Curriculum, Instruction and Assessment

Transcription

1 District 748 Sartell-St. Stephen Curriculum, Instruction and Assessment M N S t a t u t e B 1 1 S t r i v i n g f o r t h e W o r l d s B e s t W o r k f o r c e P r o c e s s f o r R e v i e w i n g C u r r i c u l u m, I n s t r u c t i o n a n d A s s e s s m e n t

2 Table of Contents Supporting Teaching and Learning MN Statute.B11: Striving for the World s Best Workforce:... 2 District and School Goals... 4 Assessing and Evaluating Student Progress... 6 Effectiveness of Instruction and Curriculum: Review Process... 6 Effectiveness of Instruction and Curriculum: Review Process: Teacher Evaluation... 8 Effectiveness of Instruction and Curriculum: Review Process: Principal Evaluation... 9 Professional Development: Annual Budget District Advisory Committee District-Site Level Leadership Teams Annual Reporting Periodic Reporting Performance Measures

3 Supporting Teaching and Learning MN Statute 120.B11: Striving for the World s Best Workforce: Subd. 1. Performance Measures District 748 will use national, state and local assessment results to determine school site progress in creating the world s best workforce including: (1) student performance on the National Association of Education Progress; (2) the size of the academic achievement gap by student subgroup (State MMR data, MAPS data) (3) student performance on the Minnesota Accountability Assessments, STAR assessments (4) Sartell High School graduation rates; and (5) ACT Suite and other career and college readiness assessments results Subd. 2. Adopting Plans and Budgets Student Achievement Plans A variety of supports are in place to assist staff in designing curriculum, instruction and intervention to meet the academic and social needs of our students. These supports include PBIS, District Literacy Plan, Title 1, Reading Intervention, Reading Corp, Ramp Up to Readiness, Student Advisory, Academic Extensions programming, Teacher Evaluation, Principal Evaluation and Continuous School Improvement Plans. District and site-level goals will be developed and reviewed annually. Goals will define benchmarks for instruction and student achievement based on the World s Best Workforce Statute. All children are ready for school. All third-graders can read at grade level. All achievement gaps between students are closed. All students are ready for career and college. All students graduate from high school. 1. Each school will assess and evaluate each student s progress toward meeting academic standards. 2. District curriculum will be reviewed on a continuous cycle to identify strengths and weaknesses of instruction and curriculum to ensure career and college-readiness leading to the world s best workforce. 3. District curriculum and instruction will be reviewed and evaluated for effectiveness in relation to best practice, student outcomes, principal evaluations and teacher evaluations. 4. District curriculum and instruction will be reviewed to determine strategies for improving instruction, curriculum and student achievement. 5. District teaching practice will integrate high-quality instruction, rigorous curriculum, technology and a collaborative professional culture that supports teacher quality, performance and effectiveness. 6. The School Board will adopt an annual budget for implementation of the district plan. 2

4 Subd. 3. District Advisory Committee The District 748 Curriculum, Instruction and Assessment Advisory Committee comprised of teachers, parents, support staff, students, and other community residents is established to ensure active community participation in all phases of planning and improving district instruction and curriculum. This committee shall recommend to the school board rigorous academic standards, student achievement goals, district assessments and program evaluations. Subd. 4. Site Teams School site teams are in place to develop and implement strategies and practices to improve instruction, curriculum and student achievement. Site teams include Strategic Leadership Teams, Site Management Teams, Teacher Induction instructional coaching teams and curriculum content specialist teams. Subd. 5. Report A report will be published on the Sartell-St. Stephen website that outlines the strategic plan for developing the world s best workforce. The strategic plan outlines student achievement goals, benchmarks and improvement plans for all schools within the district. It also outlines information on assessment practices, student achievement results and curriculum review processes. The School Board will submit an electronic summary of the report to the commissioner. Subd. 7. Periodic Report District 748 will periodically survey the community in regard to their connection and satisfaction with school. The results of this survey will be included in the summary report submitted to the commissioner. The following pages outline the District Strategic Plan to meet the requirements of MN Statute , Subd.1a.-9 3

