W E S T O N K A P U B L I C S C H O O L S

2014-2015 annual reportISD 277 Westonka Public Schools Local World’s Best Workforce Plan

world’s best workforce

The 2013 Minnesota Legislature passed a law that changed the school district process for reviewing

curriculum, instruction and student achievement.

The World’s Best Workforce Plan (Minnesota Statutes, Section 120B.11) is intended to serve as a

foundational document that aligns educational initiatives that serve students pre-K through high

school. The plan replaced the state-mandated “Annual Report on Curriculum, Instruction and Student

Achievement.”

The World’s Best Workforce legislation is based on five goals:

1. All students meet school readiness goals

2. All students in third grade achieve grade level literacy

3. Closing the identified academic achievement gap(s)

4. All students graduate from high school

5. All students attain career and college readiness before graduating from high school

The Westonka Public Schools World’s Best Workforce Plan serves as a blueprint that demonstrates how the

district’s current strategic plan and supporting district initiatives and plans work together in a concerted

effort to create a quality workforce equipped with the necessary skills for the 21st century.

Overview

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achievement goals

2014-2019 Westonka Public Schools Strategic PlanIn 2014, the Westonka School Board approved a five-year strategic plan for Westonka Public Schools. With students as the focus, the three goals of the 2014-2019 Strategic Plan transition the district from the foundational goals established in 2008 and form the basis for innovation and improvement.

Adoption of the strategic plan culminated a process that began during the 2012-2013 school year. Through a series of conversations, focus groups, online surveys and other forms of community engagement, the district received input and feedback from hundreds of school district and community partners. The final plan is the product of sound research and extensive stakeholder input and represents a true community consensus on the direction for the district through 2019.

The plan established three goals that will guide the district’s improvement:1) Personalize learning to improve student achievement across all levels E-122) Ensure responsible stewardship of resources

3) Build pride in and around the district.

By aligning district initiatives and plans to these strategic goals, Westonka has been able to achieve positive results in the key areas of the World’s Best Workforce. In particular, the objectives established under Westonka Public Schools Strategic Goal 1 (Personalize learning to improve student achievement across all levels E-12) led to achievement in the areas of kindergarten readiness, third grade literacy, college and career readiness, closing the achievement gap and improving the graduation rate.

There are five main objectives for Goal 1 of the 2014-2019 Strategic Plan:• Maintain safe, healthy, supportive and welcoming learning environments focused on inspiring and

engaging students• Implement district frameworks—Professional Learning Communities, the Edge21 Technology Plan

and the 21st century college/career readiness plan—to facilitate school improvement• Personalize instruction for each student, maximizing interests and abilities and creating ownership and independence• Offer high-quality, competitive educational, extracurricular and community programming• Effectively use assessments and data to ensure student preparation and success in higher education

Goals for instruction & student achievement

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measures & resultsWorld’s Best Workforce Goals - Measures & Results

Kindergarten ReadinessWestonka Public Schools uses Early Childhood Screening to check the basic health and development of a

child between the ages of 3 and 4 years. This screening is required for kindergarten entrance. The areas of

screening include height, weight, vision, hearing, health history, family factors, fine motor skills, gross motor

skills, language skills, cognitive skills and social and emotional skills. The screening is specifically designed

to identify children who may have fallen behind and may benefit from district and community resources/

intervention services. This process is intended to aid in closing the achievement gap. The district’s goal to

have 100 percent of students eligible for kindergarten pass their kindergarten assessment screenings in the

spring.

Results : In 2014, Westonka Early Childhood screened 143 children. Of those children, 115 (80.4 percent)

were determined to be kindergarten-ready. Twenty-eight students were referred to Early Childhood Special

Education or to medical or mental health specialists.

