World’s Best Workforce Plan

The 2014-2015 World’s Best Workforce Plan was approved by the District 2884 School Board in the fall of 2014. It is discussed and approved by the District Advisory Committee to inform residents about developments in curriculum, instructional practices, test data, SMART GOALS, and student learning throughout the district.

Red Rock Central Public School District #2884

Superintendent-Bruce Olson

olsonb@rrcnet.org

District Advisory Committee

Bruce Olson: Superintendent

Ron Kelsey: RRC Board Member

Phil Goetstouwers: 5-12 Building Principal

Deb Altermatt: K-4 Building Lead Teacher and ECSE teacher

Leonard Runck: Technology Coordinator/Parent

Kathy Wacker: Preschool Teacher/Parent

Curt Determan: RRC Parent

Angela Holman: RRC Parent

Lisa Broughton: RRC Parent

Craig Myers: RRC Parent

Brett Baumann: RRC Parent

Megan Imker: RRC Parent

District Advisory Committee met and approved plan on 10/1/2014

Mission & Vision

“Red Rock Central’s mission and vision is to offer high-quality education in a dynamic, supportive learning environment and help all learners develop the knowledge, skills & attitude necessary to lead healthy, productive, fulfilling & socially responsible lives in a diverse and changing world.”

Overview

US News & World Report has ranked Red Rock Central Secondary 25^th and 35th within Minnesota in the last two years!

The U of M Humphrey Institute recognized RRC as “1 of 10 Best Prepared High Schools for College in rural MN”!

Standard and Poor’s rated the elementary as a “Top Performing School in MN”!

MinnCan rated RRC in Minnesota’s top 10 Best Schools!

Only Digital Fabrication Laboratory (FABLAB) in SW MN and smallest school in US to have one!

1 to 1 iniative: iPads K-2 and Microsoft Surface Tablets in preK and grades 3-12!

We offer concurrent enrollment, which means students have the opportunity to take college level classes for college credit. We also offer Advanced Placement® course work and exams as well. The AP® participation rate at Red Rock Central Secondary is 47 percent. Last year, 83% of our students taking the AP exam received a 3 or higher. The student body makeup is 54 percent male and 46 percent female, and the total minority enrollment is 8 percent. Red Rock Central Secondary is the only high school in the Red Rock Central School District.

Red Rock Central Elementary K-4

107 East Clark Street

Jeffers, MN 56145

Lead Teacher-Deb Altermatt alterdeb@rrcnet.org

· Academic Programs: Accelerated Reader, Love to Read Month, Dental Health Awareness, Nutrition Education Program, Fire Prevention Week, Read Naturally

· Small class sizes with individual attention

· Approximately 15 students per teacher ratio

· Each student Pre-K thru 4 has their own Microsoft Surface tablet or Mini iPad

· Activities: 4-6 basketball, K-6 youth wrestling, Plum Creek Soccer League, 4-6 youth football, Student Council

· 3 yearly Lyceums focusing on childhood issues and character development

· Integration days with neighboring schools

Red Rock Central Middle School and High School 5-12

100 6th Avenue East

Lamberton, MN 56152

Principal- Phil Goetstouwers goet@rrcnet.org

· College Credits: Composition (7), College Algebra (3), AP Geography & AP Statistics (3-4), College Literature(3), Auto shop (3)

· Online JMC System for grades, schedules, lunch accounts, and attendance

· Each student grades 5-12 has their own Microsoft Surface tablet

· Occupational training courses: Digital Fabrication Laboratory, Automotive, Cisco Networking, AutoCAD, Occupational Training, RRCNET, Welding, Woodshop, Graphic Design

· Sports: Football, Volleyball, Boys & Girls Basketball, Wrestling, Baseball, Softball, Gymnastics, Boys & Girls Golf, Track

· Organizations: National Honor Society, FCCLA, FFA, Annual Staff, Student Council, Knowledge bowl

· Fine Arts: Band, Choir, Fall Musical, One Act Play, Spring Play

Ethnicity	Count	Percent
American Indian/Alaskan Native	3	0.80%
Asian/Pacific Islander	8	2.10%
Hispanic	16	4.30%
Black, not of Hispanic origin	3	0.80%
White, not of Hispanic origin	344	92.00%
All Students	374	100%

DISTRICT GOALS

Goal 1: All Students Ready for Kindergarten

Goal 2: All Students in Third Grade Achieving Grade-Level Literacy

Goal 3: Closing Achievement Gap

Goal 4: All Students Career and College Ready by Graduation

Goal 5: All Students Graduate

Goal 1: All Students Ready for Kindergarten

Discovery Garden Preschool

Families in our district are provided an opportunity to participate in the “Discovery Gardens” preschool program in both the Lamberton and Jeffers locations. The district also offers Early Childhood Special Education Services.

