17-18 Combined WBWF and AI Summary Report

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Nov 12, 2018 - Integration Progress Report. District or Charter ... and Integration leadership team? (Mark X if Yes) .... increase from 73% in the spring of 2017 to.

2017-18 Combined WBWF Summary and Achievement and Integration Progress Report District or Charter Name: Murray County Central ISD #2169 Grades Served: K-12 WBWF Contact: Joe Meyer Title: Superintendent Phone: 507-836-6575 Email: [email protected]

A and I Contact: Joe Meyer Title: Superintendent Phone: 507-836-6575 Email: [email protected]

New this year! This is MDE’s first attempt at asking districts/charters to submit one combined report to address two needs: the Annual WBWF Summary Report and the Annual Achievement and Integration (A&I) Progress Report. Hopefully this will help districts build connections between the work in both of these areas and simplify the reporting process with this integrated report. This report has two parts: Part A: Required for all districts/charters

Part B: Required for districts in the A&I program All districts/charters must submit this completed template between October 15 and December 15, 2018, to [email protected] If you have questions while completing the WBWF portion of the summary, please feel free to email [email protected] or contact Susan Burris, ([email protected]).program manager for District Support. If you have any questions regarding the A&I portion of this report, please email [email protected]

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Part A: Required for All Districts Annual Report WBWF Requirement: For each school year, the school board must publish a report in the local newspaper, by mail or by electronic means on the district website. A & I Requirement: Districts must post a copy of their A & I plan, a preliminary analysis on goal progress, and related data on student achievement on their website 30 days prior to the annual public meeting.  http://5il.co/5auz  http://5il.co/5aux

Annual Public Meeting WBWF Requirement: School boards are to hold an annual public meeting to communicate plans for the upcoming school year based on a review of goals, outcomes and strategies from the previous year. Stakeholders should be meaningfully involved, and this meeting is to occur separately from a regularly scheduled school board meeting. A&I Requirement: The public meeting for A & I is to be held at the same time as the WBWF annual public meeting.  November 12, 2018

District Advisory Committee WBWF Requirement: The district advisory committee must reflect the diversity of the district and its school sites. It must include teachers, parents, support staff, students, and other community residents. Parents and other community residents are to comprise at least two-thirds of advisory committee members, when possible. The district advisory committee makes recommendations to the school board. Complete the list of your district advisory committee members for the 2017-18 school year. Expand the table to include all committee members. Ensure roles are clear (teachers, parents, support staff, students, and other community residents).

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District Advisory Committee Members

Role in District

Are they part of the Achievement and Integration leadership team? (Mark X if Yes)

Sharon Johnson

Teacher (HS Site Leader)

X

Brenda Loosbrock

Teacher (Elem. Site Leader)

X

Chad Reker

Teacher (High School)

X

Nancy Boerboom

Teacher (Elementary), Parent

X

Kirsten Harms

Teacher (Elementary), Parent

X

Tom Mesner

School Board Representative

X

Jacob Scandrett

HS Principal, Parent

X

Cameron Kresko

Student Representative

X

Joe Meyer

Superintendent, Parent

X

Equitable Access to Excellent Teachers WBWF Requirement: WBWF requires districts to have a process in place to ensure low-income students, students of color, and American Indian students are not taught at disproportionate rates by ineffective, inexperienced, and out-of-field teachers. The legislation also requires that districts have strategies to increase equitable access to effective and diverse teachers. While districts may have their own local definitions, please note the definitions developed by Minnesota stakeholders during the Every Student Succeeds Act (ESSA) state plan development process:

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An ineffective teacher is defined as a teacher who is not meeting professional teaching standards as defined in local teacher development and evaluation (TDE) systems.  An inexperienced teacher is defined as a licensed teacher who has been employed for three or less years.  An out-of-field teacher is defined as a licensed teacher who is providing instruction in an area which he or she is not licensed. Respond to the questions below. Limit response to 400 words. Bulleted points are welcome and appreciated.  Equitable Access to Experienced, Effective, and In-Field Teachers o Who is included in the conversations to review equitable access data and when do these occur? Teacher Grade Level and Teacher Professional Learning Community; District Advisory Committee o What gaps, if any, has the district found related to equitable access for low-income students, students of color or American Indian students? What data did the district use? There are no gaps found for equitable access. Our school is primarily three sections per grade. The district departmentalizes instruction by subject matter starting in 5th grade. Teachers organize student sections based upon balancing demographics and academic student performance data as measured by NWEA, AIMSweb, MCA data, and common formative assessment data. In the high school, students are taught by each teacher that we have on staff in the required subject areas. We have three sections of each subject area. o What are the root causes contributing to your gaps? No gaps in equitable access to experienced, effective and in-field teachers exist. o What strategies has the district put in place to improve access for low-income students, students of color, and American Indian students to experienced, effective, and in-field teachers? The MCC district Teacher Evaluation System requires all probationary teachers receive 3 formal observations annually by a licensed administrator and 2 peer observations, while tenured teachers receive at least one formal observation annually by a licensed administrator and 2 peer observations. The district actively seeks to hire licensed teachers in the subject area. The district use of frequent professional learning community meetings has been integral in ramping up less experienced teachers command of district pedagogy methods by subject.  Access to Diverse Teachers o What has the district discovered related to student access to teachers who reflect the diversity of enrolled students in the district? The district ethnicity rate is 3% Hispanic and 95% White. The district is having a difficult time finding in-field teachers. The district has not received applicants for any open teaching positions that would provide access to teachers that would reflect our student diversity. o What efforts are in place to increase the diversity of the teachers in the district? The district post’s teaching positions on St. Cloud State Edpost, MASA, K-12 Job Spots, Frontline Education(nationwide) and the district website. Frontline Education is a purchased program. We feel fortunate in today’s teacher shortage to get more than one applicant for some positions. The district is an equal opportunity employer.

Local Reporting of Teacher Equity Data Please check the box below to confirm that you have publicly reported your data as described below.

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Districts are required to publicly report data on an annual basis related to equitable teacher distribution, including data on access for low-income students, students of color, and American Indian students to effective, experienced, and in-field teachers. Beginning with the December 2019 WBWF summary report submission, districts will be required to provide an assurance that this data is being publicly reported. For this 2017-18 WBWF summary report submission, please check the box if your district publicly reported this data. District/charter publicly reports data on an annual basis related to equitable teacher distribution, including data on access for low-income students, students of color, and American Indian students to effective, experienced, and in-field teachers.

Assurance Required Only for Districts/Charters with Comprehensive or Targeted Support (TSI or CSI) Schools Districts or charters with schools identified as comprehensive or targeted support and improvement (CSI or TSI) under the new Minnesota North Star Accountability System are required to provide the assurance below. My district has a CSI or TSI school and support for required school improvement activities for each identified school in progress during the 2018-19 school year. District/charter requirements can be found in the checklists posted on the MDE website.

Goals and Results SMART goals are: specific and strategic, measurable, attainable (yet rigorous), results-based and time-based. Districts may choose to use the data profiles provided by MDE in reporting goals and results or other locallydetermined measures.

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All Students Ready for School WBWF Goal Only

WBWF /A & I Goal

Result

Provide the established SMART goal for the 2017-18 school year.

Provide the result for the 2017-18 school year that directly ties back to the established goal.

The percentage of MCC students enrolled in the School Readiness Program that score proficient in letter names will increase from 73% in the spring of 2017 to 75% in the spring of 2018.

The percentage of MCC students enrolled in the School Readiness Program that scored proficient in letter names decreased from 73% in the Spring of 2017 to 40% in the spring 0f 2018.

The percentage of MCC students enrolled in the School Readiness Program that score proficient in the letter sounds will be maintained at or above 90% from the spring of 2017 to the spring of 2018.

