I.S.D. 727
Big Lake Schools High Expectations, Exceptional Results
Annual Report on Curriculum, Instruction and Student Achievement 2012-2013
CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT
2012 – 2013 ANNUAL REPORT
Table of Contents Table of Contents .......................................................................................................................................................... 2 1. Introduction ................................................................................................................................................................ 3 A. District Curriculum and Accountability Committee ............................................................................................... 3 B. District-‐Wide Assessment Plan ...................................................................................................................................... 4 2. District Overview ...................................................................................................................................................... 5 A. District Mission, Vision, and Strategic Directions .................................................................................................... 5 3. Institutional Demographics ................................................................................................................................... 7 A. Student Population ............................................................................................................................................................. 7 B. Population by Race/Ethnicity ......................................................................................................................................... 7 C. Special Populations ............................................................................................................................................................ 8 4. Student Achievement Results ............................................................................................................................. 8 A. NWEA/MAP ........................................................................................................................................................................... 8 i. Description ............................................................................................................................................................................. 8 ii. Data .......................................................................................................................................................................................... 9 B. ACT – High School Only .................................................................................................................................................. 11 i. Description .......................................................................................................................................................................... 11 ii. Data ....................................................................................................................................................................................... 11 C. MCA II / III ........................................................................................................................................................................... 12 i. Description .......................................................................................................................................................................... 12 ii. Data ....................................................................................................................................................................................... 13 D. AYP – Adequate Yearly Progress ................................................................................................................................ 15 i. Description .......................................................................................................................................................................... 15 ii. Data ....................................................................................................................................................................................... 15 5. Improvement Goals and Professional Development Plan ................................................................... 16 A. District Goals Summary ................................................................................................................................................. 16 i. Description .......................................................................................................................................................................... 16 ii. Data ....................................................................................................................................................................................... 16 B. Site Goals Summary ......................................................................................................................................................... 16
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1. Introduction The purpose of this annual report on curriculum, instruction and student achievement for Big Lake School District is to inform the stakeholders of the district of the academic progress over the last school year. For reporting purposes, the school year runs from July 1st – June 30th of each year. The Minnesota Department of Education requires this report, and specifically, requires the following components: student achievements goals for meeting state academic standards, results of local assessment data, annual district improvement plans, information about district and learning site progress, district advisory committee information, and a review of the district’s testing program.
A. District Curriculum and Accountability Committee
The purpose of the Curriculum and Accountability Committee (CAC) of Big Lake is to ensure active community participation in planning and improving curriculum and instruction, with the goal of continuous improvement. Every Minnesota school district must have a committee of citizens and school personnel who ensure that the district has processes in place to ensure system accountability. The CAC meets three times a year. Community members interested in curriculum are encouraged to volunteer. All terms are for two years, and members can be re-appointed for a second term. Applications and recommendations are taken every spring and fall. Applicants are selected with the following criteria in mind: Interest in curriculum, instruction and school improvement Balanced representation (K-12) CURRICULUM ADVISORY MEMBERSHIP: 2012-2013 Crystal Thorson Julia Stevens Joe Demeules Jean Hagberg Lynn Adams Brenda Larson Claudia Forsberg Shari Prigge
Christine Leeseberg Linda Crompton Barb Nelson Jeremy Iaquinto Marcia Flicker Caryl Gordy Kim Boursier
During the 2012-2013 school year, the following topics appeared on the CAC agenda: annual report, high school conversion to trimesters, 2013-2014 high school added elective courses, curriculum review updates for Social Studies, Gifted/Talented, discipline and behavior RTI, Reading K-6, English learner (EL), Project Lead the Way; federal programs: Title I, II, and III.
