Local World’s Best Workforce Plan
The World’s Best Workforce Plan (state statute, section 120B.11) is a comprehensive, long-term strategic plan to support and improve teaching and learning with the ultimate goal of creating the world’s best workforce. It is intended to serve as a foundational document that aligns educational initiatives that serve students pre-k through high school. It is based on five goals:
"World’s Best Workforce” means striving to do the following:
Inver Grove Heights Schools Local World’s Best Workforce Plan serves as a blueprint that demonstrates how current district initiatives and plans work together in a concerted effort to create a quality workforce equipped with the necessary skills for the 21st Century.
During the 2014-2015 school year, the District engaged in a comprehensive needs assessment and strategic planning process. The new District Strategic Plan was approved by the School Board in October, 2015.
Mission
Inspire. Innovate. Excel.
A Community Commitment.
Vision 2020
- Inclusive, Respectful, and Caring Environment
- A Culture of High Expectations
- Whole Student Development
- Personalized Learning
- Involved and Invested Community and District
Strategic Directions:
A. Culture of Racial Equity
B. Career and College Readiness with Core Life Skills
C. Effective Teams and Partnerships
Each goal of the World's Best Workforce along with Achievement and Integration goals are included within Actioncards measuring the progress as a district, within each department, and at each building toward meeting all of the goals.
During the 2013-2014 school year, the framework of the local World’s Best Workforce Plan was developed by the Superintendent and the District Curriculum and Instruction Board Level Committee. Each year, the district reviews each goal and progress made toward reaching the goals. In addition, the goals and progress are shared and reviewed by the District World's Best Workforce Advisory Committee. The committee provides feedback and recommendations to the School Board.
Each school or program base their work on and generate SMART (specific, measurable, attainable, relevant, time bound) goals developed within the structure of a Professional Learning Community (PLC). Program directors and principals review PLC goals at least twice a year to evaluate progress toward meeting student achievement goals.
Inver Grove Heights Schools Results
Identified Needs Based on Data
List and describe the district’s identified needs, and the data each need was based upon here.
Summative District and building achievement data was reviewed at aggregate and disaggregated levels. During the process of reviewing and analyzing data, student groups in need of focused resources emerged as students of color, students receiving free or reduced lunch, increasing overall student achievement in reading, math, and science, and increasing graduation rate for all student groups.
Data review process included the following state-level accountability tests and local data:
- Early Childhood Screening and Kindergarten Readiness data
- Grade K – 10 Northwest Evaluation Association (NWEA) Assessments
- Grades 3 – 8, 10, 11 Minnesota Comprehensive Assessments (MCAs)
- Building Minnesota Multiple Measurement Ratings (MMR)
- Benchmarking data (AIMSWeb and CES)
- EXPLORE, PLAN, and ACT results
- High school graduation rate
District Data and SMART Goals
Support Category – Students​
Describe the support being offered to students to meet the goals here.
Preschool student needs are addressed through: Rigorous district pre-school curriculum, Early Learning Scholarships, Links to Literacy Community Outreach Program; Early Learner Coach providing job-embedded professional development for pre-school teachers; Minnesota Reading Corps; Kindergarten Camp for students not attending district preschool; Academy of Powerful Parents; and pre-school support from an English Learner teacher.
Elementary student needs are being addressed through: Flexible grouping for reading and mathematics; Designated intervention and enrichment time every day in coordination with Response to Intervention support and Title I services; Enrichment opportunities within the regular school day and in a pull-out gifted program; Regular curriculum review and revision; Positive Behavior Intervention Supports; Multi-tiered Systems of Support; Special education and English learner instruction; Reading and Math Corps; Targeted Services after school and summer school programming; Family Service Workers; Parental support through Academy of Powerful Parents workshops; and support for non-English speaking families from the District Cultural Liaison.
Secondary student needs are being addressed through: Differentiated courses for language arts, mathematics and science; Team taught offerings; Pre-Advanced Placement focus allowing for open access in high school for all students into Advanced Placement courses; Advancement through Individual Determination Program in grades 7 – 11; Positive Behavior Intervention Supports; Multi-Tiered Systems of Support; High School Area Learning Program (ALP); Dedicated weekly intervention and enrichment time; Intervention courses in math and reading in addition to core subject coursework; Regular curriculum review and revision; Ramp Up To Readiness College and Career Readiness advisory curriculum for all students; Naviance College and Career Readiness Plan development for all students; Targeted Services after school and summer school program; Special education and English Learner instruction; Parental support through Academy of Powerful Parents workshops; and support for non-English speaking families from the District Cultural Liaison.
Support Category - Teachers and Principals
Describe the support being offered to teachers and principals to meet the goals here.