Third Grade LiteracyWestonka has developed a systematic reading intervention program. As a part of this process, standardized reading assessment measures have been developed. These benchmarks include oral fluency, comprehension and reading level. The district’s goal is that K-3 students (combined) will meet the following targets by the end of the school year:• 90 percent will meet their oral reading fluency benchmark• 90 percent will meet their comprehension benchmark (grades 1-3 only) • 90 percent will meet their guided reading level benchmark

Results: For the 2014-2015 school year, 75 percent of grades K-3 Hilltop and Shirley Hills primary school students met their oral reading fluency benchmark, 85 percent (grades 1-3 only) met their comprehension benchmark and 69 percent (grades K-3) met their guided reading level benchmark.

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measures & results

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College & Career ReadinessIn the Westonka school system, many factors are used to determine a student’s college and career readiness. These factors include academic performance, high school course selection and involvement with co-curricular activities. Through programs such as DECA, music and arts programs and academic co-curriculars, students can apply what they have learned in the classroom to authentic real-life experiences. In addition, the district uses the following standardized assessments to measure college and career readiness: NWEA MAP assessments, Minnesota Comprehensive Assessments (MCAs), 8th Grade EXPLORE, 10th Grade PLAN, ACT and Advanced Placement exams.

Results: Westonka earns recognition from national publications• Mound Westonka High School was one of only 10 Minnesota schools included on Newsweek’s

2015 list of “America’s Top 500 High Schools” and was the only school in the state to earn a gold star for helping low-income students score at or above average on state assessments

• MWHS was one of only 29 Minnesota schools included on the Washington Post’s 2015 list of “America’s Most Challenging High Schools”

• MWHS ranks No. 10 in the state overall and No. 2 in the state in academics in the 2015 Niche.com “Best High Schools” rankings

Results: Title I schools recognized by stateBoth of Westonka’s eligible Title I schools—Shirley Hills Primary School and Grandview Middle School—were recognized by the Minnesota Department of Education for educational excellence in 2015. Based on their Multiple Measurements Ratings, Grandview Middle School received Reward School designation this year, and Shirley Hills was named Celebration Eligible. Grandview is one of only 30 four-time Reward Schools.

Results: Westonka offers high ability choices A rigorous class schedule and 21st century skills are critical for entrance into colleges and universities. To address these demands, Westonka offers a wide variety of honors-level courses, 11 Advanced Placement courses, two College-in-the-Schools Spanish courses, four Project Lead the Way engineering courses and Post-Secondary Enrollment Options, where students earn college credit while continuing with high school.

measures & resultsCollege & Career Readiness (continued)

Results: Westonka students earn “best in state” MCA resultsWestonka scored No. 2 in the state in reading and No. 4 in the state in math on the 2015 Minnesota Comprehensive Assessments.

>>Click to view Westonka’s grade-level MCA results with neighborhood comparison

Metro Area Schools MCA-III Comparison (Top 10)

District % Proficient in Reading % Proficient in Math

Mahtomedi 83 85

Westonka 82 81

Minnetonka 82 81

Wayzata 80 83

Edina 80 81

Orono 79 76

New Prague Area 76 79

Lakeville 75 75

State Summary 60 60

Results: Westonka demonstrates academic achievement on NWEA MAPThe majority of NWEA MAP results are at grade level or above, with most grade levels one or more grades ahead of NWEA’s national benchmarks.

>>Click to view Westonka’s NWEA growth results

Results: Westonka students post strong AP resultsSixty-seven percent of MWHS students taking AP Exams in 2015 scored a 3 or higher (usually the minimum to earn college credit).

>>Click to view AP trend graph

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measures & results

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College & Career Readiness (continued)

Results: Westonka students earn 41 AP Scholar Awards• 14 AP Scholars (scores of 3 or higher on 4 or more exams)• 10 AP Scholars with Honor (average score of at least 3.25 on all AP exams and scores of 3 or higher

on four or more exams)• 17 AP Scholars with Distinction (average score of at least 3.5 on all AP exams and scores of 3 or

higher on five or more exams)• Two National AP Scholars (average score of at least 4 on all AP Exams taken and scores of 4 or

higher on eight or more of these exams)

Results: Westonka students improve results on ACT, PLAN and EXPLOREWestonka’s 2015 ACT composite score of 24.3 exceeds the 22.7 state average and 21.0 national average. The district’s goal is that the graduation class each year will show at least 60 percent of students have met all four ACT College-Readiness benchmarks in English, Algebra, Social Science and Biology. For the graduation class of 2015, 50 percent of students met all four ACT College-Readiness benchmarks.