Our goal is to have 100% of our students have the necessary skills to enter kindergarten in the following school year. To accomplish this, our Discovery Gardens preschool program, our ECFE program, and our School Readiness program provide the needed services to prepare our students for kindergarten.

· RRC offers a preschool class for children who are 3-4 years old

o Consists of 4-5 hours per week

· We also offer a pre-k class for children who are 4-5 years old

o These classes are full school days, twice a week at each building

We implement effective pre-school screenings and provide necessary support services to families (ECSE) or interventions for families to achieve school readiness.

We use Desired Results Developmental Profile access (DRDP access) Rating Record in addition to our own progress assessments throughout the school year to ensure school readiness.

We also use the Minnesota Early Childhood Indicators of Progress, which is intertwined into the daily lessons and hand on experiences provided within the classroom.

In addition, we used reverse mainstreaming one day per week in ECSE during the last couple of months of last school year as a review of the skills necessary to be kindergarten ready for a particular student. Reverse mainstreaming will be an option for students who are not on pace to be kindergarten ready.

A progress report is used to maintain and collect specific data related to kindergarten readiness. This data is collected in the fall upon entrance and again in spring prior to exit.

After the collection process is complete at the end of the year, a collaborative approach is used to determine the school readiness for each potential kindergarten student.

All students are eligible to advance to kindergarten, but we use two main criteria to determine if they are kindergarten ready:

1. Academically: (i.e., screenings, assessments and work samples)

2. Maturity (i.e., working in groups and fine motor skills)

Results at the end of 2013-2014 school year:

· In Jeffers, 8 out of 10 students were assessed as kindergarten ready at RRC under both criteria.

o 1 retained

o 1 started kindergarten in another district

· In Lamberton, 11 out of 14 students were assessed as kindergarten ready under both criteria.

o 2 retained

o 1 moved

· Three out of nine ECSE students were assessed as kindergarten ready under both criteria.

o Three were ready for kindergarten

o Three were retained

o Three moved or went to a different district

Goal 2: All Students in Third Grade Achieving Grade-Level Literacy

It is our goal is to ensure ALL students will achieve grade level proficiency and read well by grade 3.

Red Rock Central’s School Literacy Plan

Literacy Plan Summary:

LITERACY PLAN GRADES K-2

Our district is currently using Superkids, a comprehensive core reading and language arts program, to teach reading in Kindergarten through grade 2.

· The program is based on scientific research that validates that phonics-based instruction is the best way to teach children to read.

· The goal of the Superkids Reading Program is to produce skillful, confident readers and writers.

o Each level of the program provides the systematic phonics-based reading instruction that children need and the engaging fiction and nonfiction reading material they love.

o Reading is taught with spelling and writing so children can express their own ideas in stories, reports, letters, and more. Included in this program are components for guided reading, read aloud, shared reading and independent reading.

o Each classroom has purchased the Superkids Reading library for their grade level.

LITERACY PLAN GRADES 3-6

Our district will be using the reading series Reading Wonders to teach grades 3-6. Reading Wonders is a basal reading program.

· Included in this program are components for guided reading, read aloud, shared reading, leveled reading and independent reading.

· 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.

· Each classroom also has their own reading center where students can enjoy books and other resources selected by their teacher.

· All K-3 students receive classroom reading instruction for a minimum of 90 minutes each day.

The district 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-3 are given the Measures of Academic Progress (MAP) screening/benchmarking assessment three times throughout the course of the year in fall, winter, and spring. Using this data along with data from FAST, Standardized Test for the Assessment of Reading (STAR), local checklists and teacher observations, struggling and at-risk students are identified and referred for interventions. Specific interventions are based on further assessments, and the interventions are implemented through the collaborative efforts of the classroom teacher and other specialists. Progress is monitored regularly 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.

The goal of the Red Rock Central 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 to ensure that the standards are taught within the time available.

Specific information is included in the K-3 Literacy Plan that follows this summary. For those who are interested in learning more about Red Rock Central’s literacy program, please contact: Mr. Olson at 752-7361 or olsonb@rrcnet.org.

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 (MCA-IIIs) by the end of the 2014-2015 school year.

Objectives:

Each year educators will review and disaggregate, or separate, 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 grade level of students. Pre-K data will be accessed and utilized, when available.

The Q-Comp Professional Learning Communities review, annually, the effectiveness of current instructional practices including core instruction, differentiation, remediation and intervention.

Curriculum resources will be aligned to the most current standards.

