World’s Best Workforce Update: Program Plans December 10, 2018

Goal 1: Bloomington Public Schools aims to ensure all students are ready for school Standards-Based Core Instruction - Teacher Teams developed comprehensive units of study that integrate the eight domains of the Early Childhood Indicators of Progress. The units include language supports for emergent multilingual children. Evidence Based Practices - The Early Learning Services Instruction Team researched and adopted the twelve evidence based practices that align with the Striving Readers Comprehensive Literacy grant framework for birth - age 5. Standards-Aligned Reporting Practices - A team of Early Learning and District staff selected a new assessment tool for use in preschool, TS Gold. Teachers in 3 year old and 4 year old preschool utilized common end of unit assessments which are aligned to the TS Gold to measure student learning and progress toward meeting standards. Professional Development - Teachers and support staff participated in ongoing professional development related to supporting emergent multilingual children and evidence based literacy practices.

Goal 1: Bloomington Public Schools aims to ensure all students are ready for school Culturally Responsive Teaching & Family Engagement - Teacher Evaluation (Q-Comp) Coaches have received extensive training in culturally responsive teaching and worked one on one with staff to develop new strategies to engage all students in the learning. Preschool staff facilitated three “Families Learning Together Days” throughout the year to help parents support their children at home. Professional Learning Communities (PLCs) - PLCs continuously used student assessment data to change instruction to meet the needs of preschool students. New strategies with an emphasis on culturally responsive strategies were introduced on a regular basis to meet the goals set for student achievement.

Goal 2: Bloomington Public Schools aims for all third graders to read at grade level Standards-Based Core Instruction- Teachers implemented units of study that integrate reading, writing, speaking, language, and media literacy standards. The units feature embedded language supports to ensure access to the content for English learners. Evidence-Based Practices- Teams of elementary principals and teacher leaders received professional development on evidence-based literacy practices. They used literacy classroom visits to gather evidence of implementation of these practices in instruction and used the data collected to plan professional learning for teachers. Targeted Intervention- Teachers used multiple measures to identify students not yet reading at grade level. Reading interventionists received training on using diagnostic literacy assessments to determine the root cause(s) of a student’s difficulty and to select interventions that address the area(s) of need.

Goal 2: Bloomington Public Schools aims for all third graders to read at grade level Culturally Responsive Teaching Mentors and teacher evaluation (Q-Comp) coaches worked in collaboration with staff to identify classroom data that provides feedback on student engagement and achievement. Strategies were introduced to engage all students in the learning. Professional Learning Communities (PLCs)- PLCs collaborated continuously using student assessment data to change instruction to meet the needs of students. New strategies were introduced on a regular basis to meet the goals set for student achievement.

Goal 3: Bloomington Public Schools aims to close the achievement gap in reading and math Curriculum Review- Teachers reviewed math curriculum at all levels to ensure instruction and assessments are aligned to standards and are culturally and linguistically relevant. Tiered Systems of Support- A district team worked to strengthen systems for providing students with access to tiered layers of instruction and support in reading and math. Technology and Digital Materials- Teachers worked to differentiate instruction, using technology as a resource. Professional Development- Teachers participated in ongoing professional development related to differentiation for English learners and co-teaching models.

Goal 3: Bloomington Public Schools aims to close the achievement gap in reading and math Summer and After-School Learning Programs- Students were deeply immersed in thematic units that provide enriching experiences students are able to draw on to support their learning during the regular school day. Culturally Responsive Teaching - Mentors and teacher evaluation (Q-Comp) coaches worked in collaboration with staff to identify students who need more help to engage in instruction. They also supported teachers in professional development related to the use of culturally relevant engagement strategies. Professional Learning Communities (PLCs)- PLCs use student assessment data to analyze trends in student achievement. New strategies and systemic supports were introduced on a regular basis to meet the goals set for all student achievement.

Goal 4: Bloomington Public Schools aims for all students to graduate from high school Expanded Programming- The following new courses were developed to provide students with additional opportunities to earn required graduation credit: AP Human Geography Manufacturing Engineering Unified Physical Education Literature from Other Worlds Public Speaking I Hybrid Video Production Introduction to Anatomy and Physiology Minnesota Biology Minnesota History Statway Math (Concurrent Enrollment) Ukulele Ensemble Technology Exploration LOOK: Social-Emotional Learning Career Discovery Career-Life I and II

Goal 4: Bloomington Public Schools aims for all students to graduate from high school Online Courses- 12 online courses were developed to provide flexibility of time, place, and pacing. Differentiated Student Support- High school staff engaged students in Advancement Via Individual Determination (AVID), Academic Seminar and Sectionals, which provided students with additional support as they work toward graduation. Mentors and teacher Evaluation (Q-Comp) Coaches worked in collaboration with staff to identify programs and learning supports for students. Professional Learning Communities (PLCs)- PLCs used student assessment data to analyze trends in student achievement. Systemic supports were regularly introduced to help PLCs meet the goals set for all students related to graduation.

Goal 5: Bloomington Public Schools aims for all students to be ready for career and college Programmatic Alignment- District staff worked to create stronger alignment between students’ Personal Growth Plans (PGPs), BPS’s Career and Technical Education (CTE) program, and the American Counseling Association standards so that all students are career and college ready. Access to College Courses- Early access to college courses is offered to high school students demonstrating need and readiness. Access is provided through the following options: Concurrent Enrollment Post-Secondary Enrollment Options (PSEO) Dimensions Academy High School Bloomington Career and College Academy

Pathways Advisory Committee PAC Provided Feedback On: Curriculum Review- Physical Education College and Career Readiness Implementation Early Childhood to Grade 5 Alignment Local Literacy Plan

Achievement and Integration December 10, 2018

Current Achievement and Integration Plan Every 3 years we are required to submit a new plan for Achievement and Integration Our new plan was submitted and approved in March 2017 Plan runs through June 30, 2020 The plan has to be, and is, aligned with the WBW plan Indian Mounds likely included in next plan

Current Achievement and Integration Plan Increase achievement and provide programming and support options to promote college and career readiness for the underserved students in grades K-12: Check and Connect, AVID/SPARCSS, Nobel, Mentoring, Leadership Group, PGP Increase professional development opportunities that will reach 100% of the BPS staff: OEE trainings, SEED, Building Specfic Plans Commitment to implement practices that recruit, employ, support, and retain racially and linguistically diverse staff: Dr. Khalifa, Principal Work Group, HR, Partnerships