>>Click to view Westonka’s ACT results

>>Click to view Westonka’s PLAN results

>>Click to view Westonka’s EXPLORE results

Results: Guidance counselors provide College Prep GuideWestonka’s Guidance Department developed a College Prep Guide to help prepare students in grades 7-12 and their parents for education choices after high school. The guide provides step-by-step and grade-by-grade guidance to ensure students have the most opportunities possible for their education and career choices after graduation.

>>Click to view Westonka’s College Prep Guide

measures & results

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College & Career Readiness (continued)

Results: Westonka offers courses to prepare students for the global economy

• Westonka’s DECA program competes internationally - DECA is a leadership network that prepares students for careers in finance, hospitality, marketing and management. Through real-world experiences and classroom curriculum, DECA gives students a competitive edge for college and career success. In addition to competitions, the MWHS DECA chapter spends time participating in community service, attending leadership conferences and participating in a variety of other business events. • 110 Mound Westonka High School students qualified for the state DECA meet in 2014, and 31

students went on to compete at the 2015 DECA Internationals• Out of 18,000 competitors, 16 MWHS placed in the Top 10• One MWHS team earned a second-place International trophy

• The Westonka Summer Institute (WSI) takes fifth trip to China – In 2008, the district founded the Westonka Summer Institute, which has allowed groups of Mound Westonka High School students to participate in two-week, credit-bearing immersion experiences. Since that time, Westonka has worked to expand its international exchange program to encourage students to become active global citizens and to give students a competitive advantage in the global economy. In June 2015, 12 MWHS students and two teachers explored both the ancient and modern sides of China. Students had the opportunity to learn about the global economy, explore Chinese history and culture and gain perspectives on China’s role in the world market. The WSI students also had the opportunity to visit Westonka’s sister school, Beijing Middle School No. 7. In addition to China, WSI offers trips to Peru and Costa Rica.

• Westonka expands sister school relationship – In the 2014-2015 school year, the district expanded its relationship with its sister school, Beijing Middle School No. 7. The Edge21 Technology Plan and, in particular, the 1:1 initiative, provides opportunities for technology-enabled international interaction for students at all grade levels.

measures & results

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Graduation Rate & Achievement Gap

Another measure of college and career readiness is the state Multiple Measurements Ratings (MMR), which include the district’s annual Adequate Yearly Progress (AYP) results. The MMR and AYP results focus on high school graduation rate and on ensuring that students receiving free and reduced price lunch, students receiving special education services and students of any specific ethnic group are meeting academic benchmarks in order to be college and career ready by graduation. The district’s goals are that the MMR rating at all schools will be 85 percent or higher and that the graduation class each year will maintain a minimum graduation passing rate of 95 percent.

Results: 2015 MMR and AYP data showed that all Westonka students met or exceeded every benchmark under the MMR and AYP requirements except for the high school’s special education cell group, which missed its 90 percent graduation benchmark by three students.

School 2015 MMR Designation Rating Making AYP

Hilltop Primary School 99.83% Yes

Shirley Hills Primary School 65.25% Yes

Grandview Middle School 81.76% Yes

Mound Westonka High School 83.18% No

Results: The Mound Westonka High School Class of 2015 earned a graduation passing rate of 87.18 percent. (Note: The 2015 graduation rate is a misrepresentation as it includes foreign exchange students, who were counted as seniors but not counted as graduated from the high school. This calculation error will be addressed in 2016.)

progress & growth monitoringStudent Progress & Growth Monitoring

Westonka uses a variety of methods to evaluate each student’s progress toward state and local academic goals

Professional Learning CommunitiesThe Westonka School District uses the Professional Learning Communities (PLC) model to: 1) Set high academic expectations for all students; 2) Ensure that teachers are working collaboratively to achieve better results for the students they serve; and 3) Focus on results – making data-driven decisions to improve student achievement.

