achievement and integration plan template · 2017-12-21 · achievement and integration plan 2 plan...

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Achievement and Integration Plan

July 1, 2017 to June 30, 2020

This document reflects Achievement and Integration requirements included in Minnesota

Statutes, sections 124D.861 and 124D.862 as well as Minnesota Rules 3535.0100-0180.

District ISD# and Name: ISD 739 Kimball District’s Integration Status: Adjoining District

(A) Superintendent: Jim Wagner Phone: 320-398-7700 E-mail: [email protected]

Plan submitted by: Nancy Bonnifield Title: Curriculum Director Phone: 320-398-7700 x1310 E-mail: [email protected]

Racially Identifiable Schools (RIS) If you have been notified by MDE that your district has a racially identifiable school, please list each of those schools below, adding additional lines as needed.

Kimball is not a Racially Identifiable School.

Collaborating Districts Racially isolated districts must partner with adjoining districts on

cross-district student integration activities (Minn. Rule 3535.0170). List your collaborating

districts here, adding lines as needed. If your integration collaborative has a name, enter it here:

Collaborative name.

1. St. Cloud Area Schools RI - Racially Isolated

Submitting This Plan

Submit this completed plan template as a word document to MDE by March 15, 2017 for review

and approval (Minn. Stat. § 124D.861 Subd. 4). Email it to [email protected]. Scan

the signed coversheet and attach that to your email as a separate PDF.

School Board Approval (Minn. Stat. § 124D.861 Subd. 4)

We certify that we have formally approved and will implement the attached Achievement and

Integration plan as part of our district’s comprehensive World’s Best Workforce plan and in

compliance with applicable federal, state, and local laws and regulations.

Superintendent: Jim Wagner

Signature: Date Signed: March 15, 2017

School Board Chair: Tom Schreiner

Signature: Date Signed: March 15, 2017

mailto:[email protected]


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Plan Input Minnesota School Desegregation/Integration Rule 3535.0170 Subp. 2 requires

racially isolated and adjoining districts to establish a multidistrict collaboration council (MDCC)

to provide input on integration goals and to identify cross-district strategies to improve

integration.

The rule also requires districts with a racially identifiable school (RIS) to convene a community

collaboration council (CCC) to assist in developing integration goals and to identify ways of

creating increased opportunities for integration at the RIS (Minn. Rules 3535.0160 Subp. 2).

List council members below and briefly describe the community planning process used for your

district’s plan and for your Racially Identifiable School (RIS), as applicable.

Multi-District Collaboration Council: ROCORI, Foley, Holdingford, Annandale, St. Cloud, Kimball

Community Collaboration Council for the RIS: St. Cloud

Post to District Website Prior to your district’s annual AI and World’s Best Workforce

meeting, you must post this plan to the district website (Minn. Stat. § 124D.861 Subd. 3 (b)).

Please provide the URL where your district’s Achievement and Integration plan is posted.

http://www.kimball.k12.mn.us/page/2966

Plan Goals This plan must contain goals for reducing disparities in academic achievement

among all students and specific categories of students (excluding the categories of gender,

disability, and English learners), and for increasing racial and economic integration (Minn. Stat.

§ 124D.861 Subd.2 (c)).


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GOAL # 1: The reading proficiency gap between non-FRPL and FRPL students enrolled

October 1 in grades 3-10 as measured by MCA reading scores will decrease from 12.7% in 2016 to 6.4% by June, 2020.

Kimball Baseline Data

2016

Year 1:

2017-18

Year 2:

2018-19

Year 3:

2019-20

Total Increase

Non-FRP 74.0% 76.0% 78.0% 80.0% 6.0%

FRP 61.3% 65.4% 69.5% 73.6% 12.3%

Gap Decrease

FRP 12.7% 10.6% 8.5% 6.4% 6.4%

**Updated Dec 21, 2017

Aligns with WBWF area: All racial and economic achievement gaps between students are

closed.

Objective 1.1: Increase MCA reading scores by providing Grades K-10 students with academic resources targeting their deficiencies in reading. Objective 1.2: Prepare early childhood students for literacy success in kindergarten. Objective 1.3: Provide a Parent Learning Series focusing on literacy and technology tools to increase student success on reading MCA tests in Grades 3-10.

Intervention #1: Reading Lab for at-risk readers in Gr 7-8.

This intervention supports the following goal objective: 1.1

Type of Intervention: Innovative and integrated pre-K-12 learning environments. * If you choose this, complete the Integrated Learning Environments section below.

Integrated Learning Environments (Minn. Stat. § 124D.861 Subd. 1 (c)). Complete this

section if you chose Innovative and integrated Pre-k through grade 12 learning environments as

the intervention type above.

Integrated Learning Environments increase integration and achievement in the following ways.

Select those that best describe the focus of your integrated learning environment:

☒ Uses policies, curriculum, or trained instructors and other advocates to support magnet

schools, differentiated instruction, or targeted interventions.

☐ Provides school enrollment choices.

☐ Increases cultural fluency, competency, and interaction.

☐ Increases graduation rates.

