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WORLD’S BEST WORKFORCE
MADELIA SCHOOL DISTRICT ISD 837
Madelia School district’s mission is to graduate educated in the Madelia Public School System is able to demonstrate a
set of values that reflect care, concern, commitment, and compassion for themselves and others. He/she is able to adapt
and function as a responsible local/national/global citizen. The graduate has the foundational skills to become a lifelong
learner and an active participant in a modern work force. He/she is prepared to demonstrate independent living and
skills and healthy life choices.
TEACHING AND LEARNING GOALS IN THE DISTRICT
Madelia Public School District strives to implement the most effective strategies to help students learn and
continuously works to improve curriculum and instruction in the quest to provide students with the necessary
tools to compete in a global economy. The District is constantly evaluating the instructional practices to
ensure that we are providing opportunities for all subgroups to be successful.
The WBWF legislation identifies specific targets to determine if schools are striving to create The World’s
Best Workforce. They include the following:
 Closing the identified achievement gap(s) in the district
 Having all students ready for Kindergarten
 Having all students in third grade achieving grade level in literacy
 Having all student attaining career and college readiness before graduation from high school
 Having all 100% graduate from high school

Progress towards the targeted legislative World’s Best Workforce goals will be achieved by:
 Continued high quality professional development focusing on instructional best practices
 Having clear, data based academic goals defined and evaluated
 Incorporating teaching and learning strategies based on research in all academic areas
 The incorporation of a k-12 benchmark system (NWEA) to evaluate the district-wide trends
 Evaluating/monitoring of individual and summative data trends on all district, state and national
assessments
 Strengthening the home to school connection
 Providing an annual budget sustaining the World’s Best Workforce district plan

INSTRUCTIONAL, PROFESSIONAL, AND CURRICULUM GOALS/ACTIVITIES

1. Madelia Public School District strives to ensure that all students are proficient in core subject areas.
Madelia Public School District has implemented the use of Professional Learning Communities (PLCs) to
drive this focused goal of improvement. The following are reasons that implementing the use of PLCs
has been critical to the process of district improvement:
 Instill a climate of collaboration and teacher development
 Monitor Assessment and Instructional Practice to determine effectiveness
 Measure and monitor academic performance of students by summative measures as well as
standardized assessments
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 PLCs will survey their own effectiveness through the use of Marzano’s Philosophies
 Incorporating a coaching model and culture of discussing ones practices and the research
behind why we do things the way we do

2. The district will ensure the professional developments needs of the certified staff are achieved
through providing high quality inservices/professional development opportunities
 Professional development will align with the district, site and PLC goals
 All trainings will be of high quality and research based
 Via developing, monitoring, implementing and developing our Continuous Improvement Plan

3. A District Systems Strategy will be developed for monitoring student academic progress
 Define: the essential academic outcomes for students
 Determine: how we will assess proficiency of these outcomes
 Measure: the progress towards meeting our goals
 Monitor: the curriculum maps to ensure they are inline with the essential outcomes and the
progress that teachers are making in covering the materials that is required within the
academic timeframe
 Maintain: systems for data management which is accessible and used by teachers,
administrators, and school board members to drive instruction and make appropriate decisions
 Monitor: make necessary instructional changes to meet the needs of the students

4. The District’s certified teaching staff will engage in parent/student involvement strategies via the
following goal setting process:
 Staff will engage parents and students in goal setting
 Student goals will be completed in the classroom setting and those goals will align with the
district objectives

DISTRICT TEST SCORES
There will be continuous review of district benchmarking assessments (NWEA) and an annual evaluation of
district wide summative assessment data. The analysis will exhibit whether or not there are achievement
gaps or trends that need attention. Included in the analysis report will be data used to determine whether
or not all students received adequate career and college readiness preparation.

