Strategic Plan Report #3

Classroom to Boardroom" Process

Schools View:
Theory of Action, Mission Delivery VisionCard and
3 Year Operational Plan DRAFT
May 7, 2015

In Partnership With

Introduction
Inver Grove Heights Community Schools is a high performing community district with nearly 4,000 K 12 students in five schools. The district is
operating with a District Strategic Plan developed in 2001 and approved in 2003. The current Mission State is to provide a challenging education
through which all learners achieve success in a diverse society. The Superintendent and Board of Education seek a data-informed, inclusive, and
comprehensive process for refreshment and refocus of the District Strategic Plan, yet in a structure that reinforces the roles, responsibilities and
relationships between the Board of Education (governance), administration (management) and employees, parents and public (consultation).
The district has engaged TeamWorks International, Inc. of Centerville, Minnesota to guide a process that in crafting a District Strategic Plan that:
leverages the strengths and experiences of the staff
is customized for the district
is efficient in use of time
creates clear and demonstrable outcomes
clarifies and engages people within their roles and responsibilities
serves to unify and energize the district, its students, families, staff and leadership
TeamWorks International, Inc. has designed a unique approach, from the classroom to the boardroom with the district leadership team that can
accomplish the above points. The process moves through a series of distinct phases of development, innovation, and ownership:
A. School-based data and assessment of the Principals 3 Portfolios at the classroom and school level
a. Student Learning
b. Classroom Practices and the Student Experience
c. Family Connections and Engagement
B. Student Success measures and goals as well as a Classroom Theory of Action
C. School-based strengths and needs to improve the Student Success and district department strengths and needs to become Service Centers
to Principals and schools with Department Success measures and goals measures resulting in School and Department Projects and District
Initiatives
D. Organization of Projects and Initiatives into Strategic Directions, a 3 Year District Operational Plan and a Long Range 10 Year District Model
Development of District Strategic Roadmap of Mission (core purpose) , Core Values (drivers of words and behaviors), Vision (what is intended to be
created in the next three years) and Strategic Directions (focused allocation of resources for performance improvement).

Key Meeting 3 Outcomes and Meeting 3 Refinement (in italics):

A.

DRAFT District Classroom Theory of Action

IF We

believe that learning begins at birth and each student can and will learn at high levels, and

set high expectations for all students and staff regardless of socioeconomic status, language and perceived ability, and

commit to ensuring equitable opportunities for each student

have a safe, welcoming, and engaging environment that strengthens positive relationships with each family and with the community, and

courageously confront our racial achievement gap with intentional conversations and practices, and

use the process of collaborative inquiry and data to respond with flexible, equitable, and strategic instruction, and

engage in intentional job-embedded professional development that results in continuous improvement of instructional practices and student
engagement, and

align our use of time and resources to provide the highest quality learning experience for each student,

Then, Our District Mission (TBD) will be achieved

B. DRAFT District VisionCard for the Mission Delivery Point
C. DRAFT 3 Year Operational Plan
Key Strategic Improvement Themes
A. Robust System of Student Learning Supports and Interventions
B. Refine Cultures, Practices and Structures through the Lens of Racial Equity
C. Structure of Practices for Effective Teams
D. Middle School
E. Welcoming, Outreach and Engagement of Community
D. DRAFT Mission Delivery Point Characteristics and DRAFT Key Initiatives and impact for all schools

Inver Grove Height Community Schools

MISSION DELIVERY POINT VISIONCARD

All Level 1 Level 5 Metrics are to be in proportion to student demographics
May, 2015
Level

Level 01
Intervention Required

Level 02
High Concern

Level 03
Minimally Acceptable

Level 04
Progress

Level 05
Vision

Wt
%

Score

MDP 1

Kindergarten students social

emotional readiness

Less than 75 of students

meet district
Kindergarten social
emotional readiness
benchmarks

75 79 % of students
meet district
Kindergarten social
emotional readiness
benchmarks

80 84 % of students
meet district
Kindergarten social
emotional readiness
benchmarks

85 90 % of students
meet district
Kindergarten social
emotional readiness
benchmarks