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 intervention plan.

Professional Learning Communities will analyze the effectiveness of current literacy practices. Special attention will be paid to closing the achievement gaps. Best practices will be shared.

Process of Assessment:

The Title 1 Teacher 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 2011 NWEA RIT Scale Norms provide growth and status norms in the following content areas: Reading, Language Usage, Mathematics, General Science, and Science Concepts and Processes. The RIT scores for each grade level in Reading and Language Usage are listed in the following charts:

2011 Reading Status Norms (RIT Values)
Grade	Beginning-of-Year Mean	Middle-of-Year Mean	End-of-Year Mean
K	142.5	151.0	157.7
1	160.3	170.7	176.9
2	175.9	183.6	189.6
3	189.9	194.6	199.2

2011 Language Usage Status Norms (RIT Values)
Grade	Beginning-of-Year Mean	Middle-of-Year Mean	End-of-Year Mean
2	175.4	185.3	190.0
3	191.1	196.5	200.3

Formative Assessment System for Teachers (FAST) will be used for screening, progress monitoring, and program evaluation. Assessments include: CBM Reading (K-2 Oral Reading fluency), early reading (K-1 Concepts of Print, Onset/Initial Sounds, Letter Sounds, Rhyming, Phoneme Segmentation and Blending, Sight Word Fluency, Decodable Word Reading, Decodable Nonsense Word Reading and Sentence Reading) Adaptive Reading (aReading) is a Common Core Standards-aligned, computer-administered adaptive measure of broad reading individualized for each student (concepts of print, phonemic awareness, phonics, comprehension, and vocabulary.

Standards are in bold. That level of performance indicates that students are likely to be on track

Students below those standards are less likely to be on track.

High risk indicators are in parentheses. Students at or below those levels are unlikely to be on track.

	Benchmarks for CBMReading English Words Read Correct per Minute
Grade	Fall	Winter	Spring
1st	18 (10)	43 (27)	68 (42)
2nd	55 (18)	83 (47)	96 (63)
3rd	87 (53)	115 (75)	129 (93)

Early Reading Benchmarks

Standards are in bold. That level of performance indicates that students are likely to be on track to successfully develop early Reading skills.

Students below those standards are less likely to be on track.

High risk indicators are in parentheses.

Students with scores below the parenthetical scores are unlikely to be on track to develop early reading skills.

	Benchmark Standards for Adaptive Reading
Grade	Fall	Winter	Spring
K	393 (376)	415 (398)	418 (399)
1st	428 (408)	451 (433)	458 (440)
2nd	462 (443)	479 (465)	480 (463)
3rd	481 (463)	489 (468)	489 (471)

The scaled score tells the teacher the skills that a student has mastered and the skills that the student is developing.

Students who do not meet the target score as listed above will be referred to Title I to work on specific skill deficit(s) using research-based assessments. Entrance criteria are based on a triangulation of assessment data with classroom teacher input.

Based on these diagnostic assessments, Measures of Academic Progress (MAP), FAST, and Standardized Test for the Assessment of Reading (STAR), 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). Progress monitoring data will be collected and analyzed on a continuing basis.

Parent Communication and Involvement:

The district will share the state-identified grade-level standards and how their child is progressing toward meeting these standards at conferences. Information shared will include the core literacy instructional practices and the intervention supports that are used with students who are not on track to achieve benchmark targets that reflect grade-level content standards.

Parents will continue to be informed of their child’s progress through quarterly report cards. A list of potential supports that the parents can use to assist the child in achieving grade-level proficiency will be provided to the parent.

Red Rock Central encourages parents to be involved in the literacy development for children PreK-3. The opportunities we provide for parents include:

· Screening benchmark assessment data shared at conferences

· Title I parent compact agreement

· Title I parent night/advisory meetings

· Title I newsletter

· Parent/classroom newsletters

· Home School Connect for Accelerated Reader (AR)

· I Love to Read month activities

· School websites

· Preschool/Kindergarten family and school collaboration

· Early Childhood Family Education (ECFE)

· Head Start

Parent Resources:

The following are resources and tools for parents, caregivers, and/or community members to use in support of literacy practices at home:

www.spellingcity.com- Spelling, Writing, Parts of Speech, Alphabetical Order

www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspz

www.softschools.com - games and worksheets

www.abcya.com- games for primary grades K-5

www.funbrain.com- games

www.tutpup.com- compete with kids from all over the world in games

www.apples4theteacher.com- games, quizzes, worksheets, and articles

www.squiglysplayhouse.com- games, brainteasers and much more

www.schoolfamily.com- parent resources and articles

www.internet4classrooms.com- parents resources with great links for students

www.pbskids.org- pbs characters and games to play

www.pbsparetns.org- articles about child development, food and fitness, education and more

www.https://hosted74.renlearn.com/234508/homeconnect/- AR

www.plumcreeklibrary.org- local library in Lamberton

There are several IPAD apps that are available to parents also. Parents are able to go to the Red Rock Central homepage and click on a link that will give IPAD apps for education. There is also a link for computer sites.

