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Tracy Area Public SchoolsSchool District #2904TAPS District Strategic Plan to Support Teaching and Learning Aligned with the World’s Best Workforce.2020-2021SUPERINTENDENT: Chad AndersonThe 2019-2020 District Strategic Plan to Support Teaching and Learning aligned with the World’s Best Workforce was approved by the District 2904 School Board on December 2019. It is prepared by the District Advisory Committee and School Site Teams to inform residents about developments in curriculum, instructional practices, test data, SMART GOALS, and student learning throughout the district.The report is reviewed and approved by the School Board. A copy of this is available on the district website at tracy.k12.mn.us.This report contains the following information and more from the 2020-2021 school year.Advisory/Staff Development CommitteeDistrict 2904 School Board Members Beliefs and philosophy of EducationMission/Vision StatementsState and Local TestingResults of State AssessmentsMMR RatingAverage ACT Scores: Five Year TrendsSW Integration Collaborative, Plan, Budget, & SMART GOALSTAES Student Achievement Goals “SMART GOALS”Literacy PlanCamp Discover S’moreTAHS SMART GOALSRamp Up to Readiness College Preparedness Plan at TAHSSchool Improvement Plan (Including Staff Development Goals)Professional Growth Plan for TeachersComponents of Professional Practice using the C. Danielson framework.TAPS Survey/ResultsSouthwest Integration Collaborative plan.Revenue AllocatedGo Panthers!Advisory/Staff Development CommitteeThank you for the following staff for their dedicated service on the District #2904 Staff Development Committee/Curriculum and Instruction Advisory Council during the 2018-2019 School Year:Chad Anderson: Superintendent & ParentJay Fultz: TAPS Board Member & ParentSheila Holland: TAPS Board Member & ParentRod Benson: TAPS Board Member & ParentMichael Munson: Elementary Principal & ParentKathy Vondracek: High School PrincipalKristy Campbell: High School FACS Teacher & ParentSarah Persons: Elementary Teacher & ParentKatie Gervais: Technology Integrationist & ParentNathan Fultz: Student Member (Student Council Co-President)Stacie Buysse & Karen Ziemke: Para-Professional/Community MemberMatt Knakmuhs: Parent/Community MemberBill Tauer: Parent/Community MemberJustin Struchen: Parent/Community MemberTracy Area Public Schools Board of Education:Rod Benson: ChairpersonJody Bauer: Vice ChairpersonNicole Swanson: ClerkSheila Holland: DirectorBen Ludeman: DirectorJay Fultz: DirectorMatt Surprenant: DirectorThe Tracy Area Public Board of Directors has established the school roll as follows:A partnership between students, parents, educators, and the community based on a commitment for success and achievement.Students who graduate with the ability to learn an enthusiasm, respect, and self-discipline to learn.Utilization of resources outside of the geographic boundaries of Tracy Area Public Schools.Recognition of individual differences.Beliefs/PhilosophyStudents:We believe that:All students can learn the required curriculum to their potential.Students should experience an academic environment.Students must share the responsibility for their learning and strive to reach their potential.Learning takes place best in a positive environment.Students must see themselves as lifelong learners.Students are entitled to compassion and understanding.Teacher/Employees:We believe that:Teaching should be positive.Teaching should be flexible enough to meet student’s needs.Teachers should be given adequate time to prepare properly.Teachers should share the process of learning with the student(s) and community.Teachers should guide all students toward problem solving.Teachers should believe in all students’ ability to learn.Educators should have strong beliefs & values toward education.School District and Community:We believe that: Parents are and need to be the child’s first teacher.The school and community should establish, support, and maintain high academic standards.The school and community will provide a safe and secure environment that promotes the well-being for the students and staff.The school and community should be open to communication and cooperation between the school and community at large.The school and community foster a balance of support for curricular and co-curricular activities.The school and community should work together to provide an education that meets the individual needs of all students.Exit Expectations:The Exit Expectations are the criteria by which we will evaluate our success. They are statements of what is expected of our graduatesResponsible Learning Who Demonstrates:Academic proficiency.Effective communication skills.Creative problem solving skills.Critical thinking skills.Ability to work independently.Passion for learning.Understanding of the importance of fine arts.Technological proficiency.Passage of the Minnesota Graduation Standards of Testing.Passage of the Minnesota Comprehensive Assessments (MCA’s) and Minnesota GRAD exams.Responsible Persons Who Demonstrate: Sense of self-worth including the promotion of physical and mental health.Honesty, kindness, and compassion in relationships.Understanding of the importance of families.Pride in one’s work.Responsibility and accountability for one’s own actions.Responsible Citizens Who Demonstrate: An understanding of the role of government.Global awareness.A respect for law and the right of others in a diverse society.An understanding of historical perspectives.A respect for the environment.VISION STATEMENT:MISSION STATEMENT:District Student Achievement Goals for Meeting State Academic Standards 2016-2019.READINGReading2016201720182019Grade 367.3%56.8%57.4%67.3%Grade 457.4%64.8%57.6%51.2%Grade 554.9%77.1%79.6%73.3%Grade 646.9%50.0%76.6%67.2%Grade 752.1%54.4%54.8%64.2%Grade 857.6%78.6%67.1%63.3%Grade 1073.2%61.3%66.2%75.0%District Student Achievement Goals for Meeting State Academic Standards.MATHMath2016201720182019Grade 370.4%70.0%74.5%81.6%Grade 474.5%80.0%72.7%61.9%Grade 554.9%38.0%70.4%56.7%Grade 648.4%48.0%42.6%53.4%Grade 735.4%42.6%41.9%48.1%Grade 845.5%50.0%50.0%51.7%Grade 1145.8%70.0%34.9%39.7%District Student Achievement Goals for Meeting State Academic Standards.ScienceScience2016201720182019Grade 554.9%73.8%70.4%55.9%Grade 839.4%42.9%44.3%41.7%Grade 1067.3%45.6%33.8%68.1%Graduation RateSpring 2015Spring 2016Spring 2017Spring 2018State Of MN81.1%82.5%82.7%83.2%Tracy Area HS93.8%88.1%94.8%94 %Average ACT Scores: TrendsGrade YearDistrict # TestedEnglishMathematicsReadingScienceComposite (District)Composite(State)20094920.222.62222.42222.720103919.521.62121.22122.920114719.122720322.121.322.920124318.922.120.12120.722.820134020.522.922.523.222.42320143619.322.621.222.421.522.920154220.122.721.522.421.922.720165716.219.11819.218.221.120174919.021.520.921.520.921.520185816.619.518.920.318.921.320195616.719.219.619.818.9-SW Integration Collaborative Integration Plan and BudgetIntegration SMART Goal:In order to increase racial and economic integration between districts in the SW Integration Collaborative, 50% of collaborative students taking the ACT exam will participate in inter-district ACT preparation courses as measured by course attendance and ACT exam rosters during the 2017-2018 school year.Strategy/Activity:1) Inter district ACT test preparation courses will be held at SMSU in Marshall, MN in the areas of Math, English, Science, and Reading for any collaborative student intending on taking the ACT exam by June, 2018. Individual school districts will provide transportation to the course site and provide a minimum supervision ratio of 1 staff member per 20 students.2) Show MDE Dual Enrollment video to all 10th and 11th grade students prior to registration for ensuing year.3) Show MDE Dual Enrollment video to parents of 10th and 11th grade students prior to registration for ensuing year.Assessment:1)Each district of the collaborative will establish baseline data and annually track participation as well as effect on ACT scores.2)Desegregated data will be maintained by each district in order to determine the impact of the prep coursework amongst participating and non-participating students.3)Districts will maintain participation data that will show the number of underserved students participating in prep coursework as well as the number of underserved students taking the ACT.4)Districts will maintain longitudinal ACT results dataIndicators of Progress:1) The number of students participating in ACT preparation courses increases each year.2)Increased number of students taking the ACT3)Increased District ACT composite test score4)Increased enrollment in college preparation courses within individual district high school.Tracy Area Elementary Goals for 2019-2021TAES SMART GOAL ILEP students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Reading test from 25% in the Spring of 2019 to 30% in the Spring of 2021.LEP students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Math test from 33.3% in the Spring of 2019 to 35% in the Spring of 2021.TAES SMART GOAL IIAsian students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Reading test from 52.2% in the Spring of 2019 to 54% in the Spring of 2021.Asian students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Math test from 56.5% in the Spring of 2019 to 57% in the Spring of 2021.TAES SMART GOAL IIISPED students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Reading test from 29.4% in the Spring of 2019 to 31% in the Spring of 2021.SPED students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Math test from 41.2% in the Spring of 2019 to 43% in the Spring of 2021.TAES SMART GOAL IVFree/Reduced Lunch students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Reading test from 53.3% in the Spring of 2019 to 54% in the Spring of 2021.Free/Reduced Lunch students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Math test from 53.8% in the Spring of 2019 to 54% in the Spring of 2021.TAES SMART GOAL VAll students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Reading test from 64.2% in the Spring of 2019 to 65% in the Spring of 2021.TAES SMART GOAL VIAll students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Math test from 62.9% in the Spring of 2019 to 65% in the Spring of 2021.TRACY AREA Public schools #2904Local Literacy planThe purpose of this literacy plan is to ensure that ALL students will achieve grade-level proficiency and read well by Grade 3.Literacy Plan Summary:Our district is currently using a K-6 balanced literacy model for reading instruction. Included in this program are components for guided reading, read aloud, shared reading, oral language, independent reading, and writing. To enhance this curriculum, our district has an elementary library with a variety of fiction and nonfiction reading materials, covering a wide range of reading levels. A book room housing over 1200 