World’s Best Workforce

February 10, 2014

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World’s Best WorkforceTable of Contents

We don’t plan to provide this table of contents in our submission, but thought it might be useful to all ofyou. As you can see, many of the areas we already have plans, yet some of them we are stilldesigning. Any feedback would be much appreciated.

Mark

District Strategic Plan 2VisionMissionGoals

Elementary School Goals 3Building/SitePLC

Middle School Goals 4Building/SitePLC

High School Goals 5Building/SitePLC

School Readiness/Early Childhood Goals 6Building/SitePLC

Third Grade Literacy Plan 7Academic Achievement Gap 14

ESMSHS

Graduation Rates and Plan 15HS Graduation RatePlan for Improvement

College and Career Preparedness 16Strategies to Meet Student Needs

Staff Development Plan 17District Technology Plan 18Curriculum Plan 28District Budget Summary 29Student Performance Measures 31

National Association of Education ProgressMN Comprehensive Assessments

Building Principal Performance Appraisal 35(Probationary) Student Service Personnel Growth & Evaluation Program 47Student Service Personnel Growth & Evaluation Program 62(Probationary) Teaching Growth & Evaluation Program 78Tenured Teaching Growth & Evaluation Program 93

Survey Report 112Advisory Committees 117

DistrictBuilding Site TeamsPLC Facilitator TeamsStaff Development Team

KASSON­MANTORVILLE SCHOOL DISTRICT 204STRATEGIC PLAN

VISION STATEMENTKasson­Mantorville Schools will inspire and foster excellence to prepare all students to become

prosperous, responsible citizens in a global society.

MISSION STATEMENTThe Kasson­Mantorville School District is committed to excellence.

Through innovative collaboration, we will: Respect, engage, and challenge all Offer a relevant and innovative curriculum Set high expectations and embrace creativity Build a global perspective Provide a safe and welcoming environment

AIMS and GOALSAIM: Student Excellence

Goals: Hold all students accountable to high academic achievement expectations Challenge each student to the best of their abilities Increase co­curricular and extra­curricular involvement Develop high character students with a global perspective Celebrate students’ successes

AIM: Staff ExcellenceGoals:

Continually research, develop and implement relevant and innovative curriculum Utilize new technologies that embrace advancements in student learning Develop PLC’s to provide continuous improvement in instructional strategies and

constructive evaluations Actively engage parents/guardians through effective, consistent communication Recognize staff members’ achievements and successes

AIM: Operational ExcellenceGoals:

Collaborate innovatively with the community and businesses Operate in a fiscally responsible manner Provide policy and technology infrastructure to enhance student learning Attract, hire, develop, and retain employees committed to excellence Market our success

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2013­2014 Kasson­Mantorville Elementary School GoalsSite Goals

GOAL: We will increase the percentage of students meeting their growth target on the N WE A R eading MAPtest so that 100% will demonstrate targeted growth as measured by the spring R eading MAP Test by June 2014

GOAL: We will decrease by 5% or greater the number of students reporting bully behavior on the Spring 2014KME S B ully Survey by continuing to implement Positive B ehavior Systems (PB S) through our school­widebehavior program KoMet PR ID E and Olweus B ully Prevention Program.

GOAL: Through PLCs and work shops, we will continue on­site and embedded staff development in allacademic areas, technology, KoMet Pride, and Olweus B ully Prevention.

GOAL: Continue to work collaboratively with our community to seek resources that support student academicachievement as well as social/emotional development and growth.

PLC GoalsKindergarten

Fluency Goal: Timed R epeated R eadings Continuation of Vocabulary Goal Use the leveled library with small groups/centers. (K+ too) Continue using Smartboards for reading and math instruction.

First Grade Analyze data ( N WE A, running records, Aims D ata, fluency, end of quarter data (HF and blending) Growth­­­Identify which students are at risk or not meeting their R IT goal R e­do flex grouping Clear vision of where we are going with common formative assessments

Second Grade Align assessments with the Common Core Standards and determine essential outcomes.

Third Grade Analyze and re­group Flex Groups using N WE A MAP D ata and R unning R ecords D etermine and analyze common assessments

Fourth Grade Work collaboratively to ensure that the sk ills taught will impact student learning and ultimately their

performance on quarterly summative assessments

Speech Progress R eports at the end of each quarter Continue to create IE P goals based on the Common Core Standards

Specialists Use Observation time at area schools to learn how a specialist PLC can support student achievement

and teacher growth. Continue to mak e connections between our disciplines through collaboration

Interventionists Use progress monitoring more frequently, use 30 days as length of time between sharing and collecting

data Collect two to three points of data every 30 days. D ata will be collected from LLI, R eading R ecords, and

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R eading D etective2013­2014 Kasson­Mantorville Middle School Goals

Site Goal

MATH TAR GE T: 72% of students will meet their growth as determined by the Fall 2013 to Spring 2014 MAPtest.

R E AD IN G TAR GE T: 75% of students will meet their growth as determined by the Fall 2013 to Spring 2014 MAPtest.

SCIE N CE CON CE PTS TAR GE T: 70% of students will meet their growth as determined by the Fall 2013 toSpring 2014 MAP test.

GE N E R AL SCIE N CE TAR GE T: 72% of students will meet their growth as determined by the Fall 2013 to Spring2014 MAP test.

STR ATE GY: School­wide focus on motivation.

ACTION S:1. FISH! or Wisdom philosophy implementation2. Q uote of the week3. Monthly staff meeting with focus on staff

PLC Goal(s)E nglish Gr. 5­8

To increase reading comprehension of all 5th­8th grade students

Life/E arth/Physical/Process Science Increase student responsibility/accountability for individual learning. For classroom unit assessments,

students will have 80% cumulative average by 5/15/14

US History/Minnesota History/Global Studies Increase student responsibility / accountability on independent reading preparation. Classroom chapter unit assessments: 80% proficiency goal by 5/15/2014

Gr. 5­8 Math Increase percentage of students showing growth on N WE A Math from 66% to 72%

Gr. 5­8 Specials Student performance goal is 80% on classroom chapter unit assessments by May 1, 2014

Gr. 5­8 Counselors, Social Work ers, and N urse R educe the incidents of bullying by 5% ­ or more ­ as measured on the Fall and Spring Middle School

B ullying Survey (SurveyMonk ey)

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2013­2014 Kasson­Mantorville High School GoalsSite Goal

MATH TAR GE T: 70% proficiency performing at the meets or exceeds level on the 2014 MCA.

R E AD IN G TAR GE T: 80% proficiency performing at the meets or exceeds level on the 2014 MCA.

SCIE N CE TAR GE T: 60% proficiency performing at the meets or exceeds level on the 2014 MCA.

STR ATE GY: Cross curricular utilization of problem solving sk ills.

ACTION S:1. Cross curricular connections• R eview Common Core State Standards in R eading

o D etermine which standards should be taught in content areas outside of E LAo R eview curriculum to ensure standards are covered.

• Vocabulary explorationo What words do content areas share and which words are unique to specific studies?

2. Staff provide positive encouragement for highest individual student performance on the Science MCA and allother assessments.

PLC Goal(s)Language Arts/World Language

Increase student responsibility/accountability on independent preparation. Classroom chapter unit assessments: 85.00% (increase 1% aggregate PLC test scores). Increase vocabulary mastery from 81.01% to 85% D ecrease notecard dependence for speeches to increase independent preparation PLC

Secondary Mathematics MCA math scores ­ 70% Meets or E xceeds (Spring of 2014 scores) PLC ­ HS Match Goal of 88% by June 2014

Social Studies Increase student reading and writing proficiency to increase MCA and classroom proficiency on

assessments to 82% by the end of the year

Art/Health/PhyE d/Music Vocabulary fluency through written assessment Find best strategies for vocabulary fluency Vocabulary tests aggregate increases to % 75 B egin recording all unit summative assessments for all classes, create aggregate goal

Vocational E ducation Classroom chapter unit assessments: Increase 1% aggregate PLC test scores from the beginning to the end of each quarter, monitoring 3

classes throughout the year. E ach quarter we will improve from our pretest and then maintain 84% eachquarter

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SCHOOL READINESS2013­2014 Kasson­Mantorville Community Education Early Childhood Goals

R E AD IN E SS TAR GE T: 95% of students will meet “developed” status as determined by the Spring 2014 SE CItest.

STR ATE GY: Work collaboratively to effectively implement the Scholastic B ig D ay curriculum in all classrooms.

ACTION S:1. Monthly planning meetings2. Semi­monthly check ­in3. Use assessments to guide further implementation or adaptations of program

Site Goal

• Increase student achievement in school readiness sk ills

PLC Goal(s)

• All students will achieve “meets expectations” on Kindergarten R eadiness Check list by May 15, 2014.

• Increase student engagement in classroom activities to 100% of students actively engaged inclassroom activities 95% of the time by May 15, 2014.

Strategies to accomplish goals:

• Use B ig D ay for PreK E ngagement R outines to increase student engagement in class activities.

R esources necessary to accomplish goals:

• B ig D ay for PreK implementation guide

• Pen & check list from B ig D ay online

• Pathways to R eadiness Oral Language D evelopment Continuum

• Online access

• Circletime/storytime observation guide

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THIRD GRADE LITERACYDistrict #204 Kasson­Mantorville

Local Literacy PlanR eading well by third grade is one of many developmental milestones in a child’s educational experience.Literacy development starts at an early age and is the basis for all academic success. This is reflected in astudy done by C. Juel (1988) that found 88% of students who had difficulty learning to read at the completion offirst grade continued to have difficulty at the end of fourth grade. N ot only does this study have seriousacademic implications, it is also important when considering the motivational implications of having readingdifficulties. H.W. Catts (1991) found that unless children with potential reading disability are identified early, theyhave a greater chance of developing secondary problems such as a frustration, anxiety, and motivationalproblems. When students experience secondary problems, Catts (1997) found that they tended to have feweropportunities to practice reading sk ills and therefore fell further behind their peers academically. Conclusionsfrom this study and another done by Lyons (1997) are consistent with the Matthew’s E ffect, the good readersk eep getting better and the struggling readers continue to struggle (Stanovich, 1986). Assuring all studentsread well by third grade means that all children will have the foundational literacy sk ills necessary for successbeyond the primary grades and beyond the classroom.

R eading well by grade three ensures that a student will have a solid foundation of literacy sk ills, preventing anyfurther educational paralysis from occurring due to secondary issues. Lyons (1997) research found readingsk ills to have a profound effect on a child’s general k nowledge, spelling sk ills, writing sk ills, and vocabularydevelopment. “As we follow the children (those unable to master grade­level reading sk ills) through elementaryand middle school grades, these problems compound, and, in many cases, very bright youngsters are unableto learn about the wonders of science, mathematics, literature and the lik e because they cannot read thegrade­level textbook s (Lyon, 1997). The research mak es it blatantly clear, assuring a solid foundation of literacysk ills by third grade will allow a student to continually expand their understandings of what they read, mak emeaning, and transfer their learning across all subj ect areas as they move into more nonfiction reading theupper elementary and middle school grades.

E ffective literacy instruction will build a lifelong, solid literacy foundation for all students. E arly prediction,identification and intervention are critical to educators’ success in improving outcomes for low­achievingbeginning readers (Schatschneider & Torgesen, 2004). D ata based reflection and planning for all tiers ofintervention will result in all students reading well by third grade and beyond, providing each student the meansto reach their highest potential. E ffective literacy instruction will prepare our students for the demands ofcollege and for the high expectations in the work place.

Kasson­Mantorville E lementary School recognizes reading proficiency as an essential component to schoolsuccess. Currently 89% of our students are mak ing Adequate Yearly Progress (AYP) as measured by the 2011Minnesota Comprehensive Assessment (MCA) in reading. Our comprehensive literacy plan recognizes theunique literacy needs of individual students and ensures that their needs are met.In the Kasson­MantorvilleSchools, we guide students to R eading Well by Third Grade through effective core reading instruction,prescribed reading interventions and individual goal setting with students. In order to identify and monitor thevarying needs of our students, school­wide benchmark screening and formative assessments are administeredand analyzed through Professional Learning Communities. In his meta­analysis on teacher effectivenessstudies, research D an Fallon of the Carnegie Corporation of N ew York concludes, “The teachers’ influence onstudent achievement scores is 20 times greater than any other variable, including class size and poverty.” Inorder to ensure our students are receiving effective instruction on a daily basis, we provide research­basedprofessional development for all staff, focusing on the components of effective literacy instruction.

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Kasson­Mantorville Schools is dedicated to its’ stak eholders and provides effective communication in order topromote literacy and create a community­wide partnership. We truly believe that aligning literacy efforts atschool, at home and in the community will only strengthen the literacy foundations of our students, increase therate of their achievement and encourage them to be lifelong learners.

Process for Assessing All Students’ Reading ProficiencyAll students are assessed three times per year using the universal screener, AIMSweb. The following AIMSwebbenchmark s are used: Letter Sound Fluency (LSF), Letter N aming Fluency (LN F), N onsense Word Fluency(N WF), R eading Curriculum B ased Measurement ( R CB M), and Comprehension (MAZE ).

Other assessments that are used to assess reading proficiency include: Fountas and Pinnell R unningR ecords, N orthwest E valuation Association’s ( N WE A) Measures of Academic Progress (MAP), and grade levelspecific formative assessments.

Kasson­Mantorville establishes proficiency based on the AIMSweb national norms, which are reflective of thenational student population.

Fall Winter Spring

Assessment results

shared withparents at

Fallconference

s

Assessmentresults sharedwith parents insemester

report cards

Assessmentresults sharedwith parents at

Springconferences

Assessment

Proficiency

Assessment Proficiency

Assessment Proficiency

Kindergarten

AIMSweb:LN FLSF

215

AIMSweb:LN FLSFN WF

442725

AIMSweb:LN FLSFN WF

523940

First Grade AIMSweb:N WFR CB M

3413

AIMSweb:N WFR CB M

5436

AIMSweb:N WFR CB M

6867

SecondGrade

AIMSweb:R CB MMAZE

624

AIMSweb:R CB MMAZE

8811

AIMSweb:R CB MMAZE

10615

Third Grade AIMSweb:R CB MMAZE

8713

AIMSweb:R CB MMAZE

11115

AIMSweb:R CB MMAZE

12716

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FourthGrade

AIMSweb:R CB MMAZE

10714

AIMSweb:R CB MMAZE

12520

AIMSweb:R CB MMAZE

13920

Fifth Grade AIMSweb:R CB MMAZE

12117

AIMSweb:R CB MMAZE

13922

AIMSweb:R CB MMAZE

15327

Sixth Grade AIMSweb:R CB MMAZE

14122

AIMSweb:R CB MMAZE

15529

AIMSweb:R CB MMAZE

16628

SeventhGrade

AIMSweb:R CB MMAZE

14424

AIMSweb:R CB MMAZE

15527

AIMSweb:R CB MMAZE

16731

E ighthGrade

AIMSweb:R CB MMAZE

14625

AIMSweb:R CB MMAZE

15523

AIMSweb:R CB MMAZE

16328

NWEA MAPKasson­Mantorville establishes proficiency based on the NWEA MAP national norms, which arereflective of the national student population. Local norms are included to reflect howKasson­Mantorville compares to the rest of the nation.

Fall Winter Spring

NWEA MAP resultsshared with parentsat Fall conferences

NWEA MAP resultsshared with

parents at Winterconferences

NWEA MAP resultsshared with parentsin end of year report

cards

NationalMean RIT

Local(K­M)Mean

NationalMean RIT

Local(K­M)Mean

NationalMean RIT

Local(K­M)Mean

FirstGrade

160.3 161.0 170.7 174.6 176.9 182.9

SecondGrade

175.9 177.4 183.6 189.5 189.6 194.2

ThirdGrade

189.9 191.6 194.6 199.7 199.2 204.9

FourthGrade

199.8 201.8 203.2 210.5 206.7 212.1

Fifth 207.1 211.6 209.8 214.4 212.3 217.3

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Grade

SixthGrade

212.3 215.2 214.3 217.4 217.4 220.0

SeventhGrade

216.3 219.5 218.2 221.7 219.7 225.5

EighthGrade

219.3 223.6 221.2 226.3 222.4 228.7

Fountas and Pinnell As of October 2012, Fountas and Pinnell aligned reading levels to meet the expectations of the Common Core StateStandards. Kasson­Mantorville establishes proficiency based on these set expectations for reading levels. Levels belowrepresent where students are expected to be instructionally. The instructional level is supported by the teacher, and is not alevel at which a student reads independently.

