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Framework for Education Forward District Guiding Coalition

Meeting 1 ReportApril 17, 2014

Introduction

The Shakopee Area Public Schools Guiding Coalition is a consultative group to the Office of the Superintendent and the Board of Education regarding the implementation of the Framework for Education Forward Initiative and District Strategic Roadmap. The Guiding Coalition brings together 70 + people from the community, staff, parents and students to provide for guided assessment, input and feedback to the district in monthly three hour meetings facilitated by TeamWorks International, Inc. In addition to the Guiding Coalition, there are three Action Teams; the Academic Action Team, the Technology Action Team, and the Operations and Facilities Action Team. The three Action Teams provide for design and development of key areas of transformation and change, with a focus on the secondary schools, yet a view of the P -12 school system.

See the next page for the Education Forward Framework which depicts the comprehensive design and consultation system being utilized by the district in this important initiative.

The first meeting of the Guiding Coalition was an orientation meeting with the key objectives of:A. Orientation meeting for the District Guiding Coalition roles, responsibilities, relationships and workB. Action Team Updates on the 1. Academics Design, 2. Operations and Facilities and 3. TechnologyC. Development work sessions for the District Guiding Coalition, and the Operations and Facilities Action Team

The Guiding Coalition and Action Team Norms are the District Core Values:Stewardship Responsible use of all resourcesExcellence To be our best, expect our bestIntegrity Do the right thing even when no one is watchingCommunity Together, we achieve more by creating strengths out of our differencesRespect Treat others as they wish to be treated

The Key Outcomes of the Guiding Coalition Meeting 1 were:1. Understanding of the Framework for Education Forward and the roles, responsibilities and relationships2. Developing some unifying Deepest Hopes for the students of Shakopee Area Public Schools See

Page 43. Assessment of the current District Strengths and Weaknesses See Page 5

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Framework for Education ForwardGuiding Coalition Facilitator – Dennis CheesebrowDeepest Hopes for the Students of the Shakopee Area Public School District

April 2014

Deepest Hopes Mission Statement: Shakopee Schools, in partnership with our community, will education lifelong learners to

succeed in a diverse world. Prepare for the road they choose Succeed at highest potential whatever their development of learning Have pride in graduating from Shakopee and pride in the community Have someone or something to connect with Become passionate about something and follow that dream Reach their potential Leave with a love of learning Be kind and good citizens Be happy, successful, do what they want when they want Develop an appreciation in all they have and a way to direct future generations

Detailed notes from table teams are on page 6

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Framework for Education ForwardGuiding Coalition Facilitator – Dennis CheesebrowStrengths and Weaknesses of Work, Organization and CultureApril 2014

Strengths: Diversity of population Constant change and growth Teachers are trying Opportunities for students District finance Leadership Expanding opportunities for students District’s desire to connect with community Staff – lots Community is willing to foot-the-bill Teachers and staff connections to kids

Weaknesses: Adults hesitant for change in population diversity Constant change and growth Communication between students and teachers Parents don’t understand what’s going on in school Fragile – can be scary Aren’t many options Lack of communication between district and community Over crowding Activity bus could improve participation in activities Teachers who aren’t innovative in their styles

Detailed notes from table teams are on pages 7 - 9Guiding Coalition Table Notes of Deepest Hopes for District and Community

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That each child feels that they matter. Students succeed to their highest potential whatever their

level of learning. Students to be happy. Each student to have the skills to contribute to society in a

positive way. Students feel safe within the school environment. Have the skills/self confidence to succeed and fulfill their

dreams. The adults in the community can come to a plan and

consensus so our students don’t suffer. Kids get the chance to participate, not be stars, and just get

to participate. Students feel cared for and nurtured by staff during their

educational process. Produce students who love learning and become life-long

learners. All students should be able to say school was a good

experience. Provide students with needed 21st Century Skills (i.e. –

collaboration, problem solving and resourcefulness) Children have a dream or direction for their own future. Appreciation for all the privileges that our kids have and to

direct themselves in ways that pave the way for future generations.

