2015-16 Pine City Schools Annual Report Pine City Board of Education
Front: Dan Peterson (Chair), Wayne Gilman (Superintendent), and Candice Ames Back: Wally Connaker (Clerk), Steve Odegard (Treasurer), Wendy Leibel, Tim Geisler (Vice Chair), Alicia Ascheman
A Message to the Pine City Community The mission of public education in Minnesota is to promote a system for lifelong learning, to ensure individual academic achievement, to develop citizenry and create a highly productive workforce. Throughout each school year, Pine City Schools use a variety of means in an attempt to keep you, the members of the district constituency, informed of the business of educating our young people. One such means is this document; “Annual Report for Continuous Improvement of Student Achievement.” This report uses standard statewide reporting procedures developed by the Commissioner of the Minnesota Department of Education in producing this report for public review.
District Mission Statement To help individuals acquire knowledge, skills, and positive attitudes toward self and others that will enable them to solve problems, think creatively, continue learning and develop maximum potential for leading productive, fulfilling lives in a complex, changing international society.
District Vision Statement “Creating Our Future, One Student At A Time”
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Pine City Schools welcomed 23 new professional staff in the fall of 2015.
World’s Best Workforce Information Legislation Minnesota schools strive to provide the best educational opportunities for all children. Providing an education to Minnesota youth that leads to creating the world's best workforce is a goal that must be addressed throughout every child's life. This legislation mandates that districts develop goals to address identified issues locally. The comprehensive strategic plan that districts create under this legislation is intended to serve as a foundational document to align district educational initiatives from pre-kindergarten to post high school graduation and can serve as a blueprint to create a quality workforce equipped with skills for the 21st Century. The plan is to be developed with involvement and input from district stakeholders: administrators, board members, teachers, parents, students, business leaders, and community members. Students are more likely to succeed if they reach the five cornerstones, which are the backbone of the World's Best Workforce legislation: ● Have all students meet school readiness goals. ● Have all third grade students achieve grade-level literacy. ● Close the academic achievement gap among all racial and ethnic groups of students and between students living in poverty and their more privileged peers. ● Have all students graduate from high school. ● Have all students attain college and career preparedness.
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World’s Best Workforce: District Advisory Committee Wayne Gilman, Superintendent Paul Jackson, D irector of Curriculum and Instruction Stephanie Lorsung, Elementary Principal Troy Anderson, Secondary Principal Cindy Stolp, Early Childhood Director, Community Ed Matt Baker, Technology Coordinator Joanne Blake, Unique Learners Manager Jocelyn Rydberg, VISION Wendy Leibel, School Board Candice Ames, School Board
Alicia Ascheman, School Board Kathryn Keyport, Student Kim Whaley, Student Dihanna Fedder, Tech Integration Beth Landgraf, Secondary Assessment Mary Anderson, Community Dell Gross, Community Becky Schuller, Community Kimberlee Bever, Community Kris Clementson, Community Kari Hasz, ALC Jeanne Lundholm, Elementary Assessment Heidi Brown, Community
Advisory Committee Roles ● ●
To provide recommendations to the school board regarding rigorous academic standards, student achievement goals and measures. To use the Minnesota Department of Education (MDE) commissioner’s system for measuring and reporting academic achievement and individual student growth, consistent with the statewide educational accountability and reporting system. The system components must measure and separately report the adequate yearly progress of schools and the growth of individual students: ○ Adequate Yearly Progress: Minnesota Comprehensive Assessments (MCA) (Reading and Math) ○ Individual Student Growth: Measure of Academic Progress (Reading and Math), General Outcome Measures (Reading and Math)
Non-Discrimination Policy It is the policy of Independent School District #578, Pine City, not to discriminate on the basis of race, national origin, religion, creed, marital status, status with regard to public assistance, disability, age, or sex in its programs, activities, or employment practices.
District Demographics Schools St. Mary’s School: 25 Early Childhood Spec. Ed: 19 ECFE/School Readiness: 175/475 students Pine City Elementary School: 810 Pine City Secondary School: 772 VISION School: 17 Alternative Learning Center: 49 School Employment Certified Staff: 141 Classified Staff: 81 Confidential Staff: 7 Students Free and reduced lunch: 41% Home-schooled students: 86 *Hispanic 3.2% *Native American 1.4% Others: 7.8%
Financial Rate of unemployment: 4.4% (Pine County) Poverty rate: 14.8% School budget spent per pupil: $11,085 School budget: $17,555,425 General Fund only Sources of Revenue-General Fund *Federal 2% *State 88% *Local 10% Tax information *Net tax capacity $8,080,489 *Taxable market value $791,730,800 *Referendum market value $567,395,358 ^^Most financial and tax information is based on 2014-15 data or 2015 data
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ImPACT Teams-Professional Learning Communities Professional Learning Communities During the 15-16 school year, Pine City Schools implemented Professional Learning Communities as a process to ensure that students have access to a learning environment that addresses their unique learning needs. The concept includes three big ideas: ● Ensuring all students learn ● Building a culture of collaboration ● Focusing on results Staff will proceed forward with this work as they develop standards alignment across content areas, improve the use of assessments for learning, and provide enrichment and interventions to students who need them.
Retiring Pine City School Staff Pine City Schools wishes to thank the following people for their service to the District and wishes them a long and enjoyable retirement.