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B. District-Wide Assessment Plan Tests Minnesota Comprehensive Assessments (MCA II, MCA III) Reading MCA-II Math MCA-II1 Science MCA-II GRAD written composition GRAD reading GRAD math NWEA Measures of Academic Progress (MAP)
Grades Tested
3-8, 10 (GRAD) 3-8 5 and 8 9 10 11 K-11
Time of year *
April 2013 April 2013 April 2013
Requirement for graduation Year round Fall, Winter and Spring: Fall 2012: All students Winter: All elementary/HS and selected MS students Spring 2013: All Students
WIDA – ACCESS Placement Test (W-APT)
EXPLORE
English Language Learners (ELL), K-12 Specific special education students in 312, as identified in IEP (used in place of MCA II) 8
PLAN
10
PSAT (preSAT)
11
October
ACT SAT
11-12 (optional)
Year-round
Minnesota Test of Academic Skills (MTAS)
English language, proficiency test to demonstrate knowledge in reading and writing skills.
March 26 - May 18
To provide an alternate to the MCA II as a measure of student progress in reading, math, and science skills for specific special education students.
Sept. 24
To encourage students to take rigorous high school courses and share information with students that helps them understand the progress they are making toward established goals. (optional) To provide information and guidance for collegebound students; National Merit test To provide information and guidance for college-bound students To provide information on student aptitude and interests To determine college credit for students enrolled in AP courses
Big Lake Schools
Dec. 4 10-12
To provide individual student measures of academic progress in reading and mathematics skills, to assist with classroom and student goal-setting
Feb. 5 – March 21
October 23, 25
Armed Services Vocational Aptitude Battery (ASVAB) Advanced Placement (AP) Exams
Objective/Purpose To provide information about how the Minnesota Academic Standards are being taught in our schools, and to help schools and teachers plan program improvements
May. 7 -16
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2. District Overview Big Lake Schools serve Big Lake and 64-square miles of east-central Minnesota with two elementary schools (preK-5), a middle school (6-8), and a high school (9-12). Big Lake is 30 minutes northwest of the Twin Cities in Sherburne County and is in transition from a rural community to a semi-suburban environment. The combined city and township population is 16,795. Three schools are in a campus setting with the second elementary school a few blocks away. Elementary students and staff work toward high levels of student achievement through a strong curriculum with a clear focus on reading, writing and math. There are opportunities for community service, computer literacy, music and physical education. A parent-teacher-student organization meets monthly. Middle school offers a complete, well-rounded education specific to the specialized needs of adolescence-aged students. Each student is assigned to an academic adviser and homeroom adviser for the entire three years in the building. The advisers focus on the student’s academic, social, and emotional development, and partner with parents to advocate for student success. High school offers a wide variety of educational and co-curricular opportunities that enable students to succeed in school and life, including AP courses and College in the Classroom. District 727 considers itself a flagship district where each student is a competent and successful learner. Big Lake believes its schools are at the center of a community in which relationships and family are important, and that the success of each individual affects everyone.
A. District Mission, Vision, and Strategic Directions
The school board approved the following strategic framework on October 28th, 2010 and since then it has been the way in which Big Lake Schools conducts its business. Everything that we do is aligned with this framework, which includes a mission statement, belief statements, vision, and strategic directions.
