Superintendent Entry Plan FindingsSubmitted by Dr. Klint W. Willert

Fall 2014

District MissionBrainerd Public Schools, in partnership with the community, will ensure all students achieve their individual potential by providing the highest-quality programs and

resources to prepare learners for an ever-changing global society.

IntroductionThe Brainerd Public Schools Board of Education charged me, as the new incoming school superintendent, to focus on improving and developing the success of the Brainerd Public Schools. In an effort to fully embrace the expectations of the Board, I initiated a comprehensive entry plan to gather as much information as possible regarding the state of the Brainerd Public Schools. My goal was to understand the progress that district has made in efforts to improve student achievement, to close achievement gaps, and to ensure our students are truly career and college ready. Furthermore, the entry plan efforts centered on understanding the overall operations of the school system and the organizational health of the Brainerd Public Schools.

This document provides an overview of key findings from my initial entry plan efforts. In no way can I profess that this is a comprehensive plan that would identify every celebration and every opportunity for improvement. I can, however, assert that the entry plan findings identify the items that were most prevalent in my first 100 days of discovery and involvement in the Brainerd Public Schools. I will continue to seek information, insights, and input to further understand both celebrations and opportunities for improvement in the months ahead.

The entry plan findings will serve as a guiding document to improve our schools and the service that we collectively provide to the students and stakeholders of the Brainerd Public School Community. For the Brainerd Public Schools to succeed, we will need to work collaboratively to build a stronger school system by developing strong relationships, improving communications, and focusing on a shared level of ownership to develop a comprehensive educational system that meets the unique needs of each learner in our schools.

The process of improvement is ultimately gauged by action. As I share the entry plan findings, I offer a sense of urgency to take action to improve our schools. I have been and will be committed to ongoing listening and learning. I have been and will be committed to ongoing efforts to improve. As Jim Collins shared in his book, Good To Great, ““Good is the enemy of great. And that is one of the key reasons why we have so little that becomes great.” We have an opportunity as a community to not only be a good school system, but to be a GREAT school system. I ask you to review the following findings and seek opportunities where we can work together to embrace the successes and improve on the areas where improvement is needed. Together, we can ensure Brainerd Public Schools is a world-class learning experience for all students.

Sincerely,

Klint WillertDr. Klint W. WillertSuperintendent of Schools

• Objectives ••To learn as much about the people and programs at Brainerd Public Schools as quickly as possible; •To identify the critical issues related to the Brainerd Public Schools District and determine how these issues can best be handled and/or solved;•To identify the tasks/goals that need to be accomplished, to prioritize them, and to establish how and by whom these tasks should be accomplished;•To understand the organizational structures and related processes associated with the particular functions of the District;•To listen, to listen, and to listen some more!

Process• Components •

•Interview and feedback sessionsStructured interviews with school board members, central office and building level administrators, leaders of various employee organizations, and selected community leaders whose position influences and impacts the school.

•Visit to Schools and Organizations~Schedule school site visits to each school building as quickly as possible with each building principal.~Attend a variety of meetings of school related and community organizations, city council meetings, and other related organizations.

•Document Reviews~Review of current strategic plan, marketing plan, and communications plan~Review of school district and building level improvement plans as well as technology, curriculum, and other plans,~Review organizational structures and charts~Board minutes and documents~Other related documents detailing district results – fiscally and academically

•Reporting and Follow-through~Prepare a summary of my findings and then review the summary with a representative or representatives of the Board as well as cabinet members.~Develop goals, plans, and tactics to address areas of need or concerns within the district.

Areas of Celebration

• Lower Site Completion •SO WHAT? The community can celebrate the completion of a new community asset for the schools and community.

NOW WHAT? The field, combined with our location, provides opportunity to promote functions and events. Further, the field highlights what can be achieved with vision and purpose.

SO WHAT? The distinction of 6 National Blue Ribbon Schools serves as a reminder for our entire community that quality investments in staff and program can have a direct impact on our students and schools.

NOW WHAT? We have a special opportunity to celebrate and promote the achievement and distinction within our entire community. Based on comments shared at the Blue Ribbon National ceremony, this special distinction contributes to increased home values, interest in our schools, and investments in our community.

•National Blue Ribbon Schools • •Overall Achievement Results •SO WHAT? Overall, the District has positive achievement results and trends. For example, Brainerd Senior High received a U.S. News & World Report Silver Rank, and is ranked 28th within Minnesota.

NOW WHAT? We have an opportunity to build on our success by improving alignment efforts and processes within our schools. We can celebrate the hard work and dedication of quality educators and community support.

• Career & College Readiness •SO WHAT? Overall, the District has a great reputation for collaborative work in the areas of career and college readiness. The Bridges Academy, Project Lead the Way, and ongoing collaboration with Central Lakes College are commendable.