Pine City Retiring Staff Front (L to R): Vicki Piha, Laurie Mettling, Em Dunkley, Kathy Horbacz, Back (L to R): Sheila Hughes, Deb Edwards, Galen Erdmann, and Paul Jackson (not pictured-Kathy Palmer and Roxy Guerin)
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Pine City Schools Administrative Team
Pictured: Front (L to R): Paul Jackson (Director of Curriculum and Instruction), Troy Anderson (Secondary Principal), Wayne Gilman (Superintendent), and Mike LeMier (Elementary Assistant Principal) and, Back (L to R): Beth Landgraf (Secondary Assistant Principal), Stephanie Lorsung (Elementary Principal), Cindy Stolp (Community Education, EC Coordinator), Jocelyn Rydberg (VISION Coordinator)
2015-16 World’s Best Workforce Goals ●
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By the end of early childhood programming, 80% of students assessed will demonstrate kindergarten readiness when measured by the early literacy and math assessments in April, 2016. ○ See table below. By the end of third grade, 70% of students will be proficient in the area of reading when measured by the MCA in April, 2016. ○ 44% of current third grade students were proficient in the area of reading when assessed with the Minnesota Comprehensive Assessment. By the end of the 15-16 school year, the achievement gap for special education (SPED) and free and reduced lunch (FRL) will be reduced by 5% across the school district as measured by MCA in reading and mathematics. ○ Special Education Reading: 14-15 was 22% and for 15-16 remained close at 16% (well below state proficiency at 30.4%) ○ Special Education Math: 14-15 was 21.1% proficient and for 15-16 decreased to 13.9%. (well below state proficiency at 30.4%) ○ Free-Reduced Lunch Reading: 14-15 was 44.6% proficient and for 15-16 decreased to 39.7% (very slightly below state proficiency) ○ Free-Reduced Lunch Math: 43.4% proficient and for 15-16 increased slightly to 44% (above state proficiency) ○ Special Education and Free-Reduced Lunch Reading: 14-15 23.5% proficient and for 15-16 decreased to
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19% (compared to state at 22.2% proficient) Special Education and Free-Reduced Lunch Math: 14-15 was 16.9% proficient and for 15-16 decreased to 13.8% (state proficiency within those two categories is 22.1% for 14-15 and 21.5% for 15-16) At the conclusion of the 2014-15 school year, 95% of Pine City students who began as ninth grade students in the 2012-13 school year, will graduate on time. ○ 92.5% Pine City juniors will demonstrate college and career readiness on the ACT exam in the spring of 2015-16 at the following rates: ○ English 70% (current percentage of students meeting benchmark- 60%) ■ 60.2% ○ Reading 50% (current percentage of students meeting benchmark- 35%) ■ 39.8% ○ Math 62% (current percentage of students meeting benchmark- 52%) ■ 39.8% ○ Science 41% (current percentage of students meeting benchmark- 31%) ■ 25.8% ○
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2015-16 District and School Improvement Goals OUTCOMES Goal 1: All students will be college and career ready when they graduate from high school (high academic success). ● Strategies: Quality standards set by leadership through expectations and evaluation, peer coaching support, and collaborative teams that address student learning. ● OUTCOMES: ○ ACT Testing-Students having the option to take the ACT as a college entrance exam has increased from 56 students in 2013-14, to 93 students in 2015-16. (2015, the ACT was required by MDE) ○ College Level Classes-Increase number of students each year (senior survey) ■ 31% in 2014, 45% in 2015, 45.1% in 2016 ○ Job Embedded Professional Development ■ Peer Coaching-all professional staff have access to a peer coach. The research that supports this type of professional development has outcomes as high as 90% application in classrooms versus traditional professional development that has a 10% application rate in classrooms. ■ Collaborative Teams: Collaborative teams have been implemented for the following purposes: ● Development of a guaranteed and viable curriculum through standards prioritization, vertical alignment, and connection of these standards from planning through assessment. ● Assessment methods that will identify gaps in learning to support follow up instruction to increase student proficiency on identified standards. ● Differentiation methods of instruction to meet the wide-range of student learning needs across the district. ○ Graduation Rate-Pine City Schools’ goal is a 95% graduation rate ■ Information below is based on 4 year trend data 2011
2012
2013
2014
2015
2016
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89.9%
83.6%
85.7%
76.7%
78.9%
79%
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Career Plans-Students in grades nine, 10, and 11 have career plans that assist in career exploration, skills and interest assessments, and access to information on post-secondary options. ○ Career Paths (senior survey) ■ 16% are planning on going to work ■ 3% are planning on entering the military ■ 68% are planning on entering a training/college program ■ 13% are undecided ○ Early Childhood ■ Collaborate with MN Reading Corps. Early Childhood staff have been trained in implementing and documenting literacy interventions and assessments. Staff attend trainings and data review sessions led by an Americorps trained internal and master coaches. ○ Secondary ■ PCHS will continue MCIS career growth planning into student’s junior year, earlier than in grades nine and 10 because of ACT prep, schedule and scholarship planning for their senior year. Implementation happened in the fall during American History Class for all Juniors. We had a college fair during the Spring conferences as well. ■ PCHS will research accelerated classes in the area of English Language Arts (ELA) for grades seven through 10 in hopes of implementation for school year 2016-17. Research was done and not supported by SCRED for the size of our school. ■ ImPACT teams will develop strategies to look at student data and make changes to classroom teaching designed to positively impact student achievement for formative assessment, summative assessment, and standardized exams (MAP, MCA, ACT). Reviewing data will be an ongoing part of the ImPACT process. Some teams have done this to a larger degree. ■ Implementation of 1:1 initiative to include chromebooks in grades nine through 12. Successfully implemented. ■ Thorough planning of the career committee, student opportunities to explore post-secondary options will increase. Early implementation during the junior year for MCIS. Mini-college fair offered in house. ○ Elementary ■ ImPACT teams will develop strategies to look at student data and make changes to classroom teaching designed to positively impact student achievement for formative assessment, summative assessment, and standardized exams (MAP, MCA) Ongoing ■ Continue the use of Grade Level Team Facilitators to look at data and make instructional decisions. Ongoing ■ Implementation of 2:1 iPads in 5th grade. ○ Alternative Learning Program ■ Participate in Early College Program: Conduit to College, a partnership between PCALC and PTCC. Students will be able to earn high school credit for Developmental Education courses taken at Pine Tech. Six students participated in the Early/Middle College program first semester. Three continued into a second semester. ■ ImPACT teams will develop strategies to look at student data and make changes to classroom teaching designed to positively impact student achievement for formative assessment, summative assessment, and standardized exams (MAP, MCA, ACT) Ongoing as part of the ImPACT process. ■ Implement ACT English and ACT Math courses for all juniors to prepare for the ACT test. Two sections of ACT English and two sections of ACT Math were offered. Goal 2: The district will provide opportunities for successful activities (sports, fine arts, academics) through maximum student and community participation. ● Outcomes:
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A commitment by the activities director to lighten the “other duties” of each coach to the best of his ability so that they can concentrate on coaching the participants and not be bogged down by the things not specifically related to the interaction with the students ○ Continued efforts AD and Coaches to insue retention of student athletes from Jr High through their Senior High years with the coaches making connections on an individual bases ○ Encouraging developmental “Skills” camps for our youth, as well as competitive levels of participation against same age teams from the area ○ Each activity has, with the guidance of the Activities Director, the ability to form a booster organization to help promote an avenue for the community, including the parents in doing special things for our participants (food, recognition banners, etc.) ○ Early Childhood ■ Offer special events for families Early Childhood Family Education offered the Pirates and Princess, a winter Beach Party, a Dino Dig, a Field trip to Pine Haven Farms, an adventure to the Target Center for Disney on Ice and the Father Daughter Dance ○ Secondary ■ Consider coaches during teaching recruitment as second tier determining factors after teaching prowess. Considered. During rounds of hiring all coaching/advising vacancies are mentioned. ■ Research effective practices of allowing booster clubs access to fundraising at school events. Booster clubs are allowed to sell certain items at school events. ○ Elementary ■ Continue to offer after school choir. Done ■ Continue to disseminate information activities offered through Community Ed. and other school related activities. Ongoing ○ Alternative Learning Program ■ PCALC will take students on educational outings that focus on the following areas: service, fine arts, recreational activities, and careers. Fine arts field trip in the fall. Daily activity time to learn and participate in recreational activities. Students in PE learn canoeing basics. Many service projects completed including: Robinson park bench restoration, planting gardens at food shelf, fishing benches for the fishing docks. Goal 3: The foundation of maintaining a highly effective workforce will be done by improving hiring practices as well as supporting new staff through training and mentoring programs. ● Outcome: ○ Early Childhood ■ Collaboration with Pine Technical Community College for trainings and mentoring upcoming Early Childhood staff. Attend Pine Technical and Community College advisory meeting for Early Childhood programming. Chair the Early Childhood Coalition. Hosted an evening with Day Care Providers, Preschools and Kindergarten staff to build bridges. Check and Connects. Mentored 3 field Experiences. ■ Collegial atmosphere and supportive, satisfying work environment to increase job satisfaction and weekly meetings to check and connect. ○ Secondary ■ Timely effective recruitment In a two week window, late March to early April, we were able to recruit and hire six teachers. Four of the areas had limited applicants that would have likely secured positions elsewhere. ■ Effective first year mentorship program. Implemented for two years ■ Effective staff development during years one through three (ImPACT, mentorship, in-depth teacher evaluation training) Done throughout the year ■ Collegial atmosphere and supportive, satisfying work environment to increase job satisfaction ○ Elementary ■ Timely effective recruitment ■ Effective 1st year mentorship program Done throughout the year
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Effective staff development during years 1-3 (ImPACT, mentorship, in-depth teacher evaluation training) Done throughout the year Collegial atmosphere and supportive, satisfying work environment to increase job satisfaction
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Alternative Learning Program ■ Timely effective recruitment ■ Effective staff development during years one through three (ImPACT, mentorship, in-depth teacher evaluation training, MAAP conference). Ongoing as part of the ImPACT process. ■ Collegial atmosphere and supportive, satisfying work environment to increase job satisfaction Ongoing as part of the ImPACT process. Goal 4: The district will provide an environment that promotes and maintains healthy professional relationships. ● Outcome: ○ Early Childhood: Effective and accurate employee evaluation Staff members are on cycles for Teacher Development & Evaluation. Paraprofessionals are completing evaluation ● Secondary ○ Celebrate group success monthly Done at faculty meetings and ImPACT training days ○ Individual praise Done through positive “from the desk of …” positive card for teachers. ○ Effective and accurate employee evaluation All will be wrapped up by the end of the school year. ● Elementary ○ Celebrate group success monthly Monthly memos acknowledge successes, successes acknowledged at faculty meetings, and ImPACT sessions. ○ Positive Behavior Intervention and Supports (PBIS) Committee’s Staff Focus Committee Activities for staff at least six times during the year. Besides PBIS Staff Focus Committee, Principals thanked staff with a fall ice cream social, kick off to winter with hot cocoa bar, Holiday photo booth, and Spring “rooting for you” root beer floats. PBIS committee along with student council handed out hot chocolate to bus drivers one morning. ○ Effective and accurate employee evaluation ● Alternative Learning Program ○ Celebrate group success monthly ○ Individual praise ○ Effective and accurate employee evaluation Goal 5: Through school policy, staff training, and improvements to the facilities, the district will promote and maintain a safe environment for all students and staff in the district. ● Outcome: ○ Early Childhood ■ Training of new staff on safe schools legislation ■ Security door will be locked with an Early Childhood buzz-in system. ■ Continue to pursue improvement of drop off and pick up locations ○ Secondary ■ Use of K9 services Done all year, 6 visits ■ Kindness committee and school activities Done throughout the year ■ Promotion of annual kindness week Done. Kindness week April 2016 ■ Implementation of ninth grade Rachel’s Challenge “Chain Reaction.” Done fall 2015 ■ Active Friends of Rachel (FOR) club Active all year. 2 advisors next year. ■ Training of new staff on safe schools legislation Done during new teacher workshop ○ Elementary ■ Continue to pursue improvement of drop off and pick up locations. AP created a ‘Dos & Don’ts’ document for families. Increased staff presence at these locations. ■ Bully Prevention Committee and school activities ● Bully prevention week in October with CLIMB Theatre held. ● Kindness week in March with NED show. Entire month of March was focused on Kindness. Grade level competition for acts of kindness, Caught being Kind slips handed out with student recognition during morning announcements.