Keep active curiosity alive. Nurture and encourage that in all students.

Develop students that are respectful and appreciative. Get children to reach their potential. Success – whatever it means. Teaching to kids learning style. Participate in all of the High School. Be productive. All kids find someone or something to connect with. Successful in life. Leave school prepared for success. School should be a good and enjoyable time. Make connections and reach to their potential. Find passion and let that drive them to whatever goals they

set for themselves. Students now keep excitement about learning and pass on

to next generation.

Well-rounded in school and activities so they can “take-off” after graduation.

Become passionate about something and move forward. Follow their dreams. Be proud of themselves and what they do. Happy. Have a great learning experience and love

education. Kids coming from any walk of life can get their education

and feel that they can go on. Equal opportunity for everyone. Prepared for the real world. Be ready for the future. Able to adapt to the future. See reality. Take time and find balance in life. Not get distracted and lose track of final dream. Have the ability to know what we want fro like. Come back and have the ability to say we are where we

want to be. Be happy. Be able to come together as a whole student body. Prepared once they graduate. Have a plan. Diverse group at school. Represents the real world. Provide foundation for success. School is a positive experience. Safe and good self image. Be involved in extracurricular activities. All students graduate. Be college ready. Be fulfilled in life and find independence for students with

special needs. All kids have a positive experience, be happy. All to learn and learn well if you can’t go to college. All students get the vision of 2016. Every student has an equal opportunity regardless of ethnic,

socio-economic status to leave Shakopee Public schools to be productive.

All students have a good sense of pride and that they graduated from Shakopee with legacy and pride in our community.

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Framework for Education ForwardGuiding Coalition Assessment of Current District Strengths and Weaknesses

April, 2014Arena of Work; financial, human and physical resources, the programs and services design and delivery

+Strengths: Like current programs offered – Knowledge Bowl, band,

sports, AP/CIS programs, STEM, tech ed, FACS Individual attention ESL program, KEI program Parent/Child – ECFE Community willing to foot-the-bill for education Support in programs and resources Good job on zoning education – socio economic Teachers are fantastic AP/CIS courses Splitting kids 9th grade needs to be at High School District finance is very good Teachers accessibility Concurrent enrollment Board committed to teachers Good class sizes Passionate teachers Project Lead the Way CIS/AP programs District uses resources to help struggling kids Extra opportunities – community ed Dedication and technology used by teachers (i.e. – video

teaching in math – creative ways to meet levels of all kids)

Overall facilities are very good AVID programs

-Weaknesses: Not up on technology More flexibility on zoning Opportunities with our growth Missing many programs – marching band, skiing,

gymnastics Still growing in to standards “handling growth” and

moving from small schools to larger district Are we behind in technology – staff development? Building offerings and parallel Constant changes in boundaries due to growth Behind in advance classes Missing the middle level kids Get better at tapping into kids’ strengths Customized learning seems to track kids too early Systems responsive to pacing Hybrid classes Need to connect schools to community How do we expand opportunities – connect businesses

with student potential Bussing Difficult to cover all material in time frame given due to

so many multiple levels of learning Not enough creative intereaction between students and

teachers (innovation) Facilities are weak Libraries aren’t really as useful anymore District pushes things and then they fizzle Need to start foreign language programs earlier

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Framework for Education ForwardGuiding Coalition Assessment of Current District Strengths and Weaknesses

April, 2014Organization; the structure and systems, policies, procedures and practices, communications, staff development as well as parent, family and community connections+Strengths:

Technology courses and technology used District using resources for student improvement and

their forward thinking & vision Cultural liaisons Building elementary growth Facilities are outstanding for learning environments Good facilities with land Org structure similar to other districts Financial position – well positioned for growth