The percentage of MCC students enrolled in the School Readiness Program that scored proficient in the letter sounds decreased from 91% in the spring of 2107 to 81% in the spring of 2018.

The percentage of MCC students enrolled in the School Readiness Program that score proficient in phoneme segmentation will be maintained at or above 90% from the spring of 2017 to the spring of 2018.

The percentage of MCC students enrolled in the School Readiness Program that scored proficient in phoneme segmentation decreased from 93% in the spring of 2017 to 75% in the spring of 2108.



Goal Status Check one of the following: Multi-Year Goal: On Track Not On Track One-Year Goal Goal Met Goal Not Met District/charter does not enroll students in kindergarten

In the past we have used AIMSweb screenings 3 times per year to measure letter and number recognition for our kindergarten students. We have updated to the AIMSweb Plus this past year. Staff and students are adjusting to the new format. This goal is measured based upon the results of the fall screening upon entry into kindergarten. This goal is supported by an RtI model that is embedded within both our preschool and elementary. Students with needs are referred to interventions (one of which is the Minnesota Reading Corps). We have seen success with this effort and look forward to building upon past achievements. Upon analyzes and collaboration with Kindergarten and Preschool staff, we will continue to strive to increase student achievement.

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All Students in Third Grade Achieving Grade-Level Literacy WBWF Goal Only

WBWF /A & I Goal

Provide the established SMART goal for the 2017-18 school year.

Result Provide the result for the 2017-18 school year that directly ties back to the established goal.

The percentage of MCC third grade students scoring proficient on the MCA III Reading test will increase from 64% in the spring of 2017 to 70% in the spring of 2018.

The percentage of MCC third grade students scoring proficient on the MCA III Reading test decreased from 64% in the spring of 2017 to 48% in the spring of 2018.

The percentage of MCC third grade students performing at the 50th percentile or higher on spring 2017 NWEA will increase from 69% to 73% in the spring of 2018.

The percentage of MCC third grade students performing at the 50th percentile or higher on spring 2017 NWEA decreased from 69% to 52% in the spring of 2018.

The percentage of MCC third grade students performing at the 50th percentile or higher on spring 2017 AIMSweb Plus Oral Reading Fluency Assessment will increase from 86% to 88% in the spring of 2018.

The percentage of MCC third grade students performing at the 50th percentile or higher on spring 2017 AIMSweb Plus Oral Reading Fluency Assessment decreased from 86% to 56% in the spring of 2018.



Goal Status Check one of the following: Multi-Year Goal: On Track Not On Track One-Year Goal Goal Met Goal Not Met District/charter does not enroll students in grade 3

We annually review NWEA, AIMSweb Plus, MCA, and common formative assessment data to determine the reading achievement of our students. We use this data to inform our instruction and to plan interventions for students that are below grade-level. These interventions range from Title support, to after-school tutoring, to inclusion in the Minnesota Reading Corps. We believe that we are implementing these strategies with fidelity and that positive progress is being made by our teaching staff through their collaborative involvement in professional learning communities. We will continue to monitor our progress and adapt to the needs of our students and families. This particular cohort group had performed below grade level and we are continually looking for new strategies and interventions to increase student achievement.

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Close the Achievement Gap(s) Between Student Groups WBWF Goal Only

WBWF /A & I Goal

Provide the established SMART goal for the 2017-18 school year.

The proficiency gap in reading between the non-FRP and the FRP students using the MCA exam will decrease from 21.9% in 2016 to 15% in 2020.



Result Provide the result for the 2017-18 school year that directly ties back to the established goal. The proficiency gap in reading between the non-FRP and the FRP students using the MCA exam increased from 21.9% in 2016 to 29% in 2017 and then decreased from 29% in 2017 to 22% in 2018.

