ANNUAL REPORT CURRICULUM INSTRUCTION STUDENT ACHIEVEMENT

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1 ANNUAL REPORT CURRICULUM INSTRUCTION STUDENT ACHIEVEMENT St. Francis, Minnesota

2 Focus on Excellence: Celebrating our Students, Staff, and District Following are a few examples of the many accomplishments achieved by our students and staff. You can follow all our students and staff members accomplishments in The Courier and through the high school activities office. I ntroduction The School Board is charged with the responsibility of providing a System Accountability Report to the community each year. This year s report is being distributed electronically at For a printed copy, please contact your school office or The Courier office ( ). The report is a composite of results regarding Independent School District 15 programs, services, student achievement, and goals. Please read the report and share the pride of a community with a quality educational system committed to teaching and learning. Many thanks to the ISD 15 Curriculum and Instruction staff members involved with this comprehensive report. Edward Saxton Superintendent of Schools Cross Country Runner Wins State Championship, Competes at Nationals Adam Zutz, a senior at St. Francis High School, won the class 2A state cross country championship in November Adam s personal best time of 15:33.4 allowed him to finish just 1.7 seconds ahead of the second place runner in the 5K race. Adam then went on to place second at the Nike Heartland Regional Championships in Sioux Falls, South Dakota by topping his personal record with a time of 15:23.2. The second-place finish qualified Adam to run at the Nike Cross Nationals in Oregon, where he placed 23rd. Adam earned a scholarship to run track and cross country at the University of Minnesota. Track Standout Doubles-up on Titles at State and Nationals St. Francis High School sophomore Maggie Ewen earned the state title in two events at the Minnesota State High School Class 2A State Track and Field Meet in June. Maggie, who earlier in the season set the state record in the discus, finished in first place in that event at the state meet with a throw of 155'4". She also took home the state title in the shot put with a throw of 44'7.25". Maggie then went on to win the title in both of these events at the USA Track and Field Youth Outdoor Championships held on July 1, 2011 in Myrtle Beach, South Carolina. Maggie s discuss throw of 159'4" was 23 feet better than the second place finisher, and her shot put throw of 48'3.25" was four feet farther than her nearest competitor. High School Senior Earns All-State Band Honors Senior Zoey Olson represented St. Francis High School by being chosen to play French horn in the All-State Symphonic Band. According to the Minnesota Music Educators Association, over 1,900 high school students auditioned in Minnesota to earn a spot in one of the band, orchestra, or choir programs. In the end, only 567 students would be chosen to join one of the programs. Zoey occupied one of the eight French horn chairs in the symphonic band. Teachers Receive Teaching Award At the TIES Technology Conference in December, two ISD 15 teachers were honored as 2010 Exceptional Teachers. Diane Krocak-Peterson, technology teacher at St. Francis Elementary School, and Lydia Scheiber, Spanish teacher at St. Francis High School, were recognized for their leadership and innovative integration of technology into the curriculum Annual Report