-Weaknesses: Over crowding Lack of extra curricular activities Teacher websites – some good, some not good,

inconsistent Security, YMCA security More focus on meeting with parents, teacher

communication, need for welcome center Students wants one high school Community wants one high school Less than optimal teaming of school and community

with shared facilities Not good when elementary kids are at sports practices

until 10:0 at night Lacking good high potential/gifted & talented

programming Students should have more opportunity to enter high-

end universities Community is hesitant to change – fragile state Division of what citizens think Shakopee “should be” Low level of parent involvement Connecting with families Communication Consistence between secondary buildings with policies –

grading and expectations Communication Social media needs to happen earlier What is the plan? Teachers say they are always here for us but some don’t

show up until right before school starts, some don’t keep word about scheduling

Teachers Assistants (TAs) would be helpful in communication between teacher and students

Need a reliable system for accessing teacher help outside of school day

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Guiding Coalition Assessment of Current District Strengths and WeaknessesApril, 2014

Culture; the district identity and reputation, history and story, relational right ways, and our operating assumptions and preferences+Strengths:

Welcoming & supportive staff Teacher/student relationships District’s desire to connect with the community Cultural benefits of expanding diversity Changing population is a direct reflection of our

community, state and country. It’s the world our kids live in

Students are very comfortable with change Openness to involvement Value education Strong sense of community Small town Connected to history Growing opportunities Balancing diversity Teachers & staff are committed Diversity Growing Open to new things Diversity Leadership Strong STEM program

-Weaknesses: Student behavior – lack of respect, poor/inappropriate

language Disconnect with community Challenging curriculum based on student abilities Over crowding Perception of changes in diversity as “uncomfortable” Perception that diversity has a negative impact on

academic achievement Fragile community Small town – that’s the way we’ve always done it Discussions focused on the growth rather than

academics Playing catch up – always behind the growth Different generations of Shakopee seeing things

differently Working with businesses for real-world education

opportunities How people view the education program in Shakopee Meeting the needs of diverse groups

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Claudia AlvarezLinda AndersonAnkith ArunJan AumentDeb BarberCarmen BarboneSarah BaumgartnerKevin BjerkenSteph BodeShawn BouleyCorey CarlsonJeremy CasperJane DuBoisElizabeth DuehrLaura DuffAmy EngenVance FiegelMary Alice FredericksHunter GehrmanJim GrabianowskiPeter HagstromMariclar HallBrittany HallerHamna HamidMary Hernandez

Katie HewittRobert HillmanStephanie JankeWayde JohnsonTim JohnsonFred JurewiczJosie KoivistoLorie KortgardChris KostLauren KotzStuart LangAllen LarsonBrandon LehnPatrick LeonardDawn LewisEd LoiselleJanelle LudzackJoan LynchPamela ManciniSue MarschallChristy McCutcheonMark McNeillJulie MendenAurelio MendezKris Menning

Gina MitchellMichael MorrisMona NelsonPat PassDave PassAl PurvesVictoria RanuaMary Jane ReinAlisha RelanKaren ReussMadeline RiceMykal RileySue ScalfAmy SchmidtDave SchultzJama ShireJon SinnenNicko SpehnBrad TabkeMark TeslowAnkitha VaradhanTim WaldorfKevin WetherilleKathy Whitbeck

Angie WhitcombSomi Yi

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Framework for Education Forward

Guiding Coalition Membership

Shakopee Public School DistrictStrategic Roadmap 2016

Mission Statement Our Core Purpose with Distinction

Shakopee Schools, in partnership with our

community, will educate lifelong learners

to succeed in a diverse world.

Core Values What Drives Our Words and ActionsStewardship Responsible use of all resources

ExcellenceTo be our best, expect our best

Integrity Do the right thing even when no one is watching

Community Together, we achieve more by creating strengths out of our differences

Respect Treat others as they wish to be treated

Vision - 2016 What We Intend to CreateBy 2016, Shakopee Public Schools will provide:

High value educational experiences for each student Robust educational tools for learning in all

classrooms Clear Shakopee Public Schools identity and brand Aligned programming and facilities for lifelong

learners High quality staff – the right people, in the right seat,

doing the right work Partnership with engaged parents and community

Strategic Directions Focused Allocation of Resources

A. Moving toward clear and accessible pathways for readiness at each level

B. Applying information to increase learning and drive decision making

C. Developing technology and infrastructure to improve learning and operations

D. Strengthening our systems for evaluation, accountability, and development

E. Implementing a comprehensive facilities plan

Shakopee Area Public SchoolsGuiding Coalition Report

April, 2014

Shakopee Public SchoolsJanuary, 2014

Strategic Direction 2014 – 15 SY 2015 – 16 SY 2016 – 17 SYA. Pathway to

Readiness Secondary System study / High

School model policy development Individual Learning Plans; Guiding

Change document and Policy work, if needed

Readiness Pathway review and data/analysis system for implementation

Elementary /Birth-K policy development

5 Year Teaching and Learning Plan Review

Secondary System study / High School model policy development

Individual Learning Plans implementation review

Readiness Pathway implementation review

Elementary / Birth – K Program implementation review


Secondary System study / High School model policy development

Readiness Pathway implementation review


B. Information to Increase Learning & Decision Making

Teacher and principal evaluation review

Success for ALL Students; definition and Guiding Change document for public engagement

High School Action Team development (i.e. mascot and colors)

All Day K implementation review ECFE, family center visioning -

facilities/programming


Success for ALL Students; impact of operational design and implementation

High School Action Team review and Policy development, if needed

ECFE, family center design and development


Success for ALL Students; implementation review

High School Action Team review and Policy development, if needed

ECFE, family center program review

C. Technology and Infrastructure

5 Year Technology Plan implementation review



D. Evaluation, Accountability & Development

Board of Education evaluation Superintendent evaluation Comprehensive staffing plan

development Annual Budget VisionCard Monitoring Reports


implementation 3 Board of Education seats open Annual Budget VisionCard Monitoring Reports


review Annual Budget VisionCard Monitoring Reports

E. Comprehensiv Co-curricular program development Facilities and Land Planning Team

Co-curricular program implementation

Co-curricular program review Facilities and Land Planning Team

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April, 2014e Facilities Plan

development 10 Year Deferred Maintenance Plan

implementation

Facilities and Land Planning Team review

10 Year Deferred Maintenance Plan implementation

review 10 Year Deferred Maintenance Plan

implementation

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April, 2014

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April, 2014Academics: Secondary Design TeamThe Shakopee Experience Process Team Facilitators:

Dennis Cheesebrow & Nancy Thul

GUIDING CHANGE DOCUMENTMarch, 2014

Context and Current Reality“The Why”

Unacceptable Means“The Not How”

Results“The What”

The district facilities do not currently adequately meet the educational needs of the district

The district is in the midst of the front end of a high level of demographic growth and addition of new homes and businesses

The district and community practices of fiscal management have well-positioned the district for growth and development

The citizens are being asked to approve a referendum in early March, 2014 for a new High School and other aligned capital improvements

Inequity in access to programming exists at the middle and high school levels

Achievement gap is known and judged to be unacceptable

The local community is highly educated and holds higher expectations for the district than is currently being produced

The district lags the educational marketplace in educational programming, innovation and creative use of resources, technology, partnerships and

Knowingly violate law, policy or binding agreement

Create inequity in access to programming and educational opportunities by design

Exceed established financial and capital parameters in budget and long range planning

Design a system around any special interest group, individual or group of staff

Design a system with obvious elements that cannot be sustained for at least 5 years

Design a system that knowingly limits district flexibility and nimbleness to a high degree

Allow existing employment agreements to limit innovation or increasing efficiency and effectiveness

Design programming and services for which there are limited human resources to staff and deliver

Engage in silent or parallel design processes outside of the public consultative process

Design structures or facilities with unreasonable schedules for implementation and/ or completion

Fulfill district vision of all students career and college readyo 100% ACT Composite of 21o Average ACT Composite of 24

(A6-A)o Greater than 95% on target to

graduate on time (A3)Elements for Discussion:

HS Graduation Requirements and MS Required courses to ensure alignment for ALL students career and college ready

Master Schedule Framework to embed ACT

standards Systems to support graduation rate

Integration of College and Career Readiness and Common Core Standards, as well as Core Life Skills into a variety of pathways for successo Elective courses organized in

pathways (6-12) and meet authentic, industry relevant standards

Elements for Discussion: Core Life Skills to embed in

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April, 2014individualized learning planning and delivery

The community has a desire to partner with the school to improve academic programs

required courses Pathway Framework for electives

with identified pathways for development and/or sustain

Specialized Programs (i.e., IB, AA in schools, CIS, AP, ½ day elective programing, etc.)

