time__________
1. Briefly describe the specific initiative or project and its objectives.
2. How do you plan to engage the targeted audience? (What will you do?) (What materials or resources will youuse?)
3. How will you assess progress? (What techniques will you use? How will you reach closure?)
4. Please indicate any area that you would like specific feedback on:
_____ Interpersonal and Communication Skill _____ Planning_____ Technical Skills _____ Professional Responsibilities
71
OBSERVATION CONFERENCE/SUMMATIVE EVALUATION FORM
Name_________________________________Administrator__________________________
School________________________ Target Audience_____________________________
Date of Observation___________________ Time of Observation __________________
PROFESSIONAL STANDARDS_____ Interpersonal and Communication Skills _____ Planning_____ Technical Skills _____ Professional Responsibilities
PROJECT/INITIATIVE ANALYSIS
Brief Summary:
Strengths observed:
Suggestions for growth:
Student Growth Goal Met (35%)
______________________________ ___________________________Student Service Personnel’s signature/date Administrator’s signature/date
*To be placed in student service personnel’s permanent file at the end of summative evaluation year
72
POSTOBSERVATION REFLECTION FORMStudent Service Personnel: Please complete this form within three days after your observation and bring it with
you to your postobservation conference.
Name__________________________________Administrator___________________________
School_____________________ Target Audience_______________________________
PostConference Date_____________
1. Did the target audience meet the goal? Please explain.
2. To what extent was my target audience engaged?
3. What strategies or activities facilitated improvement?
4. What strategies or activities might change if given the opportunity to present this initiative again?
______________________________ ___________________________Student Service Personnel’s signature/date Administrator’s signature/date
73
PEER REVIEW PROCESSThis guide will help you determine the best format for the Peer Review Process. Expectation is 3060 minutes in district to completethis process. Minimum two peer reviews per year.
Name: ________________________________________________Date:________________
Peer Reviewer (agreed upon with Administrator):_________________________________
Preobservation communication/observation/postobservation
Tying goals to process Professional growth Student growth Future plans/impact
Video review of teaching
Teacher Signature________________________________________Date:___________
Peer Reviewer Signature___________________________________Date:___________
PEER REVIEW PROCESSThis guide will help you determine the best format for the Peer Review Process. Expectation is 3060 minutes in district to completethis process. Minimum two peer reviews per year.
Name: ________________________________________________Date:_______________
Peer Reviewer (agreed upon with Administrator):________________________________
Preobservation communication/observation/postobservation
Tying goals to process Professional growth Student growth Future plans/impact
Video review of teaching
Teacher Signature________________________________________Date:___________
Peer Reviewer Signature___________________________________Date:___________
74
SPECIFIC STAFF DEVELOPMENT
SPECIFIC STAFF DEVELOPMENT is intended to provide the best possible likelihood for professionalimprovement. The decision to implement SPECIFIC STAFF DEVELOPMENT should be collaborative, butmay be directive. This process may begin at any time. Confidentiality is expected of all participants.
Purpose:
1. To enable a tenured student service personnel the opportunity to seek assistance in any of the district’sStandards for Effective Student Services Personnel.
2. To provide a more structured process for a tenured student service personnel who by the determination of theadministrative supervisor, may benefit from more support.
Phases of SPECIFIC STAFF DEVELOPMENT:
Phase I – Awareness Phase1. The administrator or the student service personnel identifies a concern.2. The concern is identified in writing and an Identification of Concern Form is completed.3. The administrator and student service personnel attempt to resolve the concern.4. The administrator reviews the progress and makes one of the following recommendations:
The student service personnel remains in Professional Growth Plan, or In the event the concern is not resolved, the student service personnel is notified in writing and placed into
the Assistive Phase. The student service personnel may continue with their Professional Growth Plan.
At this point, the student service personnel will be advised by the principal that he/she may want to discuss the situationwith the KMEM building representative. The student service personnel or the administrator may request otherrepresentation in all subsequent meetings regarding the concern. Both parties will be notified in advance of thosemeetings.
Phase II – Assistive Phase1. The administrator reviews the recommendations from the Awareness Phase.2. A specific Plan of Assistance will be developed.3. The administrator and the student service personnel set up a specific time to review what progress has been
made and complete the Plan of Assistance Progress Report.4. One of the following recommendations is made:
The concern is resolved and the student service personnel is returned to Professional Growth Plan. The student service personnel remains in the Assistive Phase with revised goals and timelines.
75
IDENTIFICATION OF CONCERN FORM
Student Service Personnel ________________________________ Date________________________
Standards for Effective Student Service Personnel Addressed in this Plan: (Check all that apply)_____ Interpersonal and Communication Skills _____ Planning_____ Technical Skills _____ Professional Responsibilities
Specific Concerns:
Next Meeting Date_______________
______________________________ ___________________________Student Service Personnel signature/date Administrator’s signature/date
76
PROFESSIONAL ASSISTANCE PLAN
Student Service Personnel_________________________________Date:____________________
Standards for Effective Student Service Personnel Addressed in this Plan: (Check all that apply)_____ Interpersonal and Communication Skills _____ Planning_____ Technical Skills _____ Professional Responsibilities
Specific Concerns:
Plans (Methods/Strategies):
Proposed Timeline:
Indicators of Progress:
Resources/Support Needed:
Next Meeting Date: ________________________________________________
______________________________ ___________________________Student Service Personnel signature/date Administrator’s signature/date
77
PROFESSIONAL ASSISTANCE PLAN PROGRESS REPORT
Student Service Personnel____________________________________ Date__________________
____First Meeting ____Second Meeting ____Third Meeting ____Final Summary
Plan:
Resources and Strategies Used to Date:
Indicators of Progress:
Resources/Support Utilized to Date:
Concerns:
Administrator Recommendation:
____Return to Professional Growth Plan
____Continue Assistance Plan
Next Meeting Date_________________________________________________
______________________________ ___________________________Student Service Personnel’s signature/date Administrator’s signature/date
78
Framework For Effective Teaching(Probationary)
Professional Growth and Evaluation Program
KassonMantorville Public Schools101 16th St. NE
Kasson, MN 559445076341100
www.komets.k12.mn.us
Updated 12.13.2013
79
Contents
Introduction 3
Background 3
Teacher Evaluation Process Development Members 4
Statement of Philosophy 4
Overview of Teacher Evaluation Program 5
StandardsStandards for Effective Teaching 6
Standard I: PlanningStandard II: EnvironmentStandard III: InstructionStandard IV: Professionalism
Setting Professional Growth Goals derived from Teaching Standards 7
Setting Program or Curriculum Goals and Plans 8
Professional Growth Components 9
EvaluationProbationary Professional Growth Plan 10
Probationary Professional Growth Goal Form 11
PreObservation Conference Form 12
Observation Conference Form 13
PostObservation Conference Form 14
Summative Evaluation Form 15
80
Introduction
The Framework for Effective Teaching is the result of the collaboration and cooperation of KassonMantorvilleteachers, administrators, School Board members, parents and nationally recognized authorities in the field of effectiveteaching research. In this framework, we have expressed what we believe effective teachers do and what the mostrecent research reflects. The Framework consists of five standards and three staff development programs. The ultimategoals are teacher growth and increased student achievement.