Goal Status Check one of the following: Multi-Year Goal: On Track Not On Track One-Year Goal Goal Met Goal Not Met

Our district uses annual MCA data to measure our proficiency rates in the area of reading. Our local literacy plan and professional growth process embeds consistent goal setting and intervention efforts to ensure that all students are making gains in the area of reading. We believe that we’re implementing interventions with great fidelity and that support systems are in place to ensure student learning. When comparing our data with state averages, we far exceed the performance elsewhere. We will continue to monitor our progress on this goal and pursue high achievement for all students in the area of reading to decrease the gap to 15% by 2020.

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All Students Career- and College-Ready by Graduation WBWF Goal Only Goal

WBWF /A & I

Provide the established SMART goal for the 2017-18 school year.

Increase the average number of college credits earned by Murray County Central High school graduates from 4 in 2016 to 8 in 2020. Increase the 5-year average district ACT composite score from 21.1 in 2016 to 22.3 in 2020.



Result

Provide the result for the 2017-18 school year that directly ties back to the established goal. The average number of college credits earned by Murray County Central High school graduates has increased from 4 in 2016 to 5 in 2017 and increased from 5 in 2017 to 6 in 2018. The ACT composite score increased from 21.1 in 2016 to 21.7 in 2017 and decreased from 21.7 in 2017 to 21.1 in 2018.

Goal Status

Check one of the following: Multi-Year Goal: On Track Not On Track One-Year Goal Goal Met Goal Not Met

We have increased our participation numbers in the college class offerings and have provided unique college credit learning opportunities for all students. We have also added new Career and Technical Education course offerings for the technical career path. Our overall participation in the ACT test has increased and we are right at the state average for scores. We believe that this goal is being pursued with fidelity and look forward to achieving great success.

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All Students Graduate WBWF Goal Only

WBWF /A & I Goal

Provide the established SMART goal for the 2017-18 school year. 90% of all 12th grade students will graduate by or on the school designated commencement date each year.

Result Provide the result for the 2017-18 school year that directly ties back to the established goal. 90% of all 12th grade students graduated by the school designated commencement date in 2018. Our 5year average percentage is 95% since 2013.

Goal Status Check one of the following: Multi-Year Goal: On Track Not On Track One-Year Goal Goal Met Goal Not Met District/charter does not enroll students in grade 12



Graduation data is used to measure this goal and it is an area of great success for our school. We utilize a variety of intervention efforts (including online learning platforms) to ensure that all students earn the credits necessary to graduate. We believe that we are implementing these strategies with great fidelity and that our efforts are bearing great fruit for the students graduating from our school district. We look forward seeing continued success in this goal area.

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Part B: Achievement and Integration Progress Report This portion is only required for districts participating in the A&I program. If one of your A&I goals is the same as your WBWF goals, please note that in the box below and do not feel a need to repeat the information already provided for that goal area.

Achievement and Integration Goal 1 Goal Statement

Achievement or Integration Goal?

Baseline

Year 1 (2017-18) Actual

Provide the SMART goal statement here.

Check one of the following:

Provide the baseline starting point here.

Provide the result for the 2017-18 school year that directly ties back to the established goal.

The proficiency gap in reading between the nonFRP and the FRP students using the MCA exam will decrease from 21.9% in 2016 to 15% in 2020.



Achievement Goal Integration Goal

In 2016, the FRP proficiency rate in reading was 56.5% while the non-FRP proficiency rate was 78.4%. This represents an initial achievemen t gap of 21.9%.

In 2018, the FRP proficiency rate in reading was 51.5% while the non-FRP proficiency rate was 74.4%. This represents an achievement gap of 22.9%.

On Track?

Check one of the following: On Track Not on Track

Our district uses annual MCA data to measure our proficiency rates in the area of reading. Our local literacy plan and professional growth process embeds consistent goal setting and intervention efforts to ensure that all students are making gains in the area of reading. We believe that we’re implementing interventions with great fidelity and that support systems are in place to ensure student learning. When comparing our data with state averages, we exceed the performance elsewhere (22.9% gap locally vs. 30.7% statewide). We will continue to monitor our progress on this goal and pursue high achievement for all students in the area of reading.