NOW WHAT? We have a great framework to build upon as we continue to meet the World’s Best Workforce requirements in our schools and work to meet the needs of our community and region.

...And many more!

Opportunities for Improvement• Board Policy Updating •

CONCERN: The MN School Board Association policy service has 137 recommended policies. Brainerd has adopted only 61 of the 137 policies along with11 additional local policies. SO WHAT? Policies provide the direction for the operations of the District. Policies also ensure the district is following statute. In order to effectively operate and ensure the district current with state statute, the district needs to update board policies. NOW WHAT? The administration will begin an overview of policy development and implement a practice to review and adopt the recommended policies from the MN School Board Association. These steps will ensure the district is correctly following state statute and the interests of the district are protected through appropriate policy practices.

• Strategic Plan •Vision, Mission, Goals, Metrics

CONCERN: The district needs to update the strategic plan highlighting and deploying the goals, metrics, and process alignment/improvement. SO WHAT? From my interviews and observations, there appears to be little focus on our strategic plan in the district. As a result, staff members and leaders tend to be reactionary. The district needs to align systems, structures, and process to improve district achievements in conjunction with our strategic plan. NOW WHAT? The district will need to clearly state the key metrics as well as means to ensure all staff are focused on achieving the district vision, mission, goals and key metrics or indicators of success.

Opportunities for Improvement• Facilities Long Range Plan •

CONCERN: The District currently has three school buildings that are not handicap accessible.SO WHAT? The district has to consider the long-term implications that three buildings are not accessible. We need to ensure we meet accessibility requirements for all constituents – students, staff, and community. NOW WHAT? The administration, with support from the MN Dept. of Education and other agencies associated with the American Disabilities Act, will seek recommendations regarding handicap accessibility. The District will complete Building Access Surveys for the various buildings to inform, develop, and implement appropriate action plans.

CONCERN: The average age of district facilities is nearly 60 years old. SO WHAT? Inefficiencies in district facilities, including operational costs, along with inadequate space in the classrooms is a growing concern.NOW WHAT? The district will embark on a long-range facility study to develop a plan addressing facility adequacy, facilities efficiency, and options to address overall facility needs. The process will begin with approval of a request for quotes (RFQ) for a firm to lead the district and district constituents through a long-range facilities study process.

CONCERN: The district currently has enough space for the addition of two elementary classrooms in the entire district. SO WHAT? If the district student enrollment or programming continues to grow, we will outgrow our existing facilities. However, we do not have a fact-based approach to make that projection.NOW WHAT? The district’s efforts to complete a long-range facility study will include a demographics study that includes enrollment projections to inform decisions on facilities. In the meantime, if the district outgrows current space needs, the district will need to consider the option to lease temporary classroom spaces (modular units) in the attendance zones with the greatest need.

LowellLincoln Harrison

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Opportunities for Improvement•Technology Long Range Plan•CONCERN: The district does not have a clear, current long-range plan for strategic investments and use of technology. The district technology overall is quite dated (refurbished) and compromises the overall functionality of the district technology and application of technology by teachers in the classroom. SO WHAT? Open enrollment, along with the need to ensure the inclusion of 21st Century skills in our schools requires our attention. As more curriculum opportunities focus on technology integration, we need to have reliable technology that is supported with staff development for maximum integration by staff and students. NOW WHAT? The district needs to develop a long-range technology and technology integration plan. The plan must embrace both the technology tools and the staff development to support technology integration.

• MOUs •Memorandums of Understanding

CONCERN: A practice of creating MOU’s has created unnecessary uncertainty for the district operations. In fiscal year 2014 alone, 11 MOU’s were created in the district. Most MOU’s, including the 11 MOU’s from FY 2014 have no evidence of Board involvement. SO WHAT? MOU’s are reactionary. The process of relying on MOU’s as a tool inhibits and limits forward thinking organizational leadership and overall systems management. Further, MOU’s undermine a positive collective bargaining process for all involved parties.NOW WHAT? The administration will no longer enter into an MOU agreement without the expressed consent and agreement of the Board. Further, the process of addressing contractual needs will be addressed through the collective bargaining process.

Opportunities for Improvement• Title 1, Response to Intervention, Literacy•

CONCERN: Current practice does little to differentiate between Title I and non-Title I schools. This is a significant issue related to the intent of Federal Title I requirements. SO WHAT? Federal Title I requires differentiation between Title I and non-Title I schools. NOW WHAT? The district will undergo a compliance review with the Minnesota Department of Education in February. Based on the compliance review and program requirements of Federal Title I, the district will take the necessary steps to ensure fidelity and compliance within the Title I program for the 2015-16 school year and beyond.