As research in the area of effective teaching continues, professionals learn more about teaching and its relationship tostudent learning. We have done our best to capture the dynamic and interactive processes of teaching. We expect oureducators to incorporate the five standards with their current successful practices. As with any effort of this magnitude,this process will be reviewed and modified to ensure that it continues to reflect the best practices.
This Framework for Effective Teaching is presented to the KassonMantorville School District with the belief that it willenhance the tradition of excellence in KM schools. All of those involved in the development of the Framework forEffective Teaching hopes it will serve as a valuable tool in our continuous pursuit of equity and excellence.
Background
The Framework for Effective Teaching was developed during the 200203 school year by a representative task force ofteachers, administrators, school board, and parents. Dr. Thomas McGreal, Professor Emeritus of EducationalOrganization and Leadership at the University of Illinois at UrbanaChampaign, served as the consultant to the taskforce. Dr. McGreal assisted the committee in examining the research base for effective professional practice andevaluation, introduced the committee to models of effective evaluation, and guided the committee in setting up a workplan to complete the project. Each committee member served on a subcommittee charged with developing one of threecomponents of the Framework. The entire committee reviewed and revised each component, as well as resourcematerials proposed to support the Framework. The Framework was adopted by the KassonMantorville School Boardon June 16, 2003.
The Framework for Effective Teaching was revised during the 20132014 school year to fulfill the mandate establishedby the Minnesota Department of Education. This plan was mutually agreed upon by representatives of KMEM and theschool board to meet the state requirements. The plan will be reviewed on an asneeded basis to improve instructionalstrategies of the teachers and to provide effective staff development opportunities.
81
Teacher Evaluation Process Development Members
20132014
Mark D. Matuska, SuperintendentJerry Reker, High School PrincipalAl Hodge, Middle School Principal
Michelle Krell, Elementary School PrincipalJenny Carrier, Community Education Director
Kelly Braun, Curriculum, Instruction, Assessment CoordinatorJared Pittman, High School TeacherJeff Fague, Middle School Teacher
Rita Buehler, Elementary School TeacherNicole Kujath, High School TeacherLiz Harwood, Middle School Teacher
Kerri Snyder, High School Social Worker
Statement of Philosophy
The KassonMantorville School District is committed to providing the best educational program for its students. To thisend, it supports a professional appraisal system that focuses on excellence. The system is based on teachers andadministrators working together in the process of continual improvement of teaching and learning.
We believe . . .
All staff members recognize the benefits of professional development to achieve the goals of the school anddistrict.
All staff members recognize the benefits of continual improvement of professional performance.
Appraisal of performance is based on a cooperative spirit, open communication and joint responsibility.
Appraisal of performance is positive in nature and intent. It recognizes strengths and provides a means ofsupport and improvement.
Appraisal of performance promotes excellence in teaching and learning.
Appraisal of performance is a dynamic ongoing process that requires review and revision based on evolvingresearch, practices, and experiences of the KassonMantorville School District.
Professionals grow and learn in different ways. Committed teachers develop their professional capabilities overtime and often are at different stages of development, necessitating a differentiated system of assessment.
Mutual trust and respect are the cornerstones of a professional learning community.
82
OVERVIEW OF TEACHER EVALUATION PROGRAM
Probationary ProfessionalGrowth Plan
ProfessionalGrowth Plan
Specific ProfessionalGuidance Plan
Probationary teachers
WHO:
Tenured teachers who aredemonstrating the Standardsfor Effective Teaching
PURPOSE:
Teachers in need of specificprofessional guidance inidentified area(s) of theStandards for EffectiveTeaching
To ensure that Standards forEffective Teaching areunderstood, accepted, anddemonstrated
To provide support inimplementing the Standards forEffective Teaching
To provide accountability fordecisions to continueemployment
To enhance professionalgrowth
To improve studentachievement
To provide feedback onprofessional issues
To focus on schoolimprovement initiatives
WHAT:
To provide opportunities toseek assistance in any Standard
To provide a more structuredprocess for a tenured teacherwho may benefit from moresupport
To resolve concerns & return toProfessional Growth Plan
Formal observations andevaluations of performance
Portfolio Reflection Peer Coach/Mentor
Informal observations toassess Standards
Develop and implementProfessional Growth Plan
METHODS:
Awareness Phase Assistance Phase
Classroom observation withfeedback
Review of portfolio Discussion of professional
practices PLC support Peer Coaching/Mentoring
Ongoing informal discussionof teacher performance
Professional Growth Plansorganized by individualteachers, teacher teams, orPLC’s
Collaboration and supportbetween teacher andadministrator
Establish indicators ofprogress
Feedback to PLC’s Peer Review
Observation and feedbackfocused specifically on identifiedarea(s) of needed improvement
PLC Support
83
KassonMantorville Standards for Effective Teaching
84
Suggestions for Supervisors and Teachers
Setting Professional Growth Goals derived from the Teaching Standards
Refining Current Practices (Improvement Goals)This type of goal fits a range of teaching areas, especially those that would be included under Domains 1, 2, and 3 inDanielson’s (1996) framework. It could include work on improving a more basic skill (managing student behavior) or amore complex skill (engaging students in learning). The important thing here is that the teacher is indicating a desire toimprove something she already does in her teaching. This type of goal would almost always be set by an individualrather than a team. The plan for this type of goal could involve classroom observation as a form of formativeassessment or some form of artifact collection to demonstrate the desired improvement. This type of goal wouldgenerally be set for only one year.
Acquisition of New Skills or Knowledge (Renewal Goals)In acquiring new skills or knowledge to enhance the application of the teaching standards, it should be assumed that thistype of goal will require some resources to support the gaining of the skill or the needed information. The plan wouldlikely include some form of demonstration of the newly acquired skill or practice (presentation to other faculty, reviewby a support group or study group, written material distributed to others, or an actual or taped demonstration). Thistype of goal could be set by an individual or a team. To maximize the use of building or district resources, the new skillor knowledge should be required to be directly related to the teaching standards or to building or district teaching andlearning initiatives. In most situations, this would be a two or three year plan, to give time to acquire the newknowledge and to test its implementation.