titles, arranged by guided reading level, is available for K-6 small group instruction. All K-3 students receive classroom reading instruction for a minimum of 90 minutes each day. Relevant technology engages students in meaningful learning activities. A variety of technologies have been integrated into the curriculum and instruction to meet the needs of the district’s diverse learners. The district also uses Accelerated Reader (AR), which is a computerized program that tests basic reading comprehension. Students select books from their reading level, read independently, and take an independent comprehension test on the computer. Each book is worth a certain number of points based on its length and reading level. All students in grades K-6 are given the AIMS web screening/benchmarking assessment three times throughout the course of the year in fall, winter, and spring. Using this data, along with data from Measures of Academic Progress (MAP), and STAR Reading, struggling and at-risk students are identified and referred for interventions. Each student’s progress is closely monitored and if the intervention selected is not working, another intervention is selected and implemented. Students not responding to these interventions are referred for special education services. Parents are kept informed of their child’s progress. When students don’t respond well to interventions provided in the second level, the student may be referred to the building’s child study team. Looking at past and recent data including benchmark, progress monitoring, formative assessments and intervention history, the team may suggest a formal referral for special education testing. Depending on the student’s areas of weakness, dyslexic or visual convergence insufficiency tendencies may be apparent. The child study team will communicate to the child’s parent(s) the focus of the meeting and future actions of the team. If the child has tendencies toward dyslexia, visual convergence insufficiency, or other that may be affecting their learning, the team will suggest resources that the parent may seek out. The goal of the Tracy district is to ensure that all learners successfully achieve the Minnesota K-12 Academic Standards in English Language Arts (2010) for their grade level. The standards are aligned with the district’s curriculum.Below is specific information regarding Tracy Area Elementary’s K-3 Literacy Plan. The Literacy team consists of Suanne Christiansen, Lisa Schaar, Michael Munson, and Shalayna Knapper. For those who are interested in learning more about Tracy’s literacy program, please contact: Michael Munson at 629-5518 or musonm@tracy.k12.mn.us. Literacy Plan Goals and Objectives:Overarching Goal: All students will read at grade-level by Grade 3 as determined by the Reading Minnesota Comprehensive Assessments (MCAs).Objectives:Each year educators will review and disaggregate reading data at grade levels K, 1, 2, & 3. Proficiency, growth and trend data will be analyzed and used to set specific learning targets for each child and for each cohort of students. Pre-K data will be accessed and utilized, when available.The Literacy Team reviews, annually, the effectiveness of current pedagogical practices including core instruction, differentiation, remediation and intervention.Curriculum resources will be aligned to the most current standards. Standards will be prioritized and curriculum maps developed.Formative assessments will be used to modify instruction and to identify students who are not on pace to meet proficiency. Students not on track will follow the local School Improvement intervention plan. Professional Learning Communities have been implemented to analyze the effectiveness of current literacy practices. Special attention will be paid to closing the achievement gaps. Best practices will be shared. Our PLC time is embedded into our weekly schedule.Extended day (bi-weekly) and/or extended year programs will be utilized to provide targeted assistance to help struggling and at-risk students achieve grade-level proficiency.SMART GOALSAll students in?Grade 3?at Tracy Area Elementary School will increase their Percentage rate of Proficiency on the MCAII Reading test from 67% in the spring of 2019 to 68% in the Spring of 2021.?All students in?Grade 4?at Tracy Area Elementary School will increase their Percentage rate of Proficiency on the MCAII Reading test from 49% in the spring of 2019 to 65% in the Spring of 2021.?All students in?Grade 5?at Tracy Area Elementary School will increase their Percentage rate of Proficiency on the MCAII Reading test from 74% in the spring of 2019 to 70% in the Spring of 2021.?All students in?Grade 6?at Tracy Area Elementary School will increase their Percentage rate of Proficiency on the MCAII Reading test from 67% in the spring of 2019 to 70% in the Spring of 2021.Process of Assessment:The Technology Coordinator will administer the screening and diagnostic assessments listed below.Measures of Academic Progress (MAP) and MAP for Primary Grades are used as benchmark assessments. They are adaptive and sequential tests used to measure student growth. The 2015 NWEA RIT Scale Norms provide growth and status norms in the following content areas: Reading, Language Usage, and Mathematics. Grades K-2 will be given the MAP assessment in the fall, winter, and spring. Third grade will be given the MAP in the fall and winter. We use the following RIT scores for each grade level in Reading and Language Usage:2015 Reading Status Norms (RIT Values)GradeBeginning-of-Year MeanMiddle-of-Year MeanEnd-of-Year MeanK141.0151.3158.11160.7171.5177.52174.7184.2188.73188.3195.6198.64198.2203.6205.95205.7209.8211.86211.0214.2215.87214.4216.9218.28217.2219.1220.19220.2221.3221.910220.4221.0221.211222.6222.7222.3AIMSweb is used as a screening/benchmark assessment and is administered by Title I staff. All students will be assessed using AIMSweb in the fall, winter, and spring. The target scores for each grade level are listed in the following charts.KINDERGARTEN AIMSWEBPLUS ASSESSMENTSFall Assessment Name (Target)WinterAssessment Name (Target)SpringAssessment Name (Target)Letter Naming Fluency 19Letter Naming Fluency 36Letter Naming Fluency 43Letter Word Sound Fluency 2Letter Word Sound Fluency 24Letter Word Sound Fluency 36Phoneme Segmenting 29Phoneme Segmenting 37Nonsense Word Fluency 15Nonsense Word Fluency 29Early Literacy Battery 22Early Literacy Battery 60Early Literacy Battery 80FIRST GRADE AIMSWEBPLUS ASSESSMENTSFall Assessment Name (Target)WinterAssessment Name (Target)SpringAssessment Name (Target)Letter Word Sound Fluency 41Phoneme Segmenting 38Word Reading Fluency 14Word Reading Fluency 24Word Reading Fluency 42Nonsense Word Fluency 23Nonsense Word Fluency 41Nonsense Word Fluency 52Oral Reading Fluency 19Oral Reading Fluency 36Oral Reading Fluency 51Early Literacy Battery 19Early Literacy Battery 36Early Literacy Battery 51SECOND GRADE AIMSWEBPLUS ASSESSMENTSFall Assessment Name (Target)WinterAssessment Name (Target)SpringAssessment Name (Target)Vocabulary 142Vocabulary 150Vocabulary 158 Reading Comprehension 127Reading Comprehension 136Reading Comprehension 146Oral Reading Fluency 46Oral Reading Fluency 61Oral Reading Fluency 77Reading Battery 292Reading Battery 331Reading Battery 355THIRD GRADE AIMSWEBPLUS ASSESSMENTSFall Assessment Name (Target)WinterAssessment Name (Target)SpringAssessment Name (Target)Vocabulary 159Vocabulary 165Vocabulary 171 Reading Comprehension 147Reading Comprehension 154Reading Comprehension 161Oral Reading Fluency 68Oral Reading Fluency 86Oral Reading Fluency 102Reading Battery 345Reading Battery 367Reading Battery 388FOURTH GRADE AIMSWEBPLUS ASSESSMENTSFall Assessment Name (Target)WinterAssessment Name (Target)SpringAssessment Name (Target)Vocabulary 172Vocabulary 176Vocabulary 180 Reading Comprehension 163Reading Comprehension 168Reading Comprehension 173Silent Reading Fluency 96Silent Reading Fluency 102Silent Reading Fluency 112Reading Battery 397Reading Battery 403Reading Battery 411FIFTH GRADE AIMSWEBPLUS ASSESSMENTSFall Assessment Name (Target)WinterAssessment Name (Target)SpringAssessment Name (Target)Vocabulary 181Vocabulary 184Vocabulary 188 Reading Comprehension 174Reading Comprehension 179Reading Comprehension 184Silent Reading Fluency 100Silent Reading Fluency 117Silent Reading Fluency 120Reading Battery 421Reading Battery 429Reading Battery 438SIXTH GRADE AIMSWEBPLUS ASSESSMENTSFall Assessment Name (Target)WinterAssessment Name (Target)SpringAssessment Name (Target)Vocabulary 189Vocabulary 191Vocabulary 195 Reading Comprehension 184Reading Comprehension 188Reading Comprehension 192Silent Reading Fluency 111Silent Reading Fluency 118Silent Reading Fluency 121Reading Battery 447Reading Battery 449Reading Battery 451Results of these assessments will be reviewed by classroom teachers and support staff.Students who do not meet the target score as listed may receive Title I, MN Reading Corps interventions, or classroom interventions.Based on the diagnostic assessments of AIMS Web and MAP, instruction and interventions will be matched to the student’s needs in one or more of the five pillars of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension).Strategic monitoring data using AIMS web will be collected and analyzed on a monthly basis by Title I staff for students receiving Title I services. The MN Reading Corps Literacy Tutor will monitor progress of students receiving MRC services weekly using the Formative Assessment System for Teachers (FAST) utilizing the following process: Examine the student chart after 4-6 data points have been plotted and a trend line has been generated. Change the intervention or choose a new intervention if a student has 4 data points clearly and consistently below the aim line. Continue the intervention until the student meets the grade-level benchmark if the student has 4 data points on or above the aim line.Refer the student to the problem-solving team if the student has 4 data points below the goal line for the second intervention.Discontinue the intervention when the student has met the grade level benchmark. Exit criteria: 3-4 data points above the aim line with two data points at or above the next benchmark target.Continue progress monitoring at least three times following the discontinuation of intervention to assure that progress has been maintained.Entrance criteria are based on a triangulation of assessment data with classroom teacher input. Typically the lowest 20% of the students will receive Title I services. Typically, students that fall just below the AIMS web benchmark targets will be considered for MN Reading Corps services. Students that qualify for Special Education services may qualify for Title I or MN Reading Corps services based on student needs.Parent Communication and Involvement:Following the assessments, parents are informed of the results at conferences. Parents of students