MAIC INTEGRATIONN COLLABORATIVE ACADEMIC GOAL(S)
The district’s integration collaborative consists of Lake Crystal (RA), Madelia (RI), Maple River School
District(RA), Truman (RA), and Wellcome-Memorial (RA). The goal of the collaborative is to pursue academic
achievement, racial and economic integration via:
 Integrating Learning Environments and Resources- designed to reduce both enrollment and academic
achievement disparities based on student racial, ethnic and economic backgrounds
 Rigorous career and college readiness opportunities- programs for underserved students populations



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DISTRICT REPORTING
A District Advisory Committee can be established by the school board to ensure active community
participation in planning and overall academic improvement. The Committee shall reflect the
demographics of the student population. This group may have community residents, students, staff,
parents and teachers. This group will make recommendations based on data and research in how to
provide rigorous academic standards to meet student achievement goals. The outcomes of these
meetings and suggestions will be mentioned in the superintendent’s report.

MADELIA PUBLIC SCHOOL’S SMART GOALS

MATH
The proficiency gap between the non-white and white students enrolled for the full academic year in
grades 3-8 & 11 at Madelia Public Schools on all state mathematics accountability tests (MCA, MOD,
MTAS) will decrease from 22.7% in 2013 to 15% in 2017 by increasing the proficiency rate of the
groups and decreasing the gap between white and non-white subgroups.

READING
The proficiency gap between the non-white and white students enrolled for the full academic year in
grades 3-8 & 11 at Madelia Public Schools on all state reading accountability tests (MCA, MOD, MTAS)
will decrease from 39.9% in 2013 to 29% in 2017 by increasing the proficiency rate of the groups and
decreasing the gap between white and non-white subgroups.

MADELIA DISTRICT ACTIVITIES TIED TO SMART GOALS
MATH
Targeted Interventions to support achievement in integrated learning
Environments for math include:
 Study Skills Instruction at the high school level and The Seven Habits at the elementary to help teach
Responsibility, self-motivation and work completion.
 Implementation of the Alec Program for individualized math instruction
 Math interventions for classroom teachers which include but are not limited to math fact fluency
practice, computer based programs such as IXL Math, Alec Program, NWEA benchmarking, Khan
Academy, Study Island, MCA Math practice tests.
 Implementation of NWEA math benchmarking K-12 to evaluate student growth and provide child
specific interventions. This will also aid in looking at the effectiveness of our curriculum and
instruction.
 We are wanting to add a data coordinator/PLC leader to our staff as to have someone collecting,
organizing and instructing teachers as to how to use data to drive their instruction.
 We have after school programming that is specific to the needs of the child to increase their ability in
reading.
 We have homework help provided before, during and after school hours to allow for those students
who do not have help at home, the equal opportunity to be successful.



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READING
Targeted Interventions to support achievement in integrated learning
Environments for reading include:
 Study Skills Instruction at the high school level and The Seven Habits at the elementary to help teach
Responsibility, self-motivation and work completion.
 Reading interventions for classroom teachers which include but are not limited to guided reading
circles, computer based programs such as IXL Reading, McGraw Hill Interventions & online
programming, Study Island, NWEA benchmarking, MCA Reading practice tests.
 Implementation of NWEA math benchmarking K-12 to evaluate student growth and provide child
specific interventions. This will also aid in looking at the effectiveness of our curriculum and
instruction.
 We are looking into adding a data coordinator/PLC leader to our staff as to have someone collecting,
organizing and instructing teachers as to how to use data to drive their instruction.
 We have after school programming that is specific to the needs of the child to increase their ability in
reading.
 We have homework help provided before, during and after school hours to allow for those students
who do not have help at home, the equal opportunity to be successful.

