WORLD S BEST WORKFORCE PLAN

Transcription

1 WORLD S BEST WORKFORCE PLAN ANNUAL REPORT School Year South Early Learning Center, North Intermediate, Saint Peter Middle/High School 1 Saint Peter Public Schools World s Best Workforce Report

2 About this report The World s Best Workforce (WBWF) Report documents student achievement and the strategies and initiatives that the district engaged in to meet that level of achievement. The report addresses all five educational areas outlined in the district s WBWF Plan: 1. School Readiness 2. 3rd Grade Literacy 3. Closing the Achievement Gap 4. Career and College Readiness for All 5. High School Graduation This report manifests that Saint Peter Public Schools offers a comprehensive array of evolving and established strategies and initiatives that address these five educational areas. The collected data points show that our students perform at or above state levels in almost every category. The strategies and initiatives listed in School Readiness focus on the literacy, numeracy, self help, and social and emotional skills that children need to be successful in kindergarten. The data points suggest that these efforts, such as the alignment of the Early Childhood programming with K 12 curriculum, the development of a PLC model, and continued training for pre school teachers, are reaping benefits. Kindergarteners who attend preschool perform significantly better than their non pre school peers. At North Intermediate School, 3rd Grade Literacy means that all students completing grade three will be proficient readers, either meeting or exceeding Minnesota Academic Standards in reading. North s strategies and initiatives range across curriculum and programming, targeted interventions, and professional learning communities. The data suggests that these programs are having an impact: North 3rd graders read at a level 13.4% above the rest of the state. Closing the Achievement Gap points to our responsibility in guaranteeing learning environments where all students and staff are held to high expectations and achieve at high levels. Unfortunately, an environment that impacts all students in this manner continues to be a challenge facing Saint Peter Public Schools and school districts across Minnesota. Simply put, a gap persists between the achievement level of white students on state assessments and students of color, notably black and Hispanic students. We believe that equity awareness and the continued purposeful disaggregation of student testing data will show improvements. That all students graduate from Saint Peter High School career and college ready, prepared to enter the next phase of learning and life, is the focus of College and Career Readiness for All. Rigorous and relevant course offerings form the heart of career and college readiness. Students can take college level courses many which generate college credits in core subjects such as English, science, math and social studies. The AVID College Readiness System offers students in the academic middle the framework and support to benefit from these rigorous courses, as well. Other key initiatives are the High Step Medical Science and Agri Science Academies, the Saints Digital Learning Initiative, and Project Lead The Way. ACT scores, senior exit surveys, and Minnesota Department of Education data regarding graduates and their college acceptance and performance, show the success of these efforts. The High School Graduation goal is simple and straightforward: All students will graduate from high school. Saint Peter High School s graduation rate is nearly 12% above the state average. This report 2 Saint Peter Public Schools World s Best Workforce Report

3 includes a closer look at the student success rates with our varied credit recovery programs. WBWF The Saint Peter Public Schools WBWF Advisory Committee will play a critical role in guiding and directing the WBWF Plan for With the WBWF plan and report as a guide, the Advisory Committee will seek ways to further our work in meeting the five student achievement goals, and refine the measurements to most accurately assess our progress in attaining those goals. 1. School Readiness Student Achievement Goal All children will enter kindergarten with literacy, numeracy, self help, and social and emotional skills needed to be successful in kindergarten. Strategies and Initiatives Curriculum and Programming Alignment of Early Childhood programming with K 12 Early Childhood teachers meet on a regular basis to ensure that their instruction aligns with the Early Childhood Indicators of Progress and the Kindergarten Entrance Checklist. Implementation of the Creative Curriculum Creative Curriculum is an Early Childhood curriculum approved by the Department of Education that is implemented in the Early Childhood Programs throughout the district. THe curriculum includes learning center based activities and developmentally appropriate play experiences. K Ready Program K Ready programming provides an option for students who are age eligible for Kindergarten but could benefit from an additional year of readiness. This program is a 5 day per week morning school readiness option focused on kindergarten entrance skills Title I support at the Early Childhood level Race to the Top funding allows for an additional paraprofessional to provide support to preschool students in the development of kindergarten readiness skills. Parental involvement opportunities Opportunities for parents to visit and participate in classroom activities is encouraged throughout the preschool program. Parents are invited to attend conferences three times per year and open communication is encouraged through , phone calls and shared virtual spaces such as Homeroom. Professional Learning Communities Integration of all Pre K and Kindergarten staff as an early childhood unit. All District Early Childhood staff meet on a regular basis with Kindergarten teachers to ensure there is an alignment of expectations, curriculum and programming. Community Outreach Ensuring partnerships with all community early childhood entities through the Early Childhood PLC. Provide opportunities for training for childcare providers and community partners. 3 Saint Peter Public Schools World s Best Workforce Report

