achievement and integration plan july 1, 2014 june 30, 2017 ai... · achievement and integration...

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Achievement and Integration Plan July 1, 2014 – June 30, 2017

This plan reflects requirements included in the current achievement and integration statutes and desegregation/integration rule (Minn. Stat. § 124D.861, Minn. Stat. § 124D.862, Minn. R. 3535.0100-01

District ISD# and Name: #750 ROCORI School District District Status: (A) Adjoining District Name of Collaborative: St. Cloud Collaborative

Superintendent’s Name: Scott Staska Phone: 320-685-4901 E-mail: [email protected]

District Office Address:

Street Address: 534 5th Ave. North City, State, ZIP: Cold Spring, MN

Document prepared by:

Name: Mindi Jenson/Sue Jenkins Title: District Curriculum Office Phone: 320-685-4904 E-mail: [email protected]; [email protected]

Board Approval Date: April 14, 2014

Integration Collaborative Member Districts (RI=racially isolated district, RIS=racially isolated school, A=adjoining district)

1. RI #742 St. Cloud Public Schools 2. A #739 Kimball Public Schools 3. A #47 Sauk Rapids Rice Public Schools 4. A #876 Annandale Public Schools 5. A #726 Becker Public Schools 6. A #51 Foley Public Schools 7. A #738 Holdingford Public Schools 8. A #750 ROCORI Public Schools

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Achievement Goal One

Goal Statement: The ROCORI School District and school staff will work to improve and

increase educational opportunities designed to close academic achievement gaps in

reading and math by half no later than June 30, 2017

The proficiency GAP between the white students and the non-white students enrolled the full academic year for all grades tested within grades 3-8, and 10 on all state Reading accountability tests (MCA, MOD, MTAS) will DECREASE as follows within our District (see table B), by INCREASING the proficiency of all student groups as follows within our District

(see table A):

A. Reading PROFICIENCY INCREASE:

Name of District Status Baseline

data Year 1

2014-15 Year 2

2015-16 Year 3

2016-17 PROFICIENCY

TARGETS

ROCORI Public Schools A ALL Students 63.0% 69.2% 75.4% 81.5% 81.5%

Protected Students 28.9% 40.75% 52.6% 64.45% 64.45%

White 66.2% 71.83% 77.46% 83.1% 83.1%

B. Reading GAP DECREASE:


data Year 1

2014-15 Year 2

2015-16 Year 3

2016-17 Total Gap Decrease

ROCORI Public Schools A Protected Students 37.4% 15.54% 12.43% 9.325% 18.7%

The proficiency GAP between the white students and the non-white students enrolled the full academic year for all grades tested within grades 3-8, and 11 on all state Math accountability tests (MCA, MOD, MTAS) will DECREASE as follows within our District (see table B), by INCREASING the proficiency of all student groups as follows within our District

(see table A):

A. Math PROFICIENCY INCREASE:


data Year 1

2014-15 Year 2

2015-16 Year 3

2016-17 PROFICIENCY

TARGETS

ROCORI Public Schools A

ALL Students 65.3% 71.1% 76.9% 82.6% 82.6% Protected Students 33.8% 44.83% 55.86% 66.9% 66.9%

White 67.4% 72.83% 78.26% 83.7% 83.7%

B. Math GAP DECREASE:


data Year 1

2014-15 Year 2

2015-16 Year 3

2016-17 Total Gap Decrease

ROCORI Public Schools A

Non-White Students 33.6% 14.0% 11.2% 8.4% 16.8.%

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Achievement Goal One: Strategies and Activities Achievement Goal: Activity A-1: Plan Component: Family Engagement program: Family engagement programs designed to

increase student achievement Narrative Description of Strategies/Activities: ROCORI Schools will provide a 6-12 Family Technology Night (FTN) to promote college and career readiness information and instruction for underserved students and their families.

