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Winona district BUILD teams present aligned three-year goals across all grade levels
Summary
Building instructional leadership (BUILD) teams from early childhood through alternative learning centers presented three-year goals aligned to the district strategic plan and the MTSS framework, covering academics, instruction and climate and culture.
BUILD (building instructional leadership) teams from early childhood through the alternative learning center presented their 2025–26 goals to the Winona Area Public Schools board, emphasizing alignment with the district’s three-year strategic plan and the MTSS (Multi-Tiered System of Supports) framework.
Presenters described goals grouped under curriculum, instruction and climate-and-culture and stressed strategies that include tiered supports, data review and staff professional development. Early childhood coordinator Carrie Restad said her team will analyze demographic and enrollment trends, review curriculum and assessments for cultural responsiveness, and expand family and community engagement through a revived birth-to-grade-3 committee and FACE (family and community engagement) training.
Elementary presenters including Stacy Rasmussen (tier 2 instructional coach), Margie Van Cleave (first-grade teacher) and Amor Halverson (school psychologist) outlined smart goals for reading and math: by May 2026 they aim for 63 percent of K–4 students to meet or exceed grade-level benchmarks on FAST (K–1 early reading/early math) and other district assessments, and for the elementary schools to reach or exceed Minnesota state average proficiency on the MCA. Action steps include daily tier 2 intervention time, diagnostic assessments by Oct. 22, small-group instruction and supplemental programs (Bridging to Read/Redact guidance, Amira fluency tool and a new math curriculum).
Middle school presenters said they will improve behavior documentation and consistency, with a target for documenting Tier 1 behaviors to rise (presenters cited a prior baseline of roughly 25 percent with a goal of 75 percent using the PBIS system). Middle-school goals also include surveying staff communication effectiveness and increasing class-passing rates (target: 95% of fifth- and sixth-graders to pass all classes; 85% of seventh- and eighth-graders to pass all classes) through consistent grading practices and PLC time.
High school goals include a “Portrait of a Graduate” project to survey stakeholders (businesses, staff, students, parents) about employability skills; implementation of a planning template and instructional framework in PLCs to improve lesson quality; and a student climate survey planned for the fall to guide further action. The alternative learning center (ALC) reported goals focused on continual learning plans (CLPs) for every student, onboarding new students through repeated orientation groups, credit-earning incentives (reward/earned days off for students meeting course progress) and a target for 75% of ALC students to earn two credits per semester.
Why it matters: The BUILD-team goals outline measurable targets and specific actions to address literacy, numeracy, behavior documentation, school climate and postsecondary readiness across the district. Many goals include explicit timelines and data collection points for board review.
Next steps: Board members congratulated staff and asked for results back to the board as goals progress; presenters said teams will collect data (surveys and diagnostic assessments) and return updates to future board meetings.
