Annual Report on Curriculum, Instruction, and Student Achievement Independent School District 700, Hermantown Community Schools

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1 Annual Report on Curriculum, Instruction, and Student Achievement Independent School District 700, Hermantown Community Schools Information for the constituents of the Hermantown School District of curriculum, instruction and student achievement progress over the past school year.

2 The purpose of this annual report is to inform the constituents of the Hermantown School District of curriculum, instruction and student achievement progress over the past school year. The Minnesota Department of Education provides a checklist to school districts requiring the following information: District Advisory Committee Student Achievement Goals for Minnesota Standards Results of Local Assessment Data and any Additional Data District Improvement Plans including Staff Development Goals Previous Improvement Plan Progress Demographics Other reporting requirements include: A biennial review of the district testing program Periodic constituent surveys Printed copies are available from Hermantown Director of Curriculum and Assessment, Jenny Wiese, in the District Administration Office.

3 I. District Advisory Committee Committee Members Leo Plewa School Board Member Theresa Taraldsen Technology Lars Waldner Technology Lucy Carlson District ECFE Cindy Martinson 2 nd Grade Teacher John Muenich High School Principal Jenny Wiese District Assessment and Curriculum Kerry Juntunen Middle School Principal Deb Tabor Elementary Principal David Thompson High School Counselor Emily Kyllonen High School Counselor Jen Edlund Elementary School Counselor Brad Johnson - Superintendent Aaron Salmela School Board Member Each of the state s K-12 Public schools participate in the Minnesota System Accountability Process, a program which encourages the district s citizens to provide advice and feedback to the school system regarding the effectiveness of its educational programs. This report is one part of this process. To accomplish the System Accountability Goals, each district must have a committee, composed of citizens and school personnel, who assure that the district has processes in place to meet the requirements of the law. This role is filled by the Hermantown District Curriculum Advisory Committee. The Curriculum Advisory Committee is made up of parents, teachers, and school board and community members. There are no term limits and all are welcome to remain part of the committee for as long as they are willing to serve. Anyone interested in becoming a member is encouraged to contact Jenny Wiese, Director of Curriculum and Assessment using the following information. Phone: ; or by simply stopping by the district s administrative building at 4307 Ugstad Road, Hermantown, to pick up an application.

4 Hermantown School District Curriculum/Standards Advisory Committee Volunteer Application The Hermantown have been fortunate to have committees with broad representation from the schools and community to help develop and implement policies in a variety of areas. We have come to rely on these school/community collaborations to provide valuable input and insight for our decision-making process. We are inviting members of our school community who have an interest and knowledge of curriculum to become members of our Curriculum/Standards Advisory Committee. The committee will: Examine MCA II/MCA III and GRAD student data Discuss the potential impact of MCA II/MCA III test specifications on our district curriculum Continue to monitor the implementation of the curriculum review cycle and process Take stock of where we are, focus on a comprehensive curriculum map, and begin the task of creating common assessments If you are interested in becoming a member of the Curriculum Advisory Committee, please complete and mail in the form below. Curriculum/Standards Advisory Committee Volunteer Application Name Daytime Phone# Evening Phone# Address Please indicate your preferred meeting times and days. Mail to: Jenny Wiese, Director of Curriculum and Assessment Hermantown 4307 Ugstad Road Hermantown, MN 55811

5 Hermantown Curriculum Review Sequence In Year Social One Research Science Guidance Studies PE/Health Media Business Ed Computer Ed Language Arts Art Music FACS World Lang Math Industrial Tech Two Program Design Math Industrial Tech Science Guidance Media Business Ed Computer Ed Social Studies PE/Health Language Arts Art Music FACS World Lang Three Instructional Material Review and Selection Music FACS World Lang Math Industrial Tech Science Guidance Media Business Ed Computer Ed Social Studies PE/Health Language Arts Art Four Implementation Language Arts Art Music FACS World Lang Math Industrial Tech Science Guidance Media Business Ed Computer Ed Social Studies PE/Health Five In-service and Program Review Social Studies PE/Health Language Arts Art Music FACS World Lang Math Industrial Tech Science Guidance Media Business Ed Computer Ed Six Evaluation Media Business Ed Computer Ed Social Studies PE/Health Language Arts Art Music FACS World Lang Math Industrial Tech Science Guidance