MADELIA PUBLIC SCHOOL DISTRICT (MCA READING)
2014 2015 2016 2017 2018
GRADE BASELINE TARGET SCORE TARGET SCORE TARGET SCORE TARGET SCORE
THREE
FOUR
FIVE
SIX
SEVEN
EIGHT
TEN

SPED
NON-SPED
DIFFERENCE
WHITE
NON-WHITE
DIFFERENCE
FREE/REDUCED
NON-FRPL
DIFFERENCE










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MADELIA PUBLIC SCHOOL DISTRICT (MCA MATH)
2014 2015 2016 2017 2018
GRADE BASELINE TARGET SCORE TARGET SCORE TARGET SCORE TARGET SCORE
THREE
FOUR
FIVE
SIX
SEVEN
EIGHT
TEN

SPED
NON-SPED
DIFFERENCE
WHITE
NON-WHITE
DIFFERENCE
FREE/REDUCED
NON-FRPL
DIFFERENCE


MADELIA PUBLIC SCHOOLS PROFESSIONAL LEARNING COMMUNITIES
Madelia Public Schools utilizes Professional Learning Communities (PLCs) to strategically analyze
student outcomes, to plan instruction based on the needs of our students, to reflect on teaching
practices and research the best ways to reach EVERY child, and to support the work around Marzano’s
Teacher Evaluation Framework. Each year, the leadership team meets to map out the PLC topics and
practices, staff meeting staff development needs, full district staff development days. The leadership
then meets periodically to evaluate the plan, reflect on outcomes and revamp the plan if needed. In
the future, the team will also move toward using the district wide benchmarks to fully evaluate the
needs and/or patterns.

PLC’s engage in action research to implement best practices to improve student learning. PLC groups
will develop action plans and SMART goals for the team and evaluate them as asked by administrators.
Overall improvement of the system will be monitored over an extended period of time. The focus will
be on researched based strategies. Baseline data will be established to improve overall performance of
students, targets will be set (using SMART goals), and strategies designed to meet identified targets.
Plans will be monitored to measure results against goals. Facilitators will share results with the entire
system in teacher leadership meetings so that effective strategies can replicate when appropriate.

Professional Learning Communities: Assessments, Instructional Practice, and Student Performance
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PLC members will create common assessments and align them with the state test specifications. Data
generated from these measures will be used as a measuring tool to determine effectiveness of
instruction and student learning. Common formative assessments aligned with summative measures
will be utilized for grouping and regrouping of students for interventions/extra support. As a best
practice and to identify students at risk, in order to keep them from falling behind, PLC’s will align
formal formative assessments to provide interventions close to the point of instruction. Special
education and Title I/RTI teachers will closely monitor student performance.

During PLC meetings, test item analyses will be conducted to upgrade summative assessments and
improve instruction. Reflective assessments will be the primary focus on rigor validity and reliability.
PLC’s will reflect upon instruction and its effect on student performance as evidence by the results.
Integration and collaboration between classroom and special services (RTI, Title I, Reading Corps., and
Special Edu.) will be an important feature inn closing the achievement gap. Establishing modification
for assessments and administration of assessments will be a collaborative effort between and among
regular education and special service teachers.

PROFESSIONAL LEARNING COMMUNITIES: PERFORMANCE:
PLC performance will be measured in the following ways:
 Through the overall academic performance of students as measured by aligned summative
measures and results from standardized assessments (NWEA, MCA, etc.). Short and long term
targets will be established.
 Twice annually through the use of an established rubric of high performing PLCs.
 Through the teacher evaluation process-Marzano’s Framework

PROFESSIONAL DEVELOPMENT
Professional development will align with district, site and PLC goals. Professional development
activities funded by the district must align with the strategies identified by the district, site and PLC
improvement plans. Staff will be provided summer curriculum writing days upon approval. Madelia
Public School curriculum is aligned with the Minnesota State Standards.

CURRICULUM ALIGNMENT WITH STANDARDS
A systemic approach to curriculum development and implementation will be the goal of the
district. District will ensure that all curriculum is aligned with state and/or national standards.
Teachers will be required to document alignment by identifying content, skills, pacing assessments
and resources. This will ensure that the entire curriculum is a district curriculum and does not, all or
part, one belong to individual teachers. Documents will constitute the curriculum and be available
for substitute teachers, new teachers, administrators, support stave etc. Aligned curriculum will be
reviewed regularly PLCs to ensure implementation. Documents will be archived with the curriculum
director and monitored for compliance.