Key Indicators of Progress (KIP)

1) SMART goal for this strategy/activity:

The ROCORI School District and staff will provide a 6-12 family technology night to promote college and career readiness information and instruction for underserved students and their families. The ROCORI School District will increase participation in the 6-12 family technology nights by 2% each year. 2) Measures to track implementation and progress:

Underrepresented Family Participation Data

Yearly progress targets

Year 1: 33% of underrepresented families participating Year 2: 4% increase of 2015-16 family participation Year 3: 4% increase of 2016-17 family participation

2015-16 FTN Attendance 2013-14 2014-15 2015-16 1016-17 Total Parent Percentage Attendance per Year

0 8 9 10

(See Reading and Math Proficiency tables’ p. 2)

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Achievement Goal: Activity A-2 Plan Component: 40% Research based interventions that include formative assessment practices to

reduce achievement disparities 30% Training teachers & administrators: Professional development resources and training

for improving achievement of all students 30% Family engagement programs: family engagement programs designed to increase

student achievement Narrative Description of Strategies/Activities: A District Multi-Cultural Liaison will work with P-

12 teachers, students, and the community to support the educational programming needs of students in underrepresented groups to increase participation in rigorous programming, close the achievement gap, and promote college and career readiness.


1) SMART goal for this strategy/activity: The ROCORI District Multi-Cultural

Liaison will work with P-12 teachers and the community to support the educational programming needs of students in underrepresented groups demonstrating 99% of the returned ROCORI Engagement Surveys showing a 3 or higher on a 5 point Likert scale.

2) Measures to track implementation and progress:

ROCORI Engagement Survey Data

Optional: List yearly progress targets

Year 1: Of the surveys returned, 33% showed a 3 or higher on a 5 point Likert scale Year 2: Of the surveys returned, 67% showed a 3 or higher on a 5 point Likert scale Year 3: Of the surveys returned, 99% showed a 3 or higher on a 5 point Likert scale

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ROCORI SCHOOL DISTRICT

ROCKVILLE COL D SPRING RICHMOND

Office of Curriculum, Instruction, and Assessment

Mindi Jenson Office: 320-685-4904

Director of Curriculum, Instruction, and Assessment FAX: 320-685-4906

534 5th Ave N EMAIL: [email protected]

Cold Spring, MN 56320

Dear Parent or Guardian,

We would like to know how you feel your child’s educational programming needs are being met.

Please take a few minutes to complete this survey. Thank you.

I have children attending ROCORI schools in the following levels: (please check all that apply)

_____ Early Childhood _____Elementary _____Middle School _____High School

SCHOOL/DISTRICT:

1. The ROCORI District encourages my family to be involved in my child’s education.

1-no 2 3-somewhat 4 5 - yes

Comments:

_______________________________________________________________________________ _____

____________________________________________________________________________________

____________________________________________________________________________________

2. Conferences/open-house nights are an important part of our family’s engagement in the

ROCORI District.


Comments:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

mailto:[email protected]

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3. I am aware of school/district planning committee opportunities in which I can participate as a

parent.


Comments:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

4. I feel welcome in my child’s school.


Comments:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

5. I have spent time observing and/or volunteering in my child’s classroom.


Comments:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

6. I understand the district’s grading and promotion policies for the grade level(s) my child(ren)

are currently in.


Comments:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

7. I understand my child’s school procedures.


Comments:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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INSTRUCTION:

8. I know of additional materials and resources I can use with my child to help with reading and/or

mathematics learning.


Comments:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

9. I know what my child should know and be able to do in reading and/or mathematics for the

grade level he/she is in (Academic Content Standards).


Comments:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

10. I understand my child’s assessment/test scores.


Comments:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

COMMUNICATION:

11. I know how to access school information that is shared about my child’s school and activities.


Comments:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

12. I feel the teacher(s) in my child’s school are interested and cooperative when I discuss my

child’s academic progress or concerns.


Comments:

____________________________________________________________________________________

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____________________________________________________________________________________

____________________________________________________________________________________

13. My child’s teacher(s) encourage me to work with my child at home.


Comments:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Additional information and concerns not covered in this survey:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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Achievement Goal: Activity A-3

Plan Components: Training teachers & administrators: Professional development resources and training for improving achievement of all students.

Narrative Description of Strategies/Activities:

A. ROCORI Schools will provide a K-12 cultural awareness staff development segment in our induction program with our Teacher Candidate and Cooperating Teacher Pairs Workshop to increase cultural fluency, competency, and interaction.