Based on Best Practices students will receive differing levels of support. 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 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.

Students not responding well to the interventions provided at the second level are referred to Special Education.

Scientifically-Based Reading Instruction:

The scientifically-based reading curriculum Red Rock Central Elementary uses is Superkids (K-2) and Reading Wonders (3-6) which is fully aligned for Common Core State standards and the Minnesota Academic Standards in English Language Arts (2010). Instruction is differentiated.

Professional Development:

Red Rock Central Professional Development is provided through:

• Grade-Level Common Planning Time
• Professional Learning Communities (PLCs)

At the beginning of the school year data will be disaggregated and analyzed in PLCs that will then create SMART student goals and plan Professional Development activities designed to address the needs identified by the data. PLCs will provide regular opportunities to improve reading instruction in the five reading areas (phonemic awareness, phonics, fluency, vocabulary, and comprehension).

Goal 3: Closing Achievement Gap

DISTRICT SPECIFIC ACHIEVEMENT AND INTEGRATION GOAL:

1) Reduce Achievement Gap

DISTRICT SMART GOALS:

1) The percentage of students who are proficient in reading will increase from 66.2% in 2013 to 83.1% for all students in 2017.

DISTRICT STRATEGIES FOR ACCOMPLISHING GOALS:

Reduce Achievement Gap

A) RESEARCH BASED INTERVENTIONS: Provide a reading intervention based program to be conducted throughout the school year by a fully licensed teacher who specializes in reading strategies and interventions. This small group intervention program will serve students who are struggling to understand reading concepts and will utilize research based response to intervention strategies supported by the “Reading Wonders” curriculum. The Reading Wonders curriculum is based on Common Core State Standards These interventions will utilize the “Wonder Works” Intervention strategies contained in this series. Targeted classes will be K through 6^th grade.

B) RESEARCH BASED INTERVENTIONS: Utilization of learnpad and Surface tablets to enhance classroom instruction, through the use of small group/individual integrated applications, in order to provide additional individualized learning opportunities for students. Integrated technology that utilizes research driven content such as reading eggs, study island, or curriculum enhancements (in our school reading program) have produced positive results according to the 2012 John Hopkins research “Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers.”

EVALUATION PLAN:

A) Proficiency growth on MCA’s will be kept for all students participating in the Red Rock Central School District. Tracking comparisons for Non Free and Reduced and Free and Reduced will be compared on a yearly basis to determine the effectiveness of our interventions

B) FAST (Formative Assessment System for Teachers) benchmark data will be collected at the beginning of the year with growth benchmarking completed at the end of each quarter.

C) Longitudinal FAST growth data will be analyzed for all groups utilizing Learnpads and Surface tablets to determine strategy effectiveness.

INDICATORS OF SUCCESS:

Proficiency Increases in Reading
Student Group	Baseline 2013	2015 Target	2016 Target	2017 Target	Increase Target
All Students	66.2%	71.8%	77.4%	83.1%	16.9%
FRP Students	57.8	64.8%	71.8%	78.8%	21.1%
Non FRP Students	72.1%	76.7%	81.3%	85.9%	13.9%

Gap Decrease in Reading Proficiency
Student Group	Baseline 2013	2015 Target	2016 Target	2017 Target	Decrease Target
Achievement Gap	8.4%	7%	5.54%	4.3%	4.2%
FRP Students	57.8%	64.8%	71.8%	78.8%	21.1%
Non FRP Students	72.1%	76.7%	81.3%	85.9%	13.9%

SUMMARY OF COLLABORATIVE GOALS:

1) Increase Racial and Economic Integration among Students

2) Increase College and Career Readiness of Underrepresented Students

COLLABORATIVE SMART GOALS:

1) 50% of Southwest Integration 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 2016-2017 school year.

2) Southwest Integration Collaborative students participating in the ACT prep course will increase the district average ACT composite score by 1 point over 2012-2013 scores with underrepresented sub groups attaining the same average increase by the end of the three year plan cycle.

STRATEGIES FOR ACCOMPLISHING GOALS:

Increase racial and economic integration among students

1) COLLEGE CAREER READINESS FOR UNDERSERVED STUDENTS: Two inter-district ACT preparation courses per year will held at Marshall High School in the areas of Math, English, Math, Reading, and Science for all collaborative students intending on taking the ACT exam.