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5 2. 3rd Grade Literacy Student Achievement Goal All students completing grade three at North Intermediate School will be proficient readers, either meeting or exceeding Minnesota Academic Standards in reading. Strategies and Initiatives Curriculum and Programming Standards Based Core Instruction Guided Reading Read Naturally Accelerated Reader Raz Kids Online Reading Flexible Grouping Houghton Mifflin Targeted Interventions PLC SMART Goals Common Assessments Problem Solving Team Response to Intervention: Tiered instruction Title One 5 Saint Peter Public Schools World s Best Workforce Report

6 Reading Corps Extended Day Extended School Year Academic Enrichment English Learners Professional Learning Communities Pre K 12 professional learning communities. SMART goals, examination of student work, interventions, common formative and summative assessments. Examination of culturally responsive and highly effective instructional strategies. Class of 2024 (3rd Graders) All Accountability Tests Spring Saint Peter Public Schools World s Best Workforce Report

7 Class of 2024 (2nd Graders) Accountability Tests Spring 2014 Class of 2024 (1st Graders) Accountability Tests Spring Saint Peter Public Schools World s Best Workforce Report

8 3. Closing the Achievement Gap Student Achievement Goal We have a responsibility to guarantee a learning environment where all students and staff are held to high expectations and achieve at high levels. Strategies and Initiatives I. School Readiness Aligned early childhood and K 12 curriculum Summer Programming Read and Feed Program II. Professional Learning Communities Pre K 12 professional learning communities. SMART goals, Examination of Student Work, Interventions, Common formative and summative assessments. Examination of culturally responsive and highly effective instructional strategies. III. District Equity Initiatives Pre K 12 District Equity Framework Equity embedded into professional learning communities Equity study groups at North and Middle and High School Disaggregation of achievement data at all sites Disaggregation of discipline data. Disaggregation of graduation, ACT, honors, and co curricular involvement data. Professional development in culturally responsive and highly effective instructional strategies. Examination of curriculum for cultural and linguistic relevance. Examination of allocation of resources. The Achievement Gap Reduction domain measures the ability of schools to get higher levels of growth from lower performing student groups than statewide average growth for higher performing groups. Comparisons of growth scores are made in the following way: School American Indian growth compared to statewide White growth School Asian growth compared to statewide White growth School Hispanic growth compared to statewide White growth School Black growth compared to statewide White growth School EL growth compared to statewide non EL growth School Special Ed growth compared to statewide non Special Ed growth School FRP growth compared to statewide non FRP growth The line graph below shows progress in closing the achievement gap in terms of five years of MCA III student proficiency scores across the district s schools administering the math MCA III. The wide trend lines are an indicator of the direction of student achievement. The thin lines plot the actual scores for each year of the MCA III math proficiency results. Most trend lines are staying parallel to the White subgroup, with the exception of the Special Education (closing the gap) and ELL (widening of the gap). 8 Saint Peter Public Schools World s Best Workforce Report

9 The line graph below shows progress in closing the achievement gap in terms of three years of MCA III student proficiency scores across the district s schools administering the reading MCA III. The wide trend lines are an indicator of the direction of student achievement. The thin lines plot the actual scores for each year of the MCA III reading proficiency results. The poverty subgroup is staying parallel to the White subgroup, with the Black (closing the gap) and Special Education, Hispanic, and ELL (widening of the gap). 9 Saint Peter Public Schools World s Best Workforce Report

10 Achievement Gap Reduction Scores Calculated from Multiple Measurement Ratings (Points awarded out of 25) North Intermediate Middle School High School (Green shading indicates higher ratings than the state average.) What are our Multiple Measurement Ratings? The Multiple Measurement Rating (MMR) is a measurement of school performance used for holding schools accountable under Minnesota's approved No Child Left Behind waiver. The MMR considers the proficiency, growth, achievement gap reduction and graduation rates of schools. Points are assigned in each of the four domains based on how well the school performed, and the total MMR is the percentage of possible points that the school earned. Average ACT Composite Scores by Race/Ethnicity Race/Ethnicity # of Students Composite School All Students Black/African American White Hispanic/Latino Two or more races Prefer not to respond/no response State All Students Black/African American White Hispanic/Latino Two or more races Co Curricular Participation by Student Group School Year Percentage of SPHS Population Percentage Participating in Co curricular Activity Special Education Non White Population Saint Peter Public Schools World s Best Workforce Report