B. ROCORI Schools will provide a K-12 cultural awareness staff development segment in our induction program with our First Year Teacher and Co-teaching Mentor Pairs Workshop to increase cultural fluency, competency, and interaction.

Feiman-Nemser, Sharon (2012). Beyond Solo Teaching. Educational Leadership, 69(8),10-16 Preble, B., Fitzgerald, C. (2011). Learning from New Americans. Educational Leadership, 69(1) 60-64. Key Indicators of Progress (KIP) 1) SMART goal for this strategy/activity:

ROCORI Schools will provide a K-12 cultural awareness staff development segment in our induction program with our Teacher Candidate and Cooperating Teacher and Instructional Coaches and 1st Year Teachers Pairs Workshop to increase cultural fluency, competency, and interaction 100% participation. 2) Measures to track implementation and progress:

Participation in Pairs Workshop Evidence Data in Co-Teaching Activity

Pairs Workshop Attendance

2014-15 2015-16 1016-17

Total Teacher Pairs Attendance per Year

Evidence of Cultural Awareness Data in Co-Teaching Lesson Plan Implementation

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Achievement Goal: Activity A-4 Pre-K to Grade 12 Enrollment Choices: FE programs designed to increase student achievement


ROCORI Schools will provide an end of the school year family engagement program for

underrepresented family’s potentially entering kindergarten to increase racial integration within

our school district. The end of the school year program will include the W-APT Screener to

determine students in need of EL programming as they enter Kindergarten. The identification

will ensure our students and their families that are in need of EL programming will be given the

support needed at the beginning of the school year.



The ROCORI School District and staff will provide a pre-K screening to promote racial integration within our Kindergarten classrooms. The ROCORI School District will increase family participation in the Pre -Kindergarten W-APT Screening by 10% each year. 2) Measures to track implementation and progress:

W-APT Screening Family Participation Data

Yearly progress targets

Year 1: 8 W-APT Screeners Administered Year 2: 9 W-APT Screeners Administered Year 3: 10 W-APT Screeners Administered

2014-17 FTN Attendance 2013-14 2014-15 2015-16 1016-17 Number of W-APT Pre-Kindergarten Screenings Administered

0 8 9 10

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Activity A-5 College Career readiness for underserved students: Increased participation in rigorous programs by underrepresented students and students enrolled in Area Learning Centers. Narrative Description of Strategies/Activities:

A district P-12 Assessment proctor will deliver and analyze district assessments using the data management system to identify the current achievement levels of protected students and low performing students to close the achievement gap. The district P-12 Assessment proctor will assist classroom teachers using the data management system to identify achievement gaps of the protected student groups and design data driven strategies and interventions with progress monitoring techniques to close the identified gaps. Research:

Bambrick-Santoyo, Paul. (2007/08). Data in the Driver’s Seat. Educational Leadership. 65(4) 43-46. Bearwald, Ronald, R. (2011) It’s About the Questions. Educational Leadership. 69(2), 74-7.

Knight, Jim. (2007). Instructional Coaching. Thousand Oaks, CA; Corwin Press. Knight, Jim. (2011). Unmistakable Impact-A Parnership Approach for Dramatically Improving

Instruction. Thousand Oaks, CA; Corwin Press. Key Indicators of Progress (KIP)

SMART goal for this strategy/activity:

ROCORI Schools will increase the district proficiency rate by 15.0% in Reading and Math, and the reduce the achievement gap district wide in Reading by 18.7% and Math by 16.8%. (See Reading and Math Proficiency tables’ p. 2)

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Activity A-6 Plan Components: training teachers & administrators: Professional development resources

and training for improving achievement of all students.


The P-12 District Integration Coordinator will collaborate with ROCORI staff to achieve and maintain the components of the ROCORI School District Integration Plan.



The ROCORI School District will provide a P-12 District Integration Coordinator to collaborate with ROCORI staff to achieve and maintain the components of the ROCORI School District Integration Plan.

The ROCORI District will meet 80% of their Integration Plan Goals in the first year, and increase to 100% by June, 2017. 2) Measures to track implementation and progress:

Completion of District Goal Component Activities

Yearly progress targets:

Year 1: 80% of Integration Plan Goals met Year 2: 90% of Integration Plan Goals met Year 3: 100% of Integration Plan Goals met

Integration Plan Year 2013-14 2014-15 2015-16 1016-17

Integration Plan Component Activities Completed to reach ROCORI District Plan Goals.