2) RESEARCH BASED INTERVENTIONS: Environmental Science Camp – Environmental Science Camp will be offered for three days in April. The fifth graders of our Collaborative have the opportunity to travel to northern Minnesota where they stay together stay at a camp facility on Lake Carlos. This camp brings students from many cultures together and engages them in hands on learning. Environmental Science camp has structured, objective based lessons that align with Minnesota standards (see submitted handout). Transportation and all camp costs are provided to all students. Staff and parents are involved in the programming and supervision during this camp. This strategy fulfills the requirement to receive incentive revenue.

Increase college and career readiness of underrepresented students

1) COLLEGE CAREER READINESS FOR UNDERSERVED STUDENTS Two inter-district ACT preparation courses per year will held at Marshall High School in the areas of Math, English, Math, Reading, and Science for all collaborative students intending on taking the ACT exam.

2) COLLEGE CAREER READINESS FOR UNDERSERVED STUDENTS: To increase awareness and encourage participation, Southwest Integration Collaborative schools will show the MDE Dual Enrollment video to all 10^th and 11^th grade students’ prior registration each year of the plan cycle.

EVALUATION PLAN:

1) Each member district will establish baseline data and annually track participation as well as effect on ACT scores.

2) Each member district will maintain desegregated data to determine the impact of the prep coursework amongst participating and non-participating students.

3) Each member district will maintain participation data that will track the number of underrepresented students participating in prep coursework as well as the number of underrepresented student taking that ACT.

4) Each member will maintain longitudinal ACT result data that will be annually reported to the Collaborative Coordinator.

INDICATORS OF SUCCESS:

1) Annual increase in the percentage of students participating in ACT preparation courses.

2) Annual progression increase towards the goal of 50% of collaborative student taking the ACT exam participating in inter-district ACT prep courses.

3) Annual progression towards achieving an increase of district average ACT composite scores by 1 point over 2012-2013 scores with underrepresented sub groups attaining the same average increase by the end of the three year plan cycle.

4) Annual increase, throughout the plan cycle, of enrollment in college preparation courses within individual district high schools.

Creating Efficiencies and Eliminating Duplicative Programs:

Members of the Southwest Integration Collaborative share in the responsibility of the costs to operate the inter district integration and achievement collaborative as approved by the joint powers committee. Each member district receives 100% of integration and achievement funding and remits payment to the Collaborative Fiscal Host (Westbrook-Walnut Grove) for invoiced expenses incurred by the collaborative. Collaborative expenses are determined based upon student count ratios.

The strategies identified in the collaborative plan have created efficiencies amongst collaborative member by creating one central opportunity for all schools to attend in order to prepare their students for the ACT, eliminated the need for individual schools to pay for separate instructors and materials, and allows for the use of experiences and highly qualified staff throughout the districts to provide the highest quality experience possible for students.

Community Input:

The collaborative plan is developed by the multi-district planning committee and is reflective of individual district’s integration and achievement goals. Each district of the Southwest Collaborative, as part of their community reporting and feedback meetings, will provide the collaborative plan and assessment results to their communities in order to provide transparency of process, information, and also to seek further input for future plans and budgets.

Goal 4: All Students Career and College Ready by Graduation

It is our goal to have all students be career and college ready by the time they graduate.

We will accomplish this goal by means of:

· Implementation of effective strategies listed under previous goals

· Use local and state standards on assessments to determine proficiency and career and college readiness

o NWEA (elementary)

o MCAs (grades 3-11)

o OLPA (grades 5-6)

o NAEP (4^th & 8^th grade) District occasionally chosen

o EXPLORE (8^th graders)

o PLAN (10^th graders)

o COMPASS (10^th graders)

o ACT (11^th graders)

· Offer classes for college credit

o Concurrent Enrollment classes

o Advance Placement classes

o Articulated Agreement classes

· Q-comp

· Multiple Measurement Ratings

· Principal Evaluation

· Teacher Evaluation

ASSESSMENTS

Red Rock Central is consistently near the top performing schools in ALL assessments in SW Minnesota!!!

Our goal remains to perform higher than the mean score for the state in all categories.