CONCERN: The district does not have a clear system for Response to Intervention embedded in all schools. SO WHAT? Without a clear systems-wide and systemic approach to provide multiple, tiered interventions in the district, program alignment is compromised and contributes to gaps in achievement. NOW WHAT? The district needs to create/reinstate an RtI team to develop a three tiered system of interventions based on best practices in an overall Response to Intervention (RtI) district-wide framework. The team must receive comprehensive training to refine, implement, and embed a comprehensive district-wide RtI framework that embraces multiple interventions for improved student achievement.

CONCERN: The district does not have a clearly aligned system of literacy PK-12. SO WHAT? Without a clear systems-wide and systemic approach to literacy, we are not functioning as a cohesive team. The process of literacy instruction is not aligned systematically within buildings and even across all buildings. NOW WHAT? The district needs to embrace a systemic framework for literacy that is implemented district-wide and aligns to supported best-practices to improve teaching and learning for students PK-12.

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Opportunities for Improvement• Organizational Operations and Structure •

CONCERN: The district organizational chart and structure needs to be updated. The current organization chart has not been updated since 2009, thus creating a need for clarification of roles, duties, and organizational alignment. Further, certain duties are not fully addressed as a result of the current structure. SO WHAT? The existing organization of the district needs to be clarified and communicated. A clearly defined and aligned organizational structure supports efficient operations and management of district processes and resources. NOW WHAT? The district organization chart and related duties must be updated to reflect current and future organizational needs and alignment for staffing. The process will improve functions, workflow, and overall organizational alignment. The process may result in the recommendation for the addition of staff positions in some areas of need.

CONCERN: The district does not have a current evaluation structure or process in place for educational assistants and for administrative assistants. SO WHAT? The lack of a clear process and protocol for evaluation prevents the district from ensuring these important staff members are meeting district expectations. NOW WHAT? The district needs to embrace a well developed objective, fact-based system to evaluate these staff positions and ensure that District expectations are being met by EA staff members as well as administrative assistants.

CONCERN: The district crisis plan needs to be renewed to ensure a clear incident command structure. SO WHAT? Following the September 2014 storm, it was quite clear there is a need to clarify roles, responsibilities, duties, and communications in crisis situations. Failure to do so contributes to confusion and inefficient or ineffective responses to crisis situations. NOW WHAT? While the district has taken some steps to embrace a clearly developed incident command structure, there are still needs to train and practice a comprehensive incident command process and procedure.

CONCERN: The district needs to embed universal training systems and processes for mandatory, required training for all staff including blood borne pathogens and bully prevention training. SO WHAT? Existing state statute requires certain mandatory staff trainings for all district employees. NOW WHAT? The district will embrace a technology-based process to embed mandatory staff training including bully prevention and blood borne pathogens for all required staff trainings (Safe Schools).

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Opportunities for Improvement• A-COMP and Professional Learning Community Alignment •

CONCERN: The current ACOMP model needs to have better alignment and connection to attaining the overall district strategic plans goals. SO WHAT? The original intent of QCOMP legislation was to have an element of compensation based upon measurable improvement aligned to the attainment of district goals and performance indicators. The attainment of measurable goals and performance indicators supports organizational alignment and meets the intent of the original QCOMP legislation.NOW WHAT? The district needs to have a focused conversation regarding the alignment of the ACOMP structure to the overall district strategic plan to ensure efforts meet State requirements and legislative intent.

CONCERN: Our current Professional Learning Community (PLC) structure is not necessarily aligned to best practices. Principals have limited PLC involvement. Further, the current PLC processes need to have a greater emphasis on improved teaching and learning outcomes. SO WHAT? The district needs to define and implement PLC processes based on the DuFour model. When implemented with best practices, the job embedded professional development through the use of PLC’s is one of the most powerful and proven opportunities to improve teaching and learning in schools today.NOW WHAT? The district may need to consider an external evaluation of PLC practices in the district. Furthermore, the district needs to invest in systems-wide training on PLC best practices based on best practice.

CONCERN: The end of year PLC evaluation results have little involvement of administration. SO WHAT? The end of year survey process to evaluation PLC’s needs to involve all invested parties including the Board, the administration, and the teacher leadership in order to improve the district performance and to ensure staff satisfaction with the PLC processes. NOW WHAT? Beginning in the Spring 2015, the department of teaching and learning will work with administration and teacher-leaders, including the ACOMP committee to develop and deploy a survey process regarding PLC implementation, satisfaction, improvement opportunities, and next steps.

CONCERN: The existing PLC process is not meeting as frequently as prescribed by best practice for the job-embedded professional development. SO WHAT? The failure to meet as frequently as prescribed in best practice diminishes the effectiveness of the PLC’s. The Minnesota Department of Education (MDE) has identified expectations on PLC frequency. The current amount of time dedicated to PLC’s may put the district in potential non-compliance with MDE. NOW WHAT? The district needs to develop an action plan to increase the time for job-embedded professional development in the district. This may need to result in schedule changes such as start and end times for schools.

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