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In response to student survey, Bully Prevention Committee will concentrate on what bystanders can do when they see bullying. ■ Training of new staff on Safe Schools legislation Beginning of school meetings ■ Peaceful Playground will be added to student recess time. Purchased, staff and students were trained, implement. ○ Alternative Learning Program ■ Use of K9 services K9 visited four different session during the school year. ■ Training of new staff on safe schools legislation ■ Explore security cameras for parking lot ■ Security door will be locked after 8:30 daily. Door security was better maintained throughout the year. Soft lockdown practiced throughout the year. Goal 6: The district will maintain high quality facilities across the buildings through careful and comprehensive fiscal and maintenance planning. ● Outcome: ○ Early Childhood ■ General Maintenance On-going - staff are trained to submit maintenance requests and follow up with supervisor ○ Secondary ■ Continuing implementation of new student lockers All will be replaced summer 2016 ■ Gym floor resurfacing and painting Done August 2015 ■ School indoor painting continuing Done summer 2015 and will be continued ○ Elementary ■ General Maintenance ○ Alternative Learning Program ■ The physical space will be evaluated and a plan will be created to best structure the facility in a way that adequately meets the space needs of the program including safety, privacy, instructional needs, and promotes the wellbeing of the students and staff in the ALC program. Goal 7: The district will continue to focus on communication with families and the community to give an ongoing, transparent view of school functions and activities. ● Outcome: ○ Early Childhood ■ Supply budgets appropriately budgeted. End of year balance zero or positive. Budget reviewed with Business Manager and on target ○ Secondary ■ Supply budgets appropriately budgeted to departments via department chair. End of year balance zero or positive. ■ Accurate dispersal of capital funds to maintain a zero or positive balance. ○ Elementary ■ Supply budgets appropriately budgeted to teachers. End of year balance zero or positive. ■ Accurate dispersal of capital funds to maintain a zero or positive balance. Goal 8: The district will continue to focus on the maintenance of high quality district buildings and facilities. ● Outcome: ○ Early Childhood ■ Timely updating of home page of school website with school positive happenings-Ongoing. Number of visitors to the site has greatly increased ■ Any urgent or emergency information will be transmitted via School Reach email and/or phone calling system Ongoing as new children sign up for preschool ■ Early Childhood will participate in conferences and back to school activities ○ Secondary ■ Daily school announcements posted to school website. Done daily ■ Accurate teacher web pages with contact information, classroom management plan, and assignment calendar. Updated at the beginning of 2015, updated weekly.
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Timely updating of home page of school website with school positive happenings. Additions always being made. ■ Any urgent or emergency information will be transmitted via School Reach email and/or phone calling system. No emergencies. Email was used widespread for communication. Phone calls used limited for larger items like report cards being sent home. Elementary ■ Daily school announcements posted to school website. Did this through December. Then assessed the announcements and decided to no longer post them to the website. ■ Accurate teacher web pages with contact information, classroom management plan, assignment calendar, and activities specific to grade or particular classroom. Teachers update. These are also viewed by admin periodically. ■ Timely updating of home page of school website with school positive happenings Ongoing throughout the year ■ Any urgent or emergency information will be transmitted via School Reach email and/or phone calling system
Career Exploration at Pine City Schools Students from Pine City Schools participated in a field trip to Pine Technical and Community College. Students were engaged in hands-on exploratory training on different equipment including a laser engraver, EDM machine, CNC Mill, and an injection molder which are unavailable at the high school. Students learned about the demand of highly skilled advanced manufacturing operators and programmers in the workforce, and also some of the training offered at PTCC including their new plastics program.
Curriculum and Instruction Continuous Improvement of Student Achievement Curriculum Advisory Committee Mary Anderson-Community Member Troy Anderson-Secondary Principal Stephanie Lorsung-Elementary Principal Alicia Ascheman, Board Member Kim Bever, Community Member
Joanne Blake-Unique Learners Manager Kris Clementson-Community Member Wayne Gilman-Superintendent Paul Jackson-Director of C/I Becky Schuller, Community Member
Wendy Leibel-School Board Cindy Stolp-EC/ComEd. Director Kathryn Keyport-Student Kim Wahley, Student
EC-12 English Language Arts: Curriculum Review K-12 English Language Arts has embarked on a two-year review process of research and program development. Below are the activities that the teams participated in during the 2015-16 school year. ● September, 2015 ○ Building a background for collaborative work ○ Moving from isolated teaching to a collaborative model of teaching
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October, 2015 ○ Building on prior knowledge and develop a clearer understanding of what collaborative teams are and what they do. November, 2015 ○ Building a team identity: purpose, values, commitments, and vision December, 2015 ○ Teachers as learners in a collaborative environment ○ Building shared leadership ○ Establishing team structure and flexibility ○ Engagement of all members of the team ○ Shared trust across the team ○ Recognizing and respecting differences ○ Focusing on results ○ EC-12 ELA teams met to discuss strengths and weaknesses of the ELA program. January, 2016 ○ Recognizing the significance of personality differences of team members as they begin teamwork. ○ Establishing norms and protocols that their teams will follow to facilitate the completion of the right work. ○ Teams established a decision making process that will allow them to build team consensus when in disagreement. February, 2016 ○ Each team team learned the cultural shifts necessary for 21st century, standards-based education. ○ Team were introduced to the standards work that was to be done to begin the alignment process across content areas and grade levels. March, 2016 ○ Teams were trained on the process of identifying learning targets, prerequisite skills, rigor level, and success criteria from the standards. April, 2016 ○ Teams worked through the process of identifying learning targets, prerequisite skills, rigor level, and success criteria from the standards. June, 2016 ○ Teams worked through the process of identifying learning targets, prerequisite skills, rigor level, and success criteria from the standards.
“I Love to Read Month” Senator Franken Reads to 4th Grade Students During February’s “I Love to Read Month” activities, Senator Al Franken stopped in for a brief visit to Pine City Elementary School. Mr. Franken spent part of the morning in Ms. Emilee Larson’s classroom reading to the 4th grade students. It was an honor for these fortunate 4th grade students.