Grade Level Aug./Sept. Nov./Dec. Feb./Mar. May/June

Kindergarten B C D

1st Grade D/E F H J

2nd Grade J/K K L M

3rd Grade M/N N O P

4th Grade P/Q Q R S

5th Grade S/T T U V

6th Grade V/W W X Y

7th Grade Y Y Z Z

8th Grade Z Z Z Z

Process for Parent Notification All parents will receive their child’s results, along with comparisons to the grade level expectations, in the fall,

winter & spring. See sample score report below for assessment results.

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Resources and Tools for Parents and Community MembersLiteracy N ights are offered once a month to parents and students. D uring these nights information regardingtesting, children’s literature and reading strategies are shared. Participants are provided tak e­home materialsto support literacy at home. Kasson­Mantorville also has a comprehensive literacy website located on theE lementary School home page that provides visitors information and resources that can enhance literacydevelopment.

Continuum of Literacy Support Designed to Meet the Needs of All StudentsAll K­4 students receive approximately 90 – 120 minutes of core reading instruction daily. Through our flexiblegrouping model students in grades 1 ­ 4 receive an additional 30 minutes of small group reading instruction attheir level. Flexible groups change throughout the year based on students’ instructional reading level and MAPstrand outcomes. Students not meeting proficiency benchmark s receive tier 2 interventions through our Title Iprogram. Additional tier 3 interventions are prescribed for those students most at risk for reading failure. Tier 2and 3 interventions may include, but are not limited to: R ead N aturally, Fountas and Pinnell’s Leveled LiteracyIntervention, SMAR T, and others as determined by best practices and our Problem Solving Team (PST).

The Problem Solving Team meets twice a week to review individual student progress and student response tointerventions. R ecommendations for interventions or modification of services may be discussed. The PSTconsists of the reading specialists, one teacher from the grade level, special education and Title 1 teachers.Students are identified for PST by classroom teachers or data review and referral by Problem Solving Team.

Our R eading Specialist Coach supports teachers through monthly data meetings, individualized classroomgoal setting and data review, bi­week ly PLC meetings and modeling of effective instructional practices. TheR eading Specialist Coach facilitates the Core PST team that reviews progress monitoring data on a week lybasis to ensure interventions are being carried out with fidelity and students are mak ing progress towardsacademic goals.

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Professional DevelopmentAs a district committed to high student achievement, time is dedicated for teachers to align standards, analyzestudent data, and continuously improve instruction based on best practices.

The school district has committed to Professional Learning Communities (PLCs). PLC’s meet regularly toanalyze data, create and improve instructional strategies and monitor student learning and progress. PLCsallow for all staff to collaborate across grades, subj ects and disciplines, buildings and district to promotedevelopment of competent use of literacy practices and instructional strategies effective for all students.

Grade level PLCs focus on the following four guiding questions:1. What do we want students to know?

∙ E ssential learning outcomes (power standards) for each grade level2. How will we know when they have reached proficiency?

∙ Ongoing formative and summative assessments3. What are we doing for those students who are not proficient?

∙ Implement Tier 2 and Tier 3 interventions4. What are we doing for students who are already proficient?

∙ E nrichment

Our R eading Specialist Coach supports and guides teachers while they study, plan and implement the use ofeffective instructional strategies. This support spans from core reading instruction (Tier 1) through intensiveintervention (Tier3). The R eading Specialist Coach supports include modeling, team teaching, researchingand coaching of effective instructional practices. Through classroom observations and one­to­oneconferencing with teachers, the R eading Specialist Coach is able to identify and plan for future professionaldevelopment opportunities that align with teacher needs.

Additional staff development resources may include, but are not limited to: School R eading Specialist Coach,regional education district (ZE D ), Professional Learning Communities, Peer Coaching, Peer Observation, bookstudies, and teacher work shops.

Oral and Linguistic Needs of English Language Students

As a district our E LL staff analyses student data and addresses the cultural back grounds and needs of each ofour students. The E LL teacher communicates regularly with the classroom teacher and assists in informationand resources to help the students. Our district translates all written communication sent home to families andhas an interpreter available for orientation, conferences, meetings, and other school events. Our staffmembers allow our students to share about their cultural heritage and create an environment that is safe. Ourstudents have an acceptance and appreciation for all of our diverse students.

Students who are serviced through our E LL program receive pull­out instruction based on their individual needs.We use a push in model with our non­E nglish proficient students. Students are engaged in instruction thatreinforces and pre­teaches vocabulary sk ills. These strategies help students to become more successfulwithin their core instruction. Our E LL program assists and educates teachers and staff members on studentneeds and suggested strategies for success.

Data Submitted to Commissioner

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Academic Achievement Gap(To be developed further by Curriculum Instruction Coordinator)(current size of academic achievement gap listed by student subgroup)

(each bldg should have a plan)

ES

MS

HS

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Graduation Rates PLAN(counselors or HS principal will develop)

Five­year HS grad rateStrong attendance policySEALed MindsetOlweusdiversity lessonsetc.

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College and Career Preparedness(Counselors will develop further)

MN Statute 120B .30 Subdivision 1

(e) In developing, supporting, and improving students' academic readiness for a career or college,schools, districts, and the state must have a continuum of empirically derived, clearly defined

benchmark s focused on students' attainment of k nowledge and sk ills so that students, their parents, andteachers k now how well students must perform to have a reasonable chance to succeed in a career orcollege without need for postsecondary remediation. The commissioner, in consultation with local school

officials and educators, and Minnesota's public postsecondary institutions must ensure that thefoundational k nowledge and sk ills for students' successful performance in postsecondary employment oreducation and an articulated series of possible targeted interventions are clearly identified and satisfy

Minnesota's postsecondary admissions requirements.

At K­M, remediation is built in and we offer wide variety of courses“What K­M is doing to ensure college and career preparedness.”

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Staff Development Plan(Curriculum Instruction Coordinator will develop further)

This statement was taken from the 12­13 Annual ReportStaff DevelopmentKasson­Mantorville Public Schools supports job­embedded staff development, one of the mostpowerful approaches to staff development. Kasson­Mantorville implements a Peer Coaching Programfor new and non­tenured teachers, with approximately 40% of the tenured staff having been trained inmentoring in the Summer of 2012.Literacy Coaches at the Elementary and Middle school guide teachers through data analysis, goalsetting, instructional reflection and assist in the modeling and implementation of effectiveinstructional strategies. This collaborative approach to providing staff development trulyindividualizes for the classroom teachers and grade levels.Professional Learning Communities were explored during the 2011­2012 school year, with fullimplementation planned being in the Fall of 2012. During the 2011­2012 school year, PLCs were foundto be incredibly successful at the elementary school, with teachers and students benefitting fromteacher driven action research.

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Technology Plan

Technology Plan Cover Sheet2013­2015 (July 1, 2013 – June 30, 2015)

ORGANIZATION INFORMATION

District/Agency/School(legal name):

Kasson­Mantorville School District

District Number: #204

Technology Plan Status The District/Agency/School has an approved 2012technology bridge plan:

Yes No

2013­2015 Technology Plan Date of Creation: May 1, 2013

Identified official with authority INFORMATION

Name Mark D. Matuska

Title Superintendent

Address 101 16th Street NEKasson, MN 55944

Phone Number & E­mail (507) 634­1100m.matuska@komets.k12.mn.us

TECHNOLOGY CONTACT INFORMATION

Name Ty Goeman

Title CIO ­ KMTelecom

Address 101 16th Street NEKasson, MN 55944

Phone Number & E­mail (507) 634­1100tgoeman@ctcit.net

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KASSON­MANTORVILLE ISD 204 2012­2015 Technology Plan

Technology Needs Assessment

Kasson­Mantorville School District technology needs are determined by analyzing the current status of districttechnology, district technology integration, district staff/students, and striving towards efficient, effective technologyutilization to improve student learning. Our technology needs are also reflective of our district goals, the ISTE technologystandards for students, teachers, and administrators; and the guidance of KMTelecom. KMTelecom works with districtexecutives to build the strategies for executing the district's educational goals and develops the tactics to deploy technologyto the appropriate student groups. K­M technology personnel network with regional, state, and national user groups andorganizations, as well as meet on an ongoing basis with staff and administration in order to gather information to plan fordistrict technologies. Technology needs assessment is measured by feedback, both formal and informal; obtained fromstaff, students, administrators, and parents. Expanding geographic enrollment drives a need to provide an online classroomwhere students can participate in a blended or virtual environment. Providing this capability creates a need for greater easein building curriculum for an online environment.

Our current status includes the following recent technology upgrades to our learning environment: complete wireless access throughout our high school and district office spotted wireless access in our Elementary and Middle school building recent addition of a Cloud environment accessible for staff and students from anywhere improved bandwidth infrastructure in the high school, district office and parts of the elementary initial phases of BYOD initiative at the high school initial phases of e­reader implementation at the middle school initial phases of a classroom tablet lab at the elementary

In our strive to improve effective and efficient technology utilization in our district, we do the following: conduct a Technology survey for all certified staff conduct a staff development survey watch and analyze educational technology trending locally, regionally, nationally and universally through

multiple resources attend a variety of technology meetings and trainings conduct formal and informal technology committee meetings at personal, small group, building and district

levels from weekly to monthlyAnalysis of our findings is synonymous with our belief that technology and technology integration are integralcomponents for success in education. We will continue our focus on the following:

monitoring the needs of our own students and staff by providing reliable, efficient network service increasing and improving technology integration opportunities and techniques expanding our online presence and participation as well as the effectiveness of its existence utilizing resources to make informed and intelligent decisions enlisting staff, student and parents opportunities for involvement in technology growth discussions

Executive Learning/Technology Committee

Mark D. Matuska SuperintendentRuss Leitzen KMTelecomFrank Kaim KMTelecomKelly Braun Curriculum and Instruction Director

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Ty Goeman KMTelecomBob Hasz Business Manager

Core Staff Development Committee

Kelly Braun Curriculum and Instruction DirectorAmory Olson High School ScienceTomi Swanson District TI Specialist, HS Technology InstructorSusan Jystad Middle School Music InstructorAnn Mikkalson Title 1 Coordinator, Elementary Reading Specialist

District Technology Focus Group

Kelly Braun Curriculum and Instruction DirectorTomi Swanson District TI Specialist, HS Technology InstructorTy Goeman CIO ­ KMTelecomRyan Christensen Elementary RepresentativeChris Lannin High School Representative

Building Technology Committees

Elementary School Technology

Michelle Krell Elementary School PrincipalTy Goeman CIO ­ KMTelecommLisa Dorschner Media TechnicianTomi Swanson District TI Specialist, HS Technology InstructorLisa Perez Elementary Spanish TeacherRita Buehler Kindergarten TeacherLinda Walbruch First Grade TeacherDani Bell Second Grade TeacherRyan Christensen Third Grade TeacherJill Petersen Special Education TeacherJohn Vossen Fourth Grade TeacherRachel Lenzmeier Fourth Grade Teacher

Middle School

Al Hodge Middle School PrincipalTy Goeman CIO ­ KMTelecommMichelle Poncelet Media TechnicianTomi Swanson District IT Specialist, HS Technology Instructor

High School

Jerry Reker High School PrincipalTy Goeman CIO ­ KMTelecommTom MacCartney Media TechnicianTomi Swanson District IT Specialist, HS Technology Instructor

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Enrollment and DemographicsKasson­Mantorville Public School District is one district in the state of Minnesota that continues to see growth in thestudent population numbers. In six years, our district has gone from an enrollment of 1,960 to 2,160, adding betweenthirty and forty students every year. Due to this growth, the K­M Elementary and K­M High School had additions putonto their buildings in 2008, with a new Middle School built in 2009.

2011­2012 Enrollment Data 2011­2012 Demographics DataEnrollment……………………………..2,160 Student DemographicsEarly Childhood…………………………..22 Graduation Rate………………………100%Elementary School (K­4)………………..850 American Indian…………………..............6∙ Kindgarten………………………….....169 Asian Pacific Islander…………...……......18∙ 1st Grade……………………………....181 Black...…………………………………....21∙ 2nd Grade……………………………...165 Hispanic………………………………..…68∙ 3rd Grade……………………………...154 White…………………………………..2,047∙ 4th Grade……………………………...181 Special Education………………………..206Middle School (5­8)……………………...674 English Language Learners………............27∙ 5th Grade……………………………....169 Number of Languages Spoken………….....4∙ 6th Grade……………………………....159 (Languages: Chinese/Mandarin, Anuak, Spanish, and Bosnian)∙ 7th Grade……………………………....163 Free/Reduced Lunch……………………19%∙ 8th Grade……………………………....183 Attendance Rate (2011 dates, 2012 NA at report time) ….96%High School………………………………614 Staff Demographics∙ 9th Grade……………………………....167 Total District Staff………………………257∙ 10th Grade……………………………..166 Teaching Staff…………………………...145∙ 11th Grade……………………………..138 Teachers with Master’s Degrees or Higher…...59%∙ 12th Grade……………………………..143 Teachers’ Average Classroom Experience...11 years∙ Post Secondary Option……………….....21 Administrators……………………………10

Paraprofessionals…………………………51 Support Staff……………………………...51 School Board………………………………7

*Data from 2011­2012 Minnesota Department of Education and Kasson­Mantorville Public Schools

.

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KASSON­MANTORVILLE SCHOOL DISTRICT 204VISION STATEMENT

Kasson­Mantorville Schools will inspire and foster excellence to prepare all students to become prosperous,responsible citizens in a global society.

MISSION STATEMENTThe Kasson­Mantorville School District is committed to excellence.

Through innovative collaboration, we will:∙ Respect, engage, and challenge all

∙ Offer a relevant and innovative curriculum

∙ Set high expectations and embrace creativity

∙ Build a global perspective

∙ Provide a safe and welcoming environment

AIMS and GOALSAIM: Student Excellence

Goals:∙ Hold all students accountable to high academic achievement expectations

∙ Challenge each student to the best of their abilities

∙ Increase co­curricular and extra­curricular involvement

∙ Develop high character students with a global perspective

∙ Celebrate students’ successes

AIM: Staff ExcellenceGoals:∙ Continually research, develop and implement relevant and innovative curriculum

∙ Utilize new technologies that embrace advancements in student learning

∙ Develop PLC’s to provide continuous improvement in instructional strategies and constructiveevaluations

∙ Actively engage parents/guardians through effective, consistent communication

∙ Recognize staff members’ achievements and successes

AIM: Operational ExcellenceGoals:∙ Collaborate innovatively with the community and businesses

∙ Operate in a fiscally responsible manner

∙ Provide policy and technology infrastructure to enhance student learning

∙ Attract, hire, develop, and retain employees committed to excellence

∙ Market our success

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Goals and Strategies for Success

Goals

Provide students with globally relevant technology proficiencies.

Strategies

a. Expand and enhance utilization of Cloud applications to allow student learning and project completion inmultiple settings.

b. Research optimization of alternative educational resources, which may include Google Apps forEducation, Microsoft Suite, etc.

c. Utilize current and relevant technologies to provide students with 21st century skills.

Continually research, develop and implement relevant and innovative curriculum.

Strategies

a. Create and implement an application process for teacher development that allows individual staffmembers opportunities to improve instructional strategies through the use of technology.

i. Allows exploration and analysis of various technological platforms.

ii. Discover strategies to enhance existing curriculum through the integration of technologyapplications.

iii. Improved instructional strategies will be shared by successful applicants within theirprofessional learning communities and throughout the district.

b. Provide year round training to ensure that the staff has the appropriate competencies needed toimplement educational technology that supports instruction.

i. Two­day summer training institute will be implemented in the summer of 2013.

ii. Based on technology survey results, integration specialists will provide pertinent technologytraining throughout the school year.