Teacher and principals needs are being addressed through:Implementation of comprehensive Principal Development and Evaluation system; Collaborative planning for new comprehensive Teacher Development and Evaluation Plan; Comprehensive teacher and principal professional development program; Weekly job-embedded professional learning communities for all teaching staff and instructional paraprofessionals; Monthly administrative Professional Learning Community collaborative meetings; Access to and training for effective use of technology for instruction and collaboration offered during the school year and throughout the summer; Access to academic data and support from District Assessment Coordinator, Positive Behavioral Interventions and Support; Building leadership teams; Elementary Cognitive Coaches for support in instructional planning, implementation and reflection; Collaborative responsibility for development of site improvement including SMART goals, activities, benchmarks and evaluation strategies; New Staff Cohort workshops and intensive cognitive coaching for all first and second year teachers; Specialized professional development for special education teachers, paraprofessionals; and support for building Family Service Workers.
Support Category - Systemic, Building or District
Describe the support being offered at the systemic or district level to meet the goals here.
Systemic and district level needs are met by: Collaboratively developed district and site SMART Goals and action plans; Weekly Professional Learning Community team meetings focused on collaborative inquiry and providing job-embedded personal learning for teams based on identified student needs; Professional Learning Community SMART Goals and Action plans; School Readiness Plan; Vertical Team structure and preK – 12 meetings with support from Curriculum and Instruction department for aligning curriculum, instruction, and assessment; Resources, training, and collaboration from the District Assessment Coordinator; Access to training for effective use of technology for instruction and collaboration offered during the school year and throughout the summer; Training and planning for district equity work facilitated by the District Integration Leader and the District Equity Team; Support from the Director of Student Services for Response to Intervention problem solving teams; Support from the Director of Student Services for Positive Behavioral Interventions and Support; Training and planning for systemic Multi-Tiered Systems of Support facilitated by the Director of Student Services including building implementation plans; School-wide and Targeted Assistance Title I Plans collaboratively developed in buildings eligible for Title I funding; District Professional Development Plan for professional and non-licenses staff, developed in collaboration with district leadership and the District Staff Development Advisory Committee; Professional Development budget to ensure plan is funded and including contingency funding for unexpected staffing needs; Elementary cognitive coaches for teacher support and reflection.
Best Practices and Action Steps
Describe district strategies and action steps incorporated to address student achievement goals here.
District strategies and actions steps which address student achievement goals include: Development of long range District Strategic Plan strategies; Development of District World’s Best Workforce Committee; Development of annual District, Site, and Professional Learning Community SMART Goals and Action plans; Implementation of District-Wide data review process; Ongoing reporting of goals and progress to the board; Ongoing reporting of World’s Best Workforce progress to the board; Posting of all presentations and supporting documentation to the district website.
Current Student Achievement Plans
Describe current student achievement plans here.
Current student achievement plans include: Site SMART goals and action plans; Professional Learning Community SMART goals and action plans; School Readiness Plan; Response to Intervention, Positive Behavioral Interventions and Support, and Multi-Tiered Systems of Support implementation plans; Literacy by Third Grade Plan; Title I Plans for school-wide and targeted assistance schools; Title II Professional Development Plan; Title III English Learners Plan; Principal Development and Evaluation Plan; Teacher Development and Evaluation Plan; Student Transition to College and Career Readiness Plan; Targeted Services Plans; Individualized Education Plans; Student Individualized Learning Plans; District Enrichment Plan; and District Integration and Equity Plan.
Key Indicators of Implementation Progress
List and describe key indicators of progress here.
Key indicators of progress include: Site SMART goals, action plans and mid-year site progress reports; Professional Learning Community SMART goals and mid-year reports; Title I, II and III annual reports; Assessment reports; Academic data reports; Credit completion and graduation rate; Early Learning SMART goals, action plans and mid-year progress report; Mid-year building staff development survey.
Broad Outcomes Impacted
All Students Ready for Kindergarten
Describe the established goals and results in ensuring all students are ready for kindergarten here.
All Students in Third Grade Achieving Grade-Level Literacy
Describe your established goals and results toward having all students in third grade achieving grade-level literacy here.
Closing Achievement Gaps
Describe your established goals and results in closing the identified achievement gap(s) in your district here.
All Students College and Career Ready by Graduation
Describe your established goals and results in ensuring all students are career and college-ready before graduating from high school here.
Inver Grove Heights Middle School and Simley High School goals and data, PLC SMART goals, AVID program goals, Ramp up to Readiness Advisory goals, Naviance planning goals and tasks. SMART goals, data, and/or information related to this outcome can be found in the specific links listed here:
All Students Graduate
Describe your established goals and results toward all students graduating from high school here.
Simley High School goals and data, PLC SMART goals, AVID program goals, Ramp up to Readiness Advisory goals, Naviance planning goals and tasks.
SMART goals, data, and/or information related to this outcome can be found in the specific links listed here:
General Fund Expenditures 2013-2014
Contact Information
If you have any questions or would like more information about Inver Grove Heights Schools World’s Best Workforce Plan, please contact the Director of Learning at 651-306-7806.