Doing things Differently (Redesign or Restructuring Goals)These goals will often be set as derivatives of the components of professional practice as stated in the standards. Insettings different from traditional practice, the application of the standards might have more significance. Developinggoals and plans that would lead to new ways of doing things (projectbased learning, nongraded rooms, developinginterdisciplinary teams in high schools) provides a new way of thinking about and demonstrating the importance of theteaching standards. This type of activity will almost certainly require additional resources and time. This work shouldbe done by a team and never for less than two or three years. The product of this type of activity should include arationale for the change, the desired student outcomes, a discussion of the possible implications of the new way of doingthings for other parts of the system, and a plan for evaluating all relevant outcomes of the change.
From Danielson, C. (1996) Enhancing Professional Practice: A Framework for Teaching, Alexandria,VA:ASCD.
85
Setting Program or Curriculum Goals and Plans (from Content Standards or Within theProcess of Developing Content Standards)
“Deepening” Goals (Organizing Curriculum Around Deepening Student Understanding)This type of goal would focus on moving from broad curriculum coverage to a deeper concept of curriculum that requiresidentifying what is most important for students to learn (i.e., focusing on themes or questions rather than sequences of facts).Teachers could work toward this goal individually or as a team. The product for this goal should include a rationale, whatstudents should know and be able to do as a result of this work, and a plan for assessing student learning and evaluating themerit of the changes. This could be a one, two, or threeyear goal, depending on the scope of the project.
“Integrating” Goals (Designing Learning Experiences to Assist Students in Connecting Ideas and Concepts Across DifferentContent Areas)These goals would focus on developing integrated lessons, units, and courses. This work could be done individually orin teams. Products should include rationale, desired student outcomes, necessary materials, recommended teachingpractices, and a plan for assessing student learning and evaluating the merit of the activity. These goals should be fortwo or three years, depending on the scope of the effort.
“Engaging” Goals (Designing Learning Experiences to Engage Students)These goals would focus on developing curriculum plans, materials, and related activities that attend specifically toincreasing the engagement of students in the work of the classroom. These would also include attempts to engagedifferent groups of students, based on special needs, styles, or developmental stages. The product should includedesired student outcomes, any curriculum materials needed, identification of the necessary teaching strategies and skills,and a plan for assessing student outcomes and the merit of the process. This could be done by an individual or a teamover one, two, or three years, depending on the scope of the plan.
“Assessing” Goals (Designing Activities and Experiences Determining What Student Have Learned and What They Can Do)This type of goal would focus on developing new or alternative assessments to measure or describe student learning.This could be done individually or in teams. The product should include a rationale for developing the new assessmentprocedures, the student outcomes to be assessed, the measures and rubrics to be used, and the implications forcurriculum and instruction. Depending on the complexity and scope of the assessment activity being developed, thiscould be a one, two, or threeyear plan.
From Danielson, C. & McGreal, T.L. (2000) Teacher Evaluation to Enhance Professional Practice, Alexandria,VA:ASCD. pp. 112113
86
PROFESSIONAL GROWTH COMPONENTS
Goals:Goals should reflect building or district goals, which result in the continuous improvement of student learning. The goalsmust be directly linked to the Standards for Effective Teaching as published in this document.
Individual or Team Professional Participants:Teachers are encouraged to participate as part of a team with grade level colleagues, members of department teams,across schools, or in any combination. Teachers may elect to work individually. In cases of interschool teams, alladministrators of the involved schools participate in the planning.
Activities/Methods:Methods/strategies to reach goals could include:
Development of teaching materials/instructional units/discussion groupsAction research Workshops PLC’sPeer coaching Visitation days Social MediaVideotaping Conferences Web ConferencingSelfassessment Classroom observations Professional Learning NetworkMentoring Teacher academies SimulationsCollege courses Committee Participation Other
Indicators of Progress:
Student work portfolios Parent responsesProfessional portfolios Written curriculumVideotapes of classes Student responsesPeer observation Statistical measuresAdministrator observation Performance assessmentReflective journal entries Anecdotal recordsCase study analysis BenchmarksOther
Resources:Resources will be formally approved as part of the teacher’s Professional Growth Plan and may include:
Classroom materials Student materialsJournals WorkshopsResources BooksCollegial time Social MediaMentoring Collegial supportRelease time Administrative supportOther
87
PROBATIONARY PROFESSIONAL GROWTH PLAN
Who: A probationary teacher
Purposes:1. To improve the quality of instruction and performance of teachers to enhance student learning as defined in the
Standards for Effective Teaching2. To provide training and support for teachers new to teaching or new to the District3. To create positive attitudes toward the purposes and value of appraisal and professional development4. To promote professional selfreflection5. To collect reliable and varied data for making employment decisions
Procedures:The probationary appraisal plan shall consist of both formal and informal observations, discussion sessions andalternative sources of data collection.
Formal ObservationsDuring the probationary years of employment a minimum of three observations will be conducted. The first observationwill be scheduled by the administration and must occur within the first quarter of the school year. Two additionalobservations must occur before April 1st. The formal observation process shall consist of:A. PreObservation Conference
1. The teacher and administrator will agree to the initial observation date.2. Prior to scheduled observations, the teacher will submit the PreObservation Form for the activity to be observed.
The form may be modified by mutual agreement of both the administrator and teacher.B. Observations
1. Each formal observation shall be of duration sufficient to provide data for professional discussion and reflection.2. Practices used during observation will be consistent with the KM District philosophy of appraisal and the
Professional Standards. The activities observed may vary, of course, dependent upon the experiences andneeds of the staff, as well as the grade/subject level of students.
C. PostObservation Conferences1. A conference shall occur within ten working days between administrator and the teacher following the
observation, and the transmission to the teacher promptly thereafter of a written evaluation document called theObservation Conference Form. Teacher’s signature will indicate receipt of the document.
2. The teacher shall complete a PostObservation Information Form before the postconference in preparation fordiscussion of the observation.
Informal ObservationsInformal observations (unannounced observations, walkthroughs, dropins) may be conducted at any time. These may beof brief duration, and may be followed with a note to the teacher.
Professional Portfolio is required to be completed during or prior to the final probationary year while nontenured.Components of the portfolio shall be determined with the building administrator.
88
PROBATIONARY PROFESSIONAL GROWTH GOAL FORM
Teacher: ___________________________________________________Date:_____________
School:_____________________________________________________Grade/Dept:_______
PLC Members:1. 5.2. 6.3. 7.4. 8.
Peer Coach/Mentor:_____________________________
This plan is:
a NEW Individual Growth and Development Plan
REVISIONS to an approved plan
Standards for Effective Teaching Addressed in this Plan: (Check all that apply)______ Planning ______ Environment______ Instruction ______ Professionalism
Specific Goals:
Strategies to Meet Goal:
Indicators of Progress:
Timeline:
Anticipated Outcome/Knowledge Gained/Impact of Goal:
EndofYear Reflection on Goal Achievement (completed in spring):
Teacher Signature (date) ______________________________________________________
Administrative Signature (date) _________________________________________________
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PREOBSERVATION CONFERENCE FORM
Teacher: This form should be completed and turned into the Administrator three days prior to a scheduledobservation.