6 II. Student Achievement Goals A. Minnesota Comprehensive Assessment Program The Minnesota Comprehensive Assessments consist of standardized tests in reading, mathematics and science which are given to students in grades 3 through 11. Grades 3, 4, 6 and 7 are assessed in reading and math. Grades 5 and 8 have examinations in reading, math, and science. Ninth grade students are assessed in a graduation-required assessment for diploma (GRAD) writing test. Grade 10 students receive a GRAD test in reading and a MCA II test for science proficiency. It is important to note that the GRAD tests take the place of the previously administered Basic Skills Test assessment series. MCA II/MCA III tests serve two main purposes: (1) To document, or measure, individual student achievement with regard to the Minnesota Standards. (2) To create a base of information in order to assist curriculum decisions at the school and district level. Principals, teachers, and other district administrators review test data to identify individual student needs when determining program adjustments. The Curriculum Coordinator examines this data again with the curriculum committees to establish program revisions. While these tests provide only a snapshot of student achievement, the district uses this information to the fullest extent possible. Student Achievement Goals based on the MCA tests: To increase the percent of students scoring at or above grade level proficiency To decrease the percent of students not meeting or partially meeting proficiency To increase the grade level average scale scores To continue to make in reading and math

7 Student Achievement Data The following data was derived from state reports of student proficiency in reading, mathematics, writing, and science. Additionally, this report contains the state growth model for each of the grade levels tested, excluding 3 rd graders because there is no previously gathered standardized test information. Count Tested Percent Did not Meet Percent Partially Met Percent Met Percent Exceed Grade Entity Subject 03 Hermantown Math State Math Hermantown Reading State Reading Hermantown Math State Math Hermantown Reading State Reading Hermantown Math State Math Hermantown Reading State Reading Hermantown Science State Science Hermantown Math State Math Hermantown Reading State Reading Hermantown Math State Math Hermantown Reading State Reading

8 Count Tested Percent Did not Meet Percent Partially Met Percent Met Percent Exceed Grade Entity Subject 08 Hermantown Math State Math Hermantown Reading State Reading Hermantown Science State Science Count Tested Percent Did not Meet Percent Partially Met Percent Met Percent Exceed Grade Entity Subject 10 Hermantown Reading State Reading Hermantown Science State Science Hermantown Math State Math Growth Models The Minnesota Department of Education offers a growth model tool to help parents, educators, and administration staff to track the progress of a school or district from year-to-year regarding student proficiency in Minnesota s academic standards in math and reading. The growth model assumes that all students grow intellectually by simply participating in academic disciplines during a given school year. What the growth model attempts to illustrate is how much, or little, growth has been made by individual students beyond what was expected. The growth is seen in students who were either proficient, or not proficient on a given state assessment. The district will continue to work toward educational growth in all students that shows up in the proficient and making corner of each matrix and a concomitant decline of students who fall into the area of not only being not proficient but also having made.

9 Minnesota Growth Models for Math and Reading Math All Students Grades 4 8 and 11 Math Growth Over the School Year Status Low Medium High Proficient on Prior Assessment 14.8% 126 students were 22.5% 192 students continued to grow 22.9% 195 students made Not Proficient on Prior Assessment 9.6% 82 students were not proficient and made 15.5% 132 students were not proficient but made some growth 14.7% 125 students were not

10 All Students Grade 4 Math Growth Over the School Year Status Low Medium High Proficient on 22.3% 29.5% 20.9% 31 students were 41 students continued to grow 29 students made Not Proficient on 9.4% 13.7% 4.3% 13 students were not proficient but made 19 students were not some growth 6 students were not All Students Grade 5 Math Growth Over the School Year Status Low Medium High Proficient on 1.4% 15.3% 38.9% 2 students were 22 students continued to grow 56 students made Not Proficient on 2.1% 9.7% 32.6% 3 students were not 14 students were not some growth 47 students were not

11 All Students Grade 6 Math Growth Over the School Year Status Low Medium High Proficient on 34.5% 26.4% 12.8% 51 students were 39 students continued to grow 19 students made Not Proficient on 16.2% 8.1% 2.0% 24 students were not proficient and made 12 students were not some growth 3 students were not

12 All Students Grade 7 Math Growth Over the School Year Status Low Medium High Proficient on 14.4% 13.7% 20.3% 22 students were 21 students continued to grow 31 students made Not Proficient on 13.1% 24.8% 13.7% 20 students were not proficient and made 38 students were not some growth 21 students were not All Students Grade 8 Math Growth Over the School Year Status Low Medium High Proficient on 8.4% 23.1% 21.0% 12 students were 33 students continued to grow 30 students made Not Proficient on 10.5% 22.4% 14.7% 15 students were not proficient and made 32 students were not some growth 21 students were not

13 All Students Grade 11 Math Growth Over the School Year Status Low Medium High Proficient on 6.4% 28.8% 24.0% 8 students were 36 students continued to grow 30 students made Not Proficient on 5.6% 13.6% 21.6 % 7 students were not proficient and made 17 students were not some growth 27 students were not

14 Reading All Students Grades 4 8 and 10 Reading Growth Over the School Year Status Low Medium High Proficient on 22.9% 31.5% 26.2% 200 students were 276 students continued to grow 229 students made Not Proficient on 4.6% 9.3% 5.6% 40 students were not proficient and made 81 students were not some growth 49 students were not