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MISSION STATEMENT Our mission is to assure individual student success in partnership with, and service to, our community where education, relationships and family matter
BELIEF STATEMENTS Everyone is valued & respected Safe & healthy environments are key to learning High expections inspire high achievement Family & community involvement is essential for learning Change is continuous & creativity is required
STRATEGIC DIRECTIONS
A: Enhancing student, parent, staff and community connections
C: Embedding professional development and collaboration into our daily work focused on student achievement
E: Shifting technology from a department to a systemic core capacity and asset for all aspects of our district work
B: Integrating datainformed instruction, assessment and learning as a core competency in every classroom
D: Aligning and refining our resources to maximize efficiency and effectiveness
F: Aligning our actions, words and decisions for leadership, partnership and performance
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3. Institutional Demographics A. Student Population Total Student Population 2012-‐‑2013 4000
3336
3500 3000 2500 2000 1500
957
1000
850
792
737
Middle School
Liberty
500 0
District
High School
Independence
B. Population by Race/Ethnicity Percent of Total Population by Race
Source: Minnesota Department of Education
90.6%
91.3%
80.0%
90.5%
90.9%
90.0%
91.4%
100.0%
70.0% 60.0% 50.0% 40.0%
0.0%
District
American Indian
Big Lake Schools
High School
Asian
Middle School
Black/African American
Independence
Hispanic/Latino
5.0%
2.8%
0.9%
0.5%
3.5%
2.6%
2.0%
0.5%
4.0%
2.5%
1.4%
0.8%
3.8%
3.0%
1.5%
1.3%
4.0%
2.8%
10.0%
0.8%
20.0%
1.4%
30.0%
Liberty
White
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CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT C. Special Populations Percent of Special Populations
30.0%
33.6%
30.0%
31.6%
35.0%
26.1%
30.1%
40.0%
Source: Minnesota Department of Education
11.1%
11.9%
15.0%
11.1%
12.8%
20.0%
18.2%
25.0%
0.0%
District
English Learner
High School
Middle School
Special Education
2.7%
1.5%
1.4%
1.0%
5.0%
1.6%
10.0%
Independence
Liberty
Free/Reduced Lunch
4. Student Achievement Results A. NWEA/MAP i. Description
Big Lake Schools began administering the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) in 2007. We are now entering our seventh year of collecting data, which is used by teachers to plan instruction for each individual student in their classroom. Student performance on MAP assessments is measured in Rasch Unit (RIT) scores. A RIT is a unit of measure that uses individual item difficulty values to estimate student achievement. MAP results for individual grade levels are reported as fall and spring RIT scores. Individual student growth is measured fall to spring. Growth as listed below is the percent of the grade level that met or exceeded their individual growth targets for the school year. MAP tests are designed to measure an individual student’s growth.
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CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT ii. Data 10 9 8 7
Grade Level
Math MAP Results
6 5 4 3 2 1 0
50
100
150
200
250
300
1 2 3 4 5 6 7 8 9 10 Spring 2013 MAP (Mean) 184.6 195.3 207.2 221.1 229.4 230.1 233.8 237.7 243.5 247.1 Fall 2012 MAP (Mean)
161
176 192.1 205.8 217.7 224.3 226 231.6 238.1 242.4
10 9
Math MAP Growth Results
8 7 6 5 4 3 2 1 0
5
10
15
20
25
1 23.6
2 19.3
3 15.2
4 15.4
5 11.7
6 5.8
7 7.8
8 6.1
9 5.4
10 4.7
Mean Projected Growth 16.3
13.4
11
8.75
8
6
5
4
2
2.2
Mean Actual Growth
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10 9
Reading MAP Results
8 7 6 5 4 3 2 1 0
50
100
150
200
250
1 2 3 4 5 6 7 8 9 10 Spring 2013 MAP (Mean) 181.4 191.9 201.6 208 215.4 217.6 222.9 225 227.5 230.5 Fall 2012 MAP (Mean)
159.4 173.3 188.1 198.2 206.9 212.2 216.9 220.7 224.9 229.6
10 9
Reading MAP Growth
8 7 6 5 4 3 2 1 0
Mean Actual Growth
5 1 22
Mean Projected Growth 16.8
Big Lake Schools
10
15
20
25
2 18.6
3 13.5
4 9.8
5 5.8
6 5.4
7 6
8 4.3
9 2.6
10 0.9
14
9.5
7
5.2
4.1
3.4
3.1
2
2
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CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT B. ACT – High School Only i. Description
The American College Test (ACT) is the admission test most widely required by colleges in the Midwest. The test has a point range from 1-36. This data provides information about the performance of 2013 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2013. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. Each year, test data for a school, district, and the state represents a different cohort of students—for that reason, trends (3, 5, 10 years), not year-to-year changes should be focused on. Such changes can represent normal – even expected – fluctuations. On the other hand, trend lines offer more insight into what is happening in a school, district, or the state. Furthermore, the measurement of student performance in the context of college readiness measures should be emphasized. The focus should be on the number and percentage of students who met or exceeded ACT’s College Readiness Benchmark Scores, a measure that is much more meaningful and understandable than an average composite score for a group of students.