11 4. Career and College Readiness Student Achievement Goal All students will graduate from Saint Peter High School career and college ready, prepared to enter the next phase of learning and life. Strategies and Initiatives Curriculum & Instruction AVID (Advancement Via Individual Determination) PSEO (Post Secondary Education Option) Concurrent Enrollment Academies Project Lead the Way Saints Digital Learning Initiative Senior Achievement Core requirements for graduation Programs PBIS (Positive Behavior Intervention and Supports) Academic Integrity Policy Sophomore Career Expo Sophomore Leadership Retreat Junior Regional College Fair Junior Career Day Senior Week/Wisdom Retreat Student Leadership Development (Co Curricular Program, Captains Council, Principals Leadership Group, Student Council, National Honor Society) Community Connections Chamber Business Education Committee Work Transitions Program Progress Made in AVID 9: 23 students/30.5% enrolled in rigorous courses AVID 10: 8 students/37.5% enrolled in rigorous courses AVID 11: 9 students/33.33% enrolled in rigorous courses AVID 12: 14/64.3% enrolled in rigorous courses AVID 12 ACT Performance: ACT Composite Average AVID 12 College Credits Earned in High School: 118 AVID 12 College Acceptance: 12 out of 14 applied, accepted, and attending PSEO Participating Students: 30 3 MSU 27 GAC 1 full time 11 Saint Peter Public Schools World s Best Workforce Report

12 Concurrent Enrollment 26 credits possible with capacity for 3 additional credits Courses offered: Speech Biology Spanish 201 Psychology English Literature English Composition United States Government Academy Based Learning High Step Academy 25 Participants Agri Science Academy 66 Participants Project Lead the Way/Engineering Academy 57 Participants Credit Requirements for Graduation Total Credits English Math Science Social Studies Art PE/Healt h Speech Elective Credits State of MN SPHS Saint Peter Public Schools World s Best Workforce Report

13 ACT Average Composite Scores, Graduation Year Total Tested English Math Reading Science Composite State Average Difference (77.58%) State Average Difference ACT has established the following as college readiness benchmarks scores for designated college courses: English Composition: 18 on ACT English Test Algebra: 22 on ACT Mathematics Test Social Science: 22 on ACT Reading Test Biology: 23 on ACT Science Test 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 a 75% chance of obtaining a C or higher in the corresponding credit bearing college courses. 13 Saint Peter Public Schools World s Best Workforce Report

14 Senior Survey After graduation, the likelihood of continuing my education is 85 respondents Saints Digital Learning Initiative Classrooms that prepare students for college and career seamlessly integrate technology into daily instruction in a way that intentionally scaffolds students technology skills. Although today s students are digital natives with many skills in social networking, the majority of them are not social learners with the ability to apply complex technology skills to everyday challenges. Students everyday experiences are seamlessly interwoven with digital devices and instant communication. In order to meet students where they are, technology instruction must be infused in every subject area. Modern curriculum must purposefully include incremental technology infused skill acquisition. The design of effective curriculum begins by considering the unique needs of the learners. Although students are comfortable using social media and multimedia, they still need support to use technology for productivity tasks such as creating spreadsheets and sending professional . Being aware of students skill profiles with technology can greatly inform the development of a cohesive, integrated curriculum that allows students to build the technology skills sets necessary for college and career. Saint Peter Public Schools utilizes CASE, a flexible, research based framework to inform and improve the impact of technology on learning outcomes. CASE examines Access to technology, Skills, and factors in the school Environment to measure how the use of technology impacts results in the Classroom. 14 Saint Peter Public Schools World s Best Workforce Report

15 ORGANIZATION CASE Score Beginning: United States 1055 Emerging: Minnesota 1050 Proficient: South Central Service Cooperative 1057 Advanced: Saint Peter Public School District 1066 Exemplary: School CASE Score Classroom Access Skills Environment North Intermediate 1058 Emerging Advanced Advanced Proficient Saint Peter Middle School 1061 Emerging Advanced Advanced Proficient Saint Peter High School 1081 Proficient Advanced Advanced Advanced 15 Saint Peter Public Schools World s Best Workforce Report

16 5. High School Graduation Student Achievement Goal All students will graduate from high school. Strategies and Initiatives PreK 12 Curriculum & Instruction Professional Learning Community Model ALC Summer Reading Program Credit recovery: 26 students participated, 17 earned credit Summer School: 71, ½ credits earned Odysseyware: 9 students participated, 2 earned credit Guidance Program Student meetings Plan development and monitoring Adult Basic Education 2014 College Going The total number of students earning a regular high school diploma and who enrolled in any Institution of Higher Education within 16 months of graduation. # of students earning HS diploma # enrolled in any IHE within 16 months % Enrolled within 16 months Statewide 57,507 38,894 68% SPHS % 2014 College Credit Accumulation The total number of students who graduated from high school with a regular high school diploma and enrolled in a public institution of higher education within 16 months of graduation and who earned one year of college credit within two years of enrollment in a public institution of higher learning. # of students enrolling in a public IHE within 16 months # of students earning 1 year of credit within 2 years of enrollment % earning 1 year of credit within 2 years of enrollment Statewide 22,881 13,961 61% SPHS % 16 Saint Peter Public Schools World s Best Workforce Report

17 Four Year Graduation Rate Based on the number of students enrolled in the senior class on the first day of the school year, the graduation rate of the Class of 2015 was 96.66%. 17 Saint Peter Public Schools World s Best Workforce Report