Maximize technology support systems.

Strategies

a. Enhance staff ticket system to improve efficiencies across the district.

b. Continually redefine roles and responsibilities of building technicians to improve technology integration,systems management and technical support.

Research and develop Digital Learning initiatives that embrace advancements in student achievement.

Strategies

a. Visit school districts who have embraced digital learning initiatives.

b. Research various platforms and applications for relevance and innovation.

c. Develop creative strategies to budget for future technology integration.

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Provide policy and technology infrastructure to enhance student learning

Strategies

a. Continue to evaluate and enhance the network and technology infrastructure.

i. Allows sufficient growth to support all of the needs of instructional delivery .

ii. Provide reliability to all users, which includes a disaster recovery plan.

b. Enhance the wireless infrastructure in the high school to provide equitable network access to internetresources.

c. Install wireless infrastructure in the middle and elementary schools to provide equitable network accessto internet resources.

d. Monitor and expand wireless access throughout the community to create capacity as needed for allstudents, especially disadvantaged.

e. Continually monitor bandwidth utilization. Expand internet bandwidth when current usage exceeds 80%and expand at a rate of 50­100 Meg.

Infrastructure and Network Strategiesfor using Telecomm and IT

Expand the wireless infrastructure in the Elementary and Middle School

Strategies

a. Upgrade network switching capability for wireless access points

b. Add wireless access points to open pod areas and technology leaders’ classrooms

c. Upgrade the network bandwidth for additional access for wearable computing devices (Smart Devices)

d. Implement dynamic network management to maximize bandwidth utilization

e. Expand intrabuilding bandwidth to 10 gig

Expand use of wireless devices and software to allow for interaction with visual devices throughout theclassroom

Strategies

a. Implement network connectivity between ubiquitous devices and central large format monitors

b. Implement network connectivity between current lab devices and central large format monitors

c. Implement network connectivity for real time streaming video in the classroom

Expand storage and network infrastructure for the interactive use electronic textbooks and and Library

Strategies

a. Expand storage environment capacity

b. Implement plug­and­play links to available sources (local libraries, library of congress, etc.)

c. Connect K­M Cloud to electronic textbook function for remote access, and instructor monitoring

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Expanded electronic function to staff and students

a. Expand functionality usage of IC and TIES

b. Provide district­wide list of approved software both server and personal devices

c. Expand “Cloud” to include all approved software compatible with multi user applications

Expand the integration of curriculum and technology to allow collaborative learning between staff and studentsthat can effectively find, evaluate, use, and create content

a. Provide test environment for staff test technologies with curriculum changes before using in theclassroom

b. Provide technical training on usage and capability of hardware, software, and networking for staff

c. Using technologies to safely filter and find content in order to achieve our curriculum goals

d. Using technologies to create, communicate, collaborate, express ourselves, and influence other

e. Using technologies to safely filter and find people who can help us achieve our learning goals

Professional Development Plan

1. First year of a newly created Technology Teacher Academy with 25 teacher participants per year that will receiveintense training in 21st Century Teaching and Learning. These teachers, as a part of the Academy, will createtechnology­integrated lessons and share those lessons as an "integrationist" to their peers.

2. We will continue our summer and fall staff development classes with eight hours mandatory training for every new andreturning teacher.

3. Introduction of on­demand video for teachers through their peer learning groups for examples of exemplary teaching,technology integration and other 21st Century teaching and learning.

4. Continuation of peer learning groups that facilitate curriculum and teaching methods and growth for all teachers at alllevels of our school system and is funded through Q­Comp.

Kasson­Mantorville provides technology training sessions both before and after school, as well as online using K­M’sOnline Learning Community (Moodle) for technology staff development. Professional development opportunities are alsooffered each summer during August. Training areas include the following: hardware, software, and the integration of thesetechnologies. (SMART Boards, Infinite Campus, Moodle learning management system, Windows 7, Office 2010,Outlook 2010, cloud technology, Web 2.0 tools, etc).

Ongoing plans for providing staff development

a. Increasing instructional technology support for teachers.b. Offer summer workshops and technology training for new and returning staff.c. Expand staff development to encompass an online repository of on­demand video training, templates and

cheat­sheet tutorials as well as various pre­planned and on­the­spot training opportunities.d. Enrich the knowledge of our staff by training them to utilize relevant technology in the development and/or

enhancement of their own personal learning networks.e. Train and reinforce staff confidence in their abilities to communicate in a Web 2.0 environment and

participate in the global environment.f. Assist staff in the investigation of effective technology resources for our students, providing them

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opportunities for student engagement and reinforcement in their own learning.g. Training and assisting staff in exploring methods for technology to enhance parental involvement in student

education.Assessment of Services

Telecomm Services:Reports that show bandwidth utilizationReports that show Access point utilization

Hardware:Reports that show hardware utilization (wmi performance reports)Wireless hardware reports showing ap bandwidth utilization (D­Link provided)

Software:Reports showing usage by applicationReports that show utilization by student

Other:Implementation of “System Center” Microsoft's SCCM product will provide ability to “push”applications) to devices on demand plus the ability to manage all devices centrally.

Evaluation Process

Evaluation:We will continue in our use a technology survey and a staff development survey to monitor the instructional needs of ourstaff. We will conduct annual surveys and use the results to modify our technology plan. The District TechnologyCommittee and Staff Development Committee will evaluate and report survey results to staff and post the TechnologyPlan on the district website. District Administration and School Board Members will annually evaluate the progression ofthe Technology Plan and implement desired adjustments when necessary.

Policy and Procedural Changes2012­2013 Elementary School Student Handbook2012­2013 Middle School Student Handbook2012­2013 High School Student Handbook

Parental Involvement

Kasson­Mantorville School District plans to involve students and parents in future Technology planning.

Budget

Equipment/Hardware ­ $100,000

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Technology Support Staff ­ $300,000

Maintenance ­ $20,000

Telecommunications/Internet Access ­ $10,000/yr

Software ­ $50,000

Staff Development ­ $100,000

CIPA Compliance

Data and Network SecurityChildren’s Internet Protection Act (CIPA)

*This LEA has an Internet Safety/Acceptable Use Policy in place.

Yes

If yes, please provide a link to access the policy at the LEA website.

Internet Acceptable Use and Safety Policy

*This school district deploys an Internet filter to protect minors from material that is pornographic orotherwise harmful to them.

Yes

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Curriculum Plan(To be further developed by Curriculum Instruction Coordinator)

This statement was taken from the 12­13 Annual ReportCurriculum ReviewThe Minnesota Department of Education has developed an academic standards review cycle asmandated by legislation. The curriculum review and adoption process requires K­12 staff to study bestpractices and current research; analyze student achievement data, current materials, and resources.Minnesota state law requires standards and benchmarks for all curricular areas in grades K­12.Standards describe the expectations in curricular areas that all students must satisfy to meet staterequirements for credit and graduation. These requirements raise the expectations for students in allgrade levels. As new standards and benchmarks are approved by legislation and become law, theKasson­Mantorville School District aligns instruction, grade level materials and resources with thenew standards and benchmarks. Public schools in Minnesota will be required to implement the newK­12 English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects bythe beginning of the 2012­13 school year.

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Kasson­Mantorville Budget Summary

30

Kasson­Mantorville Budget Summary continued

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Performance MeasuresStudent performance on the National Association of Education Progress

(If applicable)

K­M Student performance on the MN Comprehensive Assessments

Student Achievement ResultsKasson­Mantorville Public Schools believes that ALL students can grow, reaching for stateproficiency targets on an annual basis. Our Aims, Goals and Measures give us a measureable focuseach school year. Kasson­Mantorville students continued to achieve at high proficiencies, surpassingthe state averages in both reading and math on the 2013 Minnesota Comprehensive Assessment(MCA) and the Minnesota GRAD test. While the new MCA III test proved to be a little more challenging,it provided us a piece of the puzzle as we set goals for the 2013­2014 school year.

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33

34

35

Assessing and Evaluating Student ProgressKASSON­MANTORVILLE SCHOOL DISTRICT

PERFORMANCE APPRAISALBUILDING PRINCIPAL

Name ____________________________________________

Building ____________________________________________

Date ____________________________________________

The Principal Evaluation Rating Scale will be utilized for the entire performance appraisal.

A self­rating will be provided by the building principal and a separate rating will be provided bythe evaluator.

Additional comments should be provided by the principal and the evaluator to support therating in each area.

PRINCIPAL EVALUATION RATING SCALE

1 2 3 4 5

Performanceroutinely fails to

meet requirementsand expectations in

one or moreimportant aspects.

Specificsuggestions forimprovement

should be noted.

Performance maymeet requirementsand expectations in

one or moreimportant aspects,

but not all.Suggestions forimprovement

should be noted.

Performancemeets

requirements andexpectations.

Performancemeets and often

exceedsrequirements andexpectations.

Performanceclearly exceedsrequirements andexpectations.

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STRATEGIC LEADERSHIP

There is clear evidence that the administrator has established a model of shared leadership and decision­mak ing strategies, formulated a building strategic plan that is in alignment with the district strategic plan, demonstrated the ability to implement change or educational reform, and demonstrate adaptability and conceptual flexibility.

Goals:

1 2 3 4 5

Validation and Justification for Rating

Principal

1 2 3 4 5

Evaluator

37

INSTRUCTIONAL LEADERSHIP

There is clear evidence that the administrator demonstrates and understanding of issues affecting education. The administrator demonstrates an understanding and recognition of the significance of diversity and its impact on personalized learning for each student. The administrator demonstrates the ability to enhance teaching and learning through curriculum assessment and the ability to identify instructional obj ectives and use valid and reliable performance indicators to measure performance outcomes. The administrator demonstrates the ability to develop, implement, and monitor procedures to align, sequence, and articulate curriculum as approved by the district.

Goals:

1 2 3 4 5

Validation and Justification for Rating

Principal

1 2 3 4 5

Evaluator

38

COMMUNICATIONS LEADERSHIP

The following may include either or both verbal or written form: There is clear evidence that the administrator is effectively communicating district goals and expectations. The administrator has consistently considered the needs of stak eholders in communicating important messages. All important messages are delivered in both oral and written formats, supported by technology applications. Informs superintendent and staff of decisions, changes, and other relevant information on a timely basis. Listens effectively. Conveys information and ideas effectively one­on­one and in small groups. Communicates clearly, effectively, and candidly in both formal and informal settings. The administrator creates an environment, which encourages a timely, high quality exchange of information, ideas and opinions and is able to give and receive feedback in a constructive fashion. The administrator exemplifies positive relationships with staff and students while providing clear guidelines to staff, students, parents, and community.

Goals:

1 2 3 4 5

Validation and Justification for Rating

Principal

1 2 3 4 5

Evaluator

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MANAGERIAL LEADERSHIP

There is clear evidence that the administrator demonstrates leadership by providing purpose and direction for individuals and groups. The administrator can define and use processes for gathering, analyzing, managing, and using data to plan and mak e decisions for program evaluation. D emonstrates the ability to plan and schedule personal and organizational work , establish procedures to regulate activities and proj ects, and delegate and empower others at appropriate levels. D evelops and manages budgets and maintains accurate financial records. The administrator demonstrates an understanding of facilities development, planning and management. There is clear evidence that the administrator has built the relationship between staffing programs and the successful implementation at the classroom level. R ecruiting and interviewing processes emphasize that the candidates must have k nowledge and experience in successfully teaching in a standards­based classroom and establishes staffing patterns to meet the needs of students in our district. R ecommends licensed and support staff for employment and dismissal in the school district. E valuates position performance and successful completion of identified goals.

Goals:

1 2 3 4 5

Validation and Justification for Rating

Principal

1 2 3 4 5

Evaluator

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CULTURAL LEADERSHIP

There is clear evidence that the administrator creates and monitors a positive learning environment for all students and a positive work ing environment for all staff. The administrator demonstrates the ability to develop plans that connect every student with a school adult, eliminate bullying and implement recommended threat assessment procedures.

Goals:

1 2 3 4 5

Validation and Justification for Rating

Principal

1 2 3 4 5

Evaluator

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SCHOOL AND COMMUNITY LEADERSHIP

There is clear evidence that the administrator can set priorities in the context of stak eholder needs. The administrator demonstrates the ability to involve all stak eholders in collection of feedback and builds community consensus. The administrator promotes a positive image of schools and the school district while monitoring and addressing perceptions about school­community issues.

Goals:

1 2 3 4 5

Validation and Justification for Rating

Principal

1 2 3 4 5

Evaluator

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ETHICAL AND PROFESSIONAL LEADERSHIP

There is clear evidence that the administrator develops, adj usts and implements policy to meet local, state and federal requirements and constitutional provisions, standards and regulatory applications. The administrator recognizes and applies standards of care involving civil and criminal liability for negligence, harassment and intentional torts and clearly demonstrates an understanding of federal and case law governing general education, special education, community education, and legal requirements for personnel selection, development, retention and dismissal. The administrator will demonstrate the ability to balance complex community demands in the best interest of learners and will help learners grow and develop as caring, informed citizens.

Goals:

1 2 3 4 5

Validation and Justification for Rating

Principal

1 2 3 4 5

Evaluator

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OTHER

Use this portion of the appraisal to provide feedback on any other performance dimensions that are crucial to the j ob and not covered by any of the previous dimensions.

Strengths

Principal

Evaluator

Goal Areas

Principal

Evaluator

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STAKEHOLDER FEEDBACK

Questions and Results from the Stakeholder Survey (attached)

Principal Stakeholder Survey Goals Date:______________

1)

2)

3)

Evaluator Goals

1)

2)

3)

Evaluator Summary of Progress Toward GoalsDate:______________

1)

2)

3)

4)

5)

6)

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SCHOOL BUILDING PERFORMANCE MEASURES

Annual goals/targets for implementation will be mutually determined at a goal setting conference.

Goal Setting Conference Date: ________________________________

Performance MeasuresThe following are a suggested list of performance measures to assist in development of annual targets by thebuilding principal and the Superintendent. This list is not to be considered all­inclusive, thus other performancemeasures may also be implemented.

Student Proficiency Rates Graduation RatesStudent Academic Growth Scores Improved Attendance RatesReduction of Achievement Gaps Reduced Drop­out Rates

Performance Measure _________________________________Goals/Targets for each measure

1)

2)

Performance Measure _________________________________Goals/Targets for each measure

1)

2)

Performance Measure _________________________________Goals/Targets for each measure

1)

2)

Progress and final review of these goals/targets will take place during the following dates:

Mid­Year Conference Date: ______________________

The End­of­ the­Year Summative Review Date: ______________________

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SUMMATIVE PRINCIPAL EVALUATION

Principal ________________________ Superintendent _______________________­

Component

% of Eval Rating Scale

1) Evaluation *_______ 1 2 3 4 5

2) Survey *_______ 1 2 3 4 5

3)PerformanceMeasures

35 1 2 3 4 5

1 2 3 4 5

Performanceroutinely fails to

meetrequirements

andexpectations inone or moreimportantaspects.

Performanceplan required.

Performancemay meet

requirementsand

expectations inone or moreimportant

aspects, but notall.

Performanceplan required.

Performancemeets

requirementsand

expectations.

Performancemeets and often

exceedsrequirements

andexpectations.

Performanceclearly exceedsrequirements

andexpectations.

*Percentage of Evaluation for components 1) and 2) will be mutually agreed upon at the Goal Setting Conference.