Name__________________________________Administrator__________________________
School________________________ Grade__________ Subject________________________
PreConference Date__________ Observation Date__________ Observation Time__________
1. Briefly describe the students in this class. (What are the academic and behavioral characteristics of thesestudents?)
2. What are the objectives for this lesson? (What do you want students to learn?)
3. How do you plan to engage students in learning? (What will you do? What will students do? What materialsor resources will you use?)
4. How will you assess learning? (What techniques will you use? How will you reach closure?)
5. Please indicate any area that you would like specific feedback on:
______ Planning ______ Environment______ Instruction ______ Professionalism
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OBSERVATION CONFERENCE FORM
Name_________________________________Administrator__________________________
School________________________ Grade_______ Subject______________________
Date of Observation___________________ Time of Observation __________________
Standards for Effective Teaching Addressed in this Plan:______ Planning ______ Environment______ Instruction ______ Professionalism
LESSON ANALYSIS
Brief Summary:
Strengths observed:
Suggestions for growth:
______________________________ ___________________________Teacher’s signature/date Administrator’s signature/date
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POSTOBSERVATION CONFERENCE FORM
Teacher: Please complete this form within three days after your observation and bring it with you to yourpostobservation conference.
Name__________________________________Administrator___________________________
School_____________________ Grade______ Subject__________________________
PostConference Date_____________
1. Did the students learn what I intended? How do I know?
2. To what extent were my students engaged in learning?
3. What strategies or activities facilitated learning?
4. What strategies or activities might I change if I had the opportunity to teach this class again?
______________________________ ___________________________Teacher’s signature/date Administrator’s signature/date
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SUMMATIVE EVALUATION FORM(to be completed by Administrator at end of probationary period)
Teacher_____________________________________
Administrator________________________________
Evaluation Date________________
Professional Portfolio Completed
Summarize the following areas:
Standards for Effective Teaching:
I. Planning
II. Environment
III. Instruction
IV. Professionalism
Comments:
Administrator’s Recommendation for continued employment ____YES ____NO
______________________________ ___________________________Teacher’s signature/date Administrator’s signature/date
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Framework For Effective TeachingTenured Staff
Professional Growth and Evaluation Program
KassonMantorville Public Schools101 16th St. NE
Kasson, MN 559445076341100
www.komets.k12.mn.us
Updated 12.13.2013
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Contents
Introduction 3
Background 3
Teacher Evaluation Process Development Members 4
Statement of Philosophy 4
Overview of Teacher Evaluation Program 5
StandardsStandards for Effective Teaching 6
Standard I: PlanningStandard II: EnvironmentStandard III: InstructionStandard IV: Professionalism
Setting Professional Growth Goals derived from Teaching Standards 7
Setting Program or Curriculum Goals and Plans 8
Professional Growth Components 9
EvaluationProfessional Growth Plan 10
Professional Growth Goal Form 11
PreObservation Conference Form 12
Observation Conference/Summative Evaluation 13
PostObservation Reflection Form 14
Peer Review Process 15
Professional GuidanceSpecific Staff Development 16
Identification of Concern Form 17
Professional Assistance Plan 18
Professional Assistance Plan Progress Report 19
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Introduction
The Framework for Effective Teaching is the result of the collaboration and cooperation of KassonMantorvilleteachers, administrators, School Board members, parents and nationally recognized authorities in the field of effectiveteaching research. In this framework, we have expressed what we believe effective teachers do and what the mostrecent research reflects. The Framework consists of five standards and three staff development programs. The ultimategoals are teacher growth and increased student achievement.
As research in the area of effective teaching continues, professionals learn more about teaching and its relationship tostudent learning. We have done our best to capture the dynamic and interactive processes of teaching. We expect oureducators to incorporate the five standards with their current successful practices. As with any effort of this magnitude,this process will be reviewed and modified to ensure that it continues to reflect the best practices.
This Framework for Effective Teaching is presented to the KassonMantorville School District with the belief that it willenhance the tradition of excellence in KM schools. All of those involved in the development of the Framework forEffective Teaching hopes it will serve as a valuable tool in our continuous pursuit of equity and excellence.
Background
The Framework for Effective Teaching was developed during the 200203 school year by a representative task force ofteachers, administrators, school board, and parents. Dr. Thomas McGreal, Professor Emeritus of EducationalOrganization and Leadership at the University of Illinois at UrbanaChampaign, served as the consultant to the taskforce. Dr. McGreal assisted the committee in examining the research base for effective professional practice andevaluation, introduced the committee to models of effective evaluation, and guided the committee in setting up a workplan to complete the project. Each committee member served on a subcommittee charged with developing one of threecomponents of the Framework. The entire committee reviewed and revised each component, as well as resourcematerials proposed to support the Framework. The Framework was adopted by the KassonMantorville School Boardon June 16, 2003.
The Framework for Effective Teaching was revised during the 20132014 school year to fulfill the mandate establishedby the Minnesota Department of Education. This plan was mutually agreed upon by representatives of KMEM and theschool board to meet the state requirements. The plan will be reviewed on an asneeded basis to improve instructionalstrategies of the teachers and to provide effective staff development opportunities.
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Teacher Evaluation Process Development Members
20132014
Mark D. Matuska, SuperintendentJerry Reker, High School PrincipalAl Hodge, Middle School Principal
Michelle Krell, Elementary School PrincipalJenny Carrier, Community Education Director
Kelly Braun, Curriculum, Instruction, Assessment CoordinatorJared Pittman, High School TeacherJeff Fague, Middle School Teacher
Rita Buehler, Elementary School TeacherNicole Kujath, High School TeacherLiz Harwood, Middle School Teacher
Kerri Snyder, High School Social Worker
Statement of Philosophy
The KassonMantorville School District is committed to providing the best educational program for its students. To thisend, it supports a professional appraisal system that focuses on excellence. The system is based on teachers andadministrators working together in the process of continual improvement of teaching and learning.
We believe . . .
All staff members recognize the benefits of professional development to achieve the goals of the school anddistrict.
All staff members recognize the benefits of continual improvement of professional performance.
Appraisal of performance is based on a cooperative spirit, open communication and joint responsibility.
Appraisal of performance is positive in nature and intent. It recognizes strengths and provides a means ofsupport and improvement.
Appraisal of performance promotes excellence in teaching and learning.
Appraisal of performance is a dynamic ongoing process that requires review and revision based on evolvingresearch, practices, and experiences of the KassonMantorville School District.
Professionals grow and learn in different ways. Committed teachers develop their professional capabilities overtime and often are at different stages of development, necessitating a differentiated system of assessment.
Mutual trust and respect are the cornerstones of a professional learning community.