scoring below target will be informed of interventions the school will be providing and will be provided with ideas parents can use to assist the child in achieving grade-level proficiency at home. An outline of the parent communication and involvement section is below.Parents will be informed of assessment targets and their child’s scores.Parents of children that are not meeting assessment benchmarks will be given a letter that will include the intervention supports given in school along with suggestions for ways that they can help their children at home. Parents of students who need supplemental instruction will be informed by the district that their student is receiving these rmation will be communicated to parents by classroom and school wide newsletters, district/teacher websites, and sharing data through parent teacher conferences.Multi-Tiered Systems of Support:A Model of School Supports and the Problem Solving ProcessACADEMIC SYSTEMSTier 3: Intensive, Individual Interventions Students who need individualized interventions.Tier 2: Targeted Group Interventions Students who need more support in addition to the core curriculum.Tier 1: Core Curriculum All students, including students who require curricular enhancements for acceleration.ACADEMIC SYSTEMSTier 3: Intensive, Individual Interventions Students who need individualized interventions.Tier 2: Targeted Group Interventions Students who need more support in addition to the core curriculum.Tier 1: Core Curriculum All students, including students who require curricular enhancements for acceleration.The first level of support occurs in the classroom with 90 minutes of core instruction delivered by the classroom teacher using the district’s reading curriculum that is aligned with the 2010 English Language Arts Standards. Research-based reading instruction will address the 5 strands of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension). Teachers differentiate instruction in small groups, according the needs of their diverse learners. Based on screening and diagnostic assessments, the second level of support identifies students not meeting grade-level targets who are, then, provided supplemental reading interventions according to their skill deficit(s). This level of support will be provided by Title I or MN Reading Corps services.Students not responding well to the interventions provided at the second level are referred to and receive the most intensive and individualized level of support outside of core instruction. Students receiving Special Education services are included at this level. The Multi-tiered systems of support can be traced to the work on data-based decision making by Deno and Mirkin (1977) and the US Department of Education’s report A Nation at Risk (1983). The framework is a systematic use of assessment data to efficiently allocate resources to improve learning for all students (Burns and VanDerHeyden, 2006). A meta-analysis of research found that multi-tiered systems of support led to improved outcomes such as fewer children referred to and placed into special education programs. Additionally, results included higher achievement scores and reduced behavioral difficulties among all students (Burns, Appleton, and Stehouwer, 2005). Children at-risk for reading failure demonstrated improved reading skills (Marston, Muyskens, Lau, Canter, 2003; Tilly, 2003).Scientifically-Based Reading Instruction:The scientifically-based reading curriculum Tracy uses is a balanced literacy approach encompassing guided reading and shared reading through Benchmark Literacy, Visual Phonics, Lindamood-Bell Phoneme Sequencing Program (LiPS), Daily 5, Jill Eggleton, No More I’m Done, Lucy Calkins, and Sitton Spelling. These reading and word work activities are based on the essential standards needed to meet Minnesota State Standards. Small group instruction is used to differentiate for our diverse learners. Balanced Literacy PlanReading WorkshopWriting WorkshopKindergartenRefer to end of document for required curriculum list CurriculumFrequencyOral LanguagedailyGuided Reading2 – 3 groups dailyDaily 5 (starting mid-fall; adding in as year progress)2-3 dailyLiPS: Brothers/cousinsdailyVisual Phonics (consonant thru short vowels)dailyShared ReadingdailyCurriculumFrequencyBenchmark LiteracydailyGrade 1Refer to end of document for required curriculum listCurriculumFrequencyOral LanguagedailyGuided Reading2 groups dailyDaily 52 x dailyLiPS: brothers/cousins/vowel circle/simple syllable 4 sound trackingdailyVisual Phonics-(mastering consonants, blends, digraphs, long and short vowels)dailyShared ReadingdailySitton SpellingAs relates to essential standardsCurriculumFrequencyBenchmark LiteracydailyGrade 2Refer to end of document for required curriculum listCurriculumFrequencyOral LanguagedailyGuided Reading2 groups dailyDaily 52 x dailyLiPS: brothers/cousins/vowel circle/tracking through multisyllablesAs Needed, with small groupsVisual Phonics-mastering vowel pairsdailyShared ReadingdailySpiral Up PhonicsdailySitton SpellingAs Needed, w/ Spiral UPCurriculumFrequencyBenchmark LiteracydailyGrade 3Refer to end of document for required curriculum listCurriculumFrequencyOral LanguagedailyGuided Reading2 groups dailyDaily 52 x dailyLiPSAs neededVisual PhonicsAs neededShared ReadingdailySitton SpellingAs NeededCurriculumFrequencyBenchmark LiteracydailyGrade 4Refer to end of document for required curriculum listCurriculumFrequencyGuided Reading2 groups dailyBenchmark LiteracydailyDaily 52 x dailyLiPSAs neededVisual PhonicsAs neededSitton Spelling2-3 times a weekCurriculumFrequencyBenchmark LiteracydailyDOL/Grammar MinutedailyGrade 5Refer to end of document for required curriculum listCurriculumFrequencyBenchmark ReadingdailySitton Spelling2 - 3 daysBenchmark Writing- dailyGrade 6Refer to end of document for required curriculum listCurriculumFrequencyBenchmark ReadingdailySitton Spelling2 - 3 daysBenchmark Writing- daily2686050-635Research-Based Interventions00Research-Based InterventionsProfessional Development: The Tracy District has 1 hour per week embedded for Professional Development.? Based on student performance data, the district has determined small group instruction (Guided Reading) was the Reading/Literacy Professional Development focus for the 2013-2014 school year as well as the fall of 2014.Professional Development is provided through: Grade-Level Common Planning TimeProfessional Learning Communities (PLCs)Regional Professional DevelopmentTrain the TrainerPeer CoachingOutside Resources/ConsultantsLiteracy TeamMentoringEnglish Learners:The district currently assesses all English Learners using the World-Class Instructional Design and Assessment (WIDA) assessments (W-APT and ACCESS). W-APT stands for the WIDA-ACCESS Placement Test. It is an English language proficiency "screener" test given to incoming students who may be designated as English Learners, typically administered only to new students. It assists educators with programmatic placement decisions such as identification and placement of ELs. The W-APT is one component of WIDA's comprehensive assessment system.Assessing Comprehension and Communication in English State-to-State for English Learners (ACCESS for ELs) is a secure, large-scale English language proficiency assessment given to Kindergarten through 12th graders who have been identified as English Learners (ELs). It is given annually in Minnesota beginning in the 2011-2012 school year to monitor students' progress in acquiring academic English.W-APT and ACCESS for ELs test items are written from the model performance indicators of WIDA's five English Language Proficiency (ELP) standards:?Social & Instructional Language?Language of Language Arts?Language of Mathematics?Language of Science?Language of Social StudiesTest forms are divided into five grade-level clusters:?Kindergarten?Grades 1-2?Grades 3-5?Grades 6-8?Grades 9-12Each form of the W-APT test assesses the four language domains of Listening, Speaking, Reading, and Writing.Within each grade-level cluster (except Kindergarten), ACCESS for ELs consists of three forms: Tier A (beginning), Tier B (intermediate), and Tier C (advanced). This keeps the test shorter and more appropriately targets each student’s range of language skills.Based on the W-APT and ACCESS assessments as part of the district’s ELL criteria, students who qualify for ESL support will receive the intervention of focused language skill development from a licensed ESL teacher, in addition to the core instruction. This district has 58 English Learners; or approximately 7.5% of our student body. Resources will be allocated and professional development will be determined by the Leadership Team annually.Instructional materials will be analyzed for its culturally appropriate content and purchased during the district’s curriculum cycle for core subjects. EL curriculum materials and interventions, used to develop language skills, will be updated as-needed or developed on-site. Training / Coaching / Resources available for all school staff:SIOP (Sheltered Instruction Observation Protocol)Title III Activities: ESL teachers take on trainer/coaching roles with regular education teachersOutside expert comes in to train staffSending lead teachers to appropriate trainings The W-APT and ACCESS assessments are used with EL students. These assessments are used in conjunction with the previously mentioned assessments administered to the entire student body: AIMS web, MAP, and MCAs. The data compiled from each of those assessments will be used to improve programs, strengthen core instruction, and accelerate the acquisition of oral language and literacy skills of ELs. The Leadership Team is responsible for accessing, analyzing, interpreting, and applying the data. -46418553340000Camp Discover S’more July 2020!4720071146396400Tracy Area Elementary School is very excited to offer the Camp Discover S’more summer learning program during the month of July again. This program provides fun, educational activities and the opportunity for kids to interact with peers over the summer. Some changes have been made and a registration letter will be coming home soon! Monday through Thursday July 7-318:30 a.m. to 1:00 p.m.Breakfast and hot lunch provided daily576643519812000Open to all Tracy Area Elementary students who have completed Kindergarten through students entering grade 6 in the 2013-2014 school year. A fee will be assessed based upon free and reduced lunch status. center247823002020-2021 Tracy Area High Achievement Gap SMART GoalsGOAL IThe percent proficient for all Tracy Area High School students included in accountability in grades 7, 8, and 10 on all reading accountability tests will be 70%-75% by 2021 by sustaining or increasing the percent proficient of the groups as follows:Students identified as white from 75% in 2019 sustaining or surpassing the 75% in 2021.Students identified as Asian from 53.6% in 