Performance Appraisal Completed By:

______________________________________________ Date: _____________Signature

Kasson­Mantorville Principal:

______________________________________________ Date: _____________Signature

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Framework For Effective Student Service Personnel(Probationary)

Professional Growth and Evaluation Program

Kasson­Mantorville Public Schools101 16th St. NE

Kasson, MN 55944507­634­1100

www.komets.k12.mn.us

Updated 12.13.2013

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Contents

Introduction 3

Background 3

Student Service Personnel Evaluation Process Development Members 4

Statement of Philosophy 4

Overview of Student Service Personnel Evaluation Program 5

StandardsStandards for Effective Student Service Personnel 6

Standard I: Interpersonal and Communication SkillsStandard II: PlanningStandard III: Technical SkillsStandard IV: Professional Responsibilities

ResourcesSetting Professional Growth Goals derived from Student Service Personnel Standards 7

Setting Program or Curriculum Goals and Plans 8

Professional Growth Components 9

EvaluationProbationary Professional Growth Plan 10

Probationary Professional Growth Goal Form 11

Pre­Observation Conference Form 12

Observation Conference Form 13

Post­Observation Conference Form 14

Summative Evaluation Form 15

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Introduction

The Framework for Effective Teaching is the result of the collaboration and cooperation of Kasson­Mantorvilleteachers, administrators, School Board members, parents and nationally recognized authorities in the field of effectiveteaching research. In this framework, we have expressed what we believe effective teachers do and what the mostrecent research reflects. The Framework consists of five standards and three staff development programs. The ultimategoals are teacher growth and increased student achievement.

As research in the area of effective teaching continues, professionals learn more about teaching and its relationship tostudent learning. We have done our best to capture the dynamic and interactive processes of teaching. We expect oureducators to incorporate the five standards with their current successful practices. As with any effort of this magnitude,this process will be reviewed and modified to ensure that it continues to reflect the best practices.

This Framework for Effective Teaching is presented to the Kasson­Mantorville School District with the belief that it willenhance the tradition of excellence in K­M schools. All of those involved in the development of the Framework forEffective Teaching hopes it will serve as a valuable tool in our continuous pursuit of equity and excellence.

Background

The Framework for Effective Teaching was developed during the 2002­03 school year by a representative task force ofteachers, administrators, school board, and parents. Dr. Thomas McGreal, Professor Emeritus of EducationalOrganization and Leadership at the University of Illinois at Urbana­Champaign, served as the consultant to the taskforce. Dr. McGreal assisted the committee in examining the research base for effective professional practice andevaluation, introduced the committee to models of effective evaluation, and guided the committee in setting up a workplan to complete the project. Each committee member served on a subcommittee charged with developing one of threecomponents of the Framework. The entire committee reviewed and revised each component, as well as resourcematerials proposed to support the Framework. The Framework was adopted by the Kasson­Mantorville School Boardon June 16, 2003.

The Framework for Effective Teaching was revised during the 2013­2014 school year to fulfill the mandate establishedby the Minnesota Department of Education. This plan was mutually agreed upon by representatives of KMEM and theschool board to meet the state requirements. The plan will be reviewed on an as­needed basis to improve instructionalstrategies of the teachers and to provide effective staff development opportunities.

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Evaluation Process Development Members

2013­2014

Mark D. Matuska, SuperintendentJerry Reker, High School PrincipalAl Hodge, Middle School Principal

Michelle Krell, Elementary School PrincipalJenny Carrier, Community Education Director

Kelly Braun, Curriculum, Instruction, Assessment CoordinatorJared Pittman, High School TeacherJeff Fague, Middle School Teacher

Rita Buehler, Elementary School TeacherNicole Kujath, High School TeacherLiz Harwood, Middle School Teacher

Kerri Snyder, High School Social Worker

Statement of Philosophy

The Kasson­Mantorville School District is committed to providing the best educational program for its students. To thisend, it supports a professional appraisal system that focuses on excellence. The system is based on teachers andadministrators working together in the process of continual improvement of teaching and learning.

We believe . . .

All staff members recognize the benefits of professional development to achieve the goals of the school anddistrict.

All staff members recognize the benefits of continual improvement of professional performance.

Appraisal of performance is based on a cooperative spirit, open communication and joint responsibility.

Appraisal of performance is positive in nature and intent. It recognizes strengths and provides a means ofsupport and improvement.

Appraisal of performance promotes excellence in teaching and learning.

Appraisal of performance is a dynamic ongoing process that requires review and revision based on evolvingresearch, practices, and experiences of the Kasson­Mantorville School District.

Professionals grow and learn in different ways. Committed teachers develop their professional capabilities overtime and often are at different stages of development, necessitating a differentiated system of assessment.

Mutual trust and respect are the cornerstones of a professional learning community.

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OVERVIEW OF STUDENT SERVICE PERSONNEL EVALUATION PROGRAM

Probationary ProfessionalGrowth Plan

ProfessionalGrowth Plan

Specific ProfessionalGuidance Plan

Probationary Student ServicePersonnel

WHO:

Tenured Student ServicePersonnel who aredemonstrating the Standardsfor Effective Student ServicePersonnel

PURPOSE:

Student Service Personnel inneed of specific professionalguidance in identified area(s) ofthe Standards for EffectiveStudent Service Personnel

To ensure that Standards forEffective Student ServicePersonnel are understood,accepted, and demonstrated

To provide support inimplementing the Standards forEffective Student ServicePersonnel

To provide accountability fordecisions to continueemployment

To enhance professionalgrowth

To improve studentachievement

To provide feedback onprofessional issues

To focus on schoolimprovement initiatives

WHAT:

To provide opportunities toseek assistance in any Standard

To provide a more structuredprocess for a tenured StudentService Personnel who maybenefit from more support

To resolve concerns & return toProfessional Growth Plan

Formal observations andevaluations of performance

Portfolio Reflection Peer Coach/Mentor

Informal observations toassess Standards

Develop and implementProfessional Growth Plan

METHODS:

Awareness Phase Assistance Phase

Classroom observation withfeedback

Review of portfolio Discussion of professional

practices PLC support Peer Coaching/Mentoring

Ongoing informal discussionof teacher performance

Professional Growth Plansorganized by individualteachers, teacher teams, orPLC’s

Collaboration and supportbetween student servicepersonnel and administrator

Establish indicators ofprogress

Feedback to PLC’s Peer Review

Observation and feedbackfocused specifically on identifiedarea(s) of needed improvement

PLC Support

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Kasson­Mantorville Standards for Effective Student Service Personnel

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Suggestions for Supervisors and Teachers

Setting Professional Growth Goals derived from the Teaching Standards

Refining Current Practices (Improvement Goals)This type of goal fits a range of teaching areas, especially those that would be included under Domains 1, 2, and 3 inDanielson’s (1996) framework. It could include work on improving a more basic skill (managing student behavior) or amore complex skill (engaging students in learning). The important thing here is that the teacher is indicating a desire toimprove something she already does in her teaching. This type of goal would almost always be set by an individualrather than a team. The plan for this type of goal could involve classroom observation as a form of formativeassessment or some form of artifact collection to demonstrate the desired improvement. This type of goal wouldgenerally be set for only one year.

Acquisition of New Skills or Knowledge (Renewal Goals)In acquiring new skills or knowledge to enhance the application of the teaching standards, it should be assumed that thistype of goal will require some resources to support the gaining of the skill or the needed information. The plan wouldlikely include some form of demonstration of the newly acquired skill or practice (presentation to other faculty, reviewby a support group or study group, written material distributed to others, or an actual or taped demonstration). Thistype of goal could be set by an individual or a team. To maximize the use of building or district resources, the new skillor knowledge should be required to be directly related to the teaching standards or to building or district teaching andlearning initiatives. In most situations, this would be a two­ or three­ year plan, to give time to acquire the newknowledge and to test its implementation.

Doing things Differently (Redesign or Restructuring Goals)These goals will often be set as derivatives of the components of professional practice as stated in the standards. Insettings different from traditional practice, the application of the standards might have more significance. Developinggoals and plans that would lead to new ways of doing things (project­based learning, non­graded rooms, developinginterdisciplinary teams in high schools) provides a new way of thinking about and demonstrating the importance of theteaching standards. This type of activity will almost certainly require additional resources and time. This work shouldbe done by a team and never for less than two or three years. The product of this type of activity should include arationale for the change, the desired student outcomes, a discussion of the possible implications of the new way of doingthings for other parts of the system, and a plan for evaluating all relevant outcomes of the change.

From Danielson, C. (1996) Enhancing Professional Practice: A Framework for Teaching, Alexandria,VA:ASCD.

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Setting Program or Curriculum Goals and Plans (from Content Standards or Within theProcess of Developing Content Standards)

“Deepening” Goals (Organizing Curriculum Around Deepening Student Understanding)This type of goal would focus on moving from broad curriculum coverage to a deeper concept of curriculum that requiresidentifying what is most important for students to learn (i.e., focusing on themes or questions rather than sequences of facts).Teachers could work toward this goal individually or as a team. The product for this goal should include a rationale, whatstudents should know and be able to do as a result of this work, and a plan for assessing student learning and evaluating themerit of the changes. This could be a one­, two­, or three­year goal, depending on the scope of the project.

“Integrating” Goals (Designing Learning Experiences to Assist Students in Connecting Ideas and Concepts Across DifferentContent Areas)These goals would focus on developing integrated lessons, units, and courses. This work could be done individually orin teams. Products should include rationale, desired student outcomes, necessary materials, recommended teachingpractices, and a plan for assessing student learning and evaluating the merit of the activity. These goals should be fortwo or three years, depending on the scope of the effort.

“Engaging” Goals (Designing Learning Experiences to Engage Students)These goals would focus on developing curriculum plans, materials, and related activities that attend specifically toincreasing the engagement of students in the work of the classroom. These would also include attempts to engagedifferent groups of students, based on special needs, styles, or developmental stages. The product should includedesired student outcomes, any curriculum materials needed, identification of the necessary teaching strategies and skills,and a plan for assessing student outcomes and the merit of the process. This could be done by an individual or a teamover one, two, or three years, depending on the scope of the plan.

“Assessing” Goals (Designing Activities and Experiences Determining What Student Have Learned and What They Can Do)This type of goal would focus on developing new or alternative assessments to measure or describe student learning.This could be done individually or in teams. The product should include a rationale for developing the new assessmentprocedures, the student outcomes to be assessed, the measures and rubrics to be used, and the implications forcurriculum and instruction. Depending on the complexity and scope of the assessment activity being developed, thiscould be a one­, two­, or three­year plan.

From Danielson, C. & McGreal, T.L. (2000) Teacher Evaluation to Enhance Professional Practice, Alexandria,VA:ASCD. pp. 112­113

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PROFESSIONAL GROWTH COMPONENTS

Goals:Goals should reflect building or district goals, which result in the continuous improvement of student learning. The goalsmust be directly linked to the Standards for Effective Student Service Personnel as published in this document.

Individual or Team Professional Participants:Student Service Personnel are encouraged to participate as part of a team with grade level colleagues, members ofdepartment teams, across schools, or in any combination. Student Service Personnel may elect to work individually. Incases of inter­school teams, all administrators of the involved schools participate in the planning.

Activities/Methods:Methods/strategies to reach goals could include:

Development of teaching materials/instructional units/discussion groupsAction research Workshops PLC’sPeer coaching Visitation days Social MediaVideotaping Conferences Web ConferencingSelf­assessment Classroom observations Professional Learning NetworkMentoring Teacher academies SimulationsCollege courses Committee Participation Other

Indicators of Progress:

Student work portfolios Parent responsesProfessional portfolios Written curriculumVideotapes of classes Student responsesPeer observation Statistical measuresAdministrator observation Performance assessmentReflective journal entries Anecdotal recordsCase study analysis BenchmarksOther

Resources:Resources will be formally approved as part of the student service personnel’s Professional Growth Plan and mayinclude:

Classroom materials Student materialsJournals WorkshopsResources BooksCollegial time Social MediaMentoring Collegial supportRelease time Administrative supportOther

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PROBATIONARY PROFESSIONAL GROWTH PLAN

Who: Probationary student service personnel

Purposes:1. To improve the quality of instruction and performance of student service personnel to enhance student learning as

defined in the Standards for Effective Student Service Personnel2. To provide training and support for student service personnel new to the District3. To create positive attitudes toward the purposes and value of appraisal and professional development4. To promote professional self­reflection5. To collect reliable and varied data for making employment decisions

Procedures:The probationary appraisal plan shall consist of both formal and informal observations, discussion sessions andalternative sources of data collection.

Formal ObservationsDuring the probationary years of employment a minimum of three observations will be conducted. The first observationwill be scheduled by the administration and must occur within the first quarter of the school year. Two additionalobservations must occur before April 1st. The formal observation process shall consist of:A. Pre­Observation Conference

1. The student service personnel and administrator will agree to the initial observation date.2. Prior to scheduled observations, the student service personnel will submit the Pre­Observation Form for the

activity to be observed. The form may be modified by mutual agreement of both the administrator and studentservice personnel.

B. Observations1. Each formal observation shall be of duration sufficient to provide data for professional discussion and reflection.2. Practices used during observation will be consistent with the K­M District philosophy of appraisal and the

Professional Standards. The activities observed may vary, of course, dependent upon the experiences andneeds of the staff, as well as the grade/subject level of students.

C. Post­Observation Conferences1. A conference shall occur within ten working days between administrator and the teacher following the

observation, and the transmission to the student service personnel promptly thereafter of a written evaluationdocument called the Observation Conference Form. Student Service Personnel’s signature will indicate receiptof the document.

2. The student service personnel shall complete a Post­Observation Information Form before the post­conferencein preparation for discussion of the observation.

Informal ObservationsInformal observations (unannounced observations, walk­throughs, drop­ins) may be conducted at any time. These may beof brief duration, and may be followed with a note to the student service personnel.

Professional Portfolio­ is required to be completed during or prior to the final probationary year while non­tenured.Components of the portfolio shall be determined with the building administrator.

57

PROBATIONARY PROFESSIONAL GROWTH GOAL FORM

Student Service Personnel:__________________________________________Date:_____________

School:_____________________________________________________PLC Members:1. 5.2. 6.3. 7.4. 8.

Peer Coach/Mentor:_____________________________

This plan is:

a NEW Individual Growth and Development Plan

REVISIONS to an approved plan

Standards for Effective Student Service Personnel Addressed in this Plan: (Check all that apply)_____ Interpersonal and Communication Skills _____ Planning_____ Technical Skills _____ Professional Responsibilities

Specific Goals:

Strategies to Meet Goal:

Indicators of Progress:

Timeline:

Anticipated Outcome/Knowledge Gained/Impact of Goal:

End­of­Year Reflection on Goal Achievement (completed in spring):

Student Service Personnel Signature__________________________________________Date:__________

Administrative Signature___________________________________________________Date:__________

58

PRE­OBSERVATION CONFERENCE FORM

Student Service Personnel: This form should be completed and turned in to Administrator three days prior to ascheduled observation.

Name________________________________ Administrator__________________________

School________________________________ Pre­Conference Date__________

Observation Date________________ Observation Time____________

1. Briefly describe the specific initiative or project and its objectives.

2. How do you plan to engage the targeted audience? (What will you do?) (What materials or resources will youuse?)

3. How will you assess progress? (What techniques will you use? How will you reach closure?)

4. Please indicate any area that you would like specific feedback on:

_____ Interpersonal and Communication Skill _____ Planning_____ Technical Skills _____ Professional Responsibilities

59

OBSERVATION CONFERENCE FORM

Name_________________________________Administrator__________________________

School________________________ Grade_______ Subject______________________

Date of Observation___________________ Time of Observation __________________

PROFESSIONAL STANDARDS_____ Interpersonal and Communication Skills _____ Planning_____ Technical Skills _____ Professional Responsibilities

PROJECT/INITIATIVE ANALYSIS

Brief Summary:

Strengths observed:

Suggestions for growth:

Student Growth Goal Met (35%)

______________________________ ___________________________Student Service Personnel’s signature/date Administrator’s signature/date

60

POST­OBSERVATION CONFERENCE FORMStudent Service Personnel: Please complete this form within three days after your observation and bring it with

you to your post­observation conference.