15 All Students Grade 4 Reading Growth Over the School Year Status Low Medium High Proficient on 27.3% 38.1% 20.9% 38 students were 53 students continued to grow 29 students made Not Proficient on 5.8% 4.3% 3.6% 8 students were not proficient and made 6 students were not some growth 5 students were not

16 All Students Grade 5 Reading Growth Over the School Year Status Low Medium High Proficient on 20.4% 34.5% 26.1% 29 students were 49 students continued to grow 37 students made Not Proficient on 4.9% 7.0% 7.0% 7 students were not proficient and made 10 students were not some growth 10 students were not All Students Grade 6 Reading Growth Over the School Year Status Low Medium High Proficient on 26.4% 32.4% 27.0% 39 students were 48 students continued to grow 40 students made Not Proficient on 3.4% 8.1% 2.7% 5 students were not proficient and made 12 students were not some growth 4 students were not

17 All Students Grade 7 Reading Growth Over the School Year Status Low Medium High Proficient on 14.1% 31.4% 32.7% 22 students were 49 students continued to grow 51 students made Not Proficient on 3.8% 10.3% 7.7% 6 students were not proficient and made 16 students were not some growth 12 students were not All Students Grade 8 Reading Growth Over the School Year Status Low Medium High Proficient on 28.8% 30.1% 21.2% 42 students were 44 students continued to grow 31 students made Not Proficient on 4.8% 11.6% 3.4% 7 students were not proficient and made 17 students were not some growth 5 students were not

18 All Students Grade 10 Reading Growth Over the School Year Status Low Medium High Proficient on 20.8% 22.9% 28.5% 30 students were 33 students continued to grow 41 students made Not Proficient on 4.9% 13.9% 9.0% 7 students were not proficient and made 20 students were not some growth 13 students were not

19 Graduation-required Assessment for Diploma Percentage Not Passed Grade Entity Subject Student count Writing 9 Hermantown GRAD State Writing GRAD Percentage Passed Ninth grade students were required to take a graduation-required assessment for diploma (GRAD) test. The results shown indicate a 95.8% passing rate on the exam. Percentage Not Passed Grade Entity Subject Student Count Reading 10 Hermantown GRAD State Reading GRAD Percentage Passed Tenth grade students were required to take a GRAD test for Reading. If a student failed to pass the Reading GRAD exam, they will be given other opportunities to attempt to pass it after participating in a school-sponsored remediation program. The extra reading practice focuses on vocabulary extension, comprehension skills, and reading for specific purpose.

20 11 Hermantown State Count Tested Percentage Not Passed Math GRAD Math GRAD Percentage Passed Eleventh grade students were required to take the GRAD test for Math. If a student has failed the Math GRAD exam, they will be given other opportunities to attempt to pass it according to rules set forth by the Minnesota Department of Education. A district must provide opportunities for remediation, determine whether the student s score reasonably reflects the student s attainment of the graduation requirements, and determine the appropriate remediation for the attainment of the graduation requirements. After two retest opportunities, the district must develop a plan for remediation. Students are then required to participate in the district-prescribed remediation as written in Minnesota Statute 120B.30 (2009)

21 ACT The ACT High School Profile Report reflects the achievement of Hermantown graduates on the ACT over time and an indication of the extent to which they are prepared for collegelevel work. The ACT consists of curriculum-based tests of educational development in English, mathematics, reading, and science designed to measure the skills needed for success in first year college coursework. ACT has established the following as college readiness benchmark scores: College Course/Course Area ACT Test Benchmark Score English Composition English 18 Algebra Mathematics 22 Social Sciences Reading 22 Biology Science 23 A benchmark score is the minimum score needed on an ACT subject-area test to indicate a 50% chance of obtaining a B or higher or about 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses. Summary Information Average Scores for Total Group: The executive summary information in the table below reflects the average ACT scores for the total group of students. Hermantown Year Students English Math Reading Science Composite

22 State Year Students English Math Reading Science Composite , , , , , ,

23 Hermantown District Staff Development Goals (-2014) Identify, implement and support a high-quality, sustainable, evidence-based social and emotional culture that is integrated into all aspects of schooling and fosters respect and safety in which all individuals are valued Maintain a training model that moves all employees to higher levels of job performance, job satisfaction and systemic team unity and direction Support a cohesive, comprehensive and enriching curriculum training that adheres with the curriculum cycle and utilizes E-12 curriculum content teams to prepare students for increased achievement on district and state standards Utilize data from summative and formative assessments and implement teaching strategies that are based on research and best practice to strengthen student achievement Explore, adapt and support technology innovations and initiatives in the learning environment in order to manage data, engage learners, and increase student achievement. Focus for -14: Continue to support and implement mentoring and induction program Support of Social Emotional Learning, Second Step, Responsive Classroom Continue to work toward educational growth in all students reaching proficiency or higher Saturday Hermantown Academy Courses to meet the needs of the staff in instructional strategies, evaluation processes, technology, state and national curriculum standard alignment Support data driven instruction and best practice to improve student learning High School Staff Development Goals (-2014) Provide training opportunities germane to teaching assignments that support updated best practices in any of the following areas to improve student achievement: curriculum, assessment, and/or alignment with state standards. Provide staff with opportunities to collaborate, research, analyze, and implement resources, including technology and data, to help students develop skills for success in all academic and extra-curricular areas of learning. Utilize data from summative and formative assessments and implement teaching strategies that are based on research and best practice to strengthen student achievement and to meet AYP target goals.