Greater than 90% of

students meet district
Kindergarten social
emotional readiness
benchmarks

TBD

MDP 2

Students reading at grade level

by second grade based on the
MAP

Less than 50% of

students are reading at
grade level

50 59 % of students are
reading at grade level

60 69 % of students are
reading at grade level

70 79 % of students are
reading at grade level

Greater than 80% of

students are reading at
grade level

MDP 3

Middle school students

prepared for 9th grade

Less than 80% of 6 8

grade students achieve a
grade of C or better

80% - 84% of 6 8 grade

students achieve a grade
of C or better

85% - 89% of 6 8 grade

students achieve a grade
of C or better

90% - 95% of 6 8 grade

students achieve a grade
of C or better

Greater than 95 % of 6
8 grade students achieve
a grade of C or better

Less than 80% of Grade

9 12 students are ontrack to graduation by
credit attainment per
grading period

80% - 84% of Grade

9 12 students are ontrack to graduation by
credit attainment per
grading period

85% - 89% of Grade

9 12 students are ontrack to graduation by
credit attainment per
grading period

90% - 95% of Grade

9 12 students are ontrack to graduation by
credit attainment per
grading period

80% - 84% of students

85% - 89% of students

90% - 95% of students

60% - 66% of students

meet or exceed their
individual reading and
math grade level targets

67% - 73% of students

meet or exceed their
individual reading and
math grade level targets

74% - 80% of students

meet or exceed their
individual reading and
math grade level targets

Less than 30% of PLCs

30% - 39% of PLCs

40% - 49% of PLCs

50% - 60% of PLCs

Greater than 60% of PLCs

Measure

R
E
A
D
I
N
E
S
S

L
E
A
R
N
I
N
G

MDP 4

H.S. students on track to

graduate

MDP 5

Students attaining the Core

Life Skill Benchmarks

EMH

Percentage of students
MDP 6

attaining NWEA/MAP scores

that correlate to their
individual career pathway ACT
goal (ACT 22 / 24 / 29)

EMH

Less than 80% of

students
Less than 60% of
students meet or exceed
their individual reading
and math grade level
targets

Greater than 95 % of
Grade 9 12 students
are on-track to
graduation by credit
attainment per grading
period
Greater than 95% of
students
Greater than 80% of
students meet or exceed
their individual reading
and math grade level
targets

MDP 7

Professional Learning
Communities following
processes with equity lens

MDP 8

Student: Attendance

Less than 80% of

students miss less than 2
days per grading period

80% - 84% of students

miss less than 2 days per
grading period

85% - 89% of students

miss less than 2 days per
grading period

90% - 95% of students

miss less than 2 days per
grading period

Greater than 95% of

students miss less than 2
days per grading period

MDP 9

Student: Safe learning

environment

Less than 70% of our

students report feeling
safe

70% - 76% of our

students report feeling
safe

77% - 83% of our

students report feeling
safe

84% - 90% of our

students report feeling
safe

Greater than 90% of our

students report feeling
safe

MDP 10

Families: Parents of newborns

are personally contacted

Less than 35% are

contacted within babys
first year of life

35% - 49% are contacted

within babys first year of
life

50% - 64% are contacted

within babys first year of
life

65% - 80% are contacted

within babys first year of
life

Greater than 80% are

contacted within babys
first year of life

MDP 11

Families: Participation in
events and groups is
representative of district
demographics

Greater than 25%

discrepancy between
participant and district
demographics

25% - 21% discrepancy

between participant and
district demographics

20% - 16% discrepancy

between participant and
district demographics

15% - 10% discrepancy

between participant and
district demographics

Less than a 10%

discrepancy between
participant and district
demographics

EMH

MDP VisionCard Score

Inver Grove Heights Community Schools

3 Year Operational Plan DRAFT

May, 2015

Strategic Direction DRAFT

2015 16 SY

A. Robust System of
Student Learning
Supports and
Interventions
B. Refine Cultures,
Practices and
Structures through
the Lens of Racial
Equity

Restructure interventions

All staff CPI training (verbal)

Define and deliver school-wide AVID

C. Structure of
Practices for
Effective Teams

D. Middle School
E. Welcoming,
Outreach and
Engagement of
Community

2016 17 SY

2017 18 SY

Deliver and refine school-wide AVID

Refine school-wide AVID

Assess and refine elements of school and

district culture, practices and structures that
are institutionally racist and restrictive

Implement refined school and district

structures, practices, and culture that are
institutionally racist and restrictive

Implement refined school and district

structures, practices, and culture that are
institutionally racist and restrictive

Design intentional conversation about race for

staff, students, families, and community

Deliver intentional conversation about race

Refine intentional conversations about race

Professional development
-best practices in core
-small group
-equity: time to reflect, racial focus

District plan for effective teams

Effective use of pets in the classroom

Define effective PLC's

PLC-use data to inform and change

instructional practice

Refine effective PLC's

Delivery of effective PLC's

Deliver Middle School model

Continuous improvement process for all

steps of the PLC model

PLC: manual and rubric

Improve how we structure time

-calendar days=PLC
-paid hour $ extra=PLC

Define Middle School model

Deliver Middle School model

Deliver discipline and process

Deliver discipline and process

Define and deliver community building

Refine community building

Family Engagement Plan for District and each

school
-invitations
-bridge language
-inclusive

Pine Bend Elementary School

Mission Delivery Point - DRAFT
Students Actively Engaged
Hands raised
High energy
Questions
Focused energy
Full classrooms
Eye contact
Collaborative work
Help each other
Focused chaos
Smiles
Encouraging voices
Discussions
Team building
Lower discipline problems
Laughter

