Annual Report on Curriculum Instruction and Student. Achievement

Transcription

1 Annual Report on Curriculum Instruction and Student Achievement

2 A MESSAGE FROM SUPERINTENDENT PACE Our Annual Report on Curriculum, Instruction and Student Achievement is the summary of a year s work of teaching and learning. This report contains a comprehensive look at our progress toward continued academic success. Our mission is to empower all students to become responsible lifelong learners. To create that environment we have worked on integrating technology into our curriculum to enhance individual learning experiences for our children. To support the mission instruction has become a spot light so that every student receives excellent instruction every day in every class. Our professional learning communities that our teachers are involved in continue to work hard to align curriculum, programs and services. As the United States continues to compete in a global economy that demands innovation, we look for tools to help keep our education system up with these changes. We will be focusing on making our learning opportunities full of critical thinking, problem solving, communication, and collaboration opportunities for our students. We want each of our classrooms engaging students actively and at the highest levels. I look forward to providing our students with endless learning possibilities. Sincerely, David Pace Superintendent Place The East Grand Forks Annual Report on Curriculum, Photo Instruction, and Student Achievement was adopted by the School Board September Here, The School District shares this information on the school district s website Otherwise prior to October 1 of each school year. Delete Box

3 Understanding No Child Left Behind Waiver In Minnesota This past year Minnesota received a waiver under the federal legislation of No Child Left Behind (NCLB) to focus on closing the achievement gap and promoting high growth for all students. The NCLB system measured schools based proficiency, attendance, and graduation rates. Adequate Yearly Progress (AYP) has historically been reported on as an accountability measure. If a district did not reach target in any one area or subgroup, the district did not make adequate yearly progress. With this waiver, AYP no longer results in labels or consequences. The waiver that was granted to the state of Minnesota replaced the goal to have every student achieve proficiency by 2014 with the new goal of reducing the achievement gap by 50 percent within six years. The system used to determine whether schools are on track to meet this goal is the new Multiple Measurements Rating (MMR) that uses four measurements, including student proficiency, student growth, achievement gap reduction, and graduation rates to identify low-performing schools that need state support as well as high-performing schools deserving recognition. The student scores in the MMR use the results of the annual Minnesota Comprehensive Assessment (MCA) exams. Each domain is worth 25 points. The MMR is generated by dividing the total number of points earned by the total number of points possible. For most elementary and middle schools, 75 points possible. For high schools, 100 points possible The other measure used is called a Focus Rating (FR). All schools in the state also get an FR. Focus Rating measures proficiency and growth of minority students and students receiving special services (English Language Learners, Special Ed, Free and Reduced Price Lunch) in the following two domains: Focused Proficiency Achievement Gap Reduction Each Domain is worth 25 points, for 50 possible points Go to: education.state.mn.us under the Data Center and choose data for parents and educators for a more indepth look.

4 Waiver Continued Using the results of the Multiple Measurements Rating (MMR) and Focus Rating (FR), Title I schools can fall into five groups. Reward Schools: These are the top 15 percent of Title I schools based on the MMR. They represent the highest-performing schools on the four domains in the MMR. Celebration Eligible: These are the 25 percent of schools directly below the Reward School cutoff. These schools may apply to be Celebration schools, and MDE selects approximately 10 percent of Title I schools to receive the Celebration school recognition. Continuous Improvement: These are the bottom 25 percent of Title I schools that have not already been identified as Priority or Focus. Continuous Improvement schools must work with their districts to create and implement improvement plans as well as set aside 20 percent of Title I funds to support school improvement efforts. East Grand Forks MMR Scores South Point Elementary MMR POINTS EARNED BY SCHOOL MMR POSSIBLE POINTS 75 MMR RATING 27.27% FR POINTS EARED BY SCHOOL 7.78 FR POSSIBLE POINTS 50 points FR RATING 15.56% LABEL: TITLE I SCHOOL CONTINOUS IMPROVEMENT Focus: All Minnesota schools receive a Focus Rating (FR) that measures their contribution to the state s achievement gap. The 10 percent of Title I schools with the lowest FR are identified as Focus Schools and must work with MDE and the Regional Centers of Excellence to implement interventions aimed at improving the performance of the school s lowestperforming subgroups. Priority: These are the 5 percent most persistently low-performing Title I schools based on the MMR. Central Middle School Just less than half of these schools are identified MMR POINTS EARNED BY SCHOOL through their participation in the School Improvement MMR POSSIBLE POINTS 75 Grant (SIG) program. The remaining schools in this Focus: All Minnesota schools receive a Focus Rating (FR) that group measures are the their Title contribution I schools with to the lowest state s MMR MMR RATING 74.55% achievement gap. The 10 percent of Title I schools with the results. lowest FR These are schools identified must as Focus work with Schools MDE and and the FR POINTS EARED BY SCHOOL must work with MDE and the Regional Centers of Excellence Regional to implement Centers interventions of Excellence aimed to implement at improving the performance FR POSSIBLE POINTS of the school s 50 points lowest-performing subgroups. turnaround plans to make drastic improvements for FR RATING 76.35% increased student achievement. Priority Schools are Priority: LABEL: These No label: are the Not 5 a percent Title I School most persistently low-performing required Title to set I schools aside 20 based percent on the of Title MMR. I funds Just to less than half of these schools are identified through their participation support turnaround in the School efforts, Improvement and these schools Grant (SIG) are also program. Senior The High remaining schools in this group are the Title I identified schools with every the three lowest years. MMR results. These schools MMR must POINTS work EARNED with MDE BY SCHOOL and the Regional Centers of Excellence to implement turnaround plans to make drastic MMR improvements POSSIBLE POINTS for increased 100 student achievement. Priority Schools are required to set aside 20 percent of Title MMR I funds RATING to support 35.46% turnaround efforts, and these schools are also identified every three years. FR POINTS EARED BY SCHOOL 4.97 FR POSSIBLE POINTS 50 points FR RATING 9.94% LABEL: No label: Not a Title I School New Heights Elementary does not have either and MMR or a FR because MCA testing does not occur in grades K-2.

5 GRAD Classes 2010 and Beyond GRAD Classes of 2010 and Beyond The Graduating Class of 2010 was the first class required to pass the Graduation-Required Assessment for Diploma (GRAD). These assessments measure the students performance in writing, reading, and math. The writing test is first administered in 9 th grade, reading in 10 th grade, and math in 11 th grade. What s on the MCA-II/GRAD? These tests measure proficiency on the Minnesota Academic Standards and other essential skills. The Reading test requires students to read a variety of passages and answer multiple choice and constructed response questions. The Mathematics test requires students to solve a variety of problems and answer multiple choice, gridded, and constructed response questions. The GRAD retests will contain only multiple-choice questions. Which students must take these tests? The No Child Left Behind law (NCLB) requires all students to take the grade 10 reading MCA-II and the grade 11 mathematics MCA-II. The Individuals with Disabilities Education Improvement Act (IDEA 04) requires all students with disabilities to participate in statewide assessments. For students with a disability, the IEP Team decides whether and how the student participates: 1) in the MCA-II s, with or without accommodations, 2) in the GRAD only retests, with or without accommodations and with or without an Individual Passing Score, 3) takes the MDE Alternative Assessment for accountability and/or graduation. What time of year do students take them? The MCA-II/GRAD and Test of Written Composition are given during the same testing window that other state tests are given, usually the last two weeks in April and the first week in May. How can students prepare for the tests? The best way to prepare for these tests is to take English and mathematics courses that address Minnesota s academic standards. Most schools will also make appropriate educational opportunities available to students who are at risk for not passing these tests. The school counselor or dean is usually the appropriate person to suggest special preparations that may be available in the school. How will the tests be scored? The multiple choice and gridded response items in the Reading and Mathematics tests will be scored by computer while trained scorers score the constructed response items. What does it take to pass the reading and math tests? There are four proposed ways to pass: Have a proficient score on the MCA-II or MCA III Have a passing score on the GRAD portion of the MCA-II Obtain a Pass Individual (Special Ed or ELL) Demonstrate proficiency in other ways What happens if a student doesn t pass? Students who don t pass the reading or mathematics MCA-II/GRAD will have many future chances to take the GRAD component of the test, most likely on a computer.

6 GRAD continued East Grand Forks Results WRITING GRAD GRADE 9 READING GRAD GRADE Statewide 2011 East Grand Forks 2011 Statewide 2012 East Grand Forks Statewide 2013 East Grand Forks 2013 Not Passed Passed MATH GRAD GRADE 11

7 Minnesota Comprehensive Assessments The MCA s are annual snapshots of students achievement measured against Minnesota standards. It is given to all Minnesota public school students at grades 3-8 in reading and math. Students in grade 9 are tested in writing; grade 10 is tested in reading: students in grade 11 are tested in math. For science, students are tested three times: in grades 5 and 8 and at high school in the year that they are enrolled in biology. The spring of 2012 was the first operational test of the MCA III in science that measured the school year. Also for the first time, students in grades 3-8 participated in online testing in mathematics last year. These statewide tests chart the progress of students over time and generate information for school improvement and accountability. Family reports for students shared individual student performance on scale scores in addition to their achievement levels. Minnesota Comprehensive Assessment Results East Grand Forks Public Schools Math MCA III (Grades 3-8) MCA-II (Grade 11) Does Not Meet Partially Meets Meets Exceeds Percent Proficient Statewide Proficient Grade % 11.2% 45.6% 29.9% 79.9% 75.6% Grade % 18.3% 50.4% 19.1% 69.5% 71.5% Grade % 17.4% 43.0% 19.0% 62.0% 73.3% Grade % 15.3% 44.5% 25.5% 70.1% 71.2% Grade % 21.2% 47.0% 15.2% 62.1% 62.3% Grade % 23.5% 42.9% 12.6% 55.5% 60.0% Grade % 32.8% 44.8% 12.1% 56.9% 59.9% Grade % 26.8% 43.3% 11.8% 55.1% 57.0% Grade % 37.8% 38.7% 16.2% 55.0% 58.6% Grade % 39.4% 31.2% 14.7% 45.9% 56.0% Grade % 25.9% 35.0% 21.0% 55.9% 62.0% Grade % 13.5% 45.9% 25.2% 71.2% 58.9% Grade % 34.5% 19.3% 11.8% 31.1% 42.5% 2012 Grade % 16.4% 34.3% 23.1% 57.5% 52.4%

8 Reading 2012 MCA II (Grades 3-8 and 10) 2013 MCAIII GRADES 3-8 and 10) Does Not Meet Minnesota Comprehensive Assessment Results East Grand Forks Public Schools Partially Meets Meets Exceeds Percent Proficient Statewide Proficient Grade % 8.9% 23.0% 57.8% 80.7% 80.4% Grade % 20.6% 48.9% 6.1% 55.0% 57.2% Grade % 16.7% 38.3% 33.3% 71.7% 75.3% Grade % 29.2% 38.0% 10.2% 48.2% 54.0% Grade % 11.7% 48.4% 35.2% 83.6% 79.4% Grade % 18.6% 55.1% 11.0% 63.8% 66.1% Grade % 14.0% 43.9% 37.7% 81.6% 76.3% Grade % 23.5% 44.7% 10.6% 55.3% 59.3% Grade % 23.7% 29.8% 36.0% 65.8% 71.4% Grade % 26.8% 39.3% 7.1% 46.4% 54.0% Grade % 18.1% 36.2% 31.2% 67.4% 72.4% Grade % 25.4% 45.6% 8.8% 54.4% 54.1% Grade % 15.0% 54.1% 25.6% 79.7% 76.8% Grade % 26.6% 41.3% 22.0% 63.3% 62.3% Science MCA III (Grades 5,8, 10) Does Not Meet Partially Meets Meets Exceeds Percent Proficient Statewide Proficient Grade % 23.9% 41.8% 6.0% 47.8% 57.7% Grade % 27.6% 40.7% 6.5% 47.2% 59.7% Grade % 29.9% 23.8% 6.1% 29.9% 41.9% Grade % 44.9% 26.3% 2.5% 28.8% 43.8% Grade % 26.9% 38.1% 11.9% 50.0% 51.7% Grade % 30.6% 43.5% 7.4% 50.9% 53.0%

9 CURRICULUM PLANNING AND IMPROVEMENT The Curriculum Advisory Committee East Grand Forks Public School has a Curriculum Advisory Committee that is broad-based and districtwide. It has parental representation at different grade levels. Its purpose is to ensure community participation in all phases of planning and improving instruction and to make recommendations to the School Board on education standards, assessments and program evaluation. Committee membership includes parents, educators, and community members. Criteria for membership includes the parent have a child in the school. Members are solicited through recommendations in the spring and fall of the school year. The mission of the district s Committee is to continuously develop, design and align the district s processes of curriculum, instruction, intervention, assessment, and professional development for the success of all learners.

10 PROFESSIONAL DEVELOPMENT In all licensed staff participated in Professional Learning Communities (PLC s) and district and building workshops. Each building focused on staff development that was aligned to the school improvement plan. Language Arts The study of Language Arts teaches students how to effectively communicate and to use related knowledge and contexts to synthesize information into meaningful messages. Districts were required to implement the 2010 Minnesota K-12 Academic Standards in English Language Arts by The district continues to monitor the implementation of the Minnesota Academic Standards at all grade levels to continuously improve instruction. The district adopted a new curriculum aligned to these standards. Teachers implemented the new curriculum during the school year. Each district was required by statute 120B.12 to develop a Read Well by 3 rd grade plan. Our plan was developed. New Heights and South Point worked with the Northwest Service Cooperative to develop a research based plan to ensure the goal of all students reading well by third grade. You can find our plan on our website at: egf.k12.mn.us/annual_reports.html The Minnesota Academic Standards in Mathematics set the expectations for achievement in mathematics for K-12 students in Minnesota. All students should learn important mathematical concepts, skills, and relationships with understanding. The standards and benchmarks presented here describe a connected body of mathematical knowledge that is acquired through the processes of problem solving, reasoning and proof, communication, connections, and representation. The standards are placed at the grade level where mastery is expected with the recognition that intentional experiences at earlier grades are required to facilitate learning and mastery for other grade levels. Since the standards have such an emphasis on understanding math concepts and problem solving the elementary schools adopted a curriculum that utilized visual strategies to deepen conceptual understanding by making meaningful connections for students and delivering strong, sequential visual/verbal connections through the visual learning bridge in every lesson. Ongoing diagnosis and intervention and daily data-driven differentiation ensure that envisionmath gives every student the opportunity to succeed.

11 District Improvement Plans and Staff Development Goals Our district improvement plan was developed with a large team of representation from across the district. The vision the district team developed for the improvement plan is listed below. The East Grand Forks Public School District will provide academic excellence and cocurricular opportunities or all students while maintaining financial strength. The East Grand Forks Public School District will provide a learning environment for students and staff that will deliver highquality instruction and learning. From that vision priorities and goals were developed to create a pathway of success for our children. Priorities and Goals: 1. Develop a district-wide assessment matrix 2. Implement Positive Behavior Intervention System. 3. Structure data-driven staff development 4. Develop a long-range technology plan.

12 REVIEW OF INSTRUCTIONAL MATERIALS East Grand Forks School District #595 believes in the principle of intellectual freedom. Members of the community are welcome to review curriculum and instructional materials. Any parent, guardian, or adult student in District #595 may express concerns about the content of instructional materials in the district s educational program. Whenever a concern is expressed, the district will respond with the procedure listed in School District Policy #6800. The intent of the procedure is to provide parents, guardians, and adult students the opportunity to review instructional materials, address concerns, and propose alternative instruction for the individual student. The intent is NOT to interfere with the rights of others to receive the instruction in question, nor does it relieve the student from meeting State and District-level outcomes/standards. EAST GRAND FORKS PUBLIC SCHOOL # th Ave NW East Grand Forks MN Phones: sdriscoll@egf.k12.mn.us