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Using a Rekenrek Rekenrek means calculating frame, or arithmetic rack. Rekenreks are designed to support the natural mathematical development of children and to help them generate a variety of addition and subtraction strategies, including doubles plus or minus 1, making 10’s, and compensation. Students can use the rekenrek to develop computation skills or solve contextual problems. Once children understand the operations of addition and subtraction, and can model various situations, it is important that they automatize the basic facts by finding and using patterns and relationships. Unlike drill and practice worksheets and flashcards, the rekenrek supports even the youngest learners with the visual models they need to discover number relationships and develop automaticity.
District Assessment Purpose of Student Assessment Pine City School assesses not just to measure, but to improve. The primary purpose of student assessment is to provide rich and useful information for faculty that leads to improved student learning. In this report, overall school assessment information is reviewed.
District Assessment Team Troy Anderson, Secondary Principal Krista Dostal, Secondary Administrative Support Stephanie Lorsung, Elementary Principal Kim Brubaken, Secondary Guidance Counselor Paul Jackson, District Assessment Coordinator Chris Jahnz, Elementary Assessment Support
Sam Duerschmidt, Junior High Guidance Counselor Beth Landgraf, Secondary Assessment Coordinator Jeanne Lundholm, Elementary Assessment Coordinator Jocelyn Rydberg, VISION Assessment Coordination Joan Thieman, ALC Assessment Support Deb Wagner, District Adm
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Measure of Academic Progress (MAP) 2016 The MAP assessment is used to measure growth for students in grades two through nine. These individual assessment results are used to develop appropriate school educational supports for students who are not making adequate progress in developing both their reading and math skills. The goal for the District is to have at least 60% of its students reach their projected growth goal from fall to spring each school year.
MAP Reading % Meeting Target
MAP Math % Meeting Target
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Minnesota Comprehensive Assessments The Minnesota Comprehensive Assessments (MCAs) are the state tests that help districts measure student progress toward Minnesota's academic standards and meet the requirements of the Elementary and Secondary Education Act (ESEA). Students test in the areas of reading (3-8, 10), math (3-8, 11), and science (5, 8, & HS).
Reading Assessment-Proficiency Rates Grade
2010 MCA II
2011 MCA II
2012 MCA II
2013 MCA III
2014 MCA III
2015 MCA III
2016 MCA III
2016 State Average
3rd
85%
82.5%
84.1%
56.4%
57.8%
62.8%
44.1%
57.5%
4th
74.2%
78.8%
66.9%
48.9%
52.2%
41.5%
47.5%
58.4%
5th
66.3%
81.4%
84.3%
68.9%
61.6%
68.3%
60.4%
67.7%
6th
71.5%
67.2%
80.5%
59.4%
64.3%
60.2%
58.8%
62.3%
7th
61.9%
57.0%
58.8%
43.2%
52.6%
43.2%
41.5%
56.7%
8th
58.7%
67.2%
68.7%
43.3%
43.1%
51.2%
58.6%
57.3%
10th
69.2%
79.8%
76.7%
68.3%
57.4%
50.8%
60.3%
59.1%
Math Assessment-Proficiency Rates Grade
2010 MCA III MCA II-11th
2011 MCA III MCA II-11th
3rd
93.1%
70.4%
4th
70.8%
5th
2012 MCA III MCA II-11th
2013 MCA III MCA II-11th
2014 MCA III
2015 MCA III
2016 MCA III
2016 State Average
83.3%
86.3%
75.8%
78.3%
67.8%
69.6%
71.2%
78.2%
74.6%
67.0%
53.4%
69.7%
68.8%
50.8%
58.4%
72.4%
73.8%
53.2%
56.9%
49.3%
58.8%
6th
70.0%
50.4%
68.1%
61.7%
61.1%
50.0%
51.3%
56.1%
7th
55.6%
47.8%
56.9%
46.7%
45.5%
48.1%
43.8%
56.2%
8th
53.4%
49.2%
63.0%
51.2%
52.6%
52.0%
57.6%
58.2%
11th
48.0%
48.4%
36.7%
47.8%
46.8%
53.4%
32.8%
47.2%
Science Assessment-Proficiency Rates Grade
2010 MCA II
2011 MCA II
2012 MCA III
2013 MCA III
2014 MCA III
2015 MCA III
2016 MCA III
2015 State Average
5th
43.2%
35.0%
68.3%
67.2%
61.6%
58.9%
64.7%
61.6%
8th
58.3%
50.8%
34.3%
47.2%
38.8%
41.7%
44.5%
47.5%
High School
46%
53.7%
62.4%
71.9%
55.5%
54.6%
64%
55.8%
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ACT-College Entrance Assessment The ACT motivates students to perform to their best ability. Test scores reflect what students have learned throughout high school and provide colleges and universities with excellent information for recruiting, advising, placement, and retention. Taking the test often results in increased college enrollment, especially for underrepresented students.
ACT Assessment Results: Six Year Trend Compared to Minnesota Grad
English
Mathematics
Reading
Science
Composite
Year
School
State
School
State
School
State
School
State
School
State
2010
22.9
23.3
22.7
22.9
22.7
23.2
22.3
22.8
22.9
22.9
2011
23.7
22.3
22.9
23.0
23.9
22.9
23.4
22.8
23.6
22.9
2012
22.6
22.1
22.5
23.0
21.3
22.9
21.9
22.7
22.2
22.8
2013
24.3
22.2
23.8
23.1
22.9
23.1
23.7
22.9
23.8
23.0
2014
22.9
22.1
22.5
23.0
21.7
23.1
21.8
22.9
22.4
22.9
2015
22.4
21.8
23.3
22.8
23.6
23.0
23.0
22.7
23.2
22.7
*2016
19.5
20
21.1
21.2
19.9
21.3
20.4
20.4
20.4
21.1
*2016-all students were required to take the ACT assessment.