3 Focus On Excellence Celebrating our Students, Staff, and District continued Science Teacher Earns Trip to Space Academy Lee Graves, a science teacher at St. Francis High School, was one of 250 educators from 27 countries who earned an all-paid scholarship to attend the Honeywell Educators Space Academy at the U.S. Space & Rocket Center in Huntsville, Alabama. While at the academy, Graves spent a week attending workshops, working through challenges, and participating in simulated space missions. By working with educators from around the world, Graves was able to gather ideas that he will use to improve the education his students receive at SFHS. Debaters Compete at State Alex Everhart and Alex Gray for advanced to the quarterfinal round at the Minnesota Debate Teachers Association State Public Forum Championships in January. Everhart and Gray finished the preliminary round with a 5-1 record, good enough to earn them the fourth seed. In the quarterfinal round they lost on a 2-1 decision to a team from Eastview. The two ISD 15 students also qualified for the national debate tournament to take place later in HOSA Students Place at State Conference Twenty-eight St. Francis High School students attended the Minnesota Health Occupations Students of America (HOSA) state conference in March Placing at the state conference were Lucas Niemeyer, second place winner in Job Seeking Skills, and Cameron Dowd-Sivigny, Zach Eich, Jacob Madson, and Alli VanOverbeke were the HOSA Bowl third place winners. Paul Kastenbauer took third place in Medical Spelling and Christina Brand, Emily Nguyen, and Cameron Dowd-Sivigney all earned honorable mention in Medical Reading. DECA Students Perform Well in Competition Twenty-five students from the St. Francis High School Distributive Education Clubs of America (DECA) earned a trip to the state competition in March Advancing to the final round at the competition were Nathan Kadlec, a finalist in Principles of Finance, Nicole Engen, a finalist in Hotel and Lodging Management, and Jared Goldeman and Kyle Kling, a team who competed in the Finance Operations Research event. Jared and Kyle earned first place honors in their event at the state competition, and went on to earn second place at DECA s international conference. Speech Team Experiences Success The St. Francis High School speech team brought home the section championship in April Nine team members advanced to the state tournament: Ian Mott and Lindsey Roden, Dramatic Duo; Alex Gray, Extemporaneous Speaking; Alex Everhart, Extemporaneous Speaking; Alex Cutschall, Humorous; Ashley Stevens, Poetry; Sam Muonio, Storytelling; Keara Hallberg, Prose; Maria Handzel, Original Oratory; and Cassi Roline, Great Speeches. ipad Club formed at Middle School Darin Bourasa, a teacher at SFMS, formed the iclub during the school year that allowed students to learn how to use the new Apple ipads by discovering educational applications. Among other activities, the club made two movies; one on proper hallway behavior and one with words to live by. Fifth Grade Students Complete Freedom Quilts Fifth grade students at St. Francis Elementary participated in a project that involved art, American history, technology and music. With help from classroom teachers and volunteers, each class created a sewn map that during slavery times, gave slaves directions and messages for their escape to freedom. The five replica freedom quilts were raffled and proceeds went toward the purchase of books. The students raised $

4 District 15 Improvement Plan On August 27, 2007, the School Board of Independent School District 15 (ISD 15), St. Francis, adopted the following goals: Structure ISD 15 St. Francis Cabinet to include a strong educational presence Strategies Place the district s Curriculum and Assessment Coordinator on the Cabinet Design instructional strategies around student achievement goals Strategies Implement a useful and efficient student data warehouse Design and implement common planning time at the Middle School to share effective instructional strategies that improve students performance Implement a K-12 intervention program based on student achievement levels Provide equitable programming and preparation to address the spectrum of needs of students in ISD 15. Strategies Provide equitable programming at all elementary sites in reading and math from basic skills, Title, and enrichment programs. Continue to provide high-quality research-based professional development to teachers at all levels and content areas from early childhood to adult. Offer a variety of college-level courses as well as hybrid/online courses at the High School to meet the diverse needs of students Obtain adequate resources and funding for appropriate technology, facilities, and equipment at all levels for an optimum educational environment. Strategies Develop an equipment/technology replacement cycle Secure a resource person/team to be a liaison with the community, businesses, federal government, etc. for alternative resources to help fulfill educational needs of the district Establish a centralized receiving/inventoried storage facility Continue efforts to provide permanent space for an optimum educational environment Build a sense of community among staff and citizens to increase support of the school system. Strategies Submit a full page of articles in The Courier from each building and web updates each month from August through June Connect with city-level officials and boards Develop and use a welcome packet to new property owners in our district regardless of children attending the district Place more public relations and less standard operating procedures on the calendar Renew commitment to shared decisions and empowering employees and community members to aid in district direction at the building level Develop a Saints mascot which is standard across all buildings Pre and post assessments of community perceptions of ISD 15 These strategies were designed by the ISD 15 Commission for Excellence and are reviewed on an annual basis. The Commission for Excellence is made up of some district staff members, school board members, and community members. The district is still in the process of moving toward full implementation of some of these strategies Annual Report

5 Focus On Excellence District Testing Minnesota Comprehensive Assessments Series II and Series III The Minnesota Comprehensive Assessments Series II (MCA-IIs) and Series III (MCA-IIIs) are the state tests that help districts measure student progress toward Minnesota s academic standards and meet the requirements of No Child Left Behind. They are used to determine whether schools and districts have made adequate yearly progress toward all students being proficient in Reading and mathematics tests are given in grades 3-8, 10 and 11. Science tests are also given in grades 5 and 8 and once in high school, depending on when students complete their life science curriculum. % MEETS + EXCEEDS 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% MCA: MATH GRADES State GRADE ISD State ISD 15 students scored at or above the state average in all 7 grades tested. % MEETS + EXCEEDS 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% MCA: READING GRADES State GRADE ISD State ISD 15 students scored above the state average in 6 of 7 grades tested. % MEETS + EXCEEDS 70% 60% 50% 40% 30% 20% 10% 0% MCA: SCIENCE High School GRADES State ISD 15 students scored above the state average in 2 of 3 grades tested. GRADE 5 8 High School ISD State