5 District and School Goals District and site-level goals will be developed and reviewed annually. Goals will define benchmarks for instruction and student achievement for all. Continuous Improvement Process The Sartell St. Stephen School District 748 implements and monitors a continuous process of improvement that focuses on student learning and achievement. An education system is successful when it implements a collaborative and ongoing process for improvement that aligns the functions of the system with the expectations for student learning. Improvement efforts are sustained and the system and its schools demonstrate progress in improving student learning and achievement. New improvement efforts are informed by the results of earlier efforts through analysis of student performance, system effectiveness and assessment of the improvement process. Goals, Plans and Outcomes In striving to create the World s Best Workforce, the following goals are part of our district mission: All students are ready for Kindergarten. District 748 is committed to ensuring all students are ready for Kindergarten. A partnership with area school districts and organizations has resulted in a collaborative framework that outlines steps and outcomes for bridging school and community early childhood programming designed to prepare all students for Kindergarten. The Partnership for Student Success will generate a shared vision and definition of kindergarten readiness and will create a common set of Kindergarten registration practices. Sartell-St. Stephen Early Childhood and Kindergarten staffs have begun alignment of curricular outcomes, best practices and resources to articulate and implement an E-K scope and sequence. All third-graders can read at grade level. All District 748 school sites have designed age-appropriate literacy goals based on a variety of assessment results. Goals outline specific intervention steps to raise achievement levels for every child. All achievement gaps between students are closed. District 748 is committed to closing the achievement gaps that exist for our students. Data has been utilized to identify those students who are not making academic growth. Programming designed to target the specific needs of these students has been put into place at every school site. All students are career and college-ready by graduation. District 748 students will be career and college-ready functioning as responsible and successful citizens in a global community. Students are supported with curriculum that meaningfully embeds MN Academic or National standards and benchmarks across content areas. Strategic professional development opportunities are given to staff to increase their understanding of the MN ELA academic standards and their place within every content area. All students graduate. Sartell High School strives towards graduating all students. Our graduation rate has spanned from 93.7 to 97.2% over the past five years. Programming will continue to be designed to meet the unique needs of each individual and support all learners in successfully graduating high school ready for college or career. 4

6 DISTRICT 748 SARTELL-ST. STEPHEN CONTINUOUS IMPROVEMENT GOALS District Level Goals ISD 748 will increase academic achievement in mathematics as measured by MN State required College and Career Readiness Assessments. ISD 748 will increase academic achievement in reading as measured by MN State required College and Career Readiness Assessments. ISD 748 students will receive rigorous, standards-based, differentiated instruction to improve overall academic achievement in all content areas. District 748 students will demonstrate self-awareness, self-management, social awareness, relationship skills and responsibile decision-making skills. District 748 will successfully implement a teacher evaluation system that results in helping every teacher thrive in the classroom and gives every student the best chance at success. Early Childhood By May 2015, in the areas of literacy, the 3 and 4 year olds will achieve a Secure level in 6 of 9 domains and the 4 and 5 year olds will achieve a Secure level in 9 of 14 domains as measured by the Individual Growth and Development Indicators (IGDI.) By December 2014, in the area of math, staff will effectively incorporate a new Pre-K math curriculum into Early Childhood programming. Staff will work collaboratively to create a common vocabulary that promotes pro-social preshcool behaviors. Oak Ridge Elementary & Pine Meadow Elementary Schools 81% of all 3rd and 4th grade students will earn proficiency on the MN Accountability Assessments in mathematics. 50% of all students in quartiles one and two as defined by the fall STAR Mathematics Assessment will earn accelerated growth as measured by the spring STAR Assessment. 70% of all 3rd and 4th grade students will earn proficiency on the MN Accountability Assessments in reading. 50% of all students scoring in quartiles one and two as defined by the fall STAR Reading Assessments will earn accelerated growth as measured by the spring STAR Assessments. Sartell-St. Stephen Elementary Schools will collaborate to design and expand the implementation of Positive Behavioral Interventions and Supports (PBIS) to meet the social and emotional needs of every student. Sartell Middle School Increase overall proficieny on the Minnesota Accountability Assessments in Mathematics to 82% through strategic and purposeful interventions. Increase overall proficiency on the Minnesota Accountabiltiy Assessment in Reading to 72% through strategic and purposeful interventions. Sartell Middle School will continue to provide opportunities to grow students' self-awareness, self-management skills, social awareness, realtionship skills, and responsible decison-making skills. Sartell High School Increase teacher understanding of research-based critical reading and research-based writing strategies which are aligned to the MN English Language Arts Common Core State Standards and college and career readiness benchmarks. Increase the percentage of students meeting all four college readiness benchmarks from 49% to 55% over the next three years. Increase parent, teacher and student awareness and understanding of social and emotional issues, and provide strategies to assist students in developing self-awareness and self-advocacy skills. 5