Community Partnership to support specialized programing (i.e. Shutterfly and Datacard)

Structures support students to perform at grade level standard or above (guaranteed floor with no ceiling)o Greater than 85% will meet or

exceed proficiency measured by MCA Reading and Math (A7-M and A7-R)

o Greater than 75% will meet or exceed expected MAP growth in reading and math (A11-M and A11-R)

o Greater than 80% meet course standards (A1)

Elements for Discussion: A systemic, aligned intervention

approach for intervention (6-12) Philosophy for levels of courses

and how to remove barriers for advanced students

Culture of alignment and collaboration between teachers to ensure instructional alignment.

Assessment system aligned to current research on grading and assessment practices

Ability to provide for opportunity and equality in access and achievement, as well as, uniqueness across middle schools and high schoolso Greater than 85% of students

within all subgroups will meet or exceed proficiency

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April, 2014measured by MCA reading and math (A8-M and A8-R)

o Greater than 85% within all subgroups will meet or exceed expected MAP growth in reading and math (A9-M and A9-R)

Elements for Discussion: Options to address achievement

gaps and improve achievement for all subgroups

Access to all programing and subgroups are represented by current demographics – (no equity gap)

Transformation of learning environment through digital curriculum and critical technology toolso 99% of time technology

infrastructure meets the needs of students/teachers (C1)

o 90% of teachers report daily use of technology tools (C2)

o 90% of teachers receive training on critical technology tools (C3)

Elements for Discussion: Models for online and blended

courses Competencies for teachers/staff to

integrate Technology (digital toolkit)

Models for Professional Development

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April, 2014 District culture embraces

excellence with high expectations for all students and staff, continuous improvement mindset and collaboration through PLCo Greater than 90% of teachers

engage in PLC collaboration (B1)

o Greater than 90% of teachers are teaching the agreed upon guaranteed curriculum (B2)

Elements for Discussion: Framework for culture of

excellence – teacher competencies – instructional model

Design a comprehensive and aligned secondary school system for academic programming, student services, co-curricular and community learning opportunities

Personalize the learning environment to meet the individual needs of studentso Individual Learning Planso Greater than 90% of courses

have intervention plans for students (B4)

o Greater than 90% of course have enrichment plans for students (B5)

Elements for Discussion: Model for individualized learning

plans and support systems. Structures for personalization –

recommendations around credits (seat time), competency based systems - progress based on mastery not age bound.

Integrated infrastructure and systems support needed for leading academic learning processes and performance

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April, 2014accessible process of consultation and decision making regarding the Shakopee Experience

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April, 2014The Shakopee Experience ProcessGUIDING CHANGE DOCUMENT Team Facilitator: JP Jacobson5-Year Technology PlanMarch, 2014




The district currently does not provide adequate access to technology enhanced learning for students

The district has made investments in networking and wireless infrastructure throughout our buildings, but doesn’t currently have the devices to maximize its use to support instruction

Teacher/staff computers have not been replaced as needed

We have a growing interest and expertise amongst teachers to incorporate digital tools into their teaching, but don’t have all of the pieces in place to support them

We don’t currently have a widely accessible data warehouse and analytics tool available to support PLC work

The district does not have a model for supporting online student collaboration and blended learning. This includes both a selected LMS and its expected use with students and staff

Limited access to technology limits our transition from teacher-centered to student-centered learning and engagement

Underutilization of tools to support the development of 21st Century skills in students is common in our classrooms

The district and community practices







Design programming and services for which there are limited human resources to staff and deliver



Transformation of learning environment through digital curriculum and critical technology toolso 99% of time technology

infrastructure meets the needs of students/teachers (C1)

o 90% of teachers report daily use of technology tools (C2)

o 90% of teachers receive training on critical technology tools (C3)