The PLC Framework has three primary outcomes:1. High levels of learning for all students2. Development of a master schedule for regular teacher discussion during the school day on student

academic progress and instructional practices3. Development of specific academic goals that articulate student weaknesses and learning gaps

Using the PLC model, academic goals at the district and building levels have been put in place, starting with the first goal of the new Westonka Public Schools 2014-2019 Strategic Plan: Personalize learning to improve student achievement across all levels, E-12.

Literacy BenchmarksThe district has identified specific literacy benchmarks for elementary and middle school students to ensure they are making the academic progress needed to be college and career ready by the time they graduate from high school. For students not developing their literacy skills at an adequate pace, support is available through systematic reading intervention programs at all levels of instruction.

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progress & growth monitoringAcademic Standards & AssessmentsIn the Westonka Public Schools, the curriculum and academic focus is standards-driven. All K-12 curriculum is aligned to state and/or national standards, and student attainment of these standards is measured by the following assessments: • The Minnesota Comprehensive Assessments (MCA);• NWEA Measures of Academic Progress assessments (MAP);• Literacy assessments measuring oral reading fluency, reading level and comprehension;• Cognitive Abilities Test measuring a student’s reasoning skills for placement into gifted and

talented programs• EXPLORE, PLAN and ACT assessments to measure college preparation• Advanced Placement exam data, Project Lead the Way Engineering exam data and College in the

Schools Spanish course exam data

The use of student performance data is an important tool to raise achievement for all students. Student data includes summative assessments, which occur after learning has occurred. This includes the MCAs, Advanced Placement exams and the ACT. Student data also includes formative assessments that are used while learning is occurring. They are used to diagnose student needs, to plan instruction and to provide feedback to students on their learning and on how to make improvements. These assessments include curriculum-based assessments, such as daily/weekly quizzes or NWEA MAP assessments, to diagnose student academic needs.

Through careful analysis of student academic performance data, each building’s School Improvement Team has developed specific academic goals to support their focus on high levels of learning for all students. Review of student academic performance data allows Westonka teachers to identify their students’ strengths and gaps and adjust instructional goals to maximize individual student academic growth.

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review & evaluationReview & Evaluation of Curriculum & Instruction

Westonka has a detailed system in place to periodically review and evaluate the effectiveness of all instruction and curriculum.

Academic Benchmarks Established for all Grade Levels/CoursesAll Westonka curriculum is aligned to state and national standards. When new state and/or national standards are issued, curriculum teams meet and establish power benchmarks. Power benchmarks are specific outcomes that each student is expected to master, and they drive instruction in the classroom. Pacing charts, which describe how and when the power benchmarks will be taught, are also developed during this process.

Professional Learning Communities (PLC) School Improvement ModelThe PLC School Improvement Model was implemented in the Westonka Public Schools in 2006. This model provides the structure and framework for staff to make improvements with programming, instruction and curriculum to provide high levels of learning for all students. Specific results that have come out of the PLC Model include:

• School Improvement Teams that monitor student achievement for every building• Collaborative teacher meeting time to review student performance data• Development of data-driven decision making processes in all buildings

Curriculum Review CycleTo keep its curriculum and programming effective in meeting students’ academic needs, while properly aligned to state and national standards, the district follows a curriculum review cycle calendar in which all academic areas are thoroughly reviewed and revised over a seven-year cycle. The review cycle provides time to review current curriculum/programming and identify strengths and gaps, to update essential outcomes (power benchmarks) and to implement updated curriculum to more effectively serve students. After a particular curriculum is implemented, pacing charts are updated to articulate how the new curriculum is to be taught, materials to be used and the timeline to complete units and projects.

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review & evaluationPrincipal and Teacher Evaluation ProgramsDuring the 2013-2014 school year, the district implemented a new principal evaluation program, which includes supervisor evaluation data, stakeholder feedback and school achievement data (minimum of 35 percent of final evaluation). A new teacher evaluation program was implemented during the 2014-2015 school year and includes an evaluation of 17 teaching-related descriptors and student achievement data (minimum of 35 percent of final evaluation).