7 Assessing and Evaluating Student Progress Each school will assess and evaluate each student s progress toward meeting academic standards. The District 748 Assessment Plan is designed to ensure accountability. It uses multiple measurements to assess student achievement. OBJECTIVES: measure the effectiveness of district curriculum in meeting MN academic standards To inform curriculum and instruction decisions based on student achievement results USE OF TEST RESULTS: Assist in Instructional Planning and progress monitoring Develop focused interventions for increased student achievement Inform and assist in placement of students for participation in programs Provide data for evaluation and development of building level and district Continuous Improvement Plans Adhere to state and federal regulations and requirements An accountability measurement for the district and state WHAT ARE THE TESTS AND WHAT DO THEY MEASURE? ACCESS for ELLs The Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs) is an English language proficiency assessment given to Kindergarten through 12 th graders who have been identified as English Language Learners. FAST Formative Assessment System for Teachers (FAST) is a screening and progress monitoring assessment that assesses student reading fluency and allows for multiple data points to identify students reading skill development. CogAT The Cognitive Abilities Test (CogAT) is an assessment used to assess the reasoning and problem-solving skills of students. EPAS - Educational Planning and Assessment System This system is made up of three assessments that provide college-readiness and career planning information. The three tests described below are aligned to support collegereadiness skills in the areas of Reading, Math, Science and English. Explore taken in 8 th grade, this assessment prepares students for high school coursework and post-high school choices. Plan taken in 10 th grade, this assessment prepares students for further development of skills and information about post-high school choices. ACT taken by choice as an 11 th grader, the ACT Test is a curriculum- and standards-based educational and career planning tool that assesses students academic readiness for college GRADs The Graduation-Required Assessment for Diploma (GRAD) tests measure proficiency on Minnesota Academic Standards and other essential skills. Students must meet the requirements of these tests in order to be eligible to graduate from a Minnesota public high school. These assessments are being phased out in accordance with 2013 Legislation. IGDIs The IGDIs (Individual Growth and Development Indicators) are administered twice a year and help identify students early and pre-reading skills. MCAs The Minnesota Comprehensive Assessments are required Reading, Math and Science tests for all students that attend Minnesota Public Schools. Students in Grades 3-8 and 10 take the Reading MCA. Students in Grades 3-8 and 11 take the Math MCA. Students in Grades 5, 8 and 10 take Science. These assessments are based on state standards. There are some adaptions for students on IEPs that may qualify for a more academically-appropriate version that include the MCA-Modified (MCA-M) or the MTAS (Minnesota Test of Academic Skills.) NWEA MAP Assessments Northwest Evaluation Association (NWEA) is a non-profit organization that offers a range of Common Core aligned educational assessments. The Measures of Academic Progress (MAPs) are adaptive tests that provide a measure of student growth and achievement. Student growth is able to be measured over time to allow for differentiation of student needs and recognizing student progress. OLPAs Optional Local Purpose Assessments (OLPAs) is an assessment aligned with the MCAs based on year-end standards. Students can take up to two OLPAs for Math. These tests are taken online and help teachers better identify student needs in becoming proficient on state standards. PSAT/NMSQT The Preliminary SAT/National Merit Scholarship Qualifying Test is a standardized test that provides firsthand practice for the SAT and gain access to college and career planning tools. It measures critical reading skills, math problem-solving skills and writing skill. 6