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Achievement and Integration Goal 2 Goal Statement

Achievement or Integration Goal?

Provide the SMART goal statement here.

Check one of the following:

The percentage of 3rd grade students who are proficient in reading on the MCA exam will increase from 83%in 2016 to 90% in 2020.



Baseline

Provide the baseline starting point Achievement Goal here. Integration Goal

The percentage of 3rd grade students who were proficient in reading on the MCA exam in 2016 was 83%.

Year 1 (2017-18) Actual

On Track?

Provide the result for the 2017-18 school year that directly ties back to the established goal.

Check one of the following: On Track Not on Track

In 2018, the percentage of 3rd grade students who were proficient in reading dropped from 64.1% in 2017 to 48.1% in 2018.

We annually review NWEA, AIMSweb Plus, MCA, and common formative assessment data to determine the reading achievement of our students. We use this data to inform our instruction and to plan interventions for students that are below grade-level. These interventions range from Title support, to after-school tutoring, to inclusion in the Minnesota Reading Corps. We believe that we are implementing these strategies with fidelity and that positive progress is being made by our teaching staff through their collaborative involvement in professional learning communities. We will continue to monitor our progress and adapt to the needs of our students and families. This particular cohort group had performed below grade level and we are continually looking for new strategies and interventions to increase student achievement.

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Achievement and Integration Goal 3 Goal Statement

Achievement or Integration Goal?

Provide the SMART goal statement here.

Check one of the following:

Increase the average number of college credits earned by Murray County Central High school graduates from 4 in 2016 to 8 in 2020.



Baseline

Provide the baseline starting point Achievement Goal here. Integration Goal

The average number of college credits earned by Murray County Central High school graduates was 4 in 2016.

Year 1 (2017-18) Actual

On Track?

Provide the result for the 2017-18 school year that directly ties back to the established goal.

Check one of the following: On Track Not on Track

The average number of college credits earned by Murray County Central High school graduates has increased from 5 in 2017 to 6 in 2018.

We have increased our participation numbers in the college class offerings and have provided unique college credit learning opportunities for all students. We have also added new Career and Technical Education course offerings for the technical career path. We believe that this goal is being pursued with fidelity and look forward to achieving great success.

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Achievement and Integration Goal 4 Goal Statement

Achievement or Integration Goal?

Provide the SMART goal statement here.

Check one of the following:

Increase the 5-year average district ACT composite score from 21.1 in 2016 to 22.3 in 2020 by providing cross district college exam preparation.



Baseline

Provide the baseline starting point Achievement Goal here. Integration Goal

The ACT composite score was 21.1 in 2016 and we provided an integration activity of ACT prep at SMSU college campus.

Year 1 (2017-18) Actual

On Track?

Provide the result for the 2017-18 school year that directly ties back to the established goal.

Check one of the following: On Track Not on Track

The ACT composite score increased from 21.1 in 2016 to 21.7 in 2017 and decreased from 21.7 in 2017 to 21.1 in 2018.

We have increased our overall participation numbers in the ACT test and we are right at the state average for scores. Even though these scores are not yet recorded, we had 2 perfect ACT scores (36) from two students in the graduating class of 2019. We believe that this goal is being pursued with fidelity and look forward to achieving great success.

Integration Please summarize the impact of the integration strategies you implemented with the A&I districts you partnered with during the 2017-18 school year. Also consider ways that your A&I plan strategies have increased integration within your district.

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Our integration goal (Cross District College Exam Prep) has allowed our students the opportunity grow in their awareness and capacity to engage in learning with peers of a wide variety of backgrounds. There is a mutual respect and appreciation of the various cultures and backgrounds that these students come from. We’re thankful for the opportunities our students have to integrate with their regional peers and we look forward to continuing the work of building these connections in future years.

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