Joint Parent AdvisoryMembers of the Joint Parent Advisory Group serve as the district’s advisory committee for curriculum, instruction and student achievement. The group includes parent and staff representatives from each of the four schools plus Early Childhood and one school board member. Members serve one-year terms, concluding the last day of the school year.

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Staff Reps:Kevin BorgMark FemriteSarah GrimmCatherine OttenbreitCJ GardnerMary Jo BlanchardChristy ZachowKlair HansLynda Polingo

Parent Reps:Deb WanousLinda LevensJeanne O’FlanaganBecky HallStephanie SnyderMichelle SchisslerNicole SharmaKari Kantola

School Board Reps:Ann BremerGina Smith (alternate)

2014-2015 Joint Parent Advisory

improvement plans

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Programming to Improve Student Achievement

The following plans, programs and initiatives all support the achievement of the 2014-2019 Strategic Plan:

Assessment for Learning ProjectIn the fall of 2010, the district formally implemented the Assessment for Learning Project (AFLP), applying the PLC framework at a deeper level as it positively impacts student academic achievement and engagement with student learning. This program continues to demonstrate success in supporting student achievement.

The AFLP focus:• Provides students with clear and understandable learning targets• Teaches students to self-assess their academic work and to determine the quality of the work they

are producing• Offers students regular descriptive feedback on their academic work• Engages students to keep track of their learning and self-reflect on their learning

Research conducted by Jan Chappuis and Rick Stigins, respected national educational leaders, found that providing students clear and understandable learning targets, showing students examples of strong and weak work, offering regular descriptive feedback on academic performance and having students self-access and set academic goals leads to higher achievement.

In 2013-2014, emphasis was placed on developing specific targets for student learning and on assessing students on these targets. Continued focus on AFL strategies is a key part of the district’s 2014-2019 Strategic Plan. AFLP strategies are applied to classroom instruction and learning across the school district. In 2014-2015, Mound Westonka High School staff completed a year-long professional development program on AFLP instructional strategies.

improvement plans

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ADSIS ProgramThe purpose of Alternative Delivery of Specialized Instructional Services (ADSIS) is to provide instruction to assist students who need additional academic or behavioral support to succeed in the mainstream classroom. The goal is to reduce the number of referrals to special education by providing supports early to struggling students. Districts are expected to align the ADSIS program within their existing continuum of supports and to collect data and submit it to the Minnesota Dept. of Education, which monitors the program’s effectiveness.

Title I ProgramFor students not meeting grade level expectations in reading and/or math, schools that qualify for Federal Title I services provide students additional support in the classroom and/or additional time to make gains in order to decrease or alleviate their gaps in math and reading. Schools qualify for the Title I program based on their free and reduced price lunch count.

GATES Program/Advanced Course OfferingsAt the K-4 elementary level, the district has put in place a gifted and talented program for students ready for a challenging and rigorous academic experience. Students that meet criteria are invited to participate in the Gifted and Talented Education Services (GATES) program. At the middle and high school levels, advanced/enriched courses in language arts, math and science are available. In addition, the high school offers 11 Advanced Placement courses, two College in the Schools Spanish courses and four Project Lead the Way engineering courses.

Special EducationThe district provides special education programming and support for students that meet criteria for any of thirteen identified disabilities. Each child that participates in the special education program has specific Individual Education Progress (IEP) goals to focus on and meet each school year.

improvement plans

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Engineering Focus - EiE, middle school STEM and PLTW engineeringThe educational needs of students and the fields of work they will enter are changing. Future job growth will need an educated workforce that is highly skilled in science and math and also in creative problem solving. STEM (Science, Technology, Engineering and Math) jobs are increasing and pay well. The U.S. Department of Commerce in July 2011 produced the report “STEM: Good Jobs Now and for the Future,” which stated that students with a strong STEM background have a strong opportunity to be hired for jobs with steady work and competitive salaries.