Name__________________________________Administrator___________________________

School_____________________ Target Audience_______________________________

Post­Conference Date_____________

1. Did the target audience meet the goal? Please explain.

2. To what extent was my target audience engaged?

3. What strategies or activities facilitated improvement?

4. What strategies or activities might change if given the opportunity to present this initiative again?

______________________________ ___________________________Student Service Personnel’s signature/date Administrator’s signature/date

61

SUMMATIVE EVALUATION FORM(to be completed by Administrator at end of probationary period)

Student Service Personnel_____________________________________

Administrator________________________________

Evaluation Date________________

Professional Portfolio Completed

Summarize the following areas:

Standards for Effective Student Service Personnel:

I. Interpersonal and Communication Skills

II. Planning

III. Technical Skills

IV. Professional Responsibilities

Comments:

Administrator’s Recommendation for continued employment ____YES ____NO

______________________________ ___________________________Student Service Personnel’s signature/date Administrator’s signature/date

62

Framework For Effective Student Service Personnel

Professional Growth and Evaluation Program

Kasson­Mantorville Public Schools101 16th St. NE

Kasson, MN 55944507­634­1100

www.komets.k12.mn.us

Updated 12.13.2013

63

Contents

Introduction 3

Background 3

Teacher Evaluation Process Development Members 4

Statement of Philosophy 4

Overview of Teacher Evaluation Program 5

StandardsStandards for Effective Student Service Personnel

Standard I: Interpersonal and Communication Skills 6Standard II: Technical SkillsStandard III: PlanningStandard IV: Professional Responsibilities

EvaluationStudent Service Personnel Professional Growth Plan 7

Professional Growth Goal Form 8

Pre­Observation Conference Form 9

Observation Conference/Summative Evaluation 10

Post­Observation Reflection Form 11

Peer Review Process 12

Professional GuidanceSpecific Staff Development 13

Identification of Concern Form 14

Professional Assistance Plan 15

Professional Assistance Plan Progress Report 16

64

Introduction

The Framework for Effective Teaching is the result of the collaboration and cooperation of Kasson­Mantorvilleteachers, administrators, School Board members, parents and nationally recognized authorities in the field of effectiveteaching research. In this framework, we have expressed what we believe effective teachers do and what the mostrecent research reflects. The Framework consists of five standards and three staff development programs. The ultimategoals are teacher growth and increased student achievement.

As research in the area of effective teaching continues, professionals learn more about teaching and its relationship tostudent learning. We have done our best to capture the dynamic and interactive processes of teaching. We expect oureducators to incorporate the five standards with their current successful practices. As with any effort of this magnitude,this process will be reviewed and modified to ensure that it continues to reflect the best practices.

This Framework for Effective Teaching is presented to the Kasson­Mantorville School District with the belief that it willenhance the tradition of excellence in K­M schools. All of those involved in the development of the Framework forEffective Teaching hopes it will serve as a valuable tool in our continuous pursuit of equity and excellence.

Background

The Framework for Effective Teaching was developed during the 2002­03 school year by a representative task force ofteachers, administrators, school board, and parents. Dr. Thomas McGreal, Professor Emeritus of EducationalOrganization and Leadership at the University of Illinois at Urbana­Champaign, served as the consultant to the taskforce. Dr. McGreal assisted the committee in examining the research base for effective professional practice andevaluation, introduced the committee to models of effective evaluation, and guided the committee in setting up a workplan to complete the project. Each committee member served on a subcommittee charged with developing one of threecomponents of the Framework. The entire committee reviewed and revised each component, as well as resourcematerials proposed to support the Framework. The Framework was adopted by the Kasson­Mantorville School Boardon June 16, 2003.

The Framework for Effective Teaching was revised during the 2013­2014 school year to fulfill the mandate establishedby the Minnesota Department of Education. This plan was mutually agreed upon by representatives of KMEM and theschool board to meet the state requirements. The plan will be reviewed on an as­needed basis to improve instructionalstrategies of the teachers and to provide effective staff development opportunities.

65

Teacher Evaluation Process Development Members

2013­2014

Mark D. Matuska, SuperintendentJerry Reker, High School PrincipalAl Hodge, Middle School Principal

Michelle Krell, Elementary School PrincipalJenny Carrier, Community Education Director

Kelly Braun, Curriculum Instruction Assessment CoordinatorJared Pittman, High School TeacherJeff Fague, Middle School Teacher

Rita Buehler, Elementary School TeacherNicole Kujath, High School TeacherLiz Harwood, Middle School Teacher

Kerri Snyder, High School Social Worker

Statement of Philosophy

The Kasson­Mantorville School District is committed to providing the best educational program for its students. To thisend, it supports a professional appraisal system that focuses on excellence. The system is based on teachers andadministrators working together in the process of continual improvement of teaching and learning.

We believe . . .

All staff members recognize the benefits of professional development to achieve the goals of the school anddistrict.

All staff members recognize the benefits of continual improvement of professional performance.

Appraisal of performance is based on a cooperative spirit, open communication and joint responsibility.

Appraisal of performance is positive in nature and intent. It recognizes strengths and provides a means ofsupport and improvement.

Appraisal of performance promotes excellence in teaching and learning.

Appraisal of performance is a dynamic ongoing process that requires review and revision based on evolvingresearch, practices, and experiences of the Kasson­Mantorville School District.

Professionals grow and learn in different ways. Committed teachers develop their professional capabilities overtime and often are at different stages of development, necessitating a differentiated system of assessment.

Mutual trust and respect are the cornerstones of a professional learning community.

66

OVERVIEW OF STUDENT SERVICE PERSONNEL EVALUATION PROGRAM

Probationary ProfessionalGrowth Plan

ProfessionalGrowth Plan

Specific ProfessionalGuidance Plan

Probationary Student ServicePersonnel

WHO:

Tenured Student ServicePersonnel who aredemonstrating the Standardsfor Effective Student ServicePersonnel

PURPOSE:

Student Service Personnel in needof specific professional guidance inidentified area(s) of the Standardsfor Effective Student ServicePersonnel

To ensure that Standards forEffective Student ServicePersonnel are understood,accepted, and demonstrated

To provide support inimplementing the Standards forEffective Student ServicePersonnel

To provide accountability fordecisions to continueemployment

To enhance professionalgrowth

To improve studentachievement

To provide feedback onprofessional issues

To focus on schoolimprovement initiatives

WHAT:

To provide opportunities to seekassistance in any Standard

To provide a more structuredprocess for a tenured StudentService Personnel who may benefitfrom more support

To resolve concerns & return toProfessional Growth Plan

Formal observations andevaluations of performance

Portfolio Reflection Peer Coach/Mentor

Informal observations toassess Standards

Develop and implementProfessional Growth Plan

METHODS:

Awareness Phase Assistance Phase

Classroom observation withfeedback

Review of portfolio Discussion of professional

practices PLC support Peer Coaching/Mentoring

Ongoing informal discussion ofteacher performance

Professional Growth Plansorganized by individualteachers, teacher teams, orPLC’s

Collaboration and supportbetween student servicepersonnel and administrator

Establish indicators of progress Feedback to PLC’s Peer Review

Observation and feedback focusedspecifically on identified area(s) ofneeded improvement

PLC Support

67

Kasson­Mantorville Standards for Effective Student Service Personnel

68

STUDENT SERVICE PERSONNEL PROFESSIONAL GROWTH PLAN

Who: A professional staff member who has reached tenure status

Purpose:From the beginning of the first tenure year and continuing throughout the student service personnel’s professional career,the student service personnel and administrator work collaboratively to ensure the strengthening of the Standards. Thereare two major components to this process: Demonstration of Standards for Effective Student Service Personneland Continued Professional Growth.

1. Demonstration of Standards for Effective Student Service Personnel: Performance related to theStandards for Effective Student Service Personnel is assessed by the administrator through informalobservations and other school settings. The administrator or the student service personnel may scheduleconferences to discuss performance related to the standards.

2. Continued Professional Growth Plan: The student service personnel and the administrator collaborate toidentify goals and develop a Professional Growth Plan that will meet those goals and reflect the Standards forEffective Student Service Personnel. While achieving the identified goals is the objective, it is the process ofworking toward those goals that demonstrate the individual’s professional growth.

Goals:Goals should reflect PLC, school, and district goals and must be directly linked to the Standards for Effective StudentService Personnel.

Three­Year Review Cycle:

Initial Meeting: The student service personnel will have an initial meeting with the building administrator as early as the spring of

the prior year, and no later than November 1, to develop the Professional Growth Goal Form.

Peer Review Year: Professional Growth Goal Form (new or revised) Two peer reviews

Peer Review or Portfolio Year: Professional Growth Goal Form (new or revised) Two peer reviews or one mutually agreed upon portfolio/presentation (requires Admin signature) Portfolio/Presentation should address the teaching standard which pertains to your professional growth goal

Summative Evaluation Year w/Administrator: Professional Growth Goal Form (new or revised)

o Identify student growth goal (35% of evaluation)o Each tenured employee will define what aspect of student growth will be measured and how the data will

be collected. Must be preapproved by administration. Pre­observation form/meeting Observation Post­observation reflection form completion Summative evaluation (post­observation meeting)

69

PROFESSIONAL GROWTH GOAL FORM

Student Service Personnel:________________________________________Date:_______________________

School:______________________________________________________

PLC Members:1. 5.2. 6.3. 7.4. 8.

Peer Reviewer (agreed upon with Administrator):____________________

This plan is:

a NEW Individual Growth and Development Plan

REVISIONS to an approved plan

Year of Plan:

Peer Review Year

Peer Review/Portfolio Year

Summative Evaluation Year Summative Evaluation YearIndicate Student Growth Goal (35% of evaluation):____________________________________

Standards for Effective Student Service Personnel Addressed in this Plan: (Check all that apply)_____ Interpersonal and Communication Skills _____ Planning_____ Technical Skills _____ Professional Responsibilities

Specific Project Goals:

Strategies to Meet Goal:

Indicators of Progress:

Timeline:

Anticipated Outcome/Knowledge Gained/Impact of Goal:

End­of­Year Reflection on Goal Achievement (completed in spring):

Student Service Personnel Signature___________________________________________Date:___________Peer Reviewer Signature (Peer review years)____________________________________Date:___________Administrator Signature (Summative or Portfolio years)_____________________________Date:___________

70

PRE­OBSERVATION CONFERENCE FORMStudent Service Personnel: This form should be completed and turned in to Administrator three days prior to a

scheduled observation.

Name_________________________________Administrator__________________________

School________________________ Pre­Conference Date__________

Observation Date__________ Observation Time__________

1. Briefly describe the specific initiative or project and its objectives.

2. How do you plan to engage the targeted audience? (What will you do?) (What materials or resources will youuse?)

3. How will you assess progress? (What techniques will you use? How will you reach closure?)

4. Please indicate any area that you would like specific feedback on:

_____ Interpersonal and Communication Skill _____ Planning_____ Technical Skills _____ Professional Responsibilities

71

OBSERVATION CONFERENCE/SUMMATIVE EVALUATION FORM

Name_________________________________Administrator__________________________

School________________________ Target Audience_____________________________

Date of Observation___________________ Time of Observation __________________

PROFESSIONAL STANDARDS_____ Interpersonal and Communication Skills _____ Planning_____ Technical Skills _____ Professional Responsibilities

PROJECT/INITIATIVE ANALYSIS

Brief Summary:

Strengths observed:

Suggestions for growth:

Student Growth Goal Met (35%)

______________________________ ___________________________Student Service Personnel’s signature/date Administrator’s signature/date

*To be placed in student service personnel’s permanent file at the end of summative evaluation year

72

POST­OBSERVATION REFLECTION FORMStudent Service Personnel: Please complete this form within three days after your observation and bring it with

you to your post­observation conference.

Name__________________________________Administrator___________________________

School_____________________ Target Audience_______________________________

Post­Conference Date_____________

1. Did the target audience meet the goal? Please explain.

2. To what extent was my target audience engaged?

3. What strategies or activities facilitated improvement?

4. What strategies or activities might change if given the opportunity to present this initiative again?

______________________________ ___________________________Student Service Personnel’s signature/date Administrator’s signature/date

73

PEER REVIEW PROCESSThis guide will help you determine the best format for the Peer Review Process. Expectation is 30­60 minutes in district to completethis process. Minimum two peer reviews per year.

Name: ________________________________________________Date:________________

Peer Reviewer (agreed upon with Administrator):_________________________________

Pre­observation communication/observation/post­observation

Tying goals to process Professional growth Student growth Future plans/impact

Video review of teaching

Teacher Signature________________________________________Date:___________

Peer Reviewer Signature___________________________________Date:___________

PEER REVIEW PROCESSThis guide will help you determine the best format for the Peer Review Process. Expectation is 30­60 minutes in district to completethis process. Minimum two peer reviews per year.

Name: ________________________________________________Date:_______________

Peer Reviewer (agreed upon with Administrator):________________________________

Pre­observation communication/observation/post­observation

Tying goals to process Professional growth Student growth Future plans/impact

Video review of teaching

Teacher Signature________________________________________Date:___________

Peer Reviewer Signature___________________________________Date:___________

74

SPECIFIC STAFF DEVELOPMENT

SPECIFIC STAFF DEVELOPMENT is intended to provide the best possible likelihood for professionalimprovement. The decision to implement SPECIFIC STAFF DEVELOPMENT should be collaborative, butmay be directive. This process may begin at any time. Confidentiality is expected of all participants.

Purpose:

1. To enable a tenured student service personnel the opportunity to seek assistance in any of the district’sStandards for Effective Student Services Personnel.

2. To provide a more structured process for a tenured student service personnel who by the determination of theadministrative supervisor, may benefit from more support.

Phases of SPECIFIC STAFF DEVELOPMENT:

Phase I – Awareness Phase1. The administrator or the student service personnel identifies a concern.2. The concern is identified in writing and an Identification of Concern Form is completed.3. The administrator and student service personnel attempt to resolve the concern.4. The administrator reviews the progress and makes one of the following recommendations:

The student service personnel remains in Professional Growth Plan, or In the event the concern is not resolved, the student service personnel is notified in writing and placed into

the Assistive Phase. The student service personnel may continue with their Professional Growth Plan.

At this point, the student service personnel will be advised by the principal that he/she may want to discuss the situationwith the KMEM building representative. The student service personnel or the administrator may request otherrepresentation in all subsequent meetings regarding the concern. Both parties will be notified in advance of thosemeetings.

Phase II – Assistive Phase1. The administrator reviews the recommendations from the Awareness Phase.2. A specific Plan of Assistance will be developed.3. The administrator and the student service personnel set up a specific time to review what progress has been

made and complete the Plan of Assistance Progress Report.4. One of the following recommendations is made:

The concern is resolved and the student service personnel is returned to Professional Growth Plan. The student service personnel remains in the Assistive Phase with revised goals and timelines.

75

IDENTIFICATION OF CONCERN FORM

Student Service Personnel ________________________________ Date________________________

Standards for Effective Student Service Personnel Addressed in this Plan: (Check all that apply)_____ Interpersonal and Communication Skills _____ Planning_____ Technical Skills _____ Professional Responsibilities

Specific Concerns:

Next Meeting Date_______________

______________________________ ___________________________Student Service Personnel signature/date Administrator’s signature/date

76

PROFESSIONAL ASSISTANCE PLAN

Student Service Personnel_________________________________Date:____________________

Standards for Effective Student Service Personnel Addressed in this Plan: (Check all that apply)_____ Interpersonal and Communication Skills _____ Planning_____ Technical Skills _____ Professional Responsibilities

Specific Concerns:

Plans (Methods/Strategies):

Proposed Timeline:

Indicators of Progress:

Resources/Support Needed:

Next Meeting Date: ________________________________________________

______________________________ ___________________________Student Service Personnel signature/date Administrator’s signature/date

77

PROFESSIONAL ASSISTANCE PLAN PROGRESS REPORT

Student Service Personnel____________________________________ Date__________________

____First Meeting ____Second Meeting ____Third Meeting ____Final Summary

Plan:

Resources and Strategies Used to Date:

Indicators of Progress:

Resources/Support Utilized to Date:

Concerns:

Administrator Recommendation:

____Return to Professional Growth Plan

____Continue Assistance Plan

Next Meeting Date_________________________________________________

______________________________ ___________________________Student Service Personnel’s signature/date Administrator’s signature/date

78

Framework For Effective Teaching(Probationary)

Professional Growth and Evaluation Program

Kasson­Mantorville Public Schools101 16th St. NE

Kasson, MN 55944507­634­1100

www.komets.k12.mn.us

Updated 12.13.2013

79

Contents

Introduction 3

Background 3

Teacher Evaluation Process Development Members 4

Statement of Philosophy 4

Overview of Teacher Evaluation Program 5

StandardsStandards for Effective Teaching 6

Standard I: PlanningStandard II: EnvironmentStandard III: InstructionStandard IV: Professionalism

Setting Professional Growth Goals derived from Teaching Standards 7

Setting Program or Curriculum Goals and Plans 8

Professional Growth Components 9

EvaluationProbationary Professional Growth Plan 10

Probationary Professional Growth Goal Form 11

Pre­Observation Conference Form 12

Observation Conference Form 13

Post­Observation Conference Form 14

Summative Evaluation Form 15

80

Introduction

The Framework for Effective Teaching is the result of the collaboration and cooperation of Kasson­Mantorvilleteachers, administrators, School Board members, parents and nationally recognized authorities in the field of effectiveteaching research. In this framework, we have expressed what we believe effective teachers do and what the mostrecent research reflects. The Framework consists of five standards and three staff development programs. The ultimategoals are teacher growth and increased student achievement.