Advanced Placement Assessments Advanced Placement examinations are taken each May by students who have taken part in a year-long Advanced Placement (AP) courses. Many colleges and universities in the U.S. grant credits or advanced placement based on AP test scores. Policies vary by institution, but most schools require a score of 3 or higher on any given exam for credit to be granted or course prerequisites to be waived. Advanced Placement Results Score Range: 1-5 (Most colleges require a three for college credit) Assessment
State Average Score
Pine City Average Score
Number of PC Students
Psychology
3.22
2.5
4
Calculus
3.05
1.5
6
Chemistry
2.69
1.07
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Pre-K Literacy Assessments: Kindergarten Readiness The Kindergarten Readiness Literacy Benchmark assessments were given to PreK at risk students and Early Childhood Special Education students (xx children total). It is the goal to have 80% of the students in these programs at the benchmark level by the spring of the year prior to students beginning kindergarten.
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Area
Goal: # of Students at Target
Students at or near Target 2015
Students at or near Target 2016
Picture Naming
80%
98%
100%
Letter Naming
80%
69%
69%
Rhyming
80%
51%
64%
Quantity Comparison
80%
96%
66%
Oral Counting
80%
92%
82%
One to One Correspondence Counting
80%
88%
88%
Number Naming Fluency
80%
74%
63%
Volunteering and Giving Back Throughout the month of December, all the first grade classes brought food and other items in to be given to the local food shelf. This goes along with the wants and needs unit that they teach in December. The teachers were able to show the 1st graders a way that they can easily contribute to our community. The students in Mrs. Allen's and Ms. Stull's classes dropped off 57 bags of food equaling 370 pounds!!
Staff Development Goals 2015-16 Staff Development Goals ●
●
Pine City Schools will provide professional development opportunities for: job specific needs, continued content knowledge, building initiatives, and relicensure. a. Workshop and Conference Attendance b. Best Practice Grants c. Collaborative team development d. Peer Coaching Support across the district e. The majority of Pine City Schools’ professional development is delivered through the job embedded, collaborative model which is based in extensive research. All certified staff will have the knowledge and skills of district and state standards in order to deliver a guaranteed and viable curriculum. a. Staff will be trained in the Rigorous Curriculum Design Model (Ainsworth)
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i.
●
Staff have been trained in identifying priority standards and defining the key learning targets from each priority standard. ii. Priority standards and defined learning targets will be implemented across the district during the 2016-17 school year. b. Staff will be trained on the collaborative team process and its direct impact on identifying essential learning outcomes and appropriate pacing for increasing learning for all students. i. Teams have completed the process of identifying their team identity by establishing a purpose, values, commitments, and vision. The teams also developed norms and protocols that will help them work toward interdependence as team members. ii. The teams have completed the foundational work to become high functioning teams that will focus on student learning and professional growth. Pine City teachers will provide students with a variety of appropriate instructional strategies to ensure students will meet or exceed district and state standards. a. Staff will be trained on the research of John Hattie and high effect size instruction. b. Collaborative team training will address a team approach to improving results based on student results. i. This goal will be moved into the 2016-17 school year. The depth of team development and priority standards left the staff short of time to begin this work.
ESL Continuing Education English as a second language training was delivered to Pine City staff at the November workshop. The focus of the training is to give teachers insight to the practices in meeting the varied needs of English learners, from young children to adults. The ESL training is a new requirement for teacher licensure in Minnesota. Pictured at left are Valorie Arrowsmith and Jennifer Lake, certified ESL teachers.
Technology Integration 2015-16 Technology Goals and Outcomes ●
All district schools will increase teacher knowledge and student skills and competencies of the 4C’s curriculum (communication, collaboration, critical thinking, and creativity). ○ (Measure of how many teachers having students do this at least monthly) Communication
Collaboration
Critical Thinking
Creativity
2016
8%
31%
33%
13%
2015
22%
28%
23%
11%
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●
The district will increase student awareness, knowledge, and skills in the areas of digital citizenship in the following areas: sharing personal information, and citing online content. ○ Sharing personal information: Students reporting instruction of teachers ○ Citing online content: Students who receive instruction at least monthly. Personal Information
Citing Online
2016
74%
77%
2015
70%
62%
●
Teachers in the district will increase the use of digital tools for assessment development and use, producing data that will be used for decision making for student instruction. ○ 41% of teachers use technology (monthly) to assess student learning. ■ Previous 37%
●
Teaching staff using technology for student learning (SAMR model-Model designed to help infuse technology into teaching and learning) will increase the number of staff who will advance beyond the “beginner” level of the SAMR scale. Building
Beginner 2015
Beginner 2016
Substitution
Augmentation
Modification
Redefinition
0%
1%
33%
66%
0%
0%
Secondary
19%
16%
27%
45%
12%
0%
Elementary
64%
52%
38%
7%
3%
0%
ALC
Senior Survey The senior survey is given yearly to students to get feedback on their experiences while attending Pine City Schools. This information is carefully reviewed by school administration to gain insight into needed changes and improvements for our school. Below are the results of the 2014-15 survey.
When did you begin attending Pine City Schools? 2013
2014
2015
2016
Kindergarten
49%
51%
60%
59%
Grade 1
NA
3%
6%
2.8%
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Grade 2
NA
4%
5%
0%
Grade 3
NA
3%
0%
2.8%
Grade 4
NA
5%
5%
1.4%
Grade 5
NA
0%
1%
2.8%
Grade 6
NA
8%
4%
5.6%
Grade 7
NA
4%
1%
4.2%
Grade 8
NA
6%
1%
2.8%
Grade 9
NA
3%
1%
4.2%
Grade 10
NA
4%
5%
7%
Grade 11
NA
4%
3%
4.2%
Grade 12
NA
8%
6%
1.4%
2013
2014
2015
2016
Pine City High School
77%
95%
97.4%
94.4%
PCHS and ALC
NA
5%
1.3%
1.4%
ALC
NA
0%
0%
0%
PCHS and VISION
NA
0%
0%
4.2%
VISION
NA
0%
1.3%
0%
What program(s) did you participate in?