0/15

12/15

13.5/15

15/15

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Activity A-7 Research based interventions that include formative assessment practices to reduce achievement disparities by race as measured by student progress and growth on state reading and math assessments and aligned with Worlds Best Workforce (Sec. 29, subd. 2(b))


The District Academic Coach will work with department/grade level teams of teachers to examine data for all students, identify those protected students who are in need of additional support, and design specific classroom intervention curriculum to close the achievement gap.

Research Based Interventions:

Academic Language: http://academicvocabulary.weebly.com/kate-kinsella.html Advantage Math Recovery-AVMR : www.mathrecovery.org Intervention by Design-IbD: www.hmhco.com/.../intervention/reading/intervention-by-design

Key Indicators of Progress (KIP).


ROCORI Schools will increase the district proficiency rate by 15.0% in Reading and Math, and the reduce the achievement gap district wide in Reading by 18.7% and Math by 16.8% .

2) Measures to track implementation and progress:

Minnesota Department of Education Report Card (See Reading and Math Proficiency tables’ p. 2)

http://academicvocabulary.weebly.com/kate-kinsella.html

http://www.mathrecovery.org/

http://www.hmhco.com/.../intervention/reading/intervention-by-design

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Activity A-8 80% Training teachers and administrators: Professional development resources and training

for improving achievement of all students. 20% Family engagement programs: Family engagement programs designed to increase

student achievement. Narrative Description of Strategies/Activities:

A District Multi-Cultural Liaison will work with P-12 teachers and the community to support the educational programming needs of students in underrepresented groups to close the achievement gap.



ROCORI Schools will increase the district proficiency rate by 15.0% in Reading and Math, and the reduce the achievement gap district wide in Reading by 18.7% and Math by 16.8% . 2) Measures to track implementation and progress: Minnesota Department of Education Report Card (See Reading and Math Proficiency tables’ p. 2)

Activity A-9 Training teachers & administrators: Professional development resources and training for improving achievement of all students


Induction programming at ROCORI Schools will provide non-tenured teachers with an instructional

coach to create and analyze class profiles to design specific teaching strategies and lesson design using the co-teaching process to increase academic achievement in all students.


2014-17 2013-14 2014-15 2015-16 1016-17

Induction Program: full participation-as indicated by the final portfolio review with renewal of contract offered.

8/8

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Integration Goal One

The ROCORI School District, school, staff, and students will develop and nurture a welcoming,

culturally proficient environment that is respectful, inclusive, and inviting for all through

increased and sustained inter-racial contacts; measured by an increase of ten percent

participation of both staff and students no later than June 30, 2017.

Integration Goal One: Strategies and Activities Activity I-1

Integrated Learning Environments

Activity details:

Increase cultural fluency, competency, and interaction Narrative Description of Strategies/Activities:

ROCORI Schools will partner with St. Cloud Technical High School, St. Cloud Apollo High School,

Foley High School, and Sauk Rapids High Schools in SCSU Common Ground program to increase racial and economic awareness and integration.


SMART goal for this strategy/activity: ROCORI will increase participation to increase cultural fluency, competency, and interaction to 100% participation in Common Ground Cohort Meetings/Visits with a 93% student partic ipation rate from ROCORI High School. Yearly progress targets:

Year 1: 78% participation of High School Students Year 2: 80% participation of High School Students Year 3: 93% participation of High School Students

2014 2015 2016 2017 Participants 11 12 13 14

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Activity I-2 Plan Components: Integrated Learning Environments: Increased cultural fluency, competency,

and interaction.


In partnership with St. Cloud District Schools, ROCORI Schools will collaborate to establish face to face and technology assisted classroom partnerships to increase cultural fluency, competency, and interaction. In established specific and ongoing face-to-face classroom partnerships with St. Cloud District Schools.