8 Effectiveness of Instruction and Curriculum: Review Process District curriculum will be reviewed on a continuous-cycle to identify strengths and weaknesses of instruction and curriculum to ensure career and college-readiness leading to the world s best workforce. District curriculum and instruction will be reviewed and evaluated for effectiveness in relation to best practice and student outcomes. Strategies for improving instruction, curriculum and student achievement will be identified and implemented. LEARNING SERVICES: Shaping Teaching and Learning Through Curriculum and Instruction, Assessment, Technology, and Professional Development The foundation for teaching and learning within the Sartell-St. Stephen School District is rooted in our mission to develop well-rounded citizens capable of becoming successful and contributing members to society by providing outstanding instruction in a caring and supportive environment where excellence is the expected outcome for all learners. Best Practice in a rigorous and comprehensive curriculum involves Planning, Teaching, Assessment and Data Analysis. Sartell- St. Stephen Schools prides itself on curriculum that is developed and refined on a continuous cycle. Elementary and Secondary Content Area Specialists, under the leadership of Building Principals and the Learning Services Director, guide staff in an ongoing process of aligning curriculum, instruction and assessment to Minnesota State and National Standards. Curricular teams identify and implement strategies for improving instruction, curriculum and student achievement. Preparing students for the future means providing them with a 21st Century skillset integrated across all learning areas: Critical Thinking and Problem-Solving Collaboration across Networks Agility and Adaptability Initiative and Entrepreneurship Effective Written and Oral Communication Accessing and Analyzing Information Creativity and Imagination We believe this is accomplished by focusing on differentiating instruction, personalizing education for students, utilizing technology to maximize student achievement, and ensuring best practices in instruction and assessment in every classroom. District 748 Academic Areas of Focus: Reading, Writing, Speaking, Listening, and Viewing in the English Language Mathematics Science History and Social Studies The Arts: Visual, Music, and Theatre Wellness: Health and Physical Education Career and Technical World Languages Curriculum & Instruction Learning Services Technology Assessment 7

9 Effectiveness of Instruction and Curriculum: Teacher Evaluation District curriculum and instruction will be reviewed and evaluated for effectiveness in relation to principal evaluations and teacher evaluations. Individual Growth and Development Plan Framework Annual Evaluation Process Learning Walks Formal Evaluation Professional Standards Teacher Evaluation Peer Review New Teacher Induction Professional Learning Community Student Growth Measures Teacher Portfolio Student Engagement Measures THE DISTRICT 748 TEACHER EVALUATION MODEL ENCOMPASSES ALL REQUIREMENTS OF MN STATE STATUTE 122A.40. District Administration is responsible for: Coordinating staff development activities to engage teachers in understanding and implementing all parts of the statute. Implementing all components outlined in the Framework for Teacher Evaluation. Providing a vehicle for staff in communicating Individual Growth and Development Plans. Connecting the peer review process to building-level goals, providing training for staff in peer-coaching and guiding staff in implementing peer learning walks. Providing time during staff meetings for processing and reflection of Peer Review experiences. Coordinating the New Teacher Induction Program. Providing staff the opportunity to participate in a professional learning community. Teachers are responsible for: Understanding and implementing the requirements of MN State Statute 122A.40 Measuring and documenting student academic growth. Measuring and documenting student engagement explicitly aligned with elements of the curriculum responsible for teaching. Participation and documentation of the peer review process. Participation and documentation of the Individual Growth and Development Plan that includes: Annual goal setting based on site-level goals Administrative Learning Walk reflection Peer Learning Walk documentation and reflection Student Engagement Survey reflection 8