6 MCA GRAD 10th GRADE READING % MCA GRAD 11th GRADE MATH % 90% 65% % MEETS + EXCEEDS 80% 70% 60% % MEETS + EXCEEDS 60% 55% 50% 50% 45% 40% GRADE 10 State 40% GRADE 11 State 10th GRADE READING ISD State th GRADE MATH ISD State 59.2 GRAD 9th GRADE WRITTEN COMPOSITION % 90% % MEETS + EXCEEDS 80% 70% 60% 50% GRADE 9 9th GRADE WRITTEN Independent COMPOSITION School District 15 ISD 15 State 88.3 State 89.1 Testing continued Minnesota GRAD The Graduation-Required Assessments for Diploma (GRAD) are the state tests that fulfill Minnesota s high school graduation requirement for students who first entered grade 8 in or later. These tests measure student performance on essential skills in writing, reading and mathematics for success in the 21st century. The first administration of the writing GRAD is in grade 9. The first administration of the reading GRAD is embedded in the grade 10 MCA-II reading test, and the first administration of the math GRAD is embedded in the grade 11 MCA-II math test. If a student does not satisfy the graduation requirement for an assessment during the first administration, there will be retest opportunities available Annual Report

7 RIT SCORE Focus On Excellence Testing continued Measures of Academic Progress (MAP) MAP: MATH 2011 Second through eighth-grade students take the MAP test in reading and mathematics. Students take the MAP tests a minimum of twice per year. The purpose of the tests is to give teachers data to help focus instruction and increase student learning. MAP tests are aligned with the Minnesota Academic Standards and are consistent with our curriculum. MAP is a computerized test that adjusts its difficulty level based on a student s performance. Each test takes about an hour to complete, and as a student answers correctly, questions become more difficult. For a student who may answer incorrectly, questions become easier. This adjustment allows the test to accurately estimate a student s learning level GRADES National Norms GRADE ISD National Norms MAP: READING RIT SCORE GRADES National Norms GRADE ISD National Norms

8 Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next) Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next) are a set of standardized, individually administered scoring measures of early literacy development. They are designed to be short (one-minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills. In , ISD 15 upgraded from the DIBELS program to the DIBELS Next program in order to better measure students skills. ISD 15 uses DIBELS Next as a screening tool to identify students who may be at risk so that early intervention may be provided. Preliminary Scholastic Achievement Test The Preliminary Scholastic Achievement Test (PSAT) is the National Merit scholarship qualifying test that is designed to be taken by students in grade 11. A few students in grades 10 and 12 opt to complete the test, which is also used for college entrance purposes. American College Test The American College Test (ACT) is a college entrance exam that is administered at St. Francis High School in June and October. It is also administered at other sites in Minnesota throughout the year. Students need to register for this test well in advance and are advised to check with their counselor at least midway through their junior year regarding deadlines for this test. Armed Services Vocational Aptitude Battery This aptitude inventory is scheduled by the Armed Services at no cost. Interested students should contact the High School Guidance Office at the beginning of their junior year. Test of Emerging Academic English The Test of Emerging Academic English (TEAE) is a reading and writing test for English language learners that is designed to demonstrate growth in English from year to year. The TEAE is given to students identified as limited English proficient in grades Minnesota Test of Academic Skills The Minnesota Test of Academic Skills (MTAS) is Minnesota s alternate assessment based on alternate achievement standards. The MTAS is part of the statewide assessment program and measures the extent to which students with significant cognitive disabilities are making progress in the general curriculum. The MTAS is administered in reading, mathematics, and science. Adequate Yearly Progress Adequate Yearly Progress (AYP) measures progress toward achieving the goal of No Child Left Behind: to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments. The No Child Left Behind Act is currently under review for reauthorization. Data from ISD assessments shows that: Cedar Creek Community School, St. Francis Elementary School, East Bethel Community School, and St. Francis High School met all AYP requirements. St. Francis Middle School did not meet the requirements in the area of reading proficiency for the subgroups of Hispanic, Special Education, and Free and Reduced Priced Lunch. In addition, SFMS did not meet AYP requirements in math in the subgroup of Special Education. Crossroads School and Vocational Center did not meet the requirements for math proficiency and reading proficiency for the All Students subgroup. As a district, we did not meet the requirements in the area of reading proficiency for the All Student subgroup and the White, not of Hispanic Origin subgroup. The district also did not meet AYP requirements in math for the Special Education subgroup. Since ISD 15 did not meet the AYP requirements as a district, we are in the corrective action stage. In this stage, we must write a plan for improving the academic achievement of our students and additional resources must be focused toward instructional strategies and supportive programs aimed at meeting the needs of all students, including educationally disadvantaged students. In addition, we enter a timeline of actions that our district must take based on the number of years we have been identified as a district not making adequate yearly progress Annual Report