Student

Educator/
Staff

Family

Flexibility
Visible in child's education
Partnership
Trust
Communicate
Active
Advocates for their child
Talk positively about school experience
Attendance at activities

Staff Meeting Students Needs

Small groups
Multiple ways of teaching/delivery
Personal connections
Trust - ask for help
Respect
Laughter
Focused chaos (during meetings)
Outreaching
Flexibility
Differentiation
Relevant instruction (connect to
student lives)
Sharing
Supporting
Belief that every student can achieve
at all levels
Assume positive intentions
High energy level
Involve parents in plan

Pine Bend Elementary School Theory of Action - DRAFT

April, 2015

If we believe each student can learn at a high level,

and

If we provide a safe accepting, highly engaging learning environment for all stakeholders,

and

If we have staff who meet student needs with relevant instruction through the PLC process,

and

If we engage in professional development to continuously improve our instruction,

and

If we have family partnerships that increase positive family connections with our district,

and

If we use the process of collaborative inquiry and data to respond with flexible and strategic instruction,
*Meeting 2 additions in italics

Pine Bend Elementary School

2015-16 SY Key Initiatives and Impact - DRAFT
April 2015
Key Initiatives

Success/Impact

PD for staff-Book Study-to understand cultural differences

Cultural competence and awareness that impacts daily instruction

Increase language accessibility-on site and in communication

Translation of materials to reflect student population

Focus on all steps in the PLC to increase robust classroom instruction

Increased number of language line calls

Improve the intervention schedule

Use of formative data to increase proficiency on CFAs

Restructure use of space to increase collaboration (teacher and

student)

Increase growth in EL scores because all needs are addressed

Increased collaboration, reduced transition time, increased quality

instruction of all students

Continuous improvement process for all steps of the PLC model

Coordinated, collaborative outreach in each elementary to all families

of preK students

Salem Hills Elementary School

Mission Delivery Point - DRAFT

Kids feel safe, secure, open to

express self, comfortable, know their
purpose, have a voice
Students engaged, challenged, give
what they need and meet where
they are at
Prepared for life skills and learning

Student

Educator/
Staff

Nurturing, supportive, collaborative

environment
Understanding coping skills, resilience
System in place to ensure all students are
taken care of
See staff happy, smiling, team, family
Learn how to appreciate each others'
strengths
Learn commonalities and experiences
See positive culture shift where team wants to
be here - we all are responsible for are Salem
Hills kids
See more celebrating for hard work and
communication

Family

Feel safe sending children

Welcome to come into school
Accepted, trusted, valued
Child is getting best possible experience
See culture and language represented, celebrated, respected, able to
communicate
Ability to navigate processes and systems

Salem Hills Elementary School Theory of Action - DRAFT

April, 2015

If we demonstrate belief that each student can and will learn at high levels,

and

If we engage in intentional, job embedded staff development that results in continuous improvement of instructional
practices and student engagement,

and

If we have a safe, welcoming, and engaging environment that builds partnerships with families and community,

and

If we enjoy a collaborative, caring culture with students, families, and staff

and

If we ensure instructional practices meet the needs of each learner

and

If we NEVER give up on anyone

* Meeting 2 additions in italics

Salem Hills Elementary School

2015-16 SY Key Initiatives and Impact - DRAFT
April 2015
Key Initiatives

Success/Impact

K-2 behavior supports

Decrease in office behavior referrals by ___% to ___%

Math interventions (K-5) (enrichment and mediation)

Increase student time in classroom by ___%

Writing (K-5)

Increase in scores on math progress monitoring tool

Curriculum nights

80% proficient in core math

Equity - social, academic, language

Implementation of writing curriculum (K-5)

Celebrations

Authors tea-share writing 2 times/year

Coordinated, collaborative outreach in each elementary to all families

of preK students

Native speakers of family present at all events

Staff morale increase (team building 1 each tri)

Hilltop Elementary School

Mission Delivery Point - DRAFT

Empowered
Safe
Successful
Have a voice
Engaging activities
Forming relationships
Excited
Confident (take risks)
Try new things
See themselves reflected in the
school community
Challenging rigorous thinking

Educator/
Staff

Student

Family

Welcomed
Informed
Supported
Part of the Hilltop community
Have a voice
Trust
Excited
"Being", engaged, participating
Questioning

Successful
Invested
Engaged
Supported
Well prepared and equipped
Professional conversations
Like a team/community
Trustworthy, trusting
Excited