10 Effectiveness of Instruction and Curriculum: Principal Evaluation District curriculum and instruction will be reviewed to determine strategies for improving instruction, curriculum and student achievement. SARTELL-ST. STEPHEN SCHOOL DISTRICT PRINCIPAL GROWTH & EVALUATION PROCESS District 748 school principals will establish one goal in each of the following core competencies: Mission & Vision Instructional Leadership Human Resources Professional and Ethical Leadership Resource Management Goals will be collaboratively set and approved by both the principal and evaluator. A minimum of three goals will be set with at least one goal based on student data or student learning measures. (Instructional Leadership) Measures will be collaboratively set and approved by the principal and evaluator. Pre-Planning by the Principal Review of data and previous evaluations Review and reflect on student performance data Goal setting aligned with professional goals, personal goals, and district goals. Goals must include student academic growth Goal Setting Conference with the Superintendent Discussion of previous evaluations and professional growth priorities Approval of performance goals and action planning Midyear Supervisor Review Discussion of progress toward goals Discussion of performance measures Review of interim performance goals data End of Year Summative Review Goal results, evidence discussion, and status report Review principal survey data End of year conference with the Superintendant 9

11 Professional Development Professional Development opportunities will be designed to help teachers develop teaching practices that integrate high-quality instruction, curriculum, assessment and technology. Professional development will embrace a collaborative professional culture that supports teacher quality, performance and effectiveness. PROFESSIONAL LEARNING IS A CONTINUOUS-IMPROVEMENT PROCESS. The fundamental goal of professional development in the Sartell-St. Stephen School District is to improve student learning by: refining the quality of classroom instruction enabling individuals to grow professionally introducing practitioners to practical applications of research-based strategies assisting teachers in implementing new technology and teaching strategies aligned with the Minnesota Academic Standards Effective professional development activities are collaborative, reflective, linked to school and system goals, and focused on student learning. Just as knowledge and skill requirements are changing for students, so, too, are those for educators. The globalization of business and industry and the explosive growth of technology and subject area knowledge demand that teachers continually acquire new knowledge and skills. The Sartell-St. Stephen School District strives to provide staff with experiences that incorporate reflective dialogue and offers individuals a challenge to their thinking as well as the opportunity to develop new perspectives on their practice and beliefs. 10

12 Annual Budget The School Board will adopt an annual budget for implementation of the district plan. The District 748 Sartell-St. Stephen School District allocates 2% of the general education revenue to support the implementation of the Strategic Plan for improving teaching and learning that is aligned with the developing the world s best workforce. MN Statute 120B.11 11

13 District Advisory Committee The District 748 Curriculum, Instruction and Advisory Committee comprised of teachers, parents, support staff, students, and other community residents is established to ensure active community participation in all phases of planning and improving district instruction and curriculum. This committee shall recommend to the school board rigorous academic standards, student achievement goals, district assessments and program evaluations. Curriculum, Instruction and Assessment Committee The Curriculum, Instruction and Assessment Committee provides an opportunity for community communication and input on curriculum and implementation of standards for academic excellence. Committee membership includes school personnel, parent representatives and the community at large. Curriculum & Instruction Technology Assessment Sample Agenda Items District Continuous Improvement Goals and Plans Assessment and Student Achievement Technology Integration Academic Programming Social and Emotional Learning Programming Curriculum Review Process Community Survey Curriculum, Instruction and Assessment Committee Members Terri Benson (Staff) Kyle Breitkreutz (Staff) Scott DeZurik (Community Member) Krista Durrwachter (School Board) Jill Engelkes (Parent) Sarah Funk (Staff) Julie Hagen (Staff) Pauline Hiza (Parent) Laura Kallhoff (Parent) Kip Lynk (Staff) Jacob Martin (Student) Michelle Meyer (School Board) Kay Nelson (Staff) Sara Nelson (Staff) Mitze Olson (Staff) Pam Raden (School Board) Carmen Privratsky (Parent) Meredith Rogers (Parent) Julie Schmidt (Parent) Jeff Schwiebert (Staff) Abby Spanier (Student) Brenda Steve (Staff) Julie Tripp (Staff) Amy Trombley (Staff) Hilary Ufearo (Parent) Lilyan Ufearo (Parent) Lindsay Vernier(Staff) Craig Westling(Parent) 12