Have there been enough courses to meet your needs? 2013
2014
2015
2016
Yes
83%
82%
80%
83.1%
No
17%
18%
20%
16.9%
Did you feel that PCPS staff members showed encouragement in your learning? 2013
2014
2015
2016
Yes
76%
76%
91%
91.5%
No
24%
24%
9%
8.5%
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Do you feel that school rules and policies were reasonable? 2013
2014
2015
2016
Yes
76%
76%
77%
77.5%
No
24%
24%
23%
22.5%
Do you feel that you were treated fairly by staff and administration during your time at Pine City Schools? 2013
2014
2015
2016
Yes
NA
75%
87%
80.3%
No
NA
25%
13%
19.7%
Were their adequate extracurricular activities (athletic and non-athletic) for you to participate in? 2013
2014
2015
2016
Yes
88%
84%
83%
88.7%
No
12%
16%
17%
11.3%
Did teaching staff give you specific, helpful feedback about your school work? 2013
2014
2015
2016
Yes
86%
77%
85%
88.7%
No
14%
23%
15%
11.3%
Were your parents/guardians treated respectfully by staff and given the information they needed? 2013
2014
2015
2016
Yes
95%
89%
91%
94.4%
No
5%
11%
9%
5.6%
Do you feel that PCPS staff is sensitive to the issues of race, gender, etc... which would translate into fairness in our classrooms? 2013
2014
2015
2016
Yes
88%
75%
92%
88.7%
No
12%
25%
8%
11.3%
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Have you received adequate information about college and career opportunities? 2013
2014
2015
2016
Yes
NA
75%
87%
78.9%
No
NA
25%
13%
21.1%
Have you made a final decision on your career path? 2013
2014
2015
2016
Yes
NA
54%
72%
63.4%
No
NA
46%
28%
36.6%
If no, would you have liked the opportunity to take a required career path class in 11th or 12th grade? 2013
2014
2015
2016
Yes
NA
NA
NA
48.6%
No
NA
NA
NA
51.4%
Overall, how satisfied were you with the help you received from your teachers and school counselor in regards to preparing for life after high school? 2013
2014
2015
2016
Very Satisfied
NA
19%
22%
15.5%
Satisfied
NA
41%
50%
40.8%
Somewhat Satisfied
NA
26%
23%
31%
Not Satisfied
NA
14%
5%
12.7%
2013
2014
2015
2016
Work
NA
21%
32%
15.5%
Apprenticeship
NA
2%
10%
2.8%
One Year Program
NA
0%
3%
1.4%
Associate’s Degree
NA
15%
10%
22.5%
Bachelor’s Degree
NA
36%
47%
38%
What are your plans after graduation?
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Beyond a Bachelor’s Degree
NA
11%
24%
21.1%
Military
NA
9%
10%
2.8%
Undecided
NA
6%
9%
12.7%
**Students were only given one choice beginning in 2016. Who or what has been most helpful with your post high school plans? Check all that apply 2013
2014
2015
2016
Parent/Family
NA
34%
76%
80.3%
Teacher
NA
22%
50%
33.8%
School Counselor
NA
11%
19%
23.9%
MCIS Website
NA
4%
3%
0%
Career Elective Classes
NA
1%
8%
1.4%
Work Link
NA
2%
4%
9.9%
Friends
NA
19%
35%
38%
Other
NA
9%
14%
11.3%
Which post-secondary programs below have you participated in? 2013
2014
2015
2016
College in the Schools
NA
31%
45%
45.1%
AP Courses
NA
21%
22%
9.9%
Honors Classes
NA
27%
58%
45.1%
None
NA
21%
37%
42.3%
Another area of focus this year is active student engagement. Do you feel that you were actively engaged in your classes..... 2013
2014
2015
2016
81-100% of the time
NA
27%
36%
22.5%
61-80% of the time
NA
37%
35%
46.5%
40-60% of the time
NA
27%
22%
25.4%
39% of the time or less.
NA
10%
8%
5.6%
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2016-17 District and School Improvement Goals 2016-17 District and School Improvement Goals Each year the schools within the Pine City District set school improvement goals with the purpose of school improvement and progress toward improving the facilities, processes, systems, and raising of student achievement for all students. Below are the 2016-17 building goals. Goal 1: All students will be college and career ready when they graduate from high school. (high academic standards) ● Pre-Primary Strategies: From the Early Childhood stage and Pre-K/K Conference/Events, 80% of the students will demonstrate kindergarten readiness through the implementation of the Creative Curriculum, Americorps Training, ImPACT sessions, ELLCO Early Language & Literacy Classroom observation, Literacy & Math Rich Schedules (LMRS), Monthly (LMRS) classroom observations, Intervention integrity checks, Paraprofessional Institute, Weekly data review, Weekly problem solving. ● Elementary Strategies: Through focus on ELA priority standards, intensive Reading Mastery training, peer coaching, allotment of interventionists’ time to include more intervention at the early years, the number of students reading at or above grade level by the end of grade 3 will continue to increase. In Math, Number Talks will be fully implemented in grade 2 and continue to be implemented in grades K and 1 to continue the progression of this strategy to assist with number sense. ● Secondary Strategies: Throughout the collaborative learning process, Pine City Secondary staff will develop classroom strategies that will increase student learning where more than ½ of our testing measures, ACT, MAP, and MCA will be at or above state averages. Through ImPACT Teams, faculty will identify learning targets based on priority standards and will continue to learn about prerequisite skills, level of rigor and common formative assessments. ● Alternative Strategies: Staff will develop one project based learning opportunity per semester that is fully aligned to MN Curriculum standards for a whole school experience. Staff will continue the selection of essential standards through the ImPACT process. Staff will fully implement a college readiness course as a required pre-requisite to Middle College eligibility. Goal 2: The district will provide opportunities for successful activities (sports, fine arts, academics) through maximum student and community participation. ● District-wide Strategies: Recruiting excellent coaches, promoting through newspaper communications, and working with support organizations. Goal 3: The foundation of maintaining a highly effective workforce will be done by improving hiring practices as well as supporting new staff through training and mentoring programs.