9 Focus On Excellence District Testing Calender Subject to change. TEST STUDENTS TESTED DATE DIBELS Next Testing Grades K-5 September 6-13, 2011 GRAD Written Composition Retest Grades November 2, 2011 GRAD & BST Written Composition Retest Make-Up Grades November 8, 2011 DIBELS Next Testing Grades K-5 January 3-13, 2012 ELL Testing Grades K-12 February 6-March 23, 2012 MTAS Reading & Math Grades 3-11 March 26-May 18, 2012 MTAS Science Grades 5, 8, 10 March 26-May 18, 2012 MCA-III Math (online) Grades 3-8 February 6-May 18, 2012 MCA-Modified Math (online) Grades 5-8 March 26-May 18, 2012 MCA-II Science (online) Grades 5, 8, 10 March 26-May 18, 2012 MCA-II Reading Grades 3-8 April 17-18, 2012 MCA-Modified Reading Grades 5-8 April 17-18, 2012 GRAD Test of Written Composition Grade 9 April 17, 2012 MCA-II & MCA-Modified Reading segments 1 & 2 Grade 10 April 17, 2012 MCA-II & MCA-Modified Math segments 1 & 2 Grade 11 April 17, 2012 MCA-II & MCA-Modified Reading segments 3 & 4 Grade 10 April 18, 2012 MCA-II & MCA-Modified Math segments 3 & 4 Grade 11 April 18, 2012 GRAD Written Composition Retest Seniors only April 17, 2012 GRAD Written Composition Make-Up Grade 9 April 24, 2012 MCA-II Reading/Math Make-Up segments 1 & 2 Grades April 25 & May 1, 2012 MCA-II Reading/Math Make-Up segments 3 & 4 Grades April 26 & May 2, 2012 GRAD Written Composition Retest Make-up Seniors only April 24, 2012 DIBELS Next Testing Grades K-5 May 1-31, 2012 GRAD & BST Written Composition Retest Grades July 24, 2012 GRAD & BST Written Composition Retest Make-up Grades July 25,

10 Site Goals Each site is expected to set an annual goal and measurable objective, which is based upon area(s) of weakness from the district s standardized assessment program. Once delineated, the goal and objective provide the basis for the annual site action plan. The annual site action plan provides both the professional development focus with strategies to be used in meeting the goal and defines the roles for staff and parents in meeting the goal. Finally, the goal drives the annual calendar of professional development to be implemented at the site during the school year. Cedar Creek Community School The percentage of all students in grade 5 will increase from 70.00% to 73.00% This goal was met as 78.08% of grade 5 students met or exceeded the median spring normed RIT value on the MAP in mathematics. East Bethel Community School By the spring of 2011, the percentage of students in grades 2-5 who meet or exceed the median spring 2011 normed RIT value on the MAP in mathematics will increase by three percent over the percentage in The percentage of all students in grade 2 will increase from 67.11% to 70.11% This goal was met as 76.08% of grade 2 students met or exceeded the median spring normed RIT value on the MAP in mathematics. The percentage of all students in grade 3 will increase from 70.21% to 73.21% This goal was met as 76.19% of grade 3 students met or exceeded the median spring normed RIT value on the MAP in mathematics. The percentage of all students in grade 4 will increase from 59.46% to 62.46% This goal was met as 79.16% of grade 4 students met or exceeded the median spring normed RIT value on the MAP in mathematics. The percentage of 2011 students at East Bethel Community School in grades 3-5 who are at or above the specified spring grade level RIT score as determined by the NWEA MAP in mathematics will increase 3% to 82.5% compared to 79.5% of 2010 students in grades 2-4. This goal was met as 87.6% of students in grades 3-5 scored at or above the specified spring grade level RIT score as determined by the NWEA MAP in mathematics Annual Report