14 District-Site Level Leadership Teams Each school will develop teams to develop and implement strategies and education effectiveness practices to improve instruction, curriculum, and student achievement. These teams advise the School Board and Curriculum, Instruction and Assessment Advisory Committee on budgetary, instruction and curriculum improvement matters that align in meeting state and district academic standards and instruction. SITE MANAGEMENT (Grade-Level, Content- Area Team Leaders) STRATEGIC LEADERSHIP (Cross grade-level and cross-content staff development leaders) CONTENT SPECIALISTS (Curriculum, Instruction and Assessment Leaders) NEW TEACHER INDUCTION (Lead Instructional Coaches at each educational level) Purpose Purpose Purpose Purpose Communication Procedures & Practices Scheduling Problem-solving Teacher Evaluation Plan implementation support Staff Development Data Analysis Building Goals and Initiatives Action Planning Curriculum and Assessment Framework Development & Alignment with State and National Standards Best Instructional Content-Area Practices Student Achievement Analysis Staff Development Support New Teachers through their first three years Non-Evaluative Coaching Guide Data-driven and Reflective Practice Supportive Collaboration 13

15 Annual Reporting This report shall be published annually on the Sartell-St. Stephen District website. It will be presented annually in a public setting to review, revise where appropriate, student achievement goals, local assessment outcomes, plans, strategies, and practices for improving curriculum and instruction and to review district success in realizing the previously adopted student achievement goals and related benchmarks and the improvement plans leading to the world s best workforce. An electronic summary of this report will be submitted to the commissioner of education by the school board. 14

16 Periodic Reporting Community members are annually invited to complete a survey to gather input and gauge community satisfaction. Results are presented in a public meeting forum as well as being posted on our district website. Demographic Information: Parent/Community Member Age Identification of school(s) children attend or if no children attend Satisfaction Categories School Site Level Overall quality of education Appropriate class size Transition between school sites Preparation for career and college readiness Variety of course offerings Level of rigor offered in courses Variety of post-secondary offerings Variety of extra-curricular offerings Effectiveness of social and emotional programming Provision of safe learning environment Provision of welcoming learning environment Accessibility of administration Content Area curriculum satisfaction o English Language Arts o Mathematics o Science o Social Studies o World Language o Visual Arts o Music o Physical Education and Health o Career and Technology Satisfaction Categories District Level Overall quality of education over time Awareness of opportunities for community/parent input Accessibility of District Office Administration Accessibility of School Board members Trust level of School Board and Administration to do what is right for students Value of education received from community investment 15

17 Performance Measures District 748 recognizes the importance and embeds the practice of data-driven instruction. To determine school site progress in striving to create the world s best workforce, the following performance measures will be analyzed to determine areas of curricular strength and growth. 1. Student performance on the National Association of Education Progress (NAEP). Commonly called the Nation s Report Card, the National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what America's students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, U.S. history, and beginning in 2014, in Technology and Engineering Literacy (TEL) 2. The size of the student academic achievement gap, as reported in the MN State Multiple Measurement Rating 3. Student performance on the Minnesota Accountability Assessments for Reading, Math, and Science 4. Sartell High School graduation rates 5. Career and College Readiness Measures as defined under MN Statute 120B.30, subdvision1. For students enrolled in grade 8 in the school year and later, students' state graduation requirements, based on a longitudinal, systematic approach to student education and career planning, assessment, instructional support, and evaluation, include the following: 1.1 demonstrate understanding of required academic standards on a nationally normed college entrance exam; 2.1 achievement and career and college readiness tests in mathematics, reading, and writing, consistent with paragraph (e) and to the extent available, to monitor students' continuous development of and growth in requisite knowledge and skills; analyze students' progress and performance levels, identifying students' academic strengths and diagnosing areas where students require curriculum or instructional adjustments, targeted interventions, or remediation; and, based on analysis of students' progress and performance data, determine students' learning and instructional needs and the instructional tools and best practices that support academic rigor for the student; and 3.1 consistent with this paragraph and section 120B.125, age-appropriate exploration and planning activities and career assessments to encourage students to identify personally relevant career interests and aptitudes and help students and their families develop a regularly reexamined transition plan for postsecondary education or employment without need for postsecondary remediation. 16