2019 to 70% in 2021.GOAL IIThe proficiency gap between the non-free and reduced-price lunch (non-FRP) and the free and reduced-price lunch (FRP) students included in accountability in grades 7, 8, and 10 at Tracy Area High School on all state reading accountability tests will decrease from .8% in 2019 to 0% in 2021 by increasing the percent proficient of the groups as follows:Non-FRP students from 56.8% in 2019 to 60% in 2021, andFRP students from 57.6% in 2019 to 60% in 2021.GOAL IIIThe percent proficient for all Tracy Area High School students included in accountability in grades 7, 8, and 11 on all math accountability tests will be 60% by 2021 by increasing the percent proficient of the groups as follows:Students identified as white from 48.9% in 2019 to 60% in 2021.Students identified as Asian from 53.3% in 2019 to 60% in 2021.GOAL IVThe proficiency gap between the non-free and reduced-price lunch (non-FRP) and the free and reduced-price lunch (FRP) students included on all state math accountability tests will decrease from 20.8% in 2019 to 10% in 2021 by increasing the percent proficient of the groups as follows: Non-FRP students from 57.6% in 2019 to 58% in 2021. FRP students from 36.8% in 2019 to 48% in 2021.Bulleted narrative:Data used: MCA Data *note MCA tests were not taken in 2020 due to COVID.Student Groups: Reading, Math, Free and Reduced, non-Free and Reduced, Asian, and WhiteStrategies in place: PLC groups analyze the data, study in depth the benchmark reports to determine areas of curriculum deficiency, time spent on each area, and the timing of when the benchmarks are taught. Students are given alternate opportunities to enhance their skills. Homework Help and afterschool programs are offered during times available to most students.The program is being implemented in the seventh grade classrooms to boost reading and math skills. The teachers are receiving extra training on how to use the program best to serve our student population.How well are you implementing your strategies? We will be implementing this program during the entire 20-21 school year to fully utilize its capabilities. The after school program continues to provide transportation.How do we know? We use all of the data available to us such as MCA data, ACT tests scores, and graduation rates to determine the ultimate success of our students.Critical ConsiderationsHow might our specialists and elective teachers help students meet these goals? All teachers are involved in improving reading and math skills across the curriculum. The Standards for Literacy in History/Social Studies, Science and Technical Subjects (College and Career Readiness Anchor Standards for Reading) are reviewed by specialists to ensure they are covering those standards and benchmarks within their lesson plans and curriculum.ALL STUDENTS CAREER-AND COLLEGE-READY BY GRADUATION20-21 Goal: The Ramp Up To Readiness Program will be implemented by all teachers in 2020-2021 for the fifth year. The Junior Achievement Upper Midwest Virtual Career Expo will be attended in March of 2021 by all juniors. Our counselor will have provided pre-attendance information, an assignment to complete while attending, and conduct follow-up sessions with students to discuss career possibilities, career requirements, and possible job shadowing opportunities once Covid guidelines allow. The in person career panel and college panel for grades 7/8, 9/10, and 11/12 will not be held due to Covid restrictions. Narrative:Narrative:Data used to identify needs? Many students have verbally expressed to the TAHS guidance counselor that they don’t have any idea what some jobs would be like or exactly what careers are available to them. The Career Expo will help them explore these needs.Strategies in place to support this goal area: Ramp Up in scheduled every Friday for 20-28 minutes. The virtual career expo will be attended during the school day to make sure students have time to attend and explore the event.How well are you implementing your strategies? The principal makes rounds during in person Ramp Up sessions to see what groups are focusing their time on.How do you know whether it is or is not helping you make progress? Senior interviews conducted by guidance counselor, Ramp Up advisors for sophomores & juniors.ALL STUDENTS GRADUATEThe goal at TAHS is to graduate 100% of the seniors in 2021.Narrative:Data used: The graduation rate is published by MDE on the MN Report Card. The data is disaggregated by year, both at a 4 year and 6 year rate.Strategies to support: a)credit recovery is being offered in-house; b)double period math concepts courses are offered students that struggle with math; c) the After School Program ensures extra help beyond regular school hours; d) a summer school math, English, and Social Studies credit recovery program is offered for two sessions; e) students have a senior interview with the guidance counselor at the beginning of the school year and mid-year so they know where they are at concerning credits; f) and the child concern leadership team discusses the specific needs of seniors as they arise during the school year.How well are you implementing? With 100% integrity.How do we know? Without these strategies the graduation rate would be much lower than it is.Ramp Up to ReadinessCareer and College Planning TAHS will be in wave (6) 2019-2020Components of Ramp-Up to ReadinessThe Ramp-Up to Readiness program is a school-level guidance intervention developed by the College Readiness Consortium at the University of Minnesota. The intervention consists of a guidance curriculum for middle school and high school students, a set of tools to help students set postsecondary goals and track progress toward their achievement, and professional development to support the curriculum and the tools. The program developers believe that increasing students’ knowledge and skills along five dimensions of college readiness will increase the likelihood of their enrolling and succeeding in college. These dimensions are academic, admissions, career, financial, and personal-social readiness. The curriculum units being taught at each grade level are being adjusted to include the most effective, important units, eliminating those that are not, and adding in relationship building activities. ?The advisors stay with their advisee group from grade seven through grade twelve, continuing the relationship building process with those particular students and their parents.Curriculum: University of Minnesota faculty and staff have developed the Ramp-Up to Readiness curriculum during the past five years through reviews of research and pilot testing in a diverse group of Minnesota middle schools and high schools. Students will participate in 28 advisory activities held weekly. The 30-minute sessions will focus on planning for the future and monitoring student progress toward college readiness.Students are also provided with in-depth information about key aspects of college readiness during five Ramp-Up Workshops. Each workshop lasts one class period and provides students with grade-appropriate information on one of the five goals of Ramp-Up.Tools: Students will have access to a technology platform for creating, storing, editing, and sharing documents. Throughout their years in the Ramp-Up program, students create, update, and communicate using their Postsecondary Plans and Readiness Rubrics.Many school districts’ internal networks have the capacity to perform this task, as do other applications such as Family Connection from Naviance, the Minnesota Career Information System (MCIS), and Google Docs.Professional Development: Leadership teams from schools that are selected to adopt Ramp-Up will be asked to participate in a daylong leadership planning session at which school teams will work with College Readiness Consortium staff to develop detailed plans for implementing Ramp-Up to Readiness in their schools.Schools will be asked to convene a four-hour Get Ready to Ramp-Up professional development session as a key component of their opening-week activities for staff. Schools are expected to devote at least 20 minutes at one faculty meeting per month to preview the Ramp-Up activities that will take place at the school during the following month. At the end of a school’s first year of implementing Ramp-Up to Readiness, the school is asked to convene an hourlong Ramp-Up in Review professional development session at which the school will identify strengths and areas for improvement in its first year of implementing the program. Roles and Responsibilities of Schools The Ramp-Up to Readiness Study will be based on approximately 54 eligible high schools across Minnesota and western Wisconsin. While all of these schools will be part of the study, only half of the schools will be selected to implement the Ramp-Up program in 2014–15. Schools and districts participating in this project will need to meet the following set of expectations. Expectations 1, 2, and 8 are for all participating schools. Expectations 3 through 7 are for the schools selected to implement the Ramp-Up program during the 2014-15 school year (i.e., treatment schools). The expectations are as follows:The Ramp-Up Study is an experimental evaluation. Eligible schools will be randomly assigned to one of two conditions and will remain in the condition to which they are assigned (for all participating schools).Treatment: Half of the participating schools will be assigned to this group, and will implement Ramp-Up in 2016–17. Comparison: The other half of participating schools will be assigned to this group. These schools will go about “business as usual” and not implement the Ramp-Up program or any new school wide college-readiness intervention until after the end of the study period. Schools can begin implementing the program in 2016–17. Study year: The study year is 2014–15 academic year. This is the year that schools will be expected to participate in data collection activities. In some cases, data collection may carry over into the summer or fall after the study year due to the time it takes to process data.Support for data collection activities (for all participating schools) consists of the following:Schools will provide AIR’s study team with support in research-related activities associated with the Ramp-Up Study. These activities include granting approval for the study team to conduct research in the school, assisting with data collection, helping to provide access to the schools and staff for data collection purposes, and informing parents about the study. Participating schools also may need to assist the study team with obtaining approval for the study from the district’s institutional review board (IRB); research, assessment, or accountability office; or administration. Schools will assist the study team with obtaining consent for specific data collection activities where and when required by