Narrative description of the critical features of the intervention. A core adolescent literacy

intervention designed for mobile devices with game-like interfaces, a real-time individualized

study plan, and an e-library of appropriately leveled high-interest books. Teacher will have

access to incentives for students to increase motivation of program completion.

Grade levels to be served: 7-8


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Location of services: 35 minute daily intervention, high school

Formative assessment(s) used to inform instructional decision-making (Minn. Stat. §

124D.861 Subd. 2 (b): iLit uses GRADE (Group Reading Assessment and Diagnostic

Evaluation) as both an independent measurement of reading growth and a diagnostic

assessment. GRADE received the National Center on Response to Intervention’s highest

possible reliability rating and is norm-referenced. Reading Lab students will take the

assessment three times a year to determine each student’s reading level, identify their strengths

and weaknesses, and measure their reading growth.

Evidence of research-base (Minn. Stat. § 124D.861 Subd. 2 (b): iLit was designed using the

proven instructional model and strong research found in America’s Choice Ramp Up to Literacy

program and has been updated by a renowned authorship team including Kelly Gallagher,

Sharon Vaughn, Sharrocky Hollie, William Brazos, and Roger Bonair-Agard. iLit is a core

intervention program, aligned to Minnesota standards, for students reading two to four years

below grade level with the goal of increasing students’ reading ability by up to two grades in one

school year. Using a “workshop approach” that provides highly guided and modeled instruction

by teachers before gradually releasing responsibility to students, the program will help our

struggling readers demonstrate understanding through performance tasks and build their

communication skills as called for in the common core standards. Source: Delivering Learning

Outcomes with iLit, A Summary of Research. http://redefiningliteracy.com/pdf/research/iLit-

Research-Package-2015.pdf

Key Indicators of Progress (KIPS) List the key indicators of progress for this intervention and how your district will measure the yearly target for each indicator.

Target 2018

Target 2019

Target 2020

When used with fidelity, Reading Lab students will show an average growth equivalency of 1.0 grade level.

70% 70% 70%**

**The KIPS will not change over time as the student population changes each year.

This data will be used to support evaluation of your plan (Minn. Stat. § 124D.861 Subd. 5).

Intervention #2 Study Island, Grades 4-10

This intervention supports the following goal objective: 1.1 Type of Intervention: Innovative and integrated pre-K-12 learning environments. * If you choose this, complete the Integrated Learning Environments section below.









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Narrative description of the critical features of the intervention. Study Island, an Edmentum

product, helps students master state-specific, grade-level academic standards in a fun and

engaging manner. Study Island combines rigorous content that is highly customized to specific

state standards in reading with interactive features and games that engage students and

reinforce and reward learning achievement.

Grade levels to be served: 4-10

Location of services: Embedded in reading and Language Arts classroom instruction.


124D.861 Subd. 2 (b): Provides diagnostic, formative, and summative assessment results and

professional development resources as tools for modifying instruction based on student needs.

Evidence of research-base (Minn. Stat. § 124D.861 Subd. 2 (b): Indicate the rigorous,

objective research analysis that provides evidence this intervention is proven to improve student achievement. Bracht, N.T. The Relationship Between Study Island and Student Achievement. Doctor of Education thesis, Lindenwood University. Key Indicators of Progress (KIPS)

List the key indicators of progress for this intervention and how your district will measure the yearly target for each indicator.

Target 2018

Target 2019

Target 2020

Success of Study Island will be measured based on the suggested STAR reading range of student growth between 35%-65% in Gr 5.

80% 80% 80%


80% 80% 80%


80% 80% 80%

**The KIPS will not increase over time as the measured student population changes each year.


Intervention #3 Moby Max, Grades K-3 This intervention supports the following goal objective: 1.1 Type of Intervention: Innovative and integrated pre-K-12 learning environments. * If you choose this, complete the Integrated Learning Environments section below.










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Narrative description of the critical features of the intervention. Moby Max finds and fixes

learning gaps with the power of personalized learning in all K-8 subjects including math,

reading, language, writing, science, and social studies.

Grade levels to be served: K-3

Location of services: Embedded in reading and Language Arts classroom instruction.


124D.861 Subd. 2 (b): Detailed student reports are produced for teachers in Moby Max. These

reports will guide decision making, as well as the data collected from STAR testing in Grades 1-

3.


objective research analysis that provides evidence this intervention is proven to improve student achievement. https://www.mobymax.com/proven-results

Key Indicators of Progress (KIPS)

List the key indicators of progress for this intervention and how your district will measure the yearly target for each indicator.

Target 2018

Target 2019

Target 2020

Student success will be measured based on the suggested STAR reading range of student growth between 35%-65% in Grades 1-3.

80% 80% 80%


This data will be used to support evaluation of your plan (Minn. Stat. § 124D.861 Subd. 5). Intervention #4 SEEDS Literacy Program












Narrative description of the critical features of the intervention. SEEDS is a program

developed by the U of M and implemented by Kate Horst. Research done by the U of M shows

children in SEEDS-trained early childhood classrooms increase skills in 3 predictors of later


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reading success (picture naming, rhyming, and alliteration). Teachers will use iPads to record

student behavior and academic achievements during class and review at a later time. A SEEDS

book library will be developed with classroom sets of age-appropriate books which will

encourage parent-child reading activities.