As research in the area of effective teaching continues, professionals learn more about teaching and its relationship tostudent learning. We have done our best to capture the dynamic and interactive processes of teaching. We expect oureducators to incorporate the five standards with their current successful practices. As with any effort of this magnitude,this process will be reviewed and modified to ensure that it continues to reflect the best practices.

This Framework for Effective Teaching is presented to the Kasson­Mantorville School District with the belief that it willenhance the tradition of excellence in K­M schools. All of those involved in the development of the Framework forEffective Teaching hopes it will serve as a valuable tool in our continuous pursuit of equity and excellence.

Background

The Framework for Effective Teaching was developed during the 2002­03 school year by a representative task force ofteachers, administrators, school board, and parents. Dr. Thomas McGreal, Professor Emeritus of EducationalOrganization and Leadership at the University of Illinois at Urbana­Champaign, served as the consultant to the taskforce. Dr. McGreal assisted the committee in examining the research base for effective professional practice andevaluation, introduced the committee to models of effective evaluation, and guided the committee in setting up a workplan to complete the project. Each committee member served on a subcommittee charged with developing one of threecomponents of the Framework. The entire committee reviewed and revised each component, as well as resourcematerials proposed to support the Framework. The Framework was adopted by the Kasson­Mantorville School Boardon June 16, 2003.

The Framework for Effective Teaching was revised during the 2013­2014 school year to fulfill the mandate establishedby the Minnesota Department of Education. This plan was mutually agreed upon by representatives of KMEM and theschool board to meet the state requirements. The plan will be reviewed on an as­needed basis to improve instructionalstrategies of the teachers and to provide effective staff development opportunities.

81

Teacher Evaluation Process Development Members

2013­2014

Mark D. Matuska, SuperintendentJerry Reker, High School PrincipalAl Hodge, Middle School Principal

Michelle Krell, Elementary School PrincipalJenny Carrier, Community Education Director

Kelly Braun, Curriculum, Instruction, Assessment CoordinatorJared Pittman, High School TeacherJeff Fague, Middle School Teacher

Rita Buehler, Elementary School TeacherNicole Kujath, High School TeacherLiz Harwood, Middle School Teacher

Kerri Snyder, High School Social Worker

Statement of Philosophy

The Kasson­Mantorville School District is committed to providing the best educational program for its students. To thisend, it supports a professional appraisal system that focuses on excellence. The system is based on teachers andadministrators working together in the process of continual improvement of teaching and learning.

We believe . . .

All staff members recognize the benefits of professional development to achieve the goals of the school anddistrict.

All staff members recognize the benefits of continual improvement of professional performance.

Appraisal of performance is based on a cooperative spirit, open communication and joint responsibility.

Appraisal of performance is positive in nature and intent. It recognizes strengths and provides a means ofsupport and improvement.

Appraisal of performance promotes excellence in teaching and learning.

Appraisal of performance is a dynamic ongoing process that requires review and revision based on evolvingresearch, practices, and experiences of the Kasson­Mantorville School District.

Professionals grow and learn in different ways. Committed teachers develop their professional capabilities overtime and often are at different stages of development, necessitating a differentiated system of assessment.

Mutual trust and respect are the cornerstones of a professional learning community.

82

OVERVIEW OF TEACHER EVALUATION PROGRAM

Probationary ProfessionalGrowth Plan

ProfessionalGrowth Plan

Specific ProfessionalGuidance Plan

Probationary teachers

WHO:

Tenured teachers who aredemonstrating the Standardsfor Effective Teaching

PURPOSE:

Teachers in need of specificprofessional guidance inidentified area(s) of theStandards for EffectiveTeaching

To ensure that Standards forEffective Teaching areunderstood, accepted, anddemonstrated

To provide support inimplementing the Standards forEffective Teaching

To provide accountability fordecisions to continueemployment

To enhance professionalgrowth

To improve studentachievement

To provide feedback onprofessional issues

To focus on schoolimprovement initiatives

WHAT:

To provide opportunities toseek assistance in any Standard

To provide a more structuredprocess for a tenured teacherwho may benefit from moresupport

To resolve concerns & return toProfessional Growth Plan

Formal observations andevaluations of performance

Portfolio Reflection Peer Coach/Mentor

Informal observations toassess Standards

Develop and implementProfessional Growth Plan

METHODS:

Awareness Phase Assistance Phase

Classroom observation withfeedback

Review of portfolio Discussion of professional

practices PLC support Peer Coaching/Mentoring

Ongoing informal discussionof teacher performance

Professional Growth Plansorganized by individualteachers, teacher teams, orPLC’s

Collaboration and supportbetween teacher andadministrator

Establish indicators ofprogress

Feedback to PLC’s Peer Review

Observation and feedbackfocused specifically on identifiedarea(s) of needed improvement

PLC Support

83

Kasson­Mantorville Standards for Effective Teaching

84

Suggestions for Supervisors and Teachers

Setting Professional Growth Goals derived from the Teaching Standards

Refining Current Practices (Improvement Goals)This type of goal fits a range of teaching areas, especially those that would be included under Domains 1, 2, and 3 inDanielson’s (1996) framework. It could include work on improving a more basic skill (managing student behavior) or amore complex skill (engaging students in learning). The important thing here is that the teacher is indicating a desire toimprove something she already does in her teaching. This type of goal would almost always be set by an individualrather than a team. The plan for this type of goal could involve classroom observation as a form of formativeassessment or some form of artifact collection to demonstrate the desired improvement. This type of goal wouldgenerally be set for only one year.

Acquisition of New Skills or Knowledge (Renewal Goals)In acquiring new skills or knowledge to enhance the application of the teaching standards, it should be assumed that thistype of goal will require some resources to support the gaining of the skill or the needed information. The plan wouldlikely include some form of demonstration of the newly acquired skill or practice (presentation to other faculty, reviewby a support group or study group, written material distributed to others, or an actual or taped demonstration). Thistype of goal could be set by an individual or a team. To maximize the use of building or district resources, the new skillor knowledge should be required to be directly related to the teaching standards or to building or district teaching andlearning initiatives. In most situations, this would be a two­ or three­ year plan, to give time to acquire the newknowledge and to test its implementation.

Doing things Differently (Redesign or Restructuring Goals)These goals will often be set as derivatives of the components of professional practice as stated in the standards. Insettings different from traditional practice, the application of the standards might have more significance. Developinggoals and plans that would lead to new ways of doing things (project­based learning, non­graded rooms, developinginterdisciplinary teams in high schools) provides a new way of thinking about and demonstrating the importance of theteaching standards. This type of activity will almost certainly require additional resources and time. This work shouldbe done by a team and never for less than two or three years. The product of this type of activity should include arationale for the change, the desired student outcomes, a discussion of the possible implications of the new way of doingthings for other parts of the system, and a plan for evaluating all relevant outcomes of the change.

From Danielson, C. (1996) Enhancing Professional Practice: A Framework for Teaching, Alexandria,VA:ASCD.

85

Setting Program or Curriculum Goals and Plans (from Content Standards or Within theProcess of Developing Content Standards)

“Deepening” Goals (Organizing Curriculum Around Deepening Student Understanding)This type of goal would focus on moving from broad curriculum coverage to a deeper concept of curriculum that requiresidentifying what is most important for students to learn (i.e., focusing on themes or questions rather than sequences of facts).Teachers could work toward this goal individually or as a team. The product for this goal should include a rationale, whatstudents should know and be able to do as a result of this work, and a plan for assessing student learning and evaluating themerit of the changes. This could be a one­, two­, or three­year goal, depending on the scope of the project.

“Integrating” Goals (Designing Learning Experiences to Assist Students in Connecting Ideas and Concepts Across DifferentContent Areas)These goals would focus on developing integrated lessons, units, and courses. This work could be done individually orin teams. Products should include rationale, desired student outcomes, necessary materials, recommended teachingpractices, and a plan for assessing student learning and evaluating the merit of the activity. These goals should be fortwo or three years, depending on the scope of the effort.

“Engaging” Goals (Designing Learning Experiences to Engage Students)These goals would focus on developing curriculum plans, materials, and related activities that attend specifically toincreasing the engagement of students in the work of the classroom. These would also include attempts to engagedifferent groups of students, based on special needs, styles, or developmental stages. The product should includedesired student outcomes, any curriculum materials needed, identification of the necessary teaching strategies and skills,and a plan for assessing student outcomes and the merit of the process. This could be done by an individual or a teamover one, two, or three years, depending on the scope of the plan.

“Assessing” Goals (Designing Activities and Experiences Determining What Student Have Learned and What They Can Do)This type of goal would focus on developing new or alternative assessments to measure or describe student learning.This could be done individually or in teams. The product should include a rationale for developing the new assessmentprocedures, the student outcomes to be assessed, the measures and rubrics to be used, and the implications forcurriculum and instruction. Depending on the complexity and scope of the assessment activity being developed, thiscould be a one­, two­, or three­year plan.

From Danielson, C. & McGreal, T.L. (2000) Teacher Evaluation to Enhance Professional Practice, Alexandria,VA:ASCD. pp. 112­113

86

PROFESSIONAL GROWTH COMPONENTS

Goals:Goals should reflect building or district goals, which result in the continuous improvement of student learning. The goalsmust be directly linked to the Standards for Effective Teaching as published in this document.

Individual or Team Professional Participants:Teachers are encouraged to participate as part of a team with grade level colleagues, members of department teams,across schools, or in any combination. Teachers may elect to work individually. In cases of inter­school teams, alladministrators of the involved schools participate in the planning.

Activities/Methods:Methods/strategies to reach goals could include:

Development of teaching materials/instructional units/discussion groupsAction research Workshops PLC’sPeer coaching Visitation days Social MediaVideotaping Conferences Web ConferencingSelf­assessment Classroom observations Professional Learning NetworkMentoring Teacher academies SimulationsCollege courses Committee Participation Other

Indicators of Progress:

Student work portfolios Parent responsesProfessional portfolios Written curriculumVideotapes of classes Student responsesPeer observation Statistical measuresAdministrator observation Performance assessmentReflective journal entries Anecdotal recordsCase study analysis BenchmarksOther

Resources:Resources will be formally approved as part of the teacher’s Professional Growth Plan and may include:

Classroom materials Student materialsJournals WorkshopsResources BooksCollegial time Social MediaMentoring Collegial supportRelease time Administrative supportOther

87

PROBATIONARY PROFESSIONAL GROWTH PLAN

Who: A probationary teacher

Purposes:1. To improve the quality of instruction and performance of teachers to enhance student learning as defined in the

Standards for Effective Teaching2. To provide training and support for teachers new to teaching or new to the District3. To create positive attitudes toward the purposes and value of appraisal and professional development4. To promote professional self­reflection5. To collect reliable and varied data for making employment decisions

Procedures:The probationary appraisal plan shall consist of both formal and informal observations, discussion sessions andalternative sources of data collection.

Formal ObservationsDuring the probationary years of employment a minimum of three observations will be conducted. The first observationwill be scheduled by the administration and must occur within the first quarter of the school year. Two additionalobservations must occur before April 1st. The formal observation process shall consist of:A. Pre­Observation Conference

1. The teacher and administrator will agree to the initial observation date.2. Prior to scheduled observations, the teacher will submit the Pre­Observation Form for the activity to be observed.

The form may be modified by mutual agreement of both the administrator and teacher.B. Observations

1. Each formal observation shall be of duration sufficient to provide data for professional discussion and reflection.2. Practices used during observation will be consistent with the K­M District philosophy of appraisal and the

Professional Standards. The activities observed may vary, of course, dependent upon the experiences andneeds of the staff, as well as the grade/subject level of students.

C. Post­Observation Conferences1. A conference shall occur within ten working days between administrator and the teacher following the

observation, and the transmission to the teacher promptly thereafter of a written evaluation document called theObservation Conference Form. Teacher’s signature will indicate receipt of the document.

2. The teacher shall complete a Post­Observation Information Form before the post­conference in preparation fordiscussion of the observation.

Informal ObservationsInformal observations (unannounced observations, walk­throughs, drop­ins) may be conducted at any time. These may beof brief duration, and may be followed with a note to the teacher.

Professional Portfolio­ is required to be completed during or prior to the final probationary year while non­tenured.Components of the portfolio shall be determined with the building administrator.

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PROBATIONARY PROFESSIONAL GROWTH GOAL FORM

Teacher: ___________________________________________________Date:_____________

School:_____________________________________________________Grade/Dept:_______

PLC Members:1. 5.2. 6.3. 7.4. 8.

Peer Coach/Mentor:_____________________________

This plan is:

a NEW Individual Growth and Development Plan

REVISIONS to an approved plan

Standards for Effective Teaching Addressed in this Plan: (Check all that apply)______ Planning ______ Environment______ Instruction ______ Professionalism

Specific Goals:

Strategies to Meet Goal:

Indicators of Progress:

Timeline:

Anticipated Outcome/Knowledge Gained/Impact of Goal:

End­of­Year Reflection on Goal Achievement (completed in spring):

Teacher Signature (date) ______________________________________________________

Administrative Signature (date) _________________________________________________

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PRE­OBSERVATION CONFERENCE FORM

Teacher: This form should be completed and turned into the Administrator three days prior to a scheduledobservation.

Name__________________________________Administrator__________________________

School________________________ Grade__________ Subject________________________

Pre­Conference Date__________ Observation Date__________ Observation Time__________

1. Briefly describe the students in this class. (What are the academic and behavioral characteristics of thesestudents?)

2. What are the objectives for this lesson? (What do you want students to learn?)

3. How do you plan to engage students in learning? (What will you do? What will students do? What materialsor resources will you use?)

4. How will you assess learning? (What techniques will you use? How will you reach closure?)

5. Please indicate any area that you would like specific feedback on:

______ Planning ______ Environment______ Instruction ______ Professionalism

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OBSERVATION CONFERENCE FORM

Name_________________________________Administrator__________________________

School________________________ Grade_______ Subject______________________

Date of Observation___________________ Time of Observation __________________

Standards for Effective Teaching Addressed in this Plan:______ Planning ______ Environment______ Instruction ______ Professionalism

LESSON ANALYSIS

Brief Summary:

Strengths observed:

Suggestions for growth:

______________________________ ___________________________Teacher’s signature/date Administrator’s signature/date

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POST­OBSERVATION CONFERENCE FORM

Teacher: Please complete this form within three days after your observation and bring it with you to yourpost­observation conference.