IRBs or established policies. Schools will provide AIR’s evaluation team with the following student administrative data by Minnesota Automated Reporting Student System (MARSS) number or the Wisconsin Student Number (WSN)in an encrypted file:A list of all students (by MARSS number) enrolled in the 10th, 11th, and 12th grades in fall 2016 to match with the Minnesota Department of Education (MDE) or Wisconsin Department of Public Instruction’s (WIDPI) database The number of advanced courses enrolled in by each student, including Advanced Placement (AP), International Baccalaureate (IB), College-in-the-Schools, and Postsecondary Enrollment Options (PSEO) courses. For schools in Minnesota, courses identified as Level E, A, D, and C courses according to the Minnesota Common Course Catalogue are considered advanced courses for the purpose of this study.Available scores on the EXPLORE, PLAN, ACT, and SAT for each student An indicator of a student’s participation in the ACT or SAT examCumulative GPA for each student Schools also will provide the following school data:School average PLAN, ACT, and SAT scores for the 2016–17 school year School percentage of students who took the PLAN, ACT, and SAT at treatment schools in 2015-16.School percentage of students who enrolled in at least one advanced course at treatment schools. For schools in Minnesota, courses identified as Level E, A, D, and C courses according to the Minnesota Common Course Catalogue are considered advanced courses for the purpose of this study. The percentage of 12th graders who applied to college in 2015-16. The numerator will be based on the number of students who requested that at least one transcript be sent to a college. Coordinate the collection of a 45 minute personal-readiness assessment and student survey. The assessment will be administered to students in the fall and spring of the study year. Support extant data collection from schools. Treatment and comparison schools will be asked to provide existing documentation related to college-readiness programs, services, activities, and resources (e.g. a school calendar showing scheduled activities such as a financial aid night or an agenda from professional development related to college readiness).Capacity building (in treatment schools) will involve the following tasks:School leadership will select a Ramp-Up school leadership team. The team should minimally include an administrator, teacher, and school counselor (or other personnel whose focus is on college and career preparedness). The team will lead Ramp-Up implementation. Schools must designate a Ramp-Up coordinator. The coordinator is a member of the school’s leadership team who oversees implementation and serves as the main contact with the College Readiness Consortium at the University of Minnesota and AIR’s evaluation team.Program implementation and professional development (in treatment schools) will comprise the following components:The Ramp-Up Leadership Team will develop the annual implementation plan, set implementation expectations, and provide full support for implementation of the program. Should challenges arise during program implementation, school leadership will make their best effort to inform the study team as soon as possible.On a weekly basis for 28 weeks, schools will have 30-minute advisory sessions facilitated by school staff with smaller groups of students.Schools will also deliver five Ramp-Up workshops. Each session will last one class period and will provide grade-appropriate information and activities on the five goals of the Ramp-Up program.School leadership will make time available during the academic year for teachers and administrators to attend professional development sessions and devote at least 20 minutes at one faculty meeting per month to preview the Ramp-Up activities that will take place at the school the following month. Staff, instructional conditions, instructional space, and supports (in treatment schools) will include the following:Schools will provide sufficient numbers of teachers to be trained to teach Ramp-Up session advisories to all students.Schools will be able to provide technical resources (e.g. computers and Internet access) for the use of the Ramp-Up workshops. School leadership will discuss the project with and receive commitment from teaching and administrative staff.Treatment schools are encouraged to track relevant measures of their efforts to prepare students for postsecondary success. The following measures are key indicators of the impact Ramp-Up has on students:a.The number and percentage of students who take dual-credit courses, such as AP, IB, PSEO, College-in-the-Schools, and other optionsb. The number and percentage of students who score at the “college-ready” level or above on the ACT exam or other assessments that measure college readinessc. The number and percentage of high school seniors who have completed the Free Application for Federal Student Aid (FAFSA)d. The number and percentage of students who apply to a postsecondary institutione. The number and percentage of students who are admitted to a postsecondary institutionf. The number and percentage of students who take remedial courses at a postsecondary institutiong. The number and percentage of students who return to a postsecondary institution for the second yearh. The percentage of students that have a GPA of 3.0 or higheri. The percentage of students scoring proficient on the Minnesota Comprehensive Assessments (MCA) or the Wisconsin Knowledge Concepts Examination (WKCE).j. The percentage of seniors who graduate from high schoolEach treatment school will work with the University of Minnesota coordinators team to develop a performance monitoring plan that uses some or all of these measures. Support for data collection activities (for treatment schools) will include the following tasks:Encourage teachers to complete online instructional logs lasting 5 to 10 minutes after each of five workshops for the purpose of understanding implementation.Encourage staff to complete an online survey lasting 30 minutes in the fall and spring of the study year for the purpose of understanding implementation and improving the intervention. Incentives will consist of the following:Schools selected as comparison (non-Ramp-Up) schools will receive a compensatory payment from AIR/REL Midwest of $1,500 during the spring of 2015, with the understanding that these funds not be used to enhance the schools’ college-readiness activities (i.e., contaminating the “business as usual” control group). The logistics of how these payments are made and received will be specified in a separate agreement between the district, participating schools, and AIR.AIR/REL Midwest will offer teachers and other school staff participating in the implementation study in both treatment and control schools a $25 gift card for each data collection activity that they complete.46291502524125If 4 data points are consecutively below the Aim Line, change the intervention.00If 4 data points are consecutively below the Aim Line, change the intervention.-304801245745000743584172402500-28575790575Core Curriculum90 minutes/dayProvided by classroom teacher00Core Curriculum90 minutes/dayProvided by classroom teacher-7143753829050Continue Core Curriculum90 minutes/day by classroom teacher00Continue Core Curriculum90 minutes/day by classroom teacher68865751275715Push-in or Pull-Out Intervention with Small Group for 30 minutes for 4-5 days/week00Push-in or Pull-Out Intervention with Small Group for 30 minutes for 4-5 days/week34290002524125If 3 to 4 data points are consecutively above the Aim Line, with one data point at or above the next benchmark target, exit from intervention.00If 3 to 4 data points are consecutively above the Aim Line, with one data point at or above the next benchmark target, exit from intervention.65722503486150If successful, determine how this level of support will be maintained. 00If successful, determine how this level of support will be maintained. 79152753486150If not successful, refer for a special education evaluation. 00If not successful, refer for a special education evaluation. 12477752952750If not meeting grade level benchmark targets, administer diagnostic assessment to determine specific instructional needs.00If not meeting grade level benchmark targets, administer diagnostic assessment to determine specific instructional needs.616648414224000567436030098990061658501422400072866253159760008201660315976000775335020002500071374002521585Progress monitor twice a week00Progress monitor twice a week7229475972820008201025972820006315075673100Special Education00Special Education7913370673100Title I Services00Title I Services83058003009900070580253155950025469853619499002933700190500002933700190500005039995217805000397192521780500039027101539875Progress Monitor Weekly00Progress Monitor Weekly44621441272540003649980673100Intervention with Small Group for 30 minutes for4-5 days/week00Intervention with Small Group for 30 minutes for4-5 days/week4499609292100001866899245808500-6953252896870Meets or exceeds grade level benchmark targets00Meets or exceeds grade level benchmark targets-24766338645500-4762502178050Screening/Benchmark tested 3 times per year00Screening/Benchmark tested 3 times per year74295030099000688213019050Tier 300Tier 3364998019050Tier 200Tier 2-13335019050Tier 100Tier 1PROFESSIONAL GROWTH PLANTRACY AREA PUBLIC SCHOOLSDISTRICT #2904The primary purpose of the Professional Growth Process in Tracy Area Public Schools is to improve instructional performance and effectiveness. It is based on the premise that staff members are good and trying to get better. The Charlotte Danielson components of Enhancing Professional Practice: A Framework for Teaching will be used as the common focus in the instructional process.The Professional Growth Process has these goals:To promote the professional improvement and growth of the staff members as a means of improving teaching, student engagement, and learning.To provide a record of evaluations of staff members which protects them from hasty or unjust criticism.To provide data as the basis upon which the supervisor and teacher together analyze issues of importance to teacher performance.To provide information so growth targets can be identified.BUILDING PRINCIPALS AND/OR TEACHERS CAN REQUEST OBSERVATIONS/EVALUATIONS IN ADDITION TO THE ABOVE PROCESS.Tenured faculty will be divided into three (3) groups and placed in Year 1, 2, or 3 of the cycle beginning in the fall of 2014. All groups will need to choose a data-driven goal to start the ponents of Professional Practice Domain 1: Planning and PreparationDomain 1 (Planning and Preparation) includes comprehensive understanding of the content to be taught, knowledge of the students’ back grounds, and designing instruction and assessment. It’s components are:1a. Demonstrating knowledge of content pedagogy1b. Demonstrating