ii. Data
ACT Scores 20.9
2013
23 22.8
21.1
2012
22.1
22.8
National State
21.1
2011 19.5
22.1 20
20.5
21
21.5
22
22.5
Local
22.9 23
23.5
Average Composite Score Source: ACT Pro[ile Report 2013
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College Readiness 26
2013
39 40
25
2012
36
24
National State
25
2011
33 0
5
10
15
20
25
30
35
Local
36 40
45
Percent of Students Who Met Benchmarks Source: ACT Pro[ile Report 2013
C. MCA II / III i. Description The Minnesota Comprehensive Assessments measure academic knowledge in the skills of language arts and mathematics. Students in grades 3-8 and 10 participate in the MCA-II tests in reading, while students in grades 3-8 take the MCA III, and grade 11 takes the MCA II in Math. Results of these tests help the district make decisions about curriculum and assist in determining progress on standards. This report shows the percent of tested students who meet or exceed achievement standards set by Minnesota educators. The proficiency trends shows results over time for each subject. The goal for Minnesota students is proficiency in all subject areas. New, more rigorous achievement assessments (MCA III) were implemented in 2011 for Mathematics and in 2013 for Reading, to reflect statewide adoption and implementation of revised Minnesota academic standards. For this reason, comparisons between the percentages of students who scored proficient in Mathematics from 2010 to 2011 and in Reading from 2012 to 2013 should be done only when keeping in mind the assessments changed significantly from one year to the next. The Minnesota Commissioner of Education, Dr. Brenda Casselius released the following information in regard to the 2013 MCA results, statewide:
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*MATHEMATICS: Two changes in test administration policy took place during the 2013 state testing round. Both of these changes have impacted results across the state. 2012 is the first year that students took the MCA III. Districts were allowed the option to let students retake the MCA III Mathematics Assessment up to three times in 2012 and to use the highest score for accountability purposes. Our flexibility waiver allows the state to take student growth into consideration. Therefore, in 2013, the MDE was required to return to a single test administration for accountability purposes. **READING: 2013 is the first year students took the MCA III Reading test, which is aligned to the very rigorous college and career readiness standards in English Language Arts (ELA).
ii. Data
% of Students Achieving Pro[iciency
MCA III Math* 80 70 60 50 40 30 20 10 0
69.6 53.1
57.8
65.4
61.6
62.6
Local State
2011
2012
2013
% of Students Achieving Pro[iciency
MCA II/III Reading** 100 80
71.6
74.6
77.3
76 54.2
60
57.8 Local
40
State
20 0 2011
Big Lake Schools
2012
2013
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% of Students Achieving Pro[iciency
MCA II/III Science 60 50
43.1
48.1
46.4
50.4
48.9
52.1
40 30
Local
20
State
10 0 2011
2012
2013
Percentage of Students Achieving Proficiency in MCA Tests
MATH* MCA III
Reading ** MCA II/III
Science
Big Lake Schools
Grade 3 4 5 6 7 8 11 3 4 5 6 7 8 10 5 8 HS
2011 66.9 70.0 48.5 38 47.4 50.8 48.9 78.4 79.8 77.7 66.6 63.5 61.5 73.1 39.9 71.7 48.4
2012 76.7 82.6 74.3 62 55.1 64.2 43.3 77.6 77.2 86.1 74.2 73.5 68.9 79.3 58.3 35.1 45.9
2013 66.6 73.7 64.1 53.9 52.7 56.7 57.6 46.8 51.2 59.4 54.8 56.8 50.8 60.2 62 40.2 45.7
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D. AYP – Adequate Yearly Progress i. Description The Elementary and Secondary Education Act (ESEA) as reauthorized by the No Child Left Behind Act (NCLB) requires states to hold schools accountable for their performance. Historically, this has been done through the use of the Adequate Yearly Progress (AYP) measurement. As the original NCLB measurement used to identify schools for improvement planning, AYP is based on proficiency, participation, and attendance or graduation rates. Each year, a new AYP proficiency goal was based on the federal 2014 goal of 100 percent proficiency. In February 2012, the U.S. Department of Education approved Minnesota’s request for ESEA Flexibility, which now allows the State of Minnesota to hold schools accountable in a different way. Using the Multiple Measurement Rating (MMR) and Focus Rating (FR), the state now measures schools on multiple indicators of success, including AYP, and uses those ratings in a system of recognition, accountability and support. Under the Minnesota waiver, the original goal of 100% proficiency by 2014 was replaced with a new goal of cutting the achievement gap in half within six years. In 2013, three areas determined whether a school district made AYP: proficiency, growth and achievement gap reduction in eight identified specific subgroups. Subgroups include students with limited English proficiency, students with special education needs, students receiving free or reduced lunch, and students who are white, black, Asian, American Indian, and Hispanic.