· NWEA in grades K-4

· MCA (meets federal requirements) Grades 3-11

· OLPA (5th-6th grade)-version of MCAs

o Replaces NWEA in Lamberton building

o Reading once/year

o Math could do twice/year

· EXPLORE-All 8th grade

· PLAN-All 10th grade

· PSAT

· ACT-All 11th grade (meets state requirements)

· COMPASS (meets state requirements)

o MDE identifies 10^th graders not college ready by end of December

o COMPASS test (computerized)

o Students will need to take any or all sections not college ready

· Advanced Placement Exams

ASSESSMENTS RESULTS

Percentage of Students Meets or Exceeds on MCA’s
2013-2014
Grade	Reading	Math	Science
Grade 3	79%	90%	N/A
Grade 4	71%	87%	N/A
Grade 5	63%	56%	59%
Grade 6	61%	59%	N/A
Grade 7	58%	65%	N/A
Grade 8	67%	73%	41%
Grade 10	80%	N/A	61%
Grade 11	N/A	63%	N/A

Red Rock Central School District 2010-2014 MCA Proficient %

2010-2014 Math Proficiency

We continue to strive to be above the state average by at least 8% in math proficiency.

Statewide
Year	Percent Proficient	Number Proficient	Number Tested
2010	64.70%	275,827	426,392
2011	56.00%	239,183	427,399
2012	61.30%	263,827	430,619
2013	60.20%	261,002	433,493
2014	60.50%	263,921	436,130
Red Rock Central
Year	Percent Proficient	Number Proficient	Number Tested
2010	74.00%	179	242
2011	69.90%	165	236
2012	70.90%	168	237
2013	72.40%	160	221
2014	69.90%	151	216

2010-2012 MCA-II Reading Proficiency & 2013-2014 MCA-III

We continue to strive to be above the state average by at least 6% in reading proficiency.

Statewide
Year	Percent Proficient	Number Proficient	Number Tested
2010	72.30%	303,774	419,891
2011	74.60%	309,917	415,561
2012	76.00%	316,176	415,871
2013	57.80%	242,949	420,170
2014	59.10%	249,670	422,779
Red Rock Central
Year	Percent Proficient	Number Proficient	Number Tested
2010	77.20%	183	237
2011	83.00%	195	235
2012	84.90%	191	225
2013	66.00%	142	215
2014	68.20%	144	211

2014 Science MCA-III All Grades vs Statewide

We continue to strive to be above the state average by at least 1% in science proficiency.

Organization	Percentage Proficient	Number Tested
STATEWIDE	53.20%	178,123
RED ROCK CENTRAL SCHOOL DISTRICT	53.30%	92

Composite ACT Scores

We strive to be above the state average by at least 1 composite point in ACT Composite scores in addition to having the highest composite ACT scores in southwest Minnesota.

ACT Test Results since 2007

We strive to be above the state average by at least 1 point in each category of the ACT scores.

	Total Tested		English	English	Math	Math	Reading	Reading	Science	Science	Composite	Composite
Grad Year	RRC	State	RRC	State	RRC	State	RRC	State	RRC	State	RRC	State
2007	21	43534	21.5	21.8	22.6	22.5	23.1	22.8	22.1	22.5	22.5	22.5
2008	25	44863	21.4	21.9	23.1	22.6	21.9	23	22.3	22.5	22.3	22.6
2009	16	43642	23.8	22	24.8	22.7	24.4	23.1	22.4	22.6	23.9	22.7
2010	23	44323	22	22.3	23.3	22.9	23.6	23.2	23.2	22.8	23.2	22.9
2011	19	44952	21.5	22.3	24.5	23	24.1	22.9	23.8	22.8	23.6	22.9
2012	18	44977	21.2	22.1	23.7	23	22.4	22.9	23.4	22.7	22.8	22.8
2013	16	44676	22.3	22.2	23.4	23.1	24.3	23.1	22.4	22.9	23.1	23
2014	20	45305	20.5	22.1	21.8	23	22.6	23.1	22.8	22.9	22.1	22.9

AP SCORES: % of STUDENTS SCORED 3+

AP Statistics was offered every year while AP Geography was only offered every other year starting in 2011.

We strive to have a higher percentage of students scoring at least a 3 on their AP Statistics exams compared to the state and nation.

Our goal this year is to increase the overall average score on the AP Geography exams by at least .08. In 2011, RRC’s mean score for Human Geography was 2.00. In 2013, RRC’s mean score for Human Geography increased to 2.42.

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP)

Statewide Goal to Improve NAEP Achievement

NAEP RESULTS ARE RELEASED BY STATE. RED ROCK CENTRAL STUDENT NAEP RESULTS AREN’T IDENTIFIABLE.

(NAEP is to be included in WBWF plan)

Improvement Strategy-NAEP: The district believes its strategies for improvement on MCA’s complements NAEP achievement.

Classes Offered for College Credit at RRC

Our goal is for at least ½ of the graduating class to take a minimum of one of the classes listed below.