STUDENT AND PARENT ENGAGEMENT: IMPROVEMENT PLANNING
Students, teachers and parents collaborate in setting achievement goals.

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 Student learning will be a collaborative effort among student, teacher, and parents. Each student
will set academic goals and monitor their own progress. Teachers and parents will identify
strategies that they will implement to help each student be successful. After each summative
measure, students graphically monitor progress to share with parents.
 Individual classrooms will collaboratively establish set of measurable achievement goals utilizing
the same process identified above. Each classroom’s results are graphically posted.

In order to close the achievement gap, the district will provide professional development for
teachers to ensure strategies are in place for students to meet the targeted goals.

PARENT ENGAGEMENT STRAEGIC PROCESS

A two year process to plan ad execute strategies in these areas to improve parent engagement within the
district.

Areas to look at: Communication
Support for School activities / Home Activities
Understanding Cultural and Family Norms
Support for life-long learning – Parent Education
Advocacy and Shared Governance
Collaboration
Relationship, Trust, and Respect
Conflict Resolution process

Commitment of a team of 12 for 4 meetings a year

Team of 12 – people designed to represent the stakeholders for this topic representing both staff and parents.

6 Staff to include: Administrator
Teacher from Pre-K – 3
Teacher 4 – 8
Teacher 9 – 12
Social worker or counselor
Outreach worker or Parent Educator

6 parents to include: Parent of a preschooler
K – 3
rd
grader
Parent of a 4- 8
th
grader
Parent of a 9 – 12
th
grader
Low-income /Minority parent
Special Education parent

Year 1 Pre-meetings in August Create Parent Engagement Leadership Team
Meeting I – Sept – Oct. Build team trust and partnerships
Overview and understanding of the process
Brainstorm issues and concerns
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Develop our list of “Why” and questionnaire
Pre-test or Questionnaire development and
process as well as time line
Nov. – Dec. Questionnaire and input
Meeting 2 - Jan - Feb Look at results of questionnaire
Based on results and discussion look at the
area of engagement to determine which
area is the lowest for the District
Determine area to focus on
Meeting 3 - March – April Brainstorm ideas to improve the lowest area for the district in
Parent Engagement. Prioritize ideas, create a budget and timeline
to move this agenda forward
Meeting 4 – May – June Evaluate the process that they participated in and plan meetings
for the next year.
Celebrate school and parents together

Year 2 Meeting 1 August Redefine the goals for the year and who will do what
Meetings 2 Oct – Nov. Execution of goals set forth
Meeting 3 – Dec. – Jan Redesign questionnaire or feedback
March- May Conduct questionnaire
Meeting 4 Look at results and redefine goals

PARENT NOTIFICATIONS AND INVOLVEMENT
1. Entrance Conferences: Held each year before school begins in the fall. Each family has one-half hour
with the classroom teacher to discuss the goals and expectations for the new school year. Individual
reading goals are set at this time based on data from the previous year.
2. Report Cards: Report cards are sent home four times during the year.
3. Fall Conferences: Fall conferences are held at the end of the first quarter. Each family has an
appointment with the classroom teacher to discuss student progress and look at the collected data.
4. Additional Conferences: Additional conferences are held throughout the school year on an individual
as needed basis.
5. Communication: E mail, newsletter and phone connections are encouraged for both school staff and
families.
6. MCA Results: MCA results are mailed to the families (Grades 3-8) in a timely manner when received
from the Minnesota Department of Education.
7. NWEA results are sent home after testing is completed in grades K-12.
8. Open Houses: We have a fall picnic and a spring open house where families are invited to come into
the school.
9. Family Nights: We hold three to five family nights each year. These usually concentrate on our
Accelerated Reading theme. A supper is served, and there are family activities for all ages. (We have
included math and science nights too.)

STUDENTS READY FOR KINDERGARTEN
School Readiness offers preschool classes to children 3-5 years of age and include a variety of
classes throughout the district. There are three regular education preschool rooms within the
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school and one special education preschool as well. Madelia Public Schools feels that early
childhood is where the most difference can be made and therefore fully supports early childhood
programming. During the 2014-2015 school year, three year olds will be offered two half days of
preschool. Those that are four and five, are offered three half days of school with curriculum in line
with the district’s strategies.