Grade levels to be served: PreK

Location of services: PreSchool and Enrichment program.


124D.861 Subd. 2 (b): Teaching Strategies for Early Childhood, GOLD assessment.


objective research analysis that provides evidence this intervention is proven to improve student achievement. https://teachingstrategies.com/assessment/research/ Key Indicators of Progress (KIPS)

Target 2018

Target 2019

Target 2020

Regular education preschool students meet or exceed age appropriate expectations in interacting during read-aloud and book conversations.

80% 85% 90%

Regular education preschool students meet or exceed age appropriate expectations in using emergent reading skills.

80% 85% 90%

Regular education preschool students meet or exceed age appropriate expectations in retelling stories.

80% 85% 90%


This data will be used to support evaluation of your plan (Minn. Stat. § 124D.861 Subd. 5). Intervention #5 Parent Learning Series workshops This intervention supports the following goal objective: 1.3 Type of Intervention: Family engagement initiatives to increase student acheivement. Narrative description of the critical features of the intervention. Provide a Parent Learning

Series of two workshops per year focusing on technology and literacy resources. Food and

childcare will be provided.

Grade levels to be served: PreK-12

Location of services: Elementary and High School


124D.861 Subd. 2 (b): Survey of attendees to rate the effectiveness of the workshop


objective research analysis that provides evidence this intervention is proven to improve student achievement. Research Spotlight on Parental Involvement in Education. National Education Assn. Accessed online at http://www.nea.org/tools/17360.htm


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Key Indicators of Progress (KIPS)

Target 2018

Target 2019

Target 2020

Elementary parents attending workshop (average over two workshops) 5 5 5

High School parents attending workshop (average over two workshops) 5 5 5

Parents will rate the workshop as effective or better on a Likert scale 80% 80% 80%



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GOAL # 2: The Kimball Area school staff will increase awareness of racial or economic

disparity within our district from 58.5% to 70.5% as measured by a Staff Equitable Access Survey by June 30, 2020.


closed.

Objective 2.1: Teachers will observe racial and economic disparity and the educational

challenges that schools seek to overcome by participating in a job shadow with ISD 742

teachers.

Objective 2.2: Students from Kimball Elementary will participate in a Kindness Retreat with 5th

grade students from Madison Elementary, ISD 742. Students from Kimball High School will

participate in a Respect Retreat with 9th grade students from Tech High School, ISD 742

Intervention #1 Job Shadow with ISD 742 This intervention supports the following goal objective: 2.1 Type of Intervention: Professional development opportunities focused on academic achievement of all students.

Narrative description of the critical features of the intervention. Four teachers each year

(2017-2020), two from KES and two from KAHS, will job shadow teachers from ISD 742 for the

purpose of observing racial and economic disparity. Teachers will then discuss and possibly

present how their observations will impact their classroom instruction.

Grade levels to be served: Grades K-12 Location of services: Kimball Schools and St. Cloud Schools (Tech High School and Madison Elementary)


124D.861 Subd. 2 (b): Following the job shadow, teachers will reflect on what they learned and

how it will impact their classroom instruction. They will complete a survey of how effective the

job shadow opportunity was in identifying changes they plan to make which will impact their

classroom instruction.


objective research analysis that provides evidence this intervention is proven to improve student achievement. Why Integration Matters in Schools. Education Week. Published online May 13, 2014. http://www.edweek.org/ew/articles/2014/05/14/31black_ep.h33.html Key Indicators of Progress (KIPS)

Target 2018

Target 2019

Target 2020

Teachers rated the job shadow as useful in identifying changes they plan to make which will impact their classroom instruction.

50% 75% 75%



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Intervention #2 Youth Retreats







☐ Uses policies, curriculum, or trained instructors and other advocates to support magnet



☒ Increases cultural fluency, competency, and interaction.


Narrative description of the critical features of the intervention. Kimball students benefit

from opportunities to understand people of different cultures. The Kindness Retreat for 5th

graders and Respect Retreat for 9th graders include St. Cloud and Kimball students learning

about how to treat people who may not look like those in your own community.

Grade levels to be served: Grades 5 and 9

Location of services: Kimball & Tech High School


124D.861 Subd. 2 (b): A student survey will be conducted within a week of the retreat.



Target 2018

Target 2019

Target 2020

Students will rate the retreat as an effective way to learn about and interact with others across multiple differences.

75% 75% 75%




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GOAL # 3: To decrease racial and economic disparities all students will have equitable

access to academic and extra-curricular activities, as measured by staff observation from an

average of 24.8% to an average of 20% by June 30, 2020 based on a Staff Equitable Access

Survey.


closed.

Objective 3.1: Provide scholarships for academic trips and projects, activity passes to events,

and extra-curricular activity fees to provide equal access to academic opportunities for all