Name__________________________________Administrator___________________________

School_____________________ Grade______ Subject__________________________

Post­Conference Date_____________

1. Did the students learn what I intended? How do I know?

2. To what extent were my students engaged in learning?

3. What strategies or activities facilitated learning?

4. What strategies or activities might I change if I had the opportunity to teach this class again?

______________________________ ___________________________Teacher’s signature/date Administrator’s signature/date

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SUMMATIVE EVALUATION FORM(to be completed by Administrator at end of probationary period)

Teacher_____________________________________

Administrator________________________________

Evaluation Date________________

Professional Portfolio Completed

Summarize the following areas:

Standards for Effective Teaching:

I. Planning

II. Environment

III. Instruction

IV. Professionalism

Comments:

Administrator’s Recommendation for continued employment ____YES ____NO

______________________________ ___________________________Teacher’s signature/date Administrator’s signature/date

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Framework For Effective TeachingTenured Staff

Professional Growth and Evaluation Program

Kasson­Mantorville Public Schools101 16th St. NE

Kasson, MN 55944507­634­1100

www.komets.k12.mn.us

Updated 12.13.2013

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Contents

Introduction 3

Background 3

Teacher Evaluation Process Development Members 4

Statement of Philosophy 4

Overview of Teacher Evaluation Program 5

StandardsStandards for Effective Teaching 6

Standard I: PlanningStandard II: EnvironmentStandard III: InstructionStandard IV: Professionalism

Setting Professional Growth Goals derived from Teaching Standards 7

Setting Program or Curriculum Goals and Plans 8

Professional Growth Components 9

EvaluationProfessional Growth Plan 10

Professional Growth Goal Form 11

Pre­Observation Conference Form 12

Observation Conference/Summative Evaluation 13

Post­Observation Reflection Form 14

Peer Review Process 15

Professional GuidanceSpecific Staff Development 16

Identification of Concern Form 17

Professional Assistance Plan 18

Professional Assistance Plan Progress Report 19

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Introduction

The Framework for Effective Teaching is the result of the collaboration and cooperation of Kasson­Mantorvilleteachers, administrators, School Board members, parents and nationally recognized authorities in the field of effectiveteaching research. In this framework, we have expressed what we believe effective teachers do and what the mostrecent research reflects. The Framework consists of five standards and three staff development programs. The ultimategoals are teacher growth and increased student achievement.

As research in the area of effective teaching continues, professionals learn more about teaching and its relationship tostudent learning. We have done our best to capture the dynamic and interactive processes of teaching. We expect oureducators to incorporate the five standards with their current successful practices. As with any effort of this magnitude,this process will be reviewed and modified to ensure that it continues to reflect the best practices.

This Framework for Effective Teaching is presented to the Kasson­Mantorville School District with the belief that it willenhance the tradition of excellence in K­M schools. All of those involved in the development of the Framework forEffective Teaching hopes it will serve as a valuable tool in our continuous pursuit of equity and excellence.

Background

The Framework for Effective Teaching was developed during the 2002­03 school year by a representative task force ofteachers, administrators, school board, and parents. Dr. Thomas McGreal, Professor Emeritus of EducationalOrganization and Leadership at the University of Illinois at Urbana­Champaign, served as the consultant to the taskforce. Dr. McGreal assisted the committee in examining the research base for effective professional practice andevaluation, introduced the committee to models of effective evaluation, and guided the committee in setting up a workplan to complete the project. Each committee member served on a subcommittee charged with developing one of threecomponents of the Framework. The entire committee reviewed and revised each component, as well as resourcematerials proposed to support the Framework. The Framework was adopted by the Kasson­Mantorville School Boardon June 16, 2003.

The Framework for Effective Teaching was revised during the 2013­2014 school year to fulfill the mandate establishedby the Minnesota Department of Education. This plan was mutually agreed upon by representatives of KMEM and theschool board to meet the state requirements. The plan will be reviewed on an as­needed basis to improve instructionalstrategies of the teachers and to provide effective staff development opportunities.

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Teacher Evaluation Process Development Members

2013­2014

Mark D. Matuska, SuperintendentJerry Reker, High School PrincipalAl Hodge, Middle School Principal

Michelle Krell, Elementary School PrincipalJenny Carrier, Community Education Director

Kelly Braun, Curriculum, Instruction, Assessment CoordinatorJared Pittman, High School TeacherJeff Fague, Middle School Teacher

Rita Buehler, Elementary School TeacherNicole Kujath, High School TeacherLiz Harwood, Middle School Teacher

Kerri Snyder, High School Social Worker

Statement of Philosophy

The Kasson­Mantorville School District is committed to providing the best educational program for its students. To thisend, it supports a professional appraisal system that focuses on excellence. The system is based on teachers andadministrators working together in the process of continual improvement of teaching and learning.

We believe . . .

All staff members recognize the benefits of professional development to achieve the goals of the school anddistrict.

All staff members recognize the benefits of continual improvement of professional performance.

Appraisal of performance is based on a cooperative spirit, open communication and joint responsibility.

Appraisal of performance is positive in nature and intent. It recognizes strengths and provides a means ofsupport and improvement.

Appraisal of performance promotes excellence in teaching and learning.

Appraisal of performance is a dynamic ongoing process that requires review and revision based on evolvingresearch, practices, and experiences of the Kasson­Mantorville School District.

Professionals grow and learn in different ways. Committed teachers develop their professional capabilities overtime and often are at different stages of development, necessitating a differentiated system of assessment.

Mutual trust and respect are the cornerstones of a professional learning community.

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OVERVIEW OF TEACHER EVALUATION PROGRAM

Probationary ProfessionalGrowth Plan

ProfessionalGrowth Plan

Specific ProfessionalGuidance Plan

Probationary teachers

WHO:

Tenured teachers who aredemonstrating the Standardsfor Effective Teaching

PURPOSE:

Teachers in need of specificprofessional guidance inidentified area(s) of theStandards for EffectiveTeaching

To ensure that Standards forEffective Teaching areunderstood, accepted, anddemonstrated

To provide support inimplementing the Standards forEffective Teaching

To provide accountability fordecisions to continueemployment

To enhance professionalgrowth

To improve studentachievement

To provide feedback onprofessional issues

To focus on schoolimprovement initiatives

WHAT:

To provide opportunities toseek assistance in any Standard

To provide a more structuredprocess for a tenured teacherwho may benefit from moresupport

To resolve concerns & return toProfessional Growth Plan

Formal observations andevaluations of performance

Portfolio Reflection Peer Coach/Mentor

Informal observations toassess Standards

Develop and implementProfessional Growth Plan

METHODS:

Awareness Phase Assistance Phase

Classroom observation withfeedback

Review of portfolio Discussion of professional

practices PLC support Peer Coaching/Mentoring

Ongoing informal discussionof teacher performance

Professional Growth Plansorganized by individualteachers, teacher teams, orPLC’s

Collaboration and supportbetween teacher andadministrator

Establish indicators ofprogress

Feedback to PLC’s Peer Review

Observation and feedbackfocused specifically on identifiedarea(s) of needed improvement

PLC Support

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Kasson­Mantorville Standards for Effective Teaching

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Suggestions for Supervisors and Teachers

Setting Professional Growth Goals derived from the Teaching Standards

Refining Current Practices (Improvement Goals)This type of goal fits a range of teaching areas, especially those that would be included under Domains 1, 2, and 3 inDanielson’s (1996) framework. It could include work on improving a more basic skill (managing student behavior) or amore complex skill (engaging students in learning). The important thing here is that the teacher is indicating a desire toimprove something she already does in her teaching. This type of goal would almost always be set by an individualrather than a team. The plan for this type of goal could involve classroom observation as a form of formativeassessment or some form of artifact collection to demonstrate the desired improvement. This type of goal wouldgenerally be set for only one year.

Acquisition of New Skills or Knowledge (Renewal Goals)In acquiring new skills or knowledge to enhance the application of the teaching standards, it should be assumed that thistype of goal will require some resources to support the gaining of the skill or the needed information. The plan wouldlikely include some form of demonstration of the newly acquired skill or practice (presentation to other faculty, reviewby a support group or study group, written material distributed to others, or an actual or taped demonstration). Thistype of goal could be set by an individual or a team. To maximize the use of building or district resources, the new skillor knowledge should be required to be directly related to the teaching standards or to building or district teaching andlearning initiatives. In most situations, this would be a two­ or three­ year plan, to give time to acquire the newknowledge and to test its implementation.

Doing things Differently (Redesign or Restructuring Goals)These goals will often be set as derivatives of the components of professional practice as stated in the standards. Insettings different from traditional practice, the application of the standards might have more significance. Developinggoals and plans that would lead to new ways of doing things (project­based learning, non­graded rooms, developinginterdisciplinary teams in high schools) provides a new way of thinking about and demonstrating the importance of theteaching standards. This type of activity will almost certainly require additional resources and time. This work shouldbe done by a team and never for less than two or three years. The product of this type of activity should include arationale for the change, the desired student outcomes, a discussion of the possible implications of the new way of doingthings for other parts of the system, and a plan for evaluating all relevant outcomes of the change.

From Danielson, C. (1996) Enhancing Professional Practice: A Framework for Teaching, Alexandria,VA:ASCD.

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Setting Program or Curriculum Goals and Plans (from Content Standards or Within theProcess of Developing Content Standards)

“Deepening” Goals (Organizing Curriculum Around Deepening Student Understanding)This type of goal would focus on moving from broad curriculum coverage to a deeper concept of curriculum that requiresidentifying what is most important for students to learn (i.e., focusing on themes or questions rather than sequences of facts).Teachers could work toward this goal individually or as a team. The product for this goal should include a rationale, whatstudents should know and be able to do as a result of this work, and a plan for assessing student learning and evaluating themerit of the changes. This could be a one­, two­, or three­year goal, depending on the scope of the project.

“Integrating” Goals (Designing Learning Experiences to Assist Students in Connecting Ideas and Concepts Across DifferentContent Areas)These goals would focus on developing integrated lessons, units, and courses. This work could be done individually orin teams. Products should include rationale, desired student outcomes, necessary materials, recommended teachingpractices, and a plan for assessing student learning and evaluating the merit of the activity. These goals should be fortwo or three years, depending on the scope of the effort.

“Engaging” Goals (Designing Learning Experiences to Engage Students)These goals would focus on developing curriculum plans, materials, and related activities that attend specifically toincreasing the engagement of students in the work of the classroom. These would also include attempts to engagedifferent groups of students, based on special needs, styles, or developmental stages. The product should includedesired student outcomes, any curriculum materials needed, identification of the necessary teaching strategies and skills,and a plan for assessing student outcomes and the merit of the process. This could be done by an individual or a teamover one, two, or three years, depending on the scope of the plan.

“Assessing” Goals (Designing Activities and Experiences Determining What Student Have Learned and What They Can Do)This type of goal would focus on developing new or alternative assessments to measure or describe student learning.This could be done individually or in teams. The product should include a rationale for developing the new assessmentprocedures, the student outcomes to be assessed, the measures and rubrics to be used, and the implications forcurriculum and instruction. Depending on the complexity and scope of the assessment activity being developed, thiscould be a one­, two­, or three­year plan.

From Danielson, C. & McGreal, T.L. (2000) Teacher Evaluation to Enhance Professional Practice, Alexandria,VA:ASCD. pp. 112­113

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PROFESSIONAL GROWTH COMPONENTS

Goals:Goals should reflect building or district goals, which result in the continuous improvement of student learning. The goalsmust be directly linked to the Standards for Effective Teaching as published in this document.

Individual or Team Professional Participants:Teachers are encouraged to participate as part of a team with grade level colleagues, members of department teams,across schools, or in any combination. Teachers may elect to work individually. In cases of inter­school teams, alladministrators of the involved schools participate in the planning.

Activities/Methods:Methods/strategies to reach goals could include:

Development of teaching materials/instructional units/discussion groupsAction research Workshops PLC’sPeer coaching Visitation days Social MediaVideotaping Conferences Web ConferencingSelf­assessment Classroom observations Professional Learning NetworkMentoring Teacher academies SimulationsCollege courses Committee Participation Other

Indicators of Progress:

Student work portfolios Parent responsesProfessional portfolios Written curriculumVideotapes of classes Student responsesPeer observation Statistical measuresAdministrator observation Performance assessmentReflective journal entries Anecdotal recordsCase study analysis BenchmarksOther

Resources:Resources will be formally approved as part of the teacher’s Professional Growth Plan and may include:

Classroom materials Student materialsJournals WorkshopsResources BooksCollegial time Social MediaMentoring Collegial supportRelease time Administrative supportOther

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PROFESSIONAL GROWTH PLAN

Who: A professional staff member who has reached tenure status

Purpose:From the beginning of the first tenure year and continuing throughout the teacher’s professional career, the teacher andadministrator work collaboratively to ensure the strengthening of the Standards. There are two major components to thisprocess: Demonstration of Standards for Effective Teaching and Continued Professional Growth.

1. Demonstration of Standards for Effective Teaching: Performance related to the Standards for EffectiveTeaching is assessed by the administrator through informal classroom observations and other school settings. Theadministrator or the teacher may schedule conferences to discuss performance related to the standards.

2. Continued Professional Growth Plan: The teacher/team and the administrator collaborate to identify goals anddevelop a Professional Growth Plan that will meet those goals and reflect the Standards for EffectiveTeaching. While achieving the identified goals is the objective, it is the process of working toward those goals thatdemonstrate the individual’s professional growth.

Goals:Goals should reflect PLC, school, and district goals and must be directly linked to the Standards for Effective Teaching.

Three­Year Review Cycle:

Initial Meeting: The teacher/team will have an initial meeting with the building administrator as early as the spring of the prior year,

and no later than November 1, to develop the Professional Growth Goal Form.

Peer Review Year: Professional Growth Goal Form (new or revised) Two peer reviews

Peer Review or Portfolio Year: Professional Growth Goal Form (new or revised) Two peer reviews or one mutually agreed upon portfolio/presentation (requires Admin signature) Portfolio/Presentation should address the teaching standard which pertains to your professional growth goal

Summative Evaluation Year w/Administrator: Professional Growth Goal Form (new or revised)

o Identify student growth goal (35% of evaluation)o Each tenured employee will define what aspect of student growth will be measured and how the data will

be collected. Must be preapproved by administration. Pre­observation form/meeting Observation Post­observation reflection form completion Summative evaluation (post­observation meeting)

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PROFESSIONAL GROWTH GOAL FORM

Teacher: _________________________________________________Date:______________________

School:_____________________________________________________Grade/Dept:______________

PLC Members:1. 5.2. 6.3. 7.4. 8.

Peer Reviewer (agreed upon with Administrator):_____________________________________________

This plan is:

a NEW Individual Growth and Development Plan

REVISIONS to an approved plan

Year of Plan:

Peer Review Year

Peer Review/Portfolio Year

Summative Evaluation Year Summative Evaluation YearIndicate Student Growth Goal (35% of evaluation):______________________________________

Standards for Effective Teaching Addressed in this Plan: (Check all that apply)______ Planning ______ Environment______ Instruction ______ Professionalism

Specific Goals:

Strategies to Meet Goal:

Indicators of Progress:

Timeline:

Anticipated Outcome/Knowledge Gained/Impact of Goal:

End­of­Year Reflection on Goal Achievement (completed in spring):

Teacher Signature_______________________________________________________Date:___________Peer Reviewer Signature (Peer review years)__________________________________ Date:___________

Administrator Signature (Summative or Portfolio years)__________________________ Date:___________

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PRE­OBSERVATION CONFERENCE FORMTeacher: This form should be completed and turned in to Administrator three days prior to a scheduled

observation.

Name_________________________________Administrator__________________________

School________________________ Grade__________ Subject________________________

Pre­Conference Date__________ Observation Date__________ Observation Time__________

1. Briefly describe the students in this class. (What are the academic and behavioral characteristics of thesestudents?)

2. What are the objectives for this lesson? (What do you want students to learn?)

3. How do you plan to engage students in learning? (What will you do? What will students do? What materialsor resources will you use?)

4. How will you assess learning? (What techniques will your use? How will you reach closure?)

5. Please indicate any area that you would like specific feedback on:

______ Planning ______ Environment ______ Instruction ______ Professionalism

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OBSERVATION CONFERENCE/SUMMATIVE EVALUATION FORM

Name_________________________________Administrator__________________________

School________________________ Grade_______ Subject______________________

Date of Observation___________________ Time of Observation __________________

PROFESSIONAL STANDARDS______ Planning ______ Environment______ Instruction ______ Professionalism

LESSON ANALYSIS

Brief Summary:

Strengths observed:

Suggestions for growth:

Student Growth Goal Met (35%)

______________________________ ___________________________Teacher’s signature/date Administrator’s signature/date

*To be placed in teacher’s permanent file at the end of summative evaluation year

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POST­OBSERVATION REFLECTION FORMTeacher: Please complete this form within three days after your observation and bring it with you to your

post­observation conference.