Preschool classes are offered to all children, as well as, Madelia Public Schools choose to
benchmark all students within Madelia, regardless of whether or not they attend our programming.
The reasoning behind this is that these kids are all our kids and we have a belief that we need to
reach out to all children in this age group to ensure progress for all. Students are currently IGDI
tested and will also be benchmarked on numeracy during the 2014-2015 school year.

Preschool classes are offered to any child in the school district and, if space allows, out of district
students as well. Madelia Elementary also has an Early childhood Special Education Program within
the building. Four and Five year olds go to school Five half days per week and the 3-4 year olds
come to school three days per week. At age 5, the students also attend preschool in the general
education early childhood program with the support of a paraprofessional. The school
readiness/preschool program charges for attending preschool class but offers tuition assistance
and scholarships to those who need it.

Teachers in the school readiness program collaborate closely with the kindergarten teachers for
smooth transitions into kindergarten. They also have made it a point to attend staff development
opportunities as a team to have a smoother transition for students. The preschool and
kindergarten classrooms are also in the same wing of the school as so that the students are
comfortable with the area of the school, making it less daunting for them to start kindergarten. The
curriculum used by the school readiness preschool program aligns with the Early Childhood
Indicators of Progress, which is the state suggested standards for preschool.

MADELIA READING ASSESSMENT PLAN/LITERACY PLAN (READ WELL BY 3
RD
GRADE) GOALS

GOALS:
1. To monitor student progress until students are proficient readers by Third Grade
2. To devise an intervention system based on data to accomplish this goal. This may result in
individualized planning for each student
3. To continue the support and intervention process until each student has become a proficient reader

RESPONSE TO INTERVENTION (RTI)
Madelia Public School District has implemented an RTI process for students in kindergarten through
grade six. 2013 is the fourth full year of implementation.

OUR PROCESS:
1. Students are assessed three times during the school year: fall, winter, and spring, using the DIBELS
(Dynamic Indicator of Basic Early Literacy Skills) process, NWEA for Kindergarten through grade 12, and
IGDIs for preschoolers.
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2. Results are analyzed and discussed at PLC/grade level meetings with the teachers, principal, and
school psychologist. Based on those discussions, instruction is altered to meet the needs of students
and specific interventions are planned for individual needs.
3. Students who are not meeting benchmarks are referred to RTI for individual help and/or a specific
intervention to address the area of need is developed and implemented. (Based on need, some
students are monitored weekly, and interventions are provided depending on the results of the weekly
monitoring.)
4. Additional services are offered through Targeted Services. These include after school instruction in
reading and summer school instruction in reading.
5. Trained staff provide the intervention after training by the school psychologist.
6. Progress is graphed and analyzed by the PLC/grade level meetings.
7. Additional data is collected through NWEA, DIBEL assessments, IGDI benchmarking, Study Island,
Reading Eggs, IXL, STAR testing, Alec and Accelerated Reading goals and results.
8. Students are referred to Child Study and possible special education testing if they do not respond to
specialized reading interventions.

RESPONSE TO INTERVENTIONN (RTI):
Direct and targeted instruction in reading is provided to small groups of students for each classroom
for 30 minutes each day. Trained staff work with students using proven intervention strategies for
specifically identified needs. Formative and summative assessments together inform and drive the
instruction and grouping. Fluency measures are tested three times per year using DIBELS, IGDI, and
STAR to ensure students are meeting gradelevel benchmarks. Students not meeting benchmarks
receive additional support with weekly progress monitoring.

EXTENDED SCHOOL DAY
An extended day program is offered to students K-6, two to four days per week depending on
gradelevel. Students are referred by homeroom teachers based on academic achievement within the
classroom and assessment outcomes. A certified classroom teacher is providing the instruction
whenever possible.