11 Focus On Excellence St. Francis Elementary School St. Francis Middle School The percentage of all students in grade 3 at St. Francis Elementary School who earn achievement levels of Meets the Standards or Exceeds the Standards on the Mathematics MCA/MTAS will increase from 89.66% in 2010 to 92.66% in This goal was not met with 86.2% of students earning an achievement level of Meets the Standards or Exceeds the Standards The percentage of all students in grade 4 at St. Francis Elementary School who earn achievement levels of Meets the Standards or Exceeds the Standards on the Mathematics MCA/MTAS will increase from 83.61% in 2010 to 86.61% in This goal was not met with 76.8% of students earning an achievement level of Meets the Standards or Exceeds the Standards The percentage of all students in grade 5 at St. Francis Elementary School who earn achievement levels of Meets the Standards or Exceeds the Standards on the Mathematics MCA/MTAS will increase from 82.64% in 2010 to 85.64% in This goal was not met with 63.2% of students earning an achievement level of Meets the Standards or Exceeds the Standards For the school year, the percentage of students in grades 6-8 who earn an achievement level of Meets the Standards or Exceeds the Standards, as determined by the Reading MCA/MTAS will increase three percent from 72.38% in 2010 to 75.38% in The percentage of all students in grade 6 will increase from 74.75% to 77.75% This goal was met with 79.3% of students earning an achievement level of Meets the Standards or Exceeds the Standards The percentage of all students in grade 7 will increase from 72.23% to 75.23% This goal was not met with 63.9% of students earning an achievement level of Meets the Standards or Exceeds the Standards The percentage of all students in grade 8 will increase from 70.38% to 73.38% This goal was not met with 70.6% of students earning an achievement level of Meets the Standards or Exceeds the Standards 11

12 St. Francis High School Lifelong Learning Center The percentage of St. Francis High School 11th grade students who pass the GRAD portion of the Mathematics MCA will increase to 63.36% in 2011, increasing 3% from a 60.36% result in The percentage of the Early Childhood target group who increase skills by 1.0 point (on a scale of one to three) in the group aggregate score in the two identified indicators of the Work Sampling Mathematical Thinking domain will increase from 89.4% in 2010 to 91.4% in This goal was met with 64.1% of students passing the GRAD portion of the Mathematics MCA The percentage of St. Francis High School 10th grade students who pass the GRAD portion of the Reading MCA will increase to 86.88% in 2011, increasing 3% from a 83.88% result in This goal was not met with 81.6% of students passing the GRAD portion of the Reading MCA Crossroads School and Vocational Center The two identified Mathematical indicators in the Work Sampling System that were identified/targeted were Patterns and Measuring This goal was met in the area of Patterns with 93.9% of students increasing by at least one full point. This goal was not met in the area of Measuring with 86.7% of students increasing by at least one full point. By spring of 2011, the percentage of students at Crossroads School and Vocational Center and Crossroads South meeting the goals of their IEP (special education students) or their Individualized Education Plan (regular education students) will be 55%. All plans will include academic goals in the areas of reading and math, as well as an attendance goal. This will establish baseline data. This goal was met with 62% of students meeting their plan goals Annual Report

13 Focus On Excellence Assessment, Curriculum, and Teaching Committee believes that an active role on the part of parents and other community members is critical to the success of our educational system. One of our committees that depends upon community participation is the ACT committee (Assessment, Curriculum and Teaching). ACT cmomittee membership includes a minimum of one teacher per building, two principals, two school board members, and parent/community representatives. The district curriculum and assessment coordinator is also a member. Community members interested in knowing more about the ACT committee are encouraged to contact a school principal. The ACT committee meets approximately four times throughout the year. It provides active community participation in reviewing the district curriculum reviews, district data and input on purchasing of curriculum materials. ACT Members Elementary Level Members: Sandy Benson, Cedar Creek Community School Debbie Todd, St. Francis Elementary School Susan Wallace-Nelson, East Bethel Community School Secondary Level Members: Mary Lundquist, St. Francis High School Lee Erickson, St. Francis High School Paula Jo Davis, St. Francis Middle School Cindy Holm-Anderson, Special Services Parent/Community Representatives: Jim Jerylo Judy Kolsrud Valerie Vee Administrative Members: Angie Scardigli, East Bethel Community School Dale Johnson, St. Francis Middle School Paul Neubauer, St. Francis High School Nancy Wallace, Lifelong Learning Center Dave Anderson, School Board Joe Haag, School Board Edward Saxton, Superintendent Kurt Becker, Curriculum & Assessment 13