Hilltop Elementary School Theory of Action - DRAFT

April, 2015

If we believe each student can and will learn at high levels,

and

If we continuously improve instruction, student engagement and ownership of learning through the PLC process,

and

If we ensure equitable instructional practices meet the needs of ALL learners,

and

If we commit our time and resources to our core responsibilities,

and

If we gather, analyze and use data to monitor continuous improvement, make informed decisions and report progress,

and

If we engage in purposeful staff development that results in improvement of instructional practices and student engagement,

and

If we build relationships with families and the community,

and

If we isolate race in our practices and conversations

* Meeting 2 additions are in italics

Hilltop Elementary School
2015-16 SY Key Initiatives and Impact - DRAFT
April 2015
Key Initiatives
Refine and solidify the practices of PLC/CT
Approach race and culture with intentionality
Change outreach to families
Improve intervention structure
Coordinated, collaborative outreach in each elementary to all families
of preK students

Success/Impact
Achievement gap reduction becoming highly skilled at looking at
student and instructional practices
Cultural competence of staff in daily instruction and engagement of
students
Artifacts and environment will reflect our population
Services and programs will reflect our population
Translation of materials/flyers will increase
More events will reflect our student population
increase implementation of intervention programs (press, # worlds...)
Reduction is sped. ref and behavior
Increase in student attendance

Inver Grove Heights Middle School

Mission Delivery Point - DRAFT

Feel they belong - want to be there

Learning to their potential
Take ownership of their learning
Engaged
Know expectations and why
Willing to take risks
Safe, secure, and healthy physically, emotionally, mentally

Educator/
Staff

Student

Feels supported and encouraged

Have time - observe, plan, discuss students
Essential conversations
Strong relationships with families
Feel they belong
Feel they make a difference
Share common vision
Share our kids
Know expectations and why
Open. willing to take risks

Family

Feel they belong

Know what is going on
Participate
PTSA
Clear picture of child's strengths and areas to develop
Strong relationships with school
Know expectations and why
Know their kids are safe, secure and healthy

Inver Grove Heights Middle School Theory of Action - DRAFT

April, 2015

If we have a safe, welcoming and engaging environment,

and

If we build partnerships with families and community,

and

If we believe in the unlimited potential of each student,

and

If we believe in the power of staff collaboration and communication,

and

If we believe in the positive impact of relationships between students, staff and families,

and

If we believe in using data to guide student learning,

and

If we support and encourage innovation and risk-taking,

*Meeting 2 additions in italics
Inver Grove Heights Middle School
2015-16 SY Key Initiatives and Impact - DRAFT
April 2015
Key Initiatives

Success/Impact

Community building with staff

Community building with staff

Community building with students

Community building with students

Community building with families

Community building with families

Discipline and process

History and story

Mistrust

Definition of 2015 Middle School Model

Create conditions for positive, forward movement with the goal of

addressing the needs of the whole child

Simley High School

Mission Delivery Point - DRAFT

High level of engagement

Active role in learning - student voice
Sense of belonging/pride
College and career ready
Self-directed
Life-long learners
Respected and valued
Communication

Educator/
Staff

Student

Family

Involved as much as they can be

Understands and supports mission of school
Trusted and valued partners
See their students as being successful
High expectations
Taking advantage of opportunities
Pride in school
Feel supported and heard-have a voice
Strong communication

High expectations
Supportive and strong relationships with
students and family
Meeting needs of all learners
Collaborate effectively
Pride in school
Using data to inform instruction
Life-long learners
High levels of trust
Respected and valued
Students' needs first
Clear mission/vision
Strong communication

Simley High School Theory of Action - DRAFT

April, 2015

If we promote equity through a safe, welcoming and engaging environment,

and

If we believe all students can and will learn at high levels,

and

If we set high expectations for all students to learn and take ownership of their learning,

and

If we ensure instructional practices meet the needs of all learners,

and

If we use data to determine levels of proficiency and to guide instruction,

and

If we build partnerships with families and the community,

Then we will ensure that all students are prepared for success for a post secondary education."

*Meeting 2 additions in italics

Simley High School
2015-16 SY Key Initiatives and Impact - DRAFT
April 2015
Key Initiatives

Success/Impact

PLC's 6 step data process effectiveness

Growth - MCA, MAP - for all students

Staff development to develop teacher capacity - AVID strategies, NUA

strategies, SIOP strategies, 6 step data process

Increased attendance of current low attendance and disengaged kids

Decreased office referrals/suspensions for high referral students

Mentoring - staff assigned to students, 9th grade teams, link crew

Realign classroom space - departments

Teacher effective implementation of AVID, NUA, SIOP strategies, 6 step

data

Math/ELA curriculum alignment/scaffolding

Achievement gap reduction for Hispanic and African American

students (lg. gap)