ii. Data
Under the waiver, all schools in Big Lake made AYP in 2013. MMR Reports in October 2012 indicated exemplary growth in all four schools; in addition, Independence Elementary School was designated a “Celebration School”.
AYP Status: 2011-2013 (subgroups not making AYP) Indy
Liberty
All Reading SpEd Reading
All Reading SpEd Math SpEd Reading
2012 2013
2011
Middle School SpEd Math
High School
District
Made AYP
HispanicReading LEP Math SpEd Math
White Reading
Free and Reduced Reading Made AYP
Made AYP
Made AYP
Made AYP
Made AYP
Made AYP
All Math White Math Made AYP
Big Lake Schools
Made AYP
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5. Improvement Goals and Professional Development Plan A. District Goals Summary i. Description Since the adoption of a Q-Comp-supported school improvement planning process in 2011, Big Lake Schools moved to a job-embedded professional development model. Key components of this plan are Professional Learning Communities (PLC) with trained teacher-leaders, peer observation, and data-informed instruction. The Big Lake Q-Comp plan is designed to align professional development with district, building, department/grade level, and individual achievement goals.
ii. Data
Big Lake Schools has been recognized as having an exemplary improvement and professional development plan through Q-Comp. The district fell into the exemplary category in 4 out of 7 categories pertaining to teacher observations and evaluations during its site review. During the 2012-2013 school year, 84% of all licensed staff earned performance pay for meeting their PLC SMART goal, and 27% of all licensed staff earned performance pay for meeting their school-wide student achievement goal.
B. Site Goals Summary
i. Liberty Elementary: The percentage of all students enrolled October 1 in grades K-5 at Liberty Elementary School who meet or exceed their fall to spring individual RIT Growth Projection on the NWEA MAP in reading will increase from 68% in spring 2012 to 71% in spring 2013. Results: 68.2% of students met or exceeded their fall to spring individual RIT Growth Projection on the NWEA MAP in reading. ii. Independence Elementary: The percentage of all students enrolled October 1 in grades K-5 at Independence Elementary who meet or exceed their fall to spring individual RIT Growth Projection on the NWEA MAP in reading will increase from 67.3 in spring 2012 to 70.3% in spring 2013. Results: 73.4% of students met or exceeded their fall to spring individual RIT Growth Projection on the NWEA MAP in reading. iii. Middle School: The percentage of all students in grades 6-8 at Big Lake Middle School who meet or exceed their projected growth on the NWEA MAP test in reading will increase from 69.6% in spring, 2012 to 71.6% in spring, 2013. Results: 61.6% of students met or exceeded their fall to spring individual RIT Growth Projection on the NWEA MAP in reading. Vi. High School: The percentage of all students enrolled October 1 in grades 9-10 at Big Lake High School who meet or exceed their fall to spring individual RIT Growth Projection on the NWEA Student Growth Summary Report in Reading will increase from 60.5% in spring 2012 to 62.5% in spring 2013. Results: 50.5% of students met or exceeded their fall to spring individual RIT Growth Projection on the NWEA MAP in reading.
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I.S.D. 727
Big Lake Schools 501 Minnesota Avenue Big Lake, MN 55309 www.biglake.k12.mn.us