Key Indicators of Progress (KIP) SMART goal for this strategy/activity:

ROCORI Schools will participate in face-to-face and technology assisted classroom partnerships with St. Cloud District Schools, (North and South Junior High Schools-Grade 7) to increase

cultural fluency, competency and interaction measured by an increase of 3 subject/classrooms by June 30, 2017. Yearly Progress Targets:

Year 1: 1 subject or classroom (Grade 7 South and North Junior High) Year 2: 2 subjects or classrooms Year 3: 3 subjects or classrooms Participants 2013-14 2014-15 2015-16 1016-17

Students 0 27 50 75 Staff 0 1 2 3

Activity I-3 Family Engagement program: FE programs designed to increase student achievement


ROCORI Schools will invite the St. Cloud School District partner site to collaborate on underserved family educational program planning to increase student achievement.

ROCORI Schools will provide family math and reading nights for grades K-5 students to increase

involvement of families in their student’s academic success.

ROCORI Schools will send invitations and phone messenger notices to the underserved and Title I program students to further encourage their participation in the math and reading nights.

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Key Indicators of Progress (KIP) SMART goal for this strategy/activity: ROCORI Schools will work to decrease the achievement gaps in the ROCORI District and the St. Cloud District by having collaborative discussions to increase knowledge/participation of families attending family math, reading, and technology family engagement activities. Yearly progress targets:

ROCORI Schools: Year 1: 50% family participation Year 2: 58% family participation Year 3: 65% participation

Activity I-4

Training teachers & administrators

Activity details:

Professional development resources and training for improving achievement of all students Narrative Description of Strategies/Activities:

In partnership with St. Cloud Public Schools, ROCORI Schools will participate in instructional

strategies training. This training will emphasize cultural competence as it applies to school and classroom practices. The trained staff will be given the charge to bring back the information to the ROCORI District to better inform instruction and planning in our classrooms.

Key Indicators of Progress (KIP) SMART goal for this strategy/activity:

The ROCORI School District along with the St. Cloud School District will have 10 ROCORI staff members train in Dr. Hollie’s Culturally and Linguistically Responsive Teaching and Learning collaborative course to build Academic Language Professional development and training for improving achievement of all students. Yearly progress targets:

Year 1: 10 Staff Members Trained Year 2: 2 cohorts established on site Year 3: Maintain training cycle in-district

Cold Spring Elementary Non-White Students

Baseline 2013

Year 1 2014-15

Year 2 2015-16

Year 3 2016-17

Total Gap

Decrease

Mathematics 43.1% 35.4% 27.7% 20.0% 12.4%

Reading 33.6% 30.7% 27.8% 24.9% 22.0%

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Activity I-5

Training teachers & administrators

Activity details: Professional development resources and training for improving achievement of all students Narrative Description of Strategies/Activities:

In partnership with St. Could Public Schools and the member districts of the MDCC Cohort,

ROCORI will participate in the training led by Joan Sergeant.

SMART goal for this strategy/activity:

The ROCORI School District along with the St. Cloud School District and the MDCC Partner School Districts will train 2 ROCORI staff members in Joan Sergeant’s course to build Professional Development to improve achievement of all students. Yearly progress targets:

Year 1: 1 Staff Members Trained Year 2: 1 Cohort Established on Site Year 3: Maintain train the trainer cycle in-district

Creating Efficiencies and Eliminating Duplicative Programs

We are partnering with St. Cloud Area Schools and other members of our MDCC for

professional development on instructional practices. As an MDCC we meet approximately once

a month to plan and share strategies. We are also partnering with St. Cloud State, and St.

Cloud Area High Schools for Common Ground. With Common Ground, we meet 6 times in the

spring of the year to collaborate and discuss ideas and strategies for Common Ground Service

Learning.

Community Planning

Multi-District Collaboration Council:

We worked together to write our Achievement and Integration goals. We agreed on one shared

strategy for each on these goals. (Instructional Professional Development, and Face-to-Face

Classroom Collaborations.

Community Collaboration Council for each Racially Identifiable School(s):

We are not a Racially Identifiable School or District, we have a District/Community Teaching

and Learning Committee that meets four times each school year. One of the purposes of the

committee is to provide input and approval of Achievement and Integration Plan.

achievement and integration plan july 1, 2014 june 30, 2017 ai... · achievement and integration...

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