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●
● ●
Elementary Strategies: Faculty will take part in at least 1 peer coaching experience in their off year Teacher Development and Evaluation cycle. Throughout the school year, ALL faculty, will at least 1 time, observe a peer. Secondary Strategies: Faculty on the TE&E evaluation rotation will take part in technology integration coaching. District-wide Strategies: Workforce recruitment strategies will include timely and effective posting, collaborative interviewing, reference checks and appropriate negotiations, creating a desirable work environment and by training and retaining quality staff.
Goal 4: The district will provide an environment that promotes and maintains healthy professional relationships. ● District-wide Strategies: Find genuine ways to show appreciation and gratitude, build time into each day and each week to talk to staff and provide assistance as needed, we need to better understand what our people do and how they serve students. Goal 5: Through school policy, staff training, and improvements to the facilities, the district will promote and maintain a safe environment for all students and staff in the district. ● Pre-Primary Strategies: Through various trainings and activities, use of ImPACT Teams, Peer Coaching, Early Childhood Coalition trainings, SEEDS trainings and annual attendance at the Unique Learners Conference, Early Childhood staff will continue to explore learning opportunities to implement Early Childhood Learning Standards as well as a safe environment. ● Elementary Strategies: ○ Through ongoing improvement of classroom management routines and procedures, consistent behavioral interventions, and ongoing communication with parents, Pine City Elementary School will reduce the number of major behavior referrals during the 16-17 school year by 25 %. ○ Through ongoing improvement of teaching expectation, communication with bus company and parents, Pine City elementary School will reduce the number of bus reports during the 16-17 school year by 25%. ● Secondary Strategies: We will schedule trainings, implement Hall Pass with buzz in system, “Friends of Rachel” activities, upgrade the security system (cameras and recording) and continue the School Resource Officer prevention and support. ● Alternative Strategies: Through various trainings and activities, use of ImPACT Teams, Peer Coaching, MDE SAAP Summer Conference, MAAP Alternative Education Conference and Plato Edmentum Implementation Training, Area Learning Staff staff will continue to explore learning opportunities to implement project based learning best practices. ● District-wide Strategies: We will comply with the safe and supportive schools legislation training. Goal 6: The district will maintain high quality facilities across the buildings through careful and comprehensive fiscal and maintenance planning. ● Early Childhood: Supply budgets appropriately budgeted. End of year balance zero or positive. Budget reviewed with Business Manager and on target ● Secondary: Supply budgets appropriately budgeted to department chair. Accurate dispersal of capital funds to maintain a zero or positive balance. ● Elementary: Supply budgets appropriately budgeted to teachers. Accurate dispersal of
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●
capital funds to maintain a zero or positive balance. District-wide Strategies: Define budget timeline activities and procedures in writing through a format of a standard procedures. A collaborative model will be used to include MDE, St. Croix River Education District (SCRED), and Technology Information Educational Services (TIES) as a resource. The district will update procedures on a yearly basis.
Goal 7: The district will continue to focus on communication with families and the community to give an ongoing, transparent view of school functions and activities. ● Pre-Primary Strategies: Through our parent education classes, events & activities, Early Childhood Family Education classes,Family events, Family newsletters, Family take home activities, Parent education book studies, Talk, Read & Write with Me, Parent/Child field trips/events, Early Childhood Strategic Planning, and Early Childhood Family Education Library time, we will work to strengthen families and enhance the ability of all parents to provide the best possible environment for their child's learning and growth. ● Elementary & Secondary Strategies: Parents and community members will be reached through email, calendars, website, FaceBook, newsletters, SchoolReach, and special events each year. ● Alternative Strategies: Improve parent attendance at Parent-Teacher conferences and utilize Synergy as an online grading tool option for parents to view grades routinely. ● District-wide Strategies: Building strong collaborations with Pine Technical Community College (PTCC), the city and the county. Participation in the county strategic planning, the Chancellor selection process and the East Central Minnesota Educational Cable Cooperative (ECMECC) strategic planning. Goal 8: The district will continue to focus on the maintenance of high quality district buildings and facilities. ● District-wide Strategies: Update annual projects with the capital plan.
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District Directory General District General Number Bus Garage Drivers Education Area Learning Center Coordinator ALC Secretary Community Education/Early Childhood Director Secretary
629-4000 629-2032 Beth Miller, Manager 629-4112 Connie Blazek, Registration
629-2043 Kari Hasz 629-4040 Diantha Anderson
629-4277 Cindy Stolp 629-4030 Teresa Plasek
VISION School Coordinator General Number
322-5119 Jocelyn Rydberg 322-2201
District Office Superintendent Business Manager Director of Teaching and Learning Accounts Payable Administrative Assistant Technology Coordinator Food and Nutrition Coordinator Building and Grounds Director
629-4011 Annette Freiheit 629-4023 Jill Nolan 629-4117 Nichole Laven 629-4021 Sandi Frerich 629-4010 Deb Wagner 629-4180 Matt Baker 629-4167 Hannah Knickerbocker 629-4125 Mark Hatfield
Elementary School Attendance *Report school absences please Principal Assistant Principal Principal’s Secretary School Nurse Social Worker Unique Learners’ and Title I Coordinator Title I Reading
629-4213 Danielle Allen 629-4210 Stephanie Lorsung 629-4211 Michael LeMier 629-4212 Coleen Peterson 629-4215 Karrieann Kamppi 629-4122 David Jackson 629-4244 Joanne Blake 629-4269 Carolyn Clark
Junior Senior High School Attendance (*Report school absences please) Principal Assistant Principal Principal’s Secretary Activities Director School Nurse Junior High Counselor Senior High Counselor
629-4113 Linda Boland 629-4111 Troy Anderson 629-4118 Beth Landgraf 629-4112 Connie Blazek 629-4114 Bill Christianson 629-4214 Karrieann Kamppi 629-4121 Samantha Duerschmidt 629-4123 Kim Brubaken
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Guidance Office Secretary
629-4120 Roxanne Soderbeck
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