24 Support Social/Emotional Learning and safe school initiatives, such as Link Crew, and provide staff opportunities to train, to organize, and to effectively implement learned strategies and help maintain a positive High School environment. Middle School Staff Development Goals (-2014) Increase communication and meeting time between special education and general education teachers in order to better meet IEP goals through appropriate accommodations. Understand that every teacher is a teacher of reading and work to incorporate reading in all subject areas. Provide training opportunities and support all staff in the implementation of technology and standardsbased curricula in the classroom. Work to improve curriculum and create a scope and sequence for all content areas including detailed accounts of what is taught at each grade level. Elementary Staff Development Goals ( 2014) To continue to support training and professional development of all elementary staff in the use of AIMSWEB and Response to Intervention (RTI). To continue to support the H.A.W.K.S. school wide behavior plan as measured by the involvement of all students and staff. To continue to support training and professional development of all elementary staff in the integration of technology throughout the curriculum. To continue to support opportunities for training and staff collaboration in the areas of math and language arts.

25 Early Childhood Staff Development Goals (-2014) Improve student achievement within the framework of the Minnesota Department of Education s Early Learning Standards Provide an inclusive curriculum which connects to the district staff development goals Continue to improve staff collaboration and mentoring Support and sustain the social emotional development of all students SPECIAL EDUCATION STAFF DEVELOPMENT GOALS (-2014) Obtain knowledge of current information regarding special education requirements to increase due process compliance of special education staff. Explore, adapt and support technology innovations and initiatives in the learning environment in order to manage data, engage learners, increase student achievement, and increase compliance to special education due process requirements. Promote collaboration between regular education, special education, specialists, paraprofessionals and all other staff to effectively meet the needs of students with disabilities within the regular classroom and other settings. Seek training for evidence based practices to use with low-incidence populations and provide resources and training to regular education teachers, special education teachers, and paraprofessionals.

26 Student Demographic Information Student Population: 2070 Hermantown Public School District Student Population 2,070 Am Indian 1.4% Asian 1.8% Hispanic 1.4% Black 1.8% White 93.6% EL Sp. Ed. FRP Population EL Sp. Ed. FRP

27 AYP Attendance Rate 94.71% Hermantown Public School District Graduation Rate Student Population 179 Graduate % Continuing - 2.8% Dropout - 0.6% Unknown - 3.3% Students from other districts who attend school in this district: 362 Students from this district who attend school in another district: 126 Review of Testing Procedures Testing materials were distributed to individual school sites and are held secure by administrative, educational, confidential, and support staff. All rules and compliance regulations set forth by the Minnesota Department of Education were strictly adhered, and any deviation by students concerning test participation or other non-compliance issue was immediately reported to the District Assessment Coordinator. Students were tested in reading, writing, math and science. Bound test results were reported to the individual building

28 principals, who continue to be solely responsible for maintaining and disseminating confidential information. Summary of Progress and Improvement This year s results reflect two important changes that occurred in test administration policy for the MCA III Math Assessment and MCA III Reading Assessment: o A decision made by the previous administration allowed districts the option to let students retake the MCA III Math assessments up to three times in 2012 and to use the highest score for accountability purposes. However, our flexibility waiver allows the state to move beyond a pure proficiency measure and take student growth into consideration. Therefore, this year MDE was required to return to a single test administration for accountability purposes. o is the first year students took the MCA III Reading test, which as you know, is aligned to very rigorous college and career readiness standards. MCA III Reading Assessment should be viewed as baseline data for the new reading standards District increased 9.9% in students meeting science proficiency on the MCA-III. District increased 4.3% in special education students meeting math proficiency on the MCA-III. High school increased 8.2% in students meeting math proficiency on the MCA-III District increased 2% in students meeting math proficiency on the MCA-III District increased 6.9% in students eligible to receive free/reduced lunch in meeting math proficiency on the MCA-III Continued to fund and support a process for staff development Continued to place a special emphasis on creating a safe and welcoming school culture Complied with the federal No Child Left Behind laws Graduation rate 93.3% Jenny Wiese Director of Curriculum and Assessment Hermantown

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