Concurrent Enrollment

· Composition: Technical Writing (4 college credits)

· Composition: Speech (4 college credits)

· College Algebra (3 college credits)

· College Literature(3 college credits)

Advanced Placement

· AP Geography (3-4 college credits)

· AP Statistics (3-4 college credits)

Articulated Agreement

· Automotive Class (up to 13 college credits) depending on college

o MN-West Community and Technical College

o Ridgewater Community and Technical College

o Riverland Community College

o Rochester Community and Technical College

o South Central Community and Technical College

· Potential credits for:

o Introduction to Automotive Technology

o Basic Engine Performance

o Brakes

o Starting & Charging Systems

o Basic Electrical

Q-Comp

· A quality compensation program and professional development for teachers

· Staff meets weekly in Q-Comp cluster groups also known as Professional Learning Communities (PLC’s)

· Teacher Leaders share teaching strategies in cluster groups

· Effective, research-based teaching and learning strategies are shared and implemented across curricula

· Our goal is to improve student academic achievement through data-driven decision making and professional development

STEPS TO IDENTIFY Q-COMP GOALS

In identifying, creating and implementing district and building goals, we follow these steps:

Step 1: We review existing district goals, including supporting district and state data as well as the district educational improvement plan and other plans (e.g., Title I, staff development).

Step 2: We review schoolwide results for all state accountability tests (MCA, MTAS, MOD) for All Students in reading, mathematics and science as well as other schoolwide standardized academic achievement tests.

Step 3: Based on the data review, we determine the academic content area focus and select a standardized assessment for the content identified.

Step 4: We select a measure of achievement defined by the standardized assessment and collect trend data.

MCA data includes all state accountability tests (MCA, MTAS, MOD).

We identify the academic content area assessed:

Reading Mathematics Science Other:

We identify assessed grades in the SMART goal:

We identify the valid measure of achievement (e.g., percent proficient):

We analyze school trend data for grades assessed and number of students assessed:

(All percentages must be calculated to at least one decimal place.)

Step 5: We identify the amount of reasonable increase within the goal period.

Step 6: We create a schoolwide student academic achievement SMART goal

In the 2013-2014 school year, our Q-Comp goals included:

Lamberton Building student academic achievement SMART Q-Comp Goal:

The percentage of all students enrolled October 1 in grades 8 and 10 at Red Rock Central School who earn an achievement level of proficiency on the standards on the Science MCA will increase from 50.0% in 2013 to 52.0% in 2014.

Result: Although we improved 1%, we did not accomplish our goal.

Combined 8^th and 10^th Grade MCA Science Results

School year	Assessment result	Number of student scores
2010-11	36.2%	69
2011-12	52.8%	72
2012-13	50.0%	62
2013-2014	51.0%	65

Jeffers Building student academic achievement SMART Q-Comp Goal:

The percentage of all students enrolled October 1 in grades K-4 at RRC who meet or exceed their fall to spring individual RIT growth projection on the NWEA MAP in reading will increase from 70.1% in spring 2013 to 72.1% in spring 2014.

Result: We accomplished our goal and reached 78.5%.

School year	Assessment result	Number of student scores
2010-11	79.1%	159
2011-12	68.1%	145
2012-13	70.1%	128
2013-2014	78.5%	122

NWEA Reading Scores grades K-4

2014-2015 Q-COMP GOALS

Lamberton Building student academic achievement SMART Q-Comp Goal:

The percentage of all students enrolled October 1 in grades 8 and 10 at Red Rock Central School who earn an achievement level of proficiency on the standards on the Science MCA will increase from 51.0% in 2014 to 52.0% in 2015.

Jeffers Building student academic achievement SMART Q-Comp Goal:

Students in grades 2 and 4 will raise their grade mean on the NWEA Science test by 2.0 points from fall 2014 to spring 2015.  This will support the Red Rock Central High School in achieving their Science site goal.

MULTIPLE MEASUREMENT RATING

Red Rock Central elementary

This school is currently designated as a CELEBRATION ELIGIBLE school!

Celebration Eligible Schools are in the 60th to 85th percentile of top performing schools based on their Multiple Measurement Rating. RRC elementary MMR percentile is 73.01%, which means RRC elementary is ranked in roughly the top ¼ of the state for these four categories!

Multiple Measurement Domain Summary

Domains	Year	Number of students	Measurement	Score	Points
Proficiency	2013	56	Weighted Percent of Cells Reaching Target	100.00%	25
	2014	57	Weighted Percent of Cells Reaching Target	100.00%	25
Growth	2013	26	Average Growth Z Score	-0.1537	9.51
	2014	29	Average Growth Z Score	0.0614	13.5
Achievement Gap Reduction	2013	8	Achievement Gap Score	0.5402	-
	2014	17	Achievement Gap Score	0.0099	-

Red Rock Central Secondary

Multiple Measurement Domain Summary

RRC secondary MMR percentile is 77.58%, which means RRC secondary is ranked in the top ¼ of the state for these four categories!