Students benefit from a 21st Century Blended Learning environment in which they have access to essential content and can collaborate with classmates outside of the school dayo 90% of courses provide utilize the

district adopted learning management system (C5)

Staff have timely access to formative assessment data analytics to drive PLC discussions and instructional practiceo Greater than 80% meet course

standards (A1)o Greater than 90% of staff engage

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April, 2014of fiscal management have well-positioned the district for growth and development

The citizens are being asked to approve a $89 million referendum in early March, 2014 for a second High School and other aligned capital improvements

Unequal access to digital resources and digital tools exists throughout our district and community

Achievement gap is known and judged to be unacceptable

The local business community is growing and requires a new 21st Century employee skillset necessary to support the workplace

The district lags the educational marketplace in educational programming, innovation and creative use of resources, technology, partnerships and individualized learning planning and delivery

in PLC discussions using common assessment data (B1 and B3)

Fulfill district vision of all students career and college readyo 100% ACT Composite of 21o Average ACT Composite of 24 (A6-

A)o Greater than 95% on target to

graduate on time (A3) Structures support students to

perform at grade level standard or above (guaranteed floor with no ceiling)o Greater than 85% will meet or

exceed proficiency measured by MCA Reading and Math (A7-M and A7-R)

o Greater than 75% will meet or exceed expected MAP growth in reading and math (A11-M and A11-R)

o Greater than 80% meet course standards (A1)

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April, 2014Excellence in Operations and Facilities Team Leads – Scott McQueen, WoldGUIDING CHANGE DOCUMENT Pat Overom, ICS & Michael Hoheisel, Baird FinancialApril 2014




The district did not get voter approval for: $5 million for upgrading

districts shared facilities $3 million for deferred

maintenance $3 million for safety and

security improvements $78 million for a second

high school The district needs to continue

to monitor and adjust districtwide attendance boundaries to assure similar student body makeup in each building throughout our school district (i.e. - ethnicity & socio-economic status)

The district finds value in building secondary facilities in close proximity for best educational opportunities

The district needs to assess from a facilities lens what programs will not be duplicated if the district has more than one pathway towards graduation





Design a system with obvious elements that cannot be sustained for at least 5 years



Design programming and services for which there are

The district and our community stakeholders will create a facilities vision for Academics, Athletics, and the Arts that represents best practices and creates a stronger sense community pride

The district will balance diversity and socio-economic status between buildings

The district needs to leverage currently owned land taking advantage of proximity to current facilities for best educational opportunity and use of current facilities

The district will recruit high quality teachers, staff, and coaches for all schools

The district will identify program needs and when appropriate identify the facilities need not to be duplicated if the district has more than one pathway towards graduation

The district will identify and make recommendations on any enhancements or upgrades that are needed in the current high school if the district has more than one pathway towards graduation

The district will investigate career and

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April, 2014 The current Food Service

system does not allowing for scratch-cooking and wants to consider a centralized kitchen and warehouse that allows for healthier and more cost efficient ways to serve our students

The district does not currently meet all programming needs for all special needs students

The district has 4 elementary schools (Red Oak, Eagle Creek, Sun Path and Jackson) that are newer than 2 other elementary schools (Sweeney and Pearson) with varied differed maintenance need in all buildings

The Central Family Center is an economic liability that no longer meets the academic programming needs for early childhood, preschool and community education

The district has taken multiple steps to ensure our buildings are safe, however newer technologies and security enhancements could be made to improve the security throughout the district

limited human resources to staff and deliver



technical opportunities The district will analyze the need for

additional staffing due to increased student enrollment

The district will develop a plan to allow for a central kitchen and warehouse

The district will develop a plan to address the varied and specific special education programming needs for all students during development and planning of all facilities

The district will analyze and adjust our facilities plan as needed to deal with aging facilities

The district will analyze and adjust our facilities plan to meet the needs of early childhood, preschool programming and community education

The district will analyze and adjust our facilities plan to meet the safety and security needs of the district

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