knowledge of students1c. Selecting instructional outcomes1d. Use of resources and/or technology1e. Designing coherent instruction1f. Assessing student learningDomain 3:InstructionDomain 3 (Instruction) is concerned with the teacher’s skill in engaging students in learning the content, and includes the wide range of instructional strategies that enable students to learn. Its components are:3a. Communicating clearly and accurately3b. Using questioning and discussion techniques3c. Engaging students in learning3d. Providing feedback to students3e. Demonstrating flexibility and responsivenessDomain 2:The Classroom EnvironmentDomain 2 (The Classroom Environment) addresses the teacher’s skill in establishing and environment conducive to learning, including both the physical and interpersonal aspects of the environment. Its components are:2a. Creating an environment of respect and rapport2b. Establishing a culture of learning2c. Managing classroom procedures2d. Managing classroom behavior2e. Organizing physical spaceDomain 4:Professional ResponsibilitiesDomain 4 (Professional Responsibilities) addresses a teacher’s additional professional responsibilities, including self-assessment and reflection, communication with parents, participating in ongoing professional development, and contributing to the school and district environment. Its components are:4a. Reflecting on teaching4b. Maintaining accurate records4c. Communicating with families4d. Contributing to the school district4e. Growing and developing professionally4f. Showing professionalismSOURCE: Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.SCHOOL VISITSN/AStrongly AgreeAgreeDisagreeStrongly Disagree1When I visit or phone the school, I am greeted in a friendly, courteous manner.2I feel comfortable communicating with my child's teachers.3The administration is accessible and responsive to my needs.ACADEMIC EXPECTATIONS N/AStrongly AgreeAgreeDisagreeStrongly Disagree4Tracy Area Public Schools offers an academic program that is meaningful & relevant with high expectations. 5I am aware of what the academic expectations are for my child.6Homework completion is important for students to succeed in classes.RESPECT/CARINGN/AStrongly AgreeAgreeDisagreeStrongly Disagree7In this school all students are respected. 8There is someone in this school that my child can count on and talk to.COUNSELING DEPARTMENTN/AStrongly AgreeAgreeDisagreeStrongly Disagree9The counseling department is accessible and responsive to my needs.10I receive enough information regarding post-secondary options. 11I am aware of and understand the significance of the EXPLORE test for grade 8, PLAN for grade 10, and ACT for college acceptance.ATHLETIC DEPARTMENTN/AStrongly AgreeAgreeDisagreeStrongly Disagree12The athletic department is accessible and responsive to my needs.13The athletic department deals with student/parent concerns effectively. 14I feel coaches make my student athlete feel valued and appreciated. SAFETY/DISCIPLINEN/AStrongly AgreeAgreeDisagreeStrongly Disagree15Tracy Area Public School is a safe place.16I know what the expectations are of my student regarding behavior and discipline.17I (parent/guardian) believe that the school discipline program is fair and relevant. 18I utilize the Student Handbook/Planner on the school website.HOME-SCHOOL COMMUNICATION N/AStrongly AgreeAgreeDisagreeStrongly Disagree19Parents are kept informed about their child's academic progress at school. 20I utilize Tracy Area Public Schools "School View" On-line student information system.Rank the following information outlets from Tracy Area Public School from 1 through 4 with 1 being the most used.TAPS WebsiteInstant AlertMailings HomeOther21I gather information regarding Tracy Area Public Schools from…CommentsFinancial State of District #2904Revenue: District Enrollment ProjectionsReferendum Support:Expenditures: SalarySpecial EducationTechnologyTransportationEnrollment History & ProjectionsSUMMARY GENERAL FUND INFORMATIONFollowing are summaries of the revenues and expenditures and fund balances for the District's General Fund for the past five fiscal years. These summaries are not purported to be the complete audited financial statements of the District. Copies of the complete audited financial statements are available upon request. See Appendix A for excerpts from the District's 2013 audited financial statements.Achievement and Integration PlanJuly 1, 2020 to June 30, 2023Racially Identifiable Schools within DistrictIf you have been notified by the Minnesota Department of Education (MDE) that your district has a racially identifiable school, please list each of those schools below. Add additional lines as needed.Enter text here.Enter text here.Enter text here.Enter text here.Enter text here.Enter text here.Plans for racially identifiable schools should include the same information and follow the same format as districtwide plans. Provide that information in the Racially Identifiable School section of this document.Partnering Districts Racially isolated districts must partner with adjoining districts on student integration strategies (Minn. R. 3535.0170). List the districts you will partner with, adding additional lines as needed. Provide the name of your integration collaborative if you have one: Enter name.0413 Marshall RI - Racially Isolated 2898 Westbrook Walnut Grove RI - Racially Isolated 2169 Murray County Central A - Adjoining 635 Milroy A - Adjoining2884 Red Rock Central A - Adjoining0640 Wabasso A - Adjoining 2902 Russel-Tyler-Ruthton A - Adjoining 2904 Tracy Area Public Schools RI - Racially Isolated School Board Approval FORMCHECKBOX We certify that we have approved this Achievement and Integration plan and will implement it as part of our district’s World’s Best Workforce plan (Minn. Stat. § 124D.861, subd. 4). FORMCHECKBOX We certify that we sought and received input on integration goals and strategies from councils as described on page 2. The council(s) included representation and meaningful input from our American Indian Parent Advisory Committee as required by Minnesota Rules 3535.0160, subpart 2, and Minnesota Rules 3535.0170, subparts 2-5. Superintendent: Chad AndersonSignature:Date Signed: January 27, 2020School Board Chair: Rod BensonSignature:Date Signed: January 27, 2020Plan InputMinnesota School Desegregation/Integration Rule, part 3535.0170, subpart 2, requires racially isolated and adjoining districts to establish a multidistrict collaboration council to provide input on integration goals and to identify cross-district strategies to improve student integration.Districts with racially identifiable schools are required to convene a community collaboration council to assist in developing integration goals and to identify ways of creating increased opportunities for integration at the racially identifiable schools (Minn. R. 3535.0160, subp. 2). American Indian Parent Advisory Committee Districts with an American Indian parent advisory committee must include representation from this committee on the councils described above (Minn. R. 3535.0160, subp. 2, and 3535.0170, subp. 3). For stakeholder input to be meaningful, it should be based on open communication and coordination that acknowledges and considers the views of all participants. For steps to ensure that input from your council is meaningful, see the Facilitation Guide in the Achievement and Integration Plan Guide, and see the Tribal Consultation Guidance.Below, list your council members and identify American Indian parent committee members. Briefly describe council members’ recommendations for your district-wide plan and for your racially identifiable school plans, as applicable. You may also include meeting dates and describe the process you used to ensure meaningful input from council members. Multidistrict Collaboration Council: Enter text munity Collaboration Council for Racially Identifiable School(s): Enter text here.Submitting this PlanSubmit your completed plan as a Word document to MDE for review and approval (Minn. Stat. § 124D.861, subd. 4). Once it’s signed, scan the signature page and save it as a separate PDF. Email your plan and signature page to MDE.integration@state.mn.us.Detailed directions and support for completing this plan can be found in the Achievement and Integration Plan Guide.Achievement and Integration GoalsThis plan must contain three types of goals, at least one for each of the following:Reducing the disparities in academic achievement among all students and specific categories of students excluding the categories of gender, disability, and English learners.Reducing the disparities in equitable access to effective and more diverse teachers among all students and specific categories of students excluding the categories of gender, disability, and English learners.Increasing racial and economic integration (Minn. Stat. § 124D.861, subd. 2 (a)).Goal #1: After a year of Transitional Kindergarten (TK), 40% of the Free and Reduced Lunch Price (FRLP) students will perform at or above the Kindergarten Median in the AIMS WEB fall testing for Letter Naming Fluency (LNF). TAES teachers for TK have been trained in Jolly Phonics, WE CAN. (for Language and Math), and Kindness Classroom (for social emotional) Aligns with WBWF area: All children are ready for school.Goal type: Achievement DisparityGoal #2: After a year of Transitional Kindergarten (TK), 40% of the Free and Reduced Lunch Price (FRLP) students will perform at or above the Kindergarten Median in the AIMS WEB fall testing for Letter Word Sound Fluency (LWSF). TAES teachers for TK have been trained in Jolly Phonics, WE CAN. (for Language and Math), and Kindness Classroom (for social emotional). Aligns with WBWF area: All children are ready for school.Goal type: Achievement DisparityGoal #3: Increase the average number of college credits earned while in high school by TAHS FRLP students from 1 in 2018 to 2 in 2020. Aligns with WBWF area: All students are ready for career and college.Goal type: IntegrationGoal #4: Increase the number of students graduating from TAHS that are entering Teacher education programs from 5% in 2019 to 12% 2023. Aligns with WBWF area: All students are ready for career and college.Goal type: Teacher EquityTo add goals, copy the two lines directly above and paste them below the strategies supporting Goal #1.Strategies Each goal should have at least one strategy. Number each strategy sequentially and give it a unique name. For each strategy, provide a narrative description as explained below. Districts may use Achievement and Integration revenue to pursue racial and economic integration and reduce achievement disparities between student groups through the types of strategies listed in the Type of Strategy drop-down menus below (Minn. Stat. § 124D.861, subd. 2). Integration Requirement At least one of your strategies must be a student integration activity designed and implemented to bring together students from a racially isolated district with students from that district’s adjoining Achievement and Integration districts (Minn. R. 3535.0170). Copy and paste the strategy section below for each additional strategy. NOTE: If a strategy is intentionally developed to support multiple goals, list its unique name and number and provide the narrative description for that strategy under one goal. Include that strategy’s unique number and name under the other goals it supports. You do not have to copy the narrative description for that strategy under multiple goals. Strategy Name and # 1.1 Transition Kindergarten Type of Strategy: Innovative and integrated pre-K-12 learning environments. * If you choose this, complete the Integrated Learning Environments section below.Integrated Learning Environments (Minn. Stat. § 124D.861, subd. 1 (c)). If you chose Innovative and integrated pre-K through grade 12 learning environments as the strategy type above, your narrative description should describe how the different aspects of integrated learning environments listed below are part of that strategy: FORMCHECKBOX Uses policies, curriculum, or trained instructors and other advocates to support magnet schools, differentiated instruction, or targeted interventions. FORMCHECKBOX Provides school enrollment choices. FORMCHECKBOX Increases cultural fluency, competency, and interaction. FORMCHECKBOX Increases graduation rates. FORMCHECKBOX Increases access to effective and diverse teachers.Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how instruction will be delivered, and where will this take place.We will be using Transitional Kindergarten (TK) with a variety of staff, to increase students’ readiness for school tasks both academically and behaviorally. This will allow our students a better start to school increasing their chances to “Read well by 3rd grade”.Location of services: Tracy Area Elementary SchoolKey Indicators These indicators are the evidence you will use to document how well each strategy is being implemented and whether or not they are helping bring about the intended outcomes for students. Use these indicators to assess the effectiveness of your strategies and to adjust what you’re doing.For strategies that provide school enrollment choices, such as magnet schools, and strategies that decrease racial and economic enrollment disparities, include at least one indicator that measures enrollment disaggregated by race/ethnicity and free or reduced-priced lunch (FRPL). Disaggregating your data may be relevant for other types of strategies such as those designed to increase access to effective and diverse teachers. Key Indicators of Progress (KIP) List key indicators of progress for this strategy and annual targets for each indicator. Choose indicators that will help you know if the strategy is creating the outcomes you want to see.Target2021Target2022Target2023Example: After a year of TK, 40% of the (FRLP) students will perform at or above the Kindergarten Median in the AIMS WEB fall testing for Letter Naming Fluency (LNF). 40%45%50%Enter KIP. FORMTEXT ????? FORMTEXT ????? FORMTEXT ?????Enter KIP. FORMTEXT ????? FORMTEXT ????? FORMTEXT ?????Enter KIP. FORMTEXT ????? FORMTEXT ????? FORMTEXT ?????This data will be used to support evaluation of your plan (Minn. Stat. § 124D.861, subd. 5).Strategy Name and # 2.1 Transition Kindergarten Type of Strategy: Innovative and integrated pre-K-12 learning environments. * If you choose this, complete the Integrated Learning Environments section below.Integrated Learning Environments (Minn. Stat. § 124D.861, subd. 1 (c)). If you chose Innovative and integrated pre-K through grade 12 learning environments as the strategy type above, your narrative description should describe how the different aspects of integrated learning environments listed below are part of that strategy: FORMCHECKBOX Uses policies, curriculum, or trained instructors and other advocates to support magnet schools, differentiated instruction, or targeted interventions. FORMCHECKBOX Provides school enrollment choices. FORMCHECKBOX Increases cultural fluency, competency, and interaction. FORMCHECKBOX Increases graduation rates. FORMCHECKBOX Increases access to effective and diverse teachers.Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how instruction will be delivered, and where will this take place.We will be using Transitional Kindergarten (TK) to increase students’ readiness for school tasks both academically and behaviorally. This will allow our students a better start to school increasing their chances to “Read well by 3rd grade”.Location of services: Tracy Area Elementary SchoolKey Indicators These indicators are the evidence you will use to document how well each strategy is being implemented and whether or not they are helping bring about the intended outcomes for students. Use these indicators to assess the effectiveness of your strategies and to adjust what you’re doing.For strategies that provide school enrollment choices, such as magnet schools, and strategies that decrease racial and economic enrollment disparities, include at least one indicator that measures enrollment disaggregated by race/ethnicity and free or reduced-priced lunch (FRPL). Disaggregating your data may be relevant for other types of strategies such as those designed to increase access to effective and diverse teachers. Key Indicators of Progress (KIP) List key indicators of progress for this strategy and annual targets for each indicator. Choose indicators that will help you know if the strategy is creating the outcomes you want to see.Target2021Target2022Target2023Example: After a year of Transitional Kindergarten (TK), 40% of the (FRLP) students will perform at or above the Kindergarten Median in the AIMS WEB fall testing for Letter Word Sound Fluency (LWSF).40%45%50%Enter KIP. FORMTEXT ????? FORMTEXT ????? FORMTEXT ?????Enter KIP. FORMTEXT ????? FORMTEXT ????? FORMTEXT ?????Enter KIP. FORMTEXT ????? FORMTEXT ????? FORMTEXT ?????This data will be used to support evaluation of your plan (Minn. Stat. § 124D.861, subd. 5).Strategy Name and # 3.1 On-to-College Type of Strategy: Innovative and integrated pre-K-12 learning environments. * If you choose this, complete the Integrated Learning Environments section below.Integrated Learning Environments (Minn. Stat. § 124D.861, subd. 1 (c)). If you chose Innovative and integrated pre-K through grade 12 learning environments as the strategy type above, your narrative description should describe how the different aspects of integrated learning environments listed below are part of that strategy: FORMCHECKBOX Uses policies, curriculum, or trained instructors and other advocates to support magnet schools, differentiated instruction, or targeted interventions. FORMCHECKBOX Provides school enrollment choices. FORMCHECKBOX Increases cultural fluency, competency, and interaction. FORMCHECKBOX Increases graduation rates. FORMCHECKBOX Increases access to effective and diverse teachers.Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how instruction will be delivered, and where will this take place.We will be implementing On to College to increase college readiness through study skills, test taking strategies, career investigation as well as ACT preparation. By preparing students to increase their ACT scores we will be increasing the number of students who meet minimum requirements for college entrance as well as increase student opportunities for scholarships. OTC will be delivered for 28 sessions during their junior year (11th grade). Students preparing for the ACT will also have availability to online resources to utilize outside of school aside from the weekly instruction. Location of services: Tracy Area High SchoolKey Indicators These indicators are the evidence you will use to document how well each strategy is being implemented and whether or not they are helping bring about the intended outcomes for students. Use these indicators to assess the effectiveness of your strategies and to adjust what you’re doing.For strategies that provide school enrollment choices, such as magnet schools, and strategies that decrease racial and economic enrollment disparities, include at least one indicator that measures enrollment disaggregated by race/ethnicity and free or reduced-priced lunch (FRPL). Disaggregating your data may be relevant for other types of strategies such as those designed to increase access to effective and diverse teachers. Key Indicators of Progress (KIP) List key indicators of progress for this strategy and annual targets for each indicator. Choose indicators that will help you know if the strategy is creating the outcomes you want to see.Target2021Target2022Target2023TAPS Students in grade 11 will have the opportunity to participate in OnToCollege Preparation class during each year of school100%100%100%Enter KIP. FORMTEXT ????? FORMTEXT ????? FORMTEXT ?????Enter KIP. FORMTEXT ????? FORMTEXT ????? FORMTEXT ?????Enter KIP. FORMTEXT ????? FORMTEXT ????? FORMTEXT ?????This data will be used to support evaluation of your plan (Minn. Stat. § 124D.861, subd. 5).Strategy Name and # 3.2 Summer College Type of Strategy: Career/college readiness and rigorous coursework for underserved students, including students enrolled in ALC.Integrated Learning Environments (Minn. Stat. § 124D.861, subd. 1 (c)). If you chose Innovative and integrated pre-K through grade 12 learning environments as the strategy type above, your narrative description should describe how the different aspects of integrated learning environments listed below are part of that strategy: FORMCHECKBOX Uses policies, curriculum, or trained instructors and other advocates to support magnet schools, differentiated instruction, or targeted interventions. FORMCHECKBOX Provides school enrollment choices. FORMCHECKBOX Increases cultural fluency, competency, and interaction. FORMCHECKBOX Increases graduation rates. FORMCHECKBOX Increases access to effective and diverse teachers.Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how instruction will be delivered, and where will this take place.Add narrative. Qualifying Southwest Collaborative 10th and 11th grade students will have the opportunity to enroll in college courses during the summer months. Students from the Southwest Collaborative schools will come together on a singular campus in order to 1) participate in rigorous coursework, 2) earn 3-4 college credits, and 3) build cross-cultural relationships. The uniqueness of this program allows for students to take a college course while having no other courses to worry about as they do during the regular school year. District’s also provide support for students outside of class to ensure “new to college course” students receive the assistance they need to be successful in their first attempt at college level courses. Through this four week program, our district will decrease economic and racial enrollment disparities that we have identified in our district’s annual CIS summary data. This strategy will include all member districts of the SW Collaborative, including our two racially isolated districts. Location of services: Marshall High SchoolKey Indicators These indicators are the evidence you will use to document how well each strategy is being implemented and whether or not they are helping bring about the intended outcomes for students. Use these indicators to assess the effectiveness of your strategies and to adjust what you’re doing.For strategies that provide school enrollment choices, such as magnet schools, and strategies that decrease racial and economic enrollment disparities, include at least one indicator that measures enrollment disaggregated by race/ethnicity and free or reduced-priced lunch (FRPL). Disaggregating your data may be relevant for other types of strategies such as those designed to increase access to effective and diverse teachers. Key Indicators of Progress (KIP) List key indicators of progress for this strategy and annual targets for each indicator. Choose indicators that will help you know if the strategy is creating the outcomes you want to see.Target2021Target2022Target2023All TAHS students who qualify to take college classes, will have the opportunity to take two CIS classes each summer, in order to achieve college credit, participate in more rigorous coursework, and form cross-cultural relationships while in high school100%100%100%TAHS students who qualify to take college classes while in high school and enroll in CIS will complete the classes50%50%50% FORMTEXT ????? FORMTEXT ????? FORMTEXT ?????Enter KIP. FORMTEXT ????? FORMTEXT ????? FORMTEXT ?????This data will be used to support evaluation of your plan (Minn. Stat. § 124D.861, subd. 5).Copy and paste the strategy and key indicator sections above for each additional strategy supporting this goal. Number each strategy sequentially regardless of the number of goals in your plan. When you are done adding strategies, this plan will have only one Strategy #1, one Strategy #2, etc.Remember to copy and paste the goal section when adding additional goals.Creating Efficiencies and Eliminating Duplicative ProgramsBriefly explain how this plan will create efficiencies and eliminate duplicative programs and services (Minn. Stat. § 124D.861, subd. 2 (c)). TAPS in cooperation with all the schools in the collaborative have created plans that offer opportunities for our youngest learners and college level students which will allow them to reach their fullest potential.Strategy Name and # 4.1 Grow Your Own Teachers Type of Strategy: Career/college readiness and rigorous coursework for underserved students, including students enrolled in ALC.Integrated Learning Environments (Minn. Stat. § 124D.861, subd. 1 (c)). If you chose Innovative and integrated pre-K through grade 12 learning environments as the strategy type above, your narrative description should describe how the different aspects of integrated learning environments listed below are part of that strategy: ?? Uses policies, curriculum, or trained instructors and other advocates to support magnet schools, differentiated instruction, or targeted interventions.?? Provides school enrollment choices.?? Increases cultural fluency, competency, and interaction.?? Increases graduation rates.?? Increases access to effective and diverse teachers.Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how instruction will be delivered, and where will this take place.Using our career development course students are going to TAES and Tracy Pre-school teaching students in order to encourage and prepare them for future teacher programs. The intention of this program is to increase the interest in the teaching field so TAHS students come back to Tracy to teach.Location of services: TAES and Pre-SchoolKey Indicators These indicators are the evidence you will use to document how well each strategy is being implemented and whether or not they are helping bring about the intended outcomes for students. Use these indicators to assess the effectiveness of your strategies and to adjust what you’re doing.For strategies that provide school enrollment choices, such as magnet schools, and strategies that decrease racial and economic enrollment disparities, include at least one indicator that measures enrollment disaggregated by race/ethnicity and free or reduced-priced lunch (FRPL). Disaggregating your data may be relevant for other types of strategies such as those designed to increase access to effective and diverse teachers. Key Indicators of Progress (KIP) List key indicators of progress for this strategy and annual targets for each indicator. Choose indicators that will help you know if the strategy is creating the outcomes you want to see.Target2021Target2022Target2023Example: The percentage of American Indian students enrolling into concurrent enrollment classes will increase by 10 percentage points each year. 2020 enrollment is 32 percent.? 42%52%62%The number of students taking the class each year will grow.? 2019 there were 2 Tracy Area High School students.357The percentage of students graduating from Tracy Area High School and moving on to teacher prep post-secondary programs will increase each year. Increase from 5% in 2020, to 7% in 2021, to 9% in 2022, to 12% in 2023.7%9%12%Racially Identifiable School(s) (RIS)If you have been notified by the Minnesota Department of Education (MDE) that your district has one or more Racially Identifiable Schools, include goals and strategies for each Racially Identifiable School within your district. If MDE has not notified your district that one of your sites is racially identifiable, delete this section.Achievement and Integration Goals This plan must contain three types of goals, at least one for each of the following:Reducing the disparities in academic achievement among all students and specific categories of students excluding the categories of gender, disability, and English learners.Reducing the disparities in equitable access to effective and more diverse teachers among all students and specific categories of students excluding the categories of gender, disability, and English learners.Increasing racial and economic integration (Minn. Stat. § 124D.861, subd. 2 (a)).RIS Goal # 1 Enter SMART goal here. Aligns with WBWF area: Choose a WBWF goal area.Goal type: Choose one.To add goals, copy the two lines directly above and paste them below the strategies supporting RIS Goal #1.Racially Identifiable School Strategies Each goal should have at least one strategy. Number each strategy sequentially and give it a unique name. For each strategy, provide a narrative description as explained below. Districts may use Achievement and Integration revenue to increase racial and economic integration at their racially identifiable schools and to reduce disparities between student groups through the types of strategies listed in the Type of Strategy drop-down menus below (Minn. Stat. § 124D.861, subd. 2). Integration Requirement Include at least one strategy designed and implemented to increase racial and economic integration at each racially identifiable school (Minn. R. 3535.0160).Copy and paste the strategy section below for each additional strategy. Strategy # Enter a name and unique number for this RIS strategy.Type of Strategy: Choose the type of strategy.Integrated Learning Environments (Minn. Stat. § 124D.861, subd. 1 (c)). If you chose Innovative and integrated pre-K through grade 12 learning environments as the strategy type above, describe in your narrative description how the different aspects of integrated learning environments listed below are part of your strategy: FORMCHECKBOX Uses policies, curriculum, or trained instructors and other advocates to support magnet schools, differentiated instruction, or targeted interventions. FORMCHECKBOX Provides school enrollment choices. FORMCHECKBOX Increases cultural fluency, competency, and interaction. FORMCHECKBOX Increases graduation rates. FORMCHECKBOX Increases access to effective and diverse teachers.Narrative description of this strategy. Based on your description below someone reading your plan should understand what you are proposing to do, why you are doing it, and be able to recognize it if they see it. For example, explain what this activity will look like, what will be taught, which students will participate, how students are selected, intended outcomes for students, what will be assessed, how will instruction be delivered, and where will this take place.Add narrative.Location of services: Enter location.Key Indicators These indicators are the evidence you will use to document how well each strategy is being implemented and whether or not they are helping bring about the intended outcomes for students. Use these indicators to assess the effectiveness of your strategies and to adjust what you are doing.For strategies that provide school enrollment choices, such as magnet schools, and strategies that decrease racial and economic enrollment disparities, include at least one key indicator that measures enrollment disaggregated by race/ethnicity and free or reduced-priced lunch (FRPL). Disaggregating your data may be relevant for other types of strategies such as those designed to increase access to effective and diverse teachers. Key Indicators of Progress (KIP) List key indicators of progress for this strategy and annual targets for each indicator. Choose indicators that will help you know if the strategy is creating the outcomes you want to see.Target2021Target2022Target2023Example: The percentage of NAME OF RIS students disaggregated by race/ethnicity and FRPL reporting an increased sense of engagement and connection on our school climate surveys will increase 25 percentage points each year. 2020 response rate is 50 percent. 75%100%100%Enter KIP. FORMTEXT ????? FORMTEXT ????? FORMTEXT ?????Enter KIP. FORMTEXT ????? FORMTEXT ????? FORMTEXT ?????Enter KIP. FORMTEXT ????? FORMTEXT ????? FORMTEXT ?????This data will be used to support evaluation of your plan (Minn. Stat. § 124D.861, subd. 5).Copy and paste the strategy section above for each additional strategy supporting this goal. Number each strategy sequentially regardless of the number of goals in your plan. When you are done adding strategies, this plan will have only one RIS Strategy #1, one RIS Strategy #2, etc. Remember to copy and paste the goal section above to add additional goals for each of your racially identifiable schools.Creating Efficiencies and Eliminating Duplicative ProgramsBriefly explain how this plan for racially identifiable schools will create efficiencies and eliminate duplicative programs and services within your district (Minn. Stat. § 124D.861, subd. 2 (c)). Enter text. ................
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