In recent years, Westonka has implemented a district-wide engineering curriculum. In 2011, Hilltop and Shirley Hills primary schools implemented the Engineering is Elementary (EiE) program to teach engineering and technology lessons. Grandview Middle School offers students an engineering course at each middle school grade level. In addition to the three-year STEM coursework, Grandview students have the opportunity to expand their STEM learning with two elective courses: Future Cities and Future Problem Solvers.

Mound Westonka High School provides students the opportunity to take engineering courses through its certified Project Lead the Way (PLTW) engineering program. Currently, the program offers four years of engineering courses. In the future, the high school plans to offer four years of PLTW courses, the majority of which would provide college credit.

Edge 21 Technology PlanThe new reality in preparing students for life in the 21st century centers on understanding that the workforce they will be entering is global and requires a different type of literacy skills. We believe it is critical that all Westonka students be technologically literate—while retaining other essential skills, such as problem solving/critical thinking, effective communication skills and creativity—in order to be well-prepared for life after high school.

The district strongly believes that no tool, no matter how beneficial or innovative, can ever replace an effective teacher. The goal is that technology integration will allow for more one-on-one interaction between teachers and students and will provide students with a more personalized learning experience.

improvement plans

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Edge 21 (continued)In March 2013, the district unveiled a three-year technology plan, Edge21. The Edge 21 Technology Plan addresses three goals to further the district’s commitment to increasing student learning and engagement and to ensuring that all Westonka students are college and career ready by the time they graduate from high school:

1. Support the district’s Professional Learning Communities (PLC) model, which includes the use of formative assessments, collaboration tools and personalized intervention/extension opportunities

2. Use technology to transition from print to digital curriculum3. Provide students academic experiences to master 21st century skills (communication and

collaboration, creativity and innovation, critical thinking and problem solving, research and information, digital citizenship and technology operations)

Edge21 1:1 ProgramEdge21 provides Google Chromebooks to all students in grades 5-12. Middle and high school students use Chromebooks at school and at home as the primary way to access curriculum. In addition, Chromebooks provide a platform for students to master the 21st century skills of critical thinking, problem solving, research, collaboration and creativity. Students use the devices to interact with teachers and to complete projects and homework assignments. This represents a gradual transition from traditional to digital curriculum formats. However, print resources will still be used, where appropriate, along with digital curriculum.

At the elementary level, Apple iPads are used to enrich instruction and provide intervention and enrichment support. Grades 2-4 have a 1:1 iPad learning environment. Along with a focus on student mastery of 21st century skills, iPads will be used in coming years to personalize learning for our students.

During the 2015-2016 school year, district administration will be updating and revising its technology goals and creating a new three-year technology plan.

improvement plansElementary and Secondary Academic and Technology Integration SpecialistsWith the implementation of digital curriculum and digital tools that can personalize learning opportunities, the district has hired two Westonka teachers to serve as an elementary personalized learning/academic instruction coach and a secondary technology integrationist. Their charge is to support staff by providing professional development and support on how to effectively use technology with instruction to personalize learning and use technology as a means to help students master 21st century skills.

TILT & Westonka Tech AcademyThe Westonka Technology and Integration Learning Team (TILT) is comprised of 18 teachers, representing each school in the Westonka District. Its main goal is to integrate technology programs that personalize student learning and focus on 21st century skills. TILT provides Just-In-Time Professional Development and topic-specific in-services for Westonka teachers and staff. TILT also organizes the annual Westonka Tech Academy, which focuses on transforming teaching through technology. Nearly 100 teachers and administrators attended the fourth annual Westonka Tech Academy in June 2015, which focused on integrating technology and embedding 21st Century Skills into classroom instruction and personalizing student learning.

21st Century College ReadinessDuring the 2009-2010 school year, the district organized a task force of teachers, administrators and school board members that determined specific 21st century skills that all Westonka students should master by the time they graduate from high school and developed district-defined rubrics for problem solving and critical thinking skills. Since the creation of the task force, Westonka teachers have been working on embedding problem solving and critical thinking into their curriculum and instructional practices and using rubrics to assess students’ mastery of these skills.