Name__________________________________Administrator___________________________

School_____________________ Grade______ Subject__________________________

Post­Conference Date_____________

1. Did the students learn what I intended? How do I know?

2. To what extent were my students engaged in learning?

3. What strategies or activities facilitated learning?

4. What strategies or activities might I change if I had the opportunity to teach this class again?

______________________________ ___________________________Teacher’s signature/date Administrator’s signature/date

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PEER REVIEW PROCESSThis guide will help you determine the best format for the Peer Review Process. Expectation is 30­60 minutes in district to completethis process. Minimum two peer reviews per year.

Name: ________________________________________________Date:________________

Peer Reviewer (agreed upon with Administrator):_________________________________

Pre­observation communication/observation/post­observation

Tying goals to process Professional growth Student growth Future plans/impact

Video review of teaching

Teacher Signature________________________________________Date:___________

Peer Reviewer Signature___________________________________Date:___________

PEER REVIEW PROCESSThis guide will help you determine the best format for the Peer Review Process. Expectation is 30­60 minutes in district to completethis process. Minimum two peer reviews per year.

Name: ________________________________________________Date:_______________

Peer Reviewer (agreed upon with Administrator):________________________________

Pre­observation communication/observation/post­observation

Tying goals to process Professional growth Student growth Future plans/impact

Video review of teaching

Teacher Signature________________________________________Date:___________

Peer Reviewer Signature___________________________________Date:___________

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SPECIFIC STAFF DEVELOPMENT

SPECIFIC STAFF DEVELOPMENT is intended to provide the best possible likelihood for professionalimprovement. The decision to implement SPECIFIC STAFF DEVELOPMENT should be collaborative, butmay be directive. This process may begin at any time. Confidentiality is expected of all participants.

Purpose:

1. To enable a tenured teacher the opportunity to seek assistance in any of the district’s Standards for EffectiveTeaching.

2. To provide a more structured process for a tenured teacher who by the determination of the administrativesupervisor, may benefit from more support.

Phases of SPECIFIC STAFF DEVELOPMENT:

Phase I – Awareness Phase1. The administrator or the teacher identifies a concern.2. The concern is identified in writing and an Identification of Concern Form is completed.3. The administrator and teacher attempt to resolve the concern.4. The administrator reviews the progress and makes one of the following recommendations:

The teacher remains in Professional Growth Plan, or In the event the concern is not resolved, the teacher is notified in writing and placed into the Assistive Phase.

The teacher may continue with their Professional Growth Plan.

At this point, the teacher will be advised by the principal that he/she may want to discuss the situation with the KMEMbuilding representative. The teacher or the administrator may request other representation in all subsequent meetingsregarding the concern. Both parties will be notified in advance of those meetings.

Phase II – Assistive Phase1. The administrator reviews the recommendations from the Awareness Phase.2. A specific Plan of Assistance will be developed.3. The administrator and the teacher set up a specific time to review what progress has been made and complete

the Plan of Assistance Progress Report.4. One of the following recommendations is made:

The concern is resolved and the teacher is returned to Professional Growth Plan. The teacher remains in the Assistive Phase with revised goals and timelines.

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IDENTIFICATION OF CONCERN FORM

Teacher________________________________ Date________________________

Standards for Effective Teaching Addressed in this Plan: (Check all that apply)______ Planning _____ Environment______ Instruction _____ Professionalism

Specific Concerns:

Next Meeting Date______________________________________________________

______________________________ ___________________________Teacher’s signature/date Administrator’s signature/date

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PROFESSIONAL ASSISTANCE PLAN

Teacher_________________________________ Date:____________________

Standards for Effective Teaching Addressed in this Plan: (Check all that apply)______ Planning ______ Environment______ Instruction ______ Professionalism

Specific Concerns:

Plans (Methods/Strategies):

Proposed Timeline:

Indicators of Progress:

Resources/Support Needed:

Next Meeting Date: ________________________________________________

______________________________ ___________________________Teacher’s signature/date Administrator’s signature/date

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PROFESSIONAL ASSISTANCE PLAN PROGRESS REPORT

Teacher____________________________________ Date__________________

____First Meeting ____Second Meeting ____Third Meeting ____Final Summary

Plan:

Resources and Strategies Used to Date:

Indicators of Progress:

Resources/Support Utilized to Date:

Concerns:

Administrator Recommendation:

____Return to Professional Growth Plan

____Continue Assistance Plan

Next Meeting Date_________________________________________________

______________________________ ___________________________Teacher’s signature/date Administrator’s signature/date

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Survey Report

Approximately, how many years have LESS THAN FIVE YEARS....7%you lived in the Kasson Mantorville FIVE TO TEN YEARS......14%School District? 11 TO TWENTY YRS.......26%

21 TO THIRTY YRS.......20%OVER THIRTY YEARS......34%DON'T KNOW/REFUSED......0%

What do you like most about the DON’T KNOW/REFUSED......7%Kasson Mantorville Schools? NOTHING.................6%

EXCELLENT ACADEMICS....32%GOOD ACADEMICS.........15%GOOD TEACHERS..........19%SMALL SIZE.............11%SPORTS..................2%GOOD FACILITIES.........3%SCATTERED...............5%

What do you think is the most DON’T KNOW/REFUSED.....10%important issue facing the Kasson NOTHING................29%Mantorville Schools? HIGH TAXES..............7%

LACK OF FUNDING.........9%DECLINING QUALITY.......4%LARGE CLASS SIZES......10%AGING BUILDINGS.........7%LACK OF DISCIPLINE......2%BULLYING...............10%FACILITIES NEEDS........5%TOO FOCUSED ON SPORTS...3%SCATTERED...............5%

How would you rate the quality of EXCELLENT..............65%education provided by the Kasson GOOD...................26%Mantorville Schools ­­ excellent, ONLY FAIR...............4%good, only fair, or poor? POOR....................1%

DON'T KNOW/REFUSED......4%Compared with three years ago, MUCH BETTER.............2%would you say the overall quality SOMEWHAT BETTER........25%of education provided by the Kasson ABOUT THE SAME.........57%Mantorville Schools is much bet­ SOMEWHAT WORSE..........3%ter, somewhat better, about the MUCH WORSE..............0%same, somewhat worse, or much DON'T KNOW/REFUSED.....14%worse?I would like to read you a short list of quality of educationindicators. From what you have seen or heard, please rate the KassonMantorville Public Schools as excellent, good, only fair, or poor. Ifyou have no opinion, just say so....

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EXC GOO FAI POO DKRStudent scores on standardized tests? 24% 62% 4% 1% 10%Percentage of high school graduatesgoing on for further education? 33% 53% 3% 1% 11%Broad curriculum serving all students,whether they are college­bound, vocationtraining­bound or employment­bound? 27% 52% 9% 2% 11%Small class sizes? 14% 53% 16% 3% 14%Safe and secure learning environments? 34% 59% 3% 1% 4%Modern school buildings and facilities? 26% 52% 14% 2% 5%Well maintained school buildings andfacilities? 31% 59% 5% 1% 5%National and state awards of excellence? 18% 50% 6% 1% 25%Up­to­date technology? 19% 61% 7% 1% 13%Which ONE of the following indicators is MOST important inshaping your perception of a high quality school district?

STUDENT SCORES ON STANDARDIZED TESTS..................9%PERCENTAGE OF HIGH SCHOOL GRADUATES GOING

ON FOR FURTHER EDUCATION........................16%BROAD CURRICULUM SERVING ALL STUDENTS,

WHETHER THEY ARE COLLEGE­BOUND, VOCATIONAL TRAINING­BOUND, OR

EMPLOYMENT­BOUND................................51%SMALL CLASS SIZES.....................................5%SAFE AND SECURE LEARNING ENVIRONMENTS.................5%MODERN SCHOOL BUILDINGS AND FACILITIES................0%WELL MAINTAINED SCHOOL BUILDINGS ANDFACILITIES......................................... ..0%NATIONAL AND STATE AWARDS OF EXCELLENCE...............3%UP TO DATE TECHNOLOGY.................................5%Combination (Refuses to choose one)...................5%Don't Know/Refused....................................2%

Overall, do you think the Kasson ALL....................41%Mantorville Schools meet the learn­ MOST...................49%ing needs of all students, most ONLY SOME...............4%students, only some students, or VERY FEW................1%very few students? DON'T KNOW/REFUSED......6%

IF "MOST," "ONLY SOME" OR "VERY FEW," ASK:Is there any one type of stu­ DON’T KNOW/REFUSED......7%dent whose learning needs you NO.....................20%think are not being met? (IF GIFTED AND TALENTED....12%"YES," ASK:) Who would that be? AVERAGE................21%

STRUGGLING.............18%114

LOW­INCOME..............2%DIVERSE.................3%SPECIAL EDUCATION.......7%UNDERACHIEVERS..........4%VO­TECH BOUND...........3%SCATTERED...............4%

I would like to read you a short list of statements others have told us.For each one, please tell me whether you strongly agree, agree,disagree, or strongly disagree. If you don't know,just say so.During the last couple of years, STRONGLY AGREE..........6%the Kasson Mantorville School Dis­ AGREE..................68%trict Administration and Board DISAGREE................8%have managed the budget effectively STRONGLY DISAGREE.......2%and efficiently. DON'T KNOW/REFUSED.....16%When the Kasson Mantorville Schools STRONGLY AGREE..........5%ask voters to approve a referen­ AGREE..................68%dum, it is only after the Admin­ DISAGREE...............12%istration and School Board have STRONGLY DISAGREE.......3%have considered all other budget DON'T KNOW/REFUSED.....13%alternatives.Our community receives a good STRONGLY AGREE.........16%value from its investment in local AGREE..................74%public schools. DISAGREE................6%

STRONGLY DISAGREE.......1%DON'T KNOW/REFUSED......4%

The Kasson Mantorville School Dis­ STRONGLY AGREE.........10%trict is held accountable for the AGREE..................73%quality of education provided to DISAGREE................9%their students. STRONGLY DISAGREE.......1%

DON'T KNOW/REFUSED......8%The Kasson Mantorville School Board STRONGLY AGREE..........6%and Administration do a good job AGREE..................70%of involving community leaders, DISAGREE...............15%parents, and interested citizens, STRONGLY DISAGREE.......1%indecisions about the schools. DON'T KNOW/REFUSED......8%The Kasson Mantorville School Board STRONGLY AGREE..........5%and Administration have spent past AGREE..................64%bond referendum and operating levy DISAGREE...............15%referendum funds responsibly. STRONGLY DISAGREE.......2%

DON'T KNOW/REFUSED.....14%I trust the Kasson Mantorville STRONGLY AGREE..........8%

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School Board and Administration AGREE..................82%to do what is right for children DISAGREE................6%in this district. STRONGLY DISAGREE.......1%

DON'T KNOW/REFUSED......3%The Kasson Mantorville Public STRONGLY AGREE.........10%Public Schools increase property AGREE..................73%values in the community. DISAGREE................8%

STRONGLY DISAGREE.......2%DON'T KNOW/REFUSED......8%

The Kasson Mantorville Schools are STRONGLY AGREE.........12%a good investment and I would sup­ AGREE..................64%port a referendum to protect that DISAGREE...............12%investment. STRONGLY DISAGREE.......2%

DON'T KNOW/REFUSED.....10%The Kasson­Mantorville Public Schools offers a wide variety of communityeducation programs. These include adult education classes, earlychildhood family education, pre­school programs, after­school and summerrecreation opportunities, and child care.During the past year, have you or YES....................34%any members of your household used NO.....................65%any of the Community Education DON'T KNOW/REFUSED......2%programs offered by the SchoolDistrict?Which of the following ranges 18­24...................3%contains your age? Please stop 25­34..................14%me when I reach the correct one. 35­44..................20%

45­54..................23%55­64..................20%65 AND OVER............20%REFUSED.................0%

What is the highest level of LESS THAN HS GRAD.......4%formal education you completed? HIGH SCHOOL GRAD.......26%

VO­TECH SCH/TCH COLL...14%SOME COLLEGE...........19%COLLEGE GRADUATE.......30%POST­GRADUATE...........8%REFUSED.................0%

Are there pre­schoolers in this YES....................11%household? NO.....................89%

REFUSED.................0%Are there school­aged children in NO.....................62%this household? (IF "YES," ASK:) YES/KASSON MANTORVILLE 35%

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Do they attend public schools in YES/OTHER PUBLIC........1%this district, public schools in YES/PAROCHIAL­PRIVATE...1%another district, parochial or YES/CHARTER SCHOOLS.....0%private schools, charter schools, YES/HOME SCHOOL.........2%or home school? COMBINATION (VOL).......0%

REFUSED.................0%Have one or more of your children YES/YES................17%graduated from the Kasson Mantor­ YES/NO.................32%ville Schools? NO/YES.................12%Did you, yourself, graduate from NO/NO..................40%the Kasson Mantorville Schools? REFUSED.................0%Kasson­Mantorville Schools intends to survey the community anytime abond referendum is being considered.

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Advisory Committees

D istrict1) Superintendent Mark D . Matusk a2) HS Principal Jerry R ek er3) MS Principal Al Hodge4) E S Principal Michelle Krell5) CE D irector Jenny Carrier6) Parent in the D istrict Kent Harfmann7) Parent in the D istrict R ob Hamlin8) Parent in the D istrict Jill Minette­Stacey9) Parent in the D istrict B rea Koebele10) Parent in the D istrict Missy Swarts11) Parent in the D istrict R yan Thomas12) Parent in the D istrict B ob Hasz13) Parent in the D istrict Kelly B raun

B uilding Site TeamsHigh School Middle School E lementary School1) Jerry R ek er 1) Sally Smith 1) Ann Mik k alson2) Jason Arneson 2) Scott Miller 2) B eth Irish3) D eb Colucy 3) Al Hodge 3) R ita B uehler4) Kelly B raun 4) Lindsey Campbell 4) Matt R osaaen5) Jared Pittman 5) Chris Soderberg 5) N ancy Voth6) Sherri Thornburg 6) Jessica D enter 6) Colleen Lau7) Heather Walsh 7) Gail B ungum 7) Paula D ahmns8) Kerri Snyder 8) Sue Jystad 8) Patty Gilmore9) Tony Gierok 9) Ivan Kroulik 9) Carrie Vrieze10) Marilyn Fredrick son 10) Jenny Marquardt 10) Karen B esch11) N ick y Wilk e 11) Jenny Wyttenbach 11) Michelle Krell

PLC Facilitator TeamsHigh School Middle School E lementary SchoolMath: Jeff B ernards Gr 5 Math: N ick Jurrens Gr 4: Joel OlsonSocial Studies: N ic Matej cek Gr 7 Social: Jon B uchanan Gr 3: R yan ChristensenE nglish/Spanish: B ernie B uehler E nglish 8: D illon D enter Gr 2: Jenny AndersonVocational: Sue Smith Science 7: B roc Threinen Gr 1: Alecia MelineScience: Amory Olson Specialist 5­8: Susan Jystad Krgtn: Jennifer Kuj athSpecialist: Tony B oldt Spec E d 5­8: Hilary Thom Specialist: Jenny D alsted

SpecE d: B ryan JohnsonStuSupp: Aimee Johnson

D istrict­Wide Community E dCounselor Ivan Kroulik E CFE /R eadiness: Michelle Shay

Staff D evelopment Team1) Amory Olson

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2) Sue Jystad3) Ann Mik k alson4) Tomi Swanson5) Kelly B raun

*The School board meeting to review/revise WBWF plan will be annually in October.*The report will be published in the DCI.*An electronic summary will be sent to the Commissioner.*Satisfaction surveys will be conducted annually.

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