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OVERVIEW OF TEACHER EVALUATION PROGRAM
Probationary ProfessionalGrowth Plan
ProfessionalGrowth Plan
Specific ProfessionalGuidance Plan
Probationary teachers
WHO:
Tenured teachers who aredemonstrating the Standardsfor Effective Teaching
PURPOSE:
Teachers in need of specificprofessional guidance inidentified area(s) of theStandards for EffectiveTeaching
To ensure that Standards forEffective Teaching areunderstood, accepted, anddemonstrated
To provide support inimplementing the Standards forEffective Teaching
To provide accountability fordecisions to continueemployment
To enhance professionalgrowth
To improve studentachievement
To provide feedback onprofessional issues
To focus on schoolimprovement initiatives
WHAT:
To provide opportunities toseek assistance in any Standard
To provide a more structuredprocess for a tenured teacherwho may benefit from moresupport
To resolve concerns & return toProfessional Growth Plan
Formal observations andevaluations of performance
Portfolio Reflection Peer Coach/Mentor
Informal observations toassess Standards
Develop and implementProfessional Growth Plan
METHODS:
Awareness Phase Assistance Phase
Classroom observation withfeedback
Review of portfolio Discussion of professional
practices PLC support Peer Coaching/Mentoring
Ongoing informal discussionof teacher performance
Professional Growth Plansorganized by individualteachers, teacher teams, orPLC’s
Collaboration and supportbetween teacher andadministrator
Establish indicators ofprogress
Feedback to PLC’s Peer Review
Observation and feedbackfocused specifically on identifiedarea(s) of needed improvement
PLC Support
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KassonMantorville Standards for Effective Teaching
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Suggestions for Supervisors and Teachers
Setting Professional Growth Goals derived from the Teaching Standards
Refining Current Practices (Improvement Goals)This type of goal fits a range of teaching areas, especially those that would be included under Domains 1, 2, and 3 inDanielson’s (1996) framework. It could include work on improving a more basic skill (managing student behavior) or amore complex skill (engaging students in learning). The important thing here is that the teacher is indicating a desire toimprove something she already does in her teaching. This type of goal would almost always be set by an individualrather than a team. The plan for this type of goal could involve classroom observation as a form of formativeassessment or some form of artifact collection to demonstrate the desired improvement. This type of goal wouldgenerally be set for only one year.
Acquisition of New Skills or Knowledge (Renewal Goals)In acquiring new skills or knowledge to enhance the application of the teaching standards, it should be assumed that thistype of goal will require some resources to support the gaining of the skill or the needed information. The plan wouldlikely include some form of demonstration of the newly acquired skill or practice (presentation to other faculty, reviewby a support group or study group, written material distributed to others, or an actual or taped demonstration). Thistype of goal could be set by an individual or a team. To maximize the use of building or district resources, the new skillor knowledge should be required to be directly related to the teaching standards or to building or district teaching andlearning initiatives. In most situations, this would be a two or three year plan, to give time to acquire the newknowledge and to test its implementation.
Doing things Differently (Redesign or Restructuring Goals)These goals will often be set as derivatives of the components of professional practice as stated in the standards. Insettings different from traditional practice, the application of the standards might have more significance. Developinggoals and plans that would lead to new ways of doing things (projectbased learning, nongraded rooms, developinginterdisciplinary teams in high schools) provides a new way of thinking about and demonstrating the importance of theteaching standards. This type of activity will almost certainly require additional resources and time. This work shouldbe done by a team and never for less than two or three years. The product of this type of activity should include arationale for the change, the desired student outcomes, a discussion of the possible implications of the new way of doingthings for other parts of the system, and a plan for evaluating all relevant outcomes of the change.
From Danielson, C. (1996) Enhancing Professional Practice: A Framework for Teaching, Alexandria,VA:ASCD.
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Setting Program or Curriculum Goals and Plans (from Content Standards or Within theProcess of Developing Content Standards)
“Deepening” Goals (Organizing Curriculum Around Deepening Student Understanding)This type of goal would focus on moving from broad curriculum coverage to a deeper concept of curriculum that requiresidentifying what is most important for students to learn (i.e., focusing on themes or questions rather than sequences of facts).Teachers could work toward this goal individually or as a team. The product for this goal should include a rationale, whatstudents should know and be able to do as a result of this work, and a plan for assessing student learning and evaluating themerit of the changes. This could be a one, two, or threeyear goal, depending on the scope of the project.
“Integrating” Goals (Designing Learning Experiences to Assist Students in Connecting Ideas and Concepts Across DifferentContent Areas)These goals would focus on developing integrated lessons, units, and courses. This work could be done individually orin teams. Products should include rationale, desired student outcomes, necessary materials, recommended teachingpractices, and a plan for assessing student learning and evaluating the merit of the activity. These goals should be fortwo or three years, depending on the scope of the effort.
“Engaging” Goals (Designing Learning Experiences to Engage Students)These goals would focus on developing curriculum plans, materials, and related activities that attend specifically toincreasing the engagement of students in the work of the classroom. These would also include attempts to engagedifferent groups of students, based on special needs, styles, or developmental stages. The product should includedesired student outcomes, any curriculum materials needed, identification of the necessary teaching strategies and skills,and a plan for assessing student outcomes and the merit of the process. This could be done by an individual or a teamover one, two, or three years, depending on the scope of the plan.
“Assessing” Goals (Designing Activities and Experiences Determining What Student Have Learned and What They Can Do)This type of goal would focus on developing new or alternative assessments to measure or describe student learning.This could be done individually or in teams. The product should include a rationale for developing the new assessmentprocedures, the student outcomes to be assessed, the measures and rubrics to be used, and the implications forcurriculum and instruction. Depending on the complexity and scope of the assessment activity being developed, thiscould be a one, two, or threeyear plan.
From Danielson, C. & McGreal, T.L. (2000) Teacher Evaluation to Enhance Professional Practice, Alexandria,VA:ASCD. pp. 112113
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PROFESSIONAL GROWTH COMPONENTS
Goals:Goals should reflect building or district goals, which result in the continuous improvement of student learning. The goalsmust be directly linked to the Standards for Effective Teaching as published in this document.
Individual or Team Professional Participants:Teachers are encouraged to participate as part of a team with grade level colleagues, members of department teams,across schools, or in any combination. Teachers may elect to work individually. In cases of interschool teams, alladministrators of the involved schools participate in the planning.
Activities/Methods:Methods/strategies to reach goals could include:
Development of teaching materials/instructional units/discussion groupsAction research Workshops PLC’sPeer coaching Visitation days Social MediaVideotaping Conferences Web ConferencingSelfassessment Classroom observations Professional Learning NetworkMentoring Teacher academies SimulationsCollege courses Committee Participation Other
Indicators of Progress:
Student work portfolios Parent responsesProfessional portfolios Written curriculumVideotapes of classes Student responsesPeer observation Statistical measuresAdministrator observation Performance assessmentReflective journal entries Anecdotal recordsCase study analysis BenchmarksOther
Resources:Resources will be formally approved as part of the teacher’s Professional Growth Plan and may include:
Classroom materials Student materialsJournals WorkshopsResources BooksCollegial time Social MediaMentoring Collegial supportRelease time Administrative supportOther
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PROFESSIONAL GROWTH PLAN
Who: A professional staff member who has reached tenure status
Purpose:From the beginning of the first tenure year and continuing throughout the teacher’s professional career, the teacher andadministrator work collaboratively to ensure the strengthening of the Standards. There are two major components to thisprocess: Demonstration of Standards for Effective Teaching and Continued Professional Growth.
1. Demonstration of Standards for Effective Teaching: Performance related to the Standards for EffectiveTeaching is assessed by the administrator through informal classroom observations and other school settings. Theadministrator or the teacher may schedule conferences to discuss performance related to the standards.
2. Continued Professional Growth Plan: The teacher/team and the administrator collaborate to identify goals anddevelop a Professional Growth Plan that will meet those goals and reflect the Standards for EffectiveTeaching. While achieving the identified goals is the objective, it is the process of working toward those goals thatdemonstrate the individual’s professional growth.
Goals:Goals should reflect PLC, school, and district goals and must be directly linked to the Standards for Effective Teaching.
ThreeYear Review Cycle:
Initial Meeting: The teacher/team will have an initial meeting with the building administrator as early as the spring of the prior year,
and no later than November 1, to develop the Professional Growth Goal Form.
Peer Review Year: Professional Growth Goal Form (new or revised) Two peer reviews
Peer Review or Portfolio Year: Professional Growth Goal Form (new or revised) Two peer reviews or one mutually agreed upon portfolio/presentation (requires Admin signature) Portfolio/Presentation should address the teaching standard which pertains to your professional growth goal
Summative Evaluation Year w/Administrator: Professional Growth Goal Form (new or revised)
o Identify student growth goal (35% of evaluation)o Each tenured employee will define what aspect of student growth will be measured and how the data will
be collected. Must be preapproved by administration. Preobservation form/meeting Observation Postobservation reflection form completion Summative evaluation (postobservation meeting)
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PROFESSIONAL GROWTH GOAL FORM
Teacher: _________________________________________________Date:______________________
School:_____________________________________________________Grade/Dept:______________
PLC Members:1. 5.2. 6.3. 7.4. 8.
Peer Reviewer (agreed upon with Administrator):_____________________________________________
This plan is:
a NEW Individual Growth and Development Plan
REVISIONS to an approved plan
Year of Plan:
Peer Review Year
Peer Review/Portfolio Year
Summative Evaluation Year Summative Evaluation YearIndicate Student Growth Goal (35% of evaluation):______________________________________
Standards for Effective Teaching Addressed in this Plan: (Check all that apply)______ Planning ______ Environment______ Instruction ______ Professionalism
Specific Goals:
Strategies to Meet Goal:
Indicators of Progress:
Timeline:
Anticipated Outcome/Knowledge Gained/Impact of Goal:
EndofYear Reflection on Goal Achievement (completed in spring):
Teacher Signature_______________________________________________________Date:___________Peer Reviewer Signature (Peer review years)__________________________________ Date:___________
Administrator Signature (Summative or Portfolio years)__________________________ Date:___________
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PREOBSERVATION CONFERENCE FORMTeacher: This form should be completed and turned in to Administrator three days prior to a scheduled
observation.
Name_________________________________Administrator__________________________
School________________________ Grade__________ Subject________________________
PreConference Date__________ Observation Date__________ Observation Time__________
1. Briefly describe the students in this class. (What are the academic and behavioral characteristics of thesestudents?)
2. What are the objectives for this lesson? (What do you want students to learn?)
3. How do you plan to engage students in learning? (What will you do? What will students do? What materialsor resources will you use?)
4. How will you assess learning? (What techniques will your use? How will you reach closure?)
5. Please indicate any area that you would like specific feedback on:
______ Planning ______ Environment ______ Instruction ______ Professionalism
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OBSERVATION CONFERENCE/SUMMATIVE EVALUATION FORM
Name_________________________________Administrator__________________________
School________________________ Grade_______ Subject______________________
Date of Observation___________________ Time of Observation __________________
PROFESSIONAL STANDARDS______ Planning ______ Environment______ Instruction ______ Professionalism
LESSON ANALYSIS
Brief Summary:
Strengths observed:
Suggestions for growth:
Student Growth Goal Met (35%)
______________________________ ___________________________Teacher’s signature/date Administrator’s signature/date
*To be placed in teacher’s permanent file at the end of summative evaluation year
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POSTOBSERVATION REFLECTION FORMTeacher: Please complete this form within three days after your observation and bring it with you to your
postobservation conference.
Name__________________________________Administrator___________________________
School_____________________ Grade______ Subject__________________________
PostConference Date_____________
1. Did the students learn what I intended? How do I know?
2. To what extent were my students engaged in learning?
3. What strategies or activities facilitated learning?
4. What strategies or activities might I change if I had the opportunity to teach this class again?
______________________________ ___________________________Teacher’s signature/date Administrator’s signature/date
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PEER REVIEW PROCESSThis guide will help you determine the best format for the Peer Review Process. Expectation is 3060 minutes in district to completethis process. Minimum two peer reviews per year.
Name: ________________________________________________Date:________________
Peer Reviewer (agreed upon with Administrator):_________________________________
Preobservation communication/observation/postobservation
Tying goals to process Professional growth Student growth Future plans/impact
Video review of teaching
Teacher Signature________________________________________Date:___________
Peer Reviewer Signature___________________________________Date:___________
PEER REVIEW PROCESSThis guide will help you determine the best format for the Peer Review Process. Expectation is 3060 minutes in district to completethis process. Minimum two peer reviews per year.
Name: ________________________________________________Date:_______________
Peer Reviewer (agreed upon with Administrator):________________________________
Preobservation communication/observation/postobservation
Tying goals to process Professional growth Student growth Future plans/impact
Video review of teaching
Teacher Signature________________________________________Date:___________
Peer Reviewer Signature___________________________________Date:___________
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SPECIFIC STAFF DEVELOPMENT
SPECIFIC STAFF DEVELOPMENT is intended to provide the best possible likelihood for professionalimprovement. The decision to implement SPECIFIC STAFF DEVELOPMENT should be collaborative, butmay be directive. This process may begin at any time. Confidentiality is expected of all participants.
Purpose:
1. To enable a tenured teacher the opportunity to seek assistance in any of the district’s Standards for EffectiveTeaching.
2. To provide a more structured process for a tenured teacher who by the determination of the administrativesupervisor, may benefit from more support.