In addition to 21st century skills, the Westonka School District believes that international education creates students who are better equipped to participate in the global business and information economies. This belief led the district to create opportunities for students to learn firsthand about other countries and cultures (e.g., Westonka’s Sister School Agreement with Beijing Middle School No. 7).

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improvement plans

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Personalized Learning and 21st Century Skills Professional DevelopmentDuring the 2013-2014 and 2014-2015 school years, Westonka staff and principals have participated in numerous workshops and school-site visits to study the impact of personalized learning on student engagement and learning. The initial outcomes hold promise and merit and during the 2015-2016 school year, each building Westonka school site will be participating in different types of personalized learning pilots. The aim of these pilots to learn how to customized this instructional model to maximize the engagement and learning of Westonka students.

The district focus on 21st skills implementation will also continue in 2015-2016 and will be a component of each building’s personalized learning research. In addition, Westonka Technology and Integration Learning Team (TILT) members will continue their focus on on providing professional development on how 1st century skills can be effectively embedded into classroom instruction and student learning and how to assess student mastery of the skills using the district’s Edge21 rubrics.

The professional development for personalized learning and 21st century skills is designed to be practical and continuous throughout the school year. It will include the following elements:• Personalized Learning Pilots• Work with educational leaders to learn successful practices for transforming teaching and learning through the power of digital tools• Ongoing implementation support from building TILT members• Continued support from the elementary Personalized Learning/Academic Coach and Secondary Technology Integration Specialist.

The aim this year is to provide staff the expert tools and resources to support their work in the classroom and to equip them with the knowledge and training needed to ensure our students are fully prepared for their future after high school.

Reading Intervention Professional DevelopmentWestonka utilizes Sonday Reading Intervention training, which focuses on decoding sounds and words and on phonemic awareness. The district also uses Running Records training, which focuses on determining a student’s reading level.

Other Improvement StrategiesOther improvement strategies for Westonka Public Schools include using the Power Benchmark and Pacing Chart Model for all academic areas and the use of the SAMR Model to make lessons that involve technology more relevant, authentic and engaging for students. School Improvement Teams, made up of teachers, focus on student achievement and school improvement goals.

operating budget

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Where Does the Money Come From?Figures for 2014-2015

Local Levies 27%State Aid 67%

Other Local3%

Federal Aid3%

How is the Money Spent?Figures from Westonka Schools Operating Budget 2014-2015

Instruction, Support Services & School AdministrationInstruction 16,092,634 62%Instructional and Pupil Support Services 2,968,123 12%School-level Administration 681,155 3%Student Activities and Athletics 1,074,614 4%Facilities, Operations and Maintenance Facilities, Operations and Maintenance 3,085,740 12%

Subtotal, School-level Education Services $23,902,266 93%Student Transportation $1,511,712 6%District-level Administration $346,123 1%TOTAL USES OF FUNDS - GENERAL FUND $25,760,101 100%

p p p

community satisfaction

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Parents Indicate Satisfaction with Westonka SchoolsIn 2014, parents of students at each of Westonka’s school buildings were surveyed about their connection to and level of satisfaction with their child’s school. A total of 384 Westonka parents responded to the survey.

86% of parents said they feel welcome when they visit their child’s school

90% of parents said they are treated with respect when they contact their child’s school

84% of parents said the school’s staff provides a supportive environment that encourages student achievement

83% of parents said the school’s education program is of high quality and challenges their child

89% of parents said they can easily contact the appropriate staff person when they have a question or concern about their child’s experience/education at school

*The results above show the total percentage of respondents that agreed or strongly agreed

Parent Satisfaction Surveys>>Click to view the Shirley Hills Primary School Survey Results

>>Click to view the Hilltop Primary School Survey Results

>>Click to view the Grandview Middle School Survey Results

>>Click to view the Mound Westonka High School Survey Results

*Short answer responses not displayed to preserve anonymity and data privacy