Domains	Year	Number of Students	Measurement	Score	Points
Proficiency	2013	162	Weighted Percent of Cells Reaching Target	100.00%	25
	2014	153	Weighted Percent of Cells Reaching Target	100.00%	25
Growth	2013	188	Average Growth Z Score	0.1269	14.67
	2014	179	Average Growth Z Score	0.0053	15.07
Achievement Gap Reduction	2013	91	Achievement Gap Score	0.1054	13.58
	2014	74	Achievement Gap Score	0.0121	17.46
Graduation	2014	39	Weighted Percent of Cells Reaching Target	100.00%	25

PRINCIPAL EVALUATION

Goal :

Ensure a high performing workforce by incorporating continuous improvement at all levels of the organization.

Improvement Objectives:

Implementation of the State Requirements for Principal Evaluation.

· Aligned with Minnesota K-12 Principal Competencies

· School as a Learning Community

· Recognize the importance of a principal’s role in improving the culture of learning and connecting academic, social, emotional, and developmental growth for all students

· Indicators of student growth will include standardized test data to meet accountability requirements

· Evaluation Process is to provide feedback to promote a high level of performance and support their personal and professional growth

· Support district continuous progress and connected to our school district improvement goals

· Align building and district goals with the vision of the school district and community

· Principal Evaluation occurs Annually

TEACHER EVALUATION

The goal of RRC’s teacher evaluation system is to articulate expectations, assess performance in the instructional domain, and provide support for the development of high performing teachers capable of delivering outstanding education that improves the quality of teaching and learning. Instruction is improved through self-assessment and reflection, individual and Q-comp cluster group goal setting and peer observations.

According to MN Statute 122A.40, Subd. 8, this is our teacher development and evaluation plan for Red Rock Central School District #2884, which was jointly agreed on by the local School Board and teachers union.

1) Probationary teachers will be evaluated at least three times periodically throughout each school year and the first evaluation will occur within the first 90 days of teaching service.

2) The annual evaluation process will consist of a three-year professional review cycle for each teacher, which includes:

a. Sixty-Five percent of three-year review includes:

i. Individual Growth and Development Plan completed at beginning of each year

ii. Annual peer observations

iii. Annual self-rating regarding longitudinal data on student engagement utilizing the student survey

iv. One summative evaluation performed by a qualified and trained evaluator such as a school administrator

b. Thirty-five percent of three-year review includes:

i. Annual growth data from assessments that are valid, reliable and aligned to state and local academic standards and measures of student growth

ii. Teachers will use the curriculum’s standards in their own field to set their own goal to measure this 35%

3) The evaluations will be based on professional teaching standards.

4) Red Rock Central’s annual evaluation process will coordinate staff development activities with this evaluation process and teachers’ evaluation outcomes.

5) The school district may set aside time during the school year for teacher collaboration.

6) Mentoring programs may exist in the district.

7) Teachers will have an option to develop and present a portfolio demonstrating evidence of reflection and professional growth, and include teachers’ own performance assessment based on student work samples and examples of teacher’s work as written in statute, but parameters will need to be approved by administration.

8) At the beginning of each year, each teacher will complete their own individual growth and development plan.

9) Teachers will reflect, evaluate, and rate oneself annually using Charlotte Danielson’s Component 3C: Engaging Students in Learning using all four elements listed and utilizing the student survey.

10) Licensed, qualified and trained, school administrators will perform summative evaluations.

11) Support will be given to teachers not meeting professional teaching standards, which includes a teacher improvement process with established goals and timelines.

12) A teacher will be disciplined if the individual fails to make adequate progress in the teacher improvement process under clause (11). Discipline may include a last chance warning, termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or other discipline a school administrator determines is appropriate.

Goal 5: All Students Graduate

Our goal and expectation at Red Rock Central is and always has been for 100% graduation rate.

We pride ourselves in providing the resources and support needed for every student to graduate and settle for nothing less than 100% graduation rate.

When high school students transfer into our school below credits of on pace graduation, we assist and work extensively to help them graduate. Sometimes it takes these students an additional year to graduate and be college and career ready.

Graduation Rate Trend, All Students
Year	Graduated %	Graduated Count
2009	100%	30
2010	98%	42
2011	97%	37
2012	100%	31
2013	97%	37
2014	100%	32