Phases of SPECIFIC STAFF DEVELOPMENT:
Phase I – Awareness Phase1. The administrator or the teacher identifies a concern.2. The concern is identified in writing and an Identification of Concern Form is completed.3. The administrator and teacher attempt to resolve the concern.4. The administrator reviews the progress and makes one of the following recommendations:
The teacher remains in Professional Growth Plan, or In the event the concern is not resolved, the teacher is notified in writing and placed into the Assistive Phase.
The teacher may continue with their Professional Growth Plan.
At this point, the teacher will be advised by the principal that he/she may want to discuss the situation with the KMEMbuilding representative. The teacher or the administrator may request other representation in all subsequent meetingsregarding the concern. Both parties will be notified in advance of those meetings.
Phase II – Assistive Phase1. The administrator reviews the recommendations from the Awareness Phase.2. A specific Plan of Assistance will be developed.3. The administrator and the teacher set up a specific time to review what progress has been made and complete
the Plan of Assistance Progress Report.4. One of the following recommendations is made:
The concern is resolved and the teacher is returned to Professional Growth Plan. The teacher remains in the Assistive Phase with revised goals and timelines.
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IDENTIFICATION OF CONCERN FORM
Teacher________________________________ Date________________________
Standards for Effective Teaching Addressed in this Plan: (Check all that apply)______ Planning _____ Environment______ Instruction _____ Professionalism
Specific Concerns:
Next Meeting Date______________________________________________________
______________________________ ___________________________Teacher’s signature/date Administrator’s signature/date
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PROFESSIONAL ASSISTANCE PLAN
Teacher_________________________________ Date:____________________
Standards for Effective Teaching Addressed in this Plan: (Check all that apply)______ Planning ______ Environment______ Instruction ______ Professionalism
Specific Concerns:
Plans (Methods/Strategies):
Proposed Timeline:
Indicators of Progress:
Resources/Support Needed:
Next Meeting Date: ________________________________________________
______________________________ ___________________________Teacher’s signature/date Administrator’s signature/date
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PROFESSIONAL ASSISTANCE PLAN PROGRESS REPORT
Teacher____________________________________ Date__________________
____First Meeting ____Second Meeting ____Third Meeting ____Final Summary
Plan:
Resources and Strategies Used to Date:
Indicators of Progress:
Resources/Support Utilized to Date:
Concerns:
Administrator Recommendation:
____Return to Professional Growth Plan
____Continue Assistance Plan
Next Meeting Date_________________________________________________
______________________________ ___________________________Teacher’s signature/date Administrator’s signature/date
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Survey Report
Approximately, how many years have LESS THAN FIVE YEARS....7%you lived in the Kasson Mantorville FIVE TO TEN YEARS......14%School District? 11 TO TWENTY YRS.......26%
21 TO THIRTY YRS.......20%OVER THIRTY YEARS......34%DON'T KNOW/REFUSED......0%
What do you like most about the DON’T KNOW/REFUSED......7%Kasson Mantorville Schools? NOTHING.................6%
EXCELLENT ACADEMICS....32%GOOD ACADEMICS.........15%GOOD TEACHERS..........19%SMALL SIZE.............11%SPORTS..................2%GOOD FACILITIES.........3%SCATTERED...............5%
What do you think is the most DON’T KNOW/REFUSED.....10%important issue facing the Kasson NOTHING................29%Mantorville Schools? HIGH TAXES..............7%
LACK OF FUNDING.........9%DECLINING QUALITY.......4%LARGE CLASS SIZES......10%AGING BUILDINGS.........7%LACK OF DISCIPLINE......2%BULLYING...............10%FACILITIES NEEDS........5%TOO FOCUSED ON SPORTS...3%SCATTERED...............5%
How would you rate the quality of EXCELLENT..............65%education provided by the Kasson GOOD...................26%Mantorville Schools excellent, ONLY FAIR...............4%good, only fair, or poor? POOR....................1%
DON'T KNOW/REFUSED......4%Compared with three years ago, MUCH BETTER.............2%would you say the overall quality SOMEWHAT BETTER........25%of education provided by the Kasson ABOUT THE SAME.........57%Mantorville Schools is much bet SOMEWHAT WORSE..........3%ter, somewhat better, about the MUCH WORSE..............0%same, somewhat worse, or much DON'T KNOW/REFUSED.....14%worse?I would like to read you a short list of quality of educationindicators. From what you have seen or heard, please rate the KassonMantorville Public Schools as excellent, good, only fair, or poor. Ifyou have no opinion, just say so....
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EXC GOO FAI POO DKRStudent scores on standardized tests? 24% 62% 4% 1% 10%Percentage of high school graduatesgoing on for further education? 33% 53% 3% 1% 11%Broad curriculum serving all students,whether they are collegebound, vocationtrainingbound or employmentbound? 27% 52% 9% 2% 11%Small class sizes? 14% 53% 16% 3% 14%Safe and secure learning environments? 34% 59% 3% 1% 4%Modern school buildings and facilities? 26% 52% 14% 2% 5%Well maintained school buildings andfacilities? 31% 59% 5% 1% 5%National and state awards of excellence? 18% 50% 6% 1% 25%Uptodate technology? 19% 61% 7% 1% 13%Which ONE of the following indicators is MOST important inshaping your perception of a high quality school district?
STUDENT SCORES ON STANDARDIZED TESTS..................9%PERCENTAGE OF HIGH SCHOOL GRADUATES GOING
ON FOR FURTHER EDUCATION........................16%BROAD CURRICULUM SERVING ALL STUDENTS,
WHETHER THEY ARE COLLEGEBOUND, VOCATIONAL TRAININGBOUND, OR
EMPLOYMENTBOUND................................51%SMALL CLASS SIZES.....................................5%SAFE AND SECURE LEARNING ENVIRONMENTS.................5%MODERN SCHOOL BUILDINGS AND FACILITIES................0%WELL MAINTAINED SCHOOL BUILDINGS ANDFACILITIES......................................... ..0%NATIONAL AND STATE AWARDS OF EXCELLENCE...............3%UP TO DATE TECHNOLOGY.................................5%Combination (Refuses to choose one)...................5%Don't Know/Refused....................................2%
Overall, do you think the Kasson ALL....................41%Mantorville Schools meet the learn MOST...................49%ing needs of all students, most ONLY SOME...............4%students, only some students, or VERY FEW................1%very few students? DON'T KNOW/REFUSED......6%
IF "MOST," "ONLY SOME" OR "VERY FEW," ASK:Is there any one type of stu DON’T KNOW/REFUSED......7%dent whose learning needs you NO.....................20%think are not being met? (IF GIFTED AND TALENTED....12%"YES," ASK:) Who would that be? AVERAGE................21%
STRUGGLING.............18%114
LOWINCOME..............2%DIVERSE.................3%SPECIAL EDUCATION.......7%UNDERACHIEVERS..........4%VOTECH BOUND...........3%SCATTERED...............4%
I would like to read you a short list of statements others have told us.For each one, please tell me whether you strongly agree, agree,disagree, or strongly disagree. If you don't know,just say so.During the last couple of years, STRONGLY AGREE..........6%the Kasson Mantorville School Dis AGREE..................68%trict Administration and Board DISAGREE................8%have managed the budget effectively STRONGLY DISAGREE.......2%and efficiently. DON'T KNOW/REFUSED.....16%When the Kasson Mantorville Schools STRONGLY AGREE..........5%ask voters to approve a referen AGREE..................68%dum, it is only after the Admin DISAGREE...............12%istration and School Board have STRONGLY DISAGREE.......3%have considered all other budget DON'T KNOW/REFUSED.....13%alternatives.Our community receives a good STRONGLY AGREE.........16%value from its investment in local AGREE..................74%public schools. DISAGREE................6%
STRONGLY DISAGREE.......1%DON'T KNOW/REFUSED......4%
The Kasson Mantorville School Dis STRONGLY AGREE.........10%trict is held accountable for the AGREE..................73%quality of education provided to DISAGREE................9%their students. STRONGLY DISAGREE.......1%
DON'T KNOW/REFUSED......8%The Kasson Mantorville School Board STRONGLY AGREE..........6%and Administration do a good job AGREE..................70%of involving community leaders, DISAGREE...............15%parents, and interested citizens, STRONGLY DISAGREE.......1%indecisions about the schools. DON'T KNOW/REFUSED......8%The Kasson Mantorville School Board STRONGLY AGREE..........5%and Administration have spent past AGREE..................64%bond referendum and operating levy DISAGREE...............15%referendum funds responsibly. STRONGLY DISAGREE.......2%
DON'T KNOW/REFUSED.....14%I trust the Kasson Mantorville STRONGLY AGREE..........8%
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School Board and Administration AGREE..................82%to do what is right for children DISAGREE................6%in this district. STRONGLY DISAGREE.......1%
DON'T KNOW/REFUSED......3%The Kasson Mantorville Public STRONGLY AGREE.........10%Public Schools increase property AGREE..................73%values in the community. DISAGREE................8%
STRONGLY DISAGREE.......2%DON'T KNOW/REFUSED......8%
The Kasson Mantorville Schools are STRONGLY AGREE.........12%a good investment and I would sup AGREE..................64%port a referendum to protect that DISAGREE...............12%investment. STRONGLY DISAGREE.......2%
DON'T KNOW/REFUSED.....10%The KassonMantorville Public Schools offers a wide variety of communityeducation programs. These include adult education classes, earlychildhood family education, preschool programs, afterschool and summerrecreation opportunities, and child care.During the past year, have you or YES....................34%any members of your household used NO.....................65%any of the Community Education DON'T KNOW/REFUSED......2%programs offered by the SchoolDistrict?Which of the following ranges 1824...................3%contains your age? Please stop 2534..................14%me when I reach the correct one. 3544..................20%
4554..................23%5564..................20%65 AND OVER............20%REFUSED.................0%
What is the highest level of LESS THAN HS GRAD.......4%formal education you completed? HIGH SCHOOL GRAD.......26%
VOTECH SCH/TCH COLL...14%SOME COLLEGE...........19%COLLEGE GRADUATE.......30%POSTGRADUATE...........8%REFUSED.................0%
Are there preschoolers in this YES....................11%household? NO.....................89%
REFUSED.................0%Are there schoolaged children in NO.....................62%this household? (IF "YES," ASK:) YES/KASSON MANTORVILLE 35%
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Do they attend public schools in YES/OTHER PUBLIC........1%this district, public schools in YES/PAROCHIALPRIVATE...1%another district, parochial or YES/CHARTER SCHOOLS.....0%private schools, charter schools, YES/HOME SCHOOL.........2%or home school? COMBINATION (VOL).......0%
REFUSED.................0%Have one or more of your children YES/YES................17%graduated from the Kasson Mantor YES/NO.................32%ville Schools? NO/YES.................12%Did you, yourself, graduate from NO/NO..................40%the Kasson Mantorville Schools? REFUSED.................0%KassonMantorville Schools intends to survey the community anytime abond referendum is being considered.
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Advisory Committees
D istrict1) Superintendent Mark D . Matusk a2) HS Principal Jerry R ek er3) MS Principal Al Hodge4) E S Principal Michelle Krell5) CE D irector Jenny Carrier6) Parent in the D istrict Kent Harfmann7) Parent in the D istrict R ob Hamlin8) Parent in the D istrict Jill MinetteStacey9) Parent in the D istrict B rea Koebele10) Parent in the D istrict Missy Swarts11) Parent in the D istrict R yan Thomas12) Parent in the D istrict B ob Hasz13) Parent in the D istrict Kelly B raun
B uilding Site TeamsHigh School Middle School E lementary School1) Jerry R ek er 1) Sally Smith 1) Ann Mik k alson2) Jason Arneson 2) Scott Miller 2) B eth Irish3) D eb Colucy 3) Al Hodge 3) R ita B uehler4) Kelly B raun 4) Lindsey Campbell 4) Matt R osaaen5) Jared Pittman 5) Chris Soderberg 5) N ancy Voth6) Sherri Thornburg 6) Jessica D enter 6) Colleen Lau7) Heather Walsh 7) Gail B ungum 7) Paula D ahmns8) Kerri Snyder 8) Sue Jystad 8) Patty Gilmore9) Tony Gierok 9) Ivan Kroulik 9) Carrie Vrieze10) Marilyn Fredrick son 10) Jenny Marquardt 10) Karen B esch11) N ick y Wilk e 11) Jenny Wyttenbach 11) Michelle Krell
PLC Facilitator TeamsHigh School Middle School E lementary SchoolMath: Jeff B ernards Gr 5 Math: N ick Jurrens Gr 4: Joel OlsonSocial Studies: N ic Matej cek Gr 7 Social: Jon B uchanan Gr 3: R yan ChristensenE nglish/Spanish: B ernie B uehler E nglish 8: D illon D enter Gr 2: Jenny AndersonVocational: Sue Smith Science 7: B roc Threinen Gr 1: Alecia MelineScience: Amory Olson Specialist 58: Susan Jystad Krgtn: Jennifer Kuj athSpecialist: Tony B oldt Spec E d 58: Hilary Thom Specialist: Jenny D alsted
SpecE d: B ryan JohnsonStuSupp: Aimee Johnson
D istrictWide Community E dCounselor Ivan Kroulik E CFE /R eadiness: Michelle Shay
Staff D evelopment Team1) Amory Olson
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2) Sue Jystad3) Ann Mik k alson4) Tomi Swanson5) Kelly B raun
*The School board meeting to review/revise WBWF plan will be annually in October.*The report will be published in the DCI.*An electronic summary will be sent to the Commissioner.*Satisfaction surveys will be conducted annually.
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