Annual Report on Curriculum, Instruction and Student Achievement

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1 Office of Teaching and Learning Randy Smasal, Director Annual Report on Curriculum, Instruction and Student Achievement The Minnesota Department of Education (MDE) guidelines stipulate that school districts annually publish their Reports on Curriculum, Instruction and Student Achievement. It also requires that school boards approve the accountability report. As prescribed by the MDE, the School Board approved the Annual Report on Curriculum, Instruction and Student Achievement at its meeting on September 23, Per allowance by state legislation, the district will publish the required information electronically on the district web site. tice of this electronic publication will be included in the district s legal paper, the Sun Current. Information contained in this state report includes: Advisory committee membership, term, selection, application process Student achievement goals for meeting MN standards Improvement plans with professional learning goals (122A) Progress on previous improvement plans Assessment results for the school year In addition to the above required report, the Edina Public Schools will publish its own comprehensive Annual Report to the Community for the school year, which will be posted online in mid-october for district residents to access. This more in depth report will include additional pieces of data, including student assessments (e.g. MAP, ACT/SAT, etc.), financial reports, district demographics, community survey results, and other data pertinent to community members. Student Achievement Committee The Student Achievement Committee (SAC) provides input and advice on district and school improvement processes and K-12 curriculum programs. This committee serves as the Systems Accountability Advisory Committee, which is required by MN statute. Membership of the committee includes teachers, administrators, parents, community members and staff. Below is a membership list for the school year: Name Idith Almog Erik Gaasedelen Carolyn Jackson Jamie Johanssen Paul Kile Bruce Locklear Sarah Miller Representation School board rep Student representative Elementary teacher rep, Highlands Elementary School Secondary teacher rep, Edina High School Principal representative, Edina High School

2 Paula Sell Chad Schmidt Randy Smasal Peggy Smith Maggie Stang Sara Wegman Robin Wetherly Director of Research and Evaluation, District Office Director of Teaching and Learning, District Office Community representative Members learn about and discuss curricular areas and programming under review. The SAC ensures community participation in the Minnesota Academic Standards implementation process and in all phases of planning/improving curriculum and instruction. SAC members include community representatives from a variety of backgrounds who meet quarterly. If you are interested in serving a two-year term on the SAC, contact the principal at your neighborhood school for an application, or contact Sarah Schandle, Executive Secretary to Superintendent ( ). Student Achievement Goals for Meeting MN Standards Edina Public Schools is nationally recognized. The District has a long tradition of being an innovative and goal-driven school district. Since 1989, the District has used the strategic planning process to shape the educational programs and services provided in the schools. The process of planning and managing improvements has allowed the district to create the future, and not merely react to it. Each year, the District has updated its strategic plan, including a review of the District s mission, values, beliefs and strategic directions. An internal and external data analysis is a key component of the plan s update. The analysis guides the development of the District s yearly improvement goals and the respective action plans. An assessment of the improvement goals is completed at the end of each school year. The Child Left Behind Act (NCLB), signed into law in 2001, requires that each state, including Minnesota, create its own set of academic standards indicating what a child should know and learn at each grade level in math, science and reading/language arts. In addition to the requirements set forth in NCLB, Minnesota has chosen to also develop standards in other content areas. Minnesota Academic Standards in the areas of Reading and Language Arts, Mathematics, Science, Social Studies and the Arts are on a schedule of review and revision, which has been determined by the Minnesota Legislature. Revised standards in Mathematics were approved by the legislature in May 2008, and recently, the Common Core Standards for English/Language Arts were adopted by the state of MN. Edina Public Schools has incorporated these new academic standards into the curriculum through its regular curriculum development processes. The District continually reviews what and how students are taught. Student performance, as shown by a variety of assessment results, guides the District in deciding what needs to be done so that all students can be successful. The School Board, administration, and staff of EPS are committed to high student achievement and continuous improvement for all students. We believe that student achievement will be enhanced through: Improved communication with parents, students and the community;

3 Challenging curriculum that reflects best practices; Professional learning opportunities appropriately designed to enhance the quality of instruction; Adequate fiscal resources to maintain program stability, appropriate facilities and equipment; and Ongoing review of curriculum and instruction. Edina Public Schools believes that academic standards, when embedded into the curriculum, help ensure that students will be critical thinkers, effective communicators, engaged learners, and responsible citizens. Students must know how to access, interpret and apply this information to solve the new problems an increasingly complex world will present. Improvement Plans / Professional Learning Goals In , Edina Public Schools engaged with the Staff, Students and Edina community to solicit feedback on the next generation of Secondary Programming Study. The School Board adopted recommendations from the in June of 2013, which will drive the district s planning for continuous improvement of secondary programming. The five core recommendations include milestones and actions steps related to the following: A. Global Preparation and Competence B. Personal Development and Independent Life Skills C. Personalized Learning and Advising D. Focused Student and Staff Collaboration E. Appropriate and Flexible Time and Space Vision Scorecards (Performance Measures & Measurement Tools) describe how progress toward fulfilling our mission and attaining our vision is monitored and measured. They serve to focus the District in gathering useful and applicable data that will identify whether it is fulfilling its mission, assess progress toward achieving the vision, and identify the relationships between actions and the outcomes sought. The scorecards identify specific indicators that can be used to monitor progress and identify future challenges. These measures will be formally assessed annually as a district and presented to the School Board. To visualize the data in the scorecards, dashboards were constructed for each school. The intent of the School dashboards is to reduce the amount of time between when data enters the system and the information from the data can be used for action. In addition to adhering to district goals, each building completes a School Improvement Plan. The purpose of the plan is to provide a clear focus for the utilization of both building resources (time, staff, volunteers, funds, etc.) and district support (resource staff, framework training, staff development time, curriculum development, etc.). The plans summarize each building s strengths and areas for improvement based on data sources including, but not limited to: MCAs, MAP, climate surveys, and building/classroom assessments. To view individual school improvement plans with professional learning goals, contact the building administrator. In planning and delivering professional development opportunities for staff, the district aligns such programs with the goals noted above and roots staff development on current student data and best practices in educational research.

4 Progress on Improvement Plans for the School Year School and/or Program DISTRICT DISTRICT ECFE ECSE CONCORD CONCORD Alt Comp Goal Goals The percentage of Edina students combined across all tested grades that score proficient on the Minnesota Title I accountability assessments in mathematics (Gr 3-8: MCA- III, MCA- III Modified, MTAS- III; Gr 11: MCA- II, MCA- II Modified, MTAS) will increase from 79.8% in spring 2012 to 81.8% in spring Reaching the goal will result in at least 91 more The percentage of Edina students combined across all tested grades that score proficient on the Minnesota Title I accountability assessments in reading (MCA- II, MCA- II Modified, MTAS) from 92.3% in spring 2012 to 93.3% in spring Reaching the goal will result in at least 46 more students achieving proficiency. The percentage of three- and four- year olds in Edina Family Center Early Education who demonstrate age-appropriate proficiency in understanding several mathematical positional words using the Work Sampling data collection tool will increase from 93.8% in Spring 2012 to 97.0% in Spring The percentage of Edina ECSE Pre- K students (four years old as of September 1) who demonstrate an understanding of 8 positional concepts (in, on, under, up, down, beside, between, and next to) as measured by the Teaching Strategies Gold curriculum- based assessment will increase from 26% in spring 2012 to 50% in spring Concord Elementary School will increase the percent of assessments in Math from 88.1% in Spring 2012 to 90.1% in Spring Reaching the goal will result in at least 7 more Concord Elementary School will increase the percent of assessments in Reading from 95.1% in Spring 2012 to 96.1% in Spring Reaching the goal will result in at least 3 more Met Goal? 81.6% 80.9% (91.9%)* Yes 97.5% Yes 57.0% 88.3% 80.8% (92.6%)* * MCA Reading goals show both 2013 MCA- III (1 st year of this assessment) percent proficient and, in parentheses, a related percent proficient linking 2013 results to MCA- II performance. It can be interpreted as if students at this school took the MCA- II instead of the MCA- III, approximately percent of students would have been proficient. These scores are being used to measure goals.

5 CORNELIA CORNELIA COUNTRYSIDE COUNTRYSIDE CREEK VALLEY CREEK VALLEY HIGHLANDS HIGHLANDS Cornelia Elementary School will increase the percent of assessments in Math from 69.7% in Spring 2012 to 77.7% in Spring Reaching the goal will result in at least 23 more Cornelia Elementary School will increase the percent of assessments in Reading from 89.0% in Spring 2012 to 93.3% in Spring Reaching the goal will result in at least 12 more Countryside Elementary School will increase the percent of assessments in Math from 87.3% in Spring 2012 to 90.3% in Spring Reaching the goal will result in at least 9 more Countryside Elementary School will increase the percent of assessments in Reading from 94.2% in Spring 2012 to 95.2% in Spring Reaching the goal will result in at least 3 more Creek Valley Elementary School will increase the percent of assessments in Math from 85.8% in Spring 2012 to 88.8% in Spring Reaching the goal will result in at least 10 more Creek Valley Elementary School will increase the percent of assessments in Reading from 92.8% in Spring 2012 to 94.8% in Spring Reaching the goal will result in at least 6 more Highlands Elementary School will increase the percent of assessments in Math from 83.7% in Spring 2012 to 86.7% in Spring Reaching the goal will result in at least 8 more Highlands Elementary School will increase the percent of assessments in Reading from 95.4% in Spring 2012 to 96.4% in Spring Reaching the goal will result in at least 2 more Yes 84.0% 74.7% (88.2%)* 79.6% 75.7% (90.8%)* 84.8% 79.8% (94.1%)* 86.6% 82.0% (93.3%)* * MCA Reading goals show both 2013 MCA- III (1 st year of this assessment) percent proficient and, in parentheses, a related percent proficient linking 2013 results to MCA- II performance. It can be interpreted as if students at this school took the MCA- II instead of the MCA- III, approximately percent of students would have been proficient. These scores are being used to measure goals.

6 NORMANDALE NORMANDALE SOUTH VIEW SOUTH VIEW VALLEY VIEW VALLEY VIEW EHS EHS rmandale Elementary School will increase the percent of assessments in Math from 89.4% in Spring 2012 to 91.4% in Spring Reaching the goal will result in at least 6 more rmandale Elementary School will increase the percent of assessments in Reading from 96.0% in Spring 2012 to 97.0% in Spring Reaching the goal will result in at least 3 more South View Middle School will increase the percent of students assessments in Math from 74.6% in Spring 2012 to 81.8% in Spring Reaching the goal will result in at least 71 more South View Middle School will increase the percent of students assessments in Reading from 89.2% in Spring 2012 to 93.3% in Spring Reaching the goal will result in at least 40 more Valley View Middle School will increase the percent of students assessments in Math from 81.7% in Spring 2012 to 85.7% in Spring Reaching the goal will result in at least 41 more Valley View Middle School will increase the percent of students assessments in Reading from 91.0% in Spring 2012 to 93.3% in Spring Reaching the goal will result in at least 23 more Edina High School will increase the percent of students assessments in Math from 71.4% in Spring 2012 to 81.8% in Spring Reaching the goal will result in at least 66 more Edina High School will increase the percent of students assessments in Reading from 94.9% in Spring 2012 to 95.9% in Spring Reaching the goal will result in at least 6 more 82.6% 83.3% (95.7%)* 74.4% 78.7% (89.5%)* 83.2% 82.1% (91.8%)* 81.5% 86.8% (94.3%)* * MCA Reading goals show both 2013 MCA- III (1 st year of this assessment) percent proficient and, in parentheses, a related percent proficient linking 2013 results to MCA- II performance. It can be interpreted as if students at this school took the MCA- II instead of the MCA- III, approximately percent of students would have been proficient. These scores are being used to measure goals.

7 Assessment Results The primary purpose of testing in EPS is to provide information to help improve program design and instruction. The testing program employs a variety of assessments and standardized tests. The data received from testing helps the District analyze student progress and District curriculum, learn which programs will be most helpful for each student, and hold the District accountable for offering the best possible education for all of students. In , Edina Public Schools assessed student achievement using the following tests: Graduation Required for Diploma Tests (GRAD) State test given in writing, reading, and math first administered to students in grades 9, 10 and 11, respectively. Students continue to take each test until they successfully pass it. Students are required to pass all three tests in order to receive a high school diploma in Minnesota. te: In May 2009, the Legislature approved a modification to the GRAD requirement for the classes of Students who do not pass the math GRAD in grade 11 are required to retest at least two times and complete remediation. If after retesting and remediation the student still does not pass the GRAD, they may still receive their diploma. Reading and Math GRAD tests are initially embedded within the MCAs. Minnesota Comprehensive Assessments (MCAs) MCAs are state tests used to assess school performance as required under federal Child Left Behind legislation and used in identifying if schools are making Adequate Yearly Progress (AYP). MCAs are also used in Minnesota s new Multiple Measurement Ratings system, which tracks student proficiency, growth, achievement gap, and graduation rates. te that some students, depending on special needs may have taken alternative state assessments such as MCA-Modified or the Minnesota Test of Academic Skills (MTAS). Tests are administered in reading, math and science (reading and math in April, science in May). Reading is given to students in grades 3-8, 10 Math is given to students in grades 3-8, 11 Science is given to students in grades 5, 8 and high school, after completion of a Life Science course. te: A new version of the science test was implemented for the first time in that was based on revised state standards. ACCESS for ELLs o State test used to assess English Language Learner proficiency and growth in reading, writing, speaking and listening. o Administered to all EL students in grades K-12

8 Cognitive Abilities Test (CogAt) Locally administered normative test used to measure students learned reasoning abilities in the three areas most linked to academic success in school: verbal, quantitative and nonverbal. Administered to students in grades 2 and 4 in late January/early February. Measures of Academic Progress (MAP) Locally administered, computer-adaptive growth model testing instrument, given to students in the fall, winter and spring to assess individual academic growth. Students tested in reading and math in grades 1-9 In addition to the assessments listed above, the District also uses data from a variety of national tests, such as Advanced Placement (AP), ACT, PSAT, EPLORE, and PLAN, to help gather student data and improve instruction.

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11 Overall the assessment results indicate strong performance in Reading, Math, Writing, Science, the ACT and Advanced Placement tests. There were gains over last year for most grade levels in most content areas. Significant data key points are stated below. } Overall there was a strong performance across the measures. } Edina Public Schools is the top performing MN public school district in reading (20-25 percentage points above MN average). } There was a 9 percentage point gain in High School Math proficiency. } There was a 2.5-6% increase in Science proficiency across the school district. } Almost 97% of students passed the GRAD Writing test. } The ACT composite score for our district was a 26.2 ACT (3 higher than MN average) } Over 1100 students took almost 2300 AP exams. } Our students earned a 3 or higher on 85% of AP tests; a 4 or higher on 59% of AP tests. } Our Achievement Gap includes a span of 40% from highest to lowest performing student groups in Math and Reading (This has been a consistent trend over the most recent 5- years). } For AYP NCLB, we met expectations in all areas for all groups. } For the MMR we are awaiting a release of information on Oct 1, } The Vision Scorecard is being revised. Phase 1 (District) and Phase 2 (Site) Scorecards with corresponding dashboards are completed The achievement gap continues to be a concern in EPS. At its widest, there is a 40 percentage point gap between the highest and lowest performing student groups, but the District has experienced some narrowing of the gap in reading over the last five years. The new All for All plan includes action steps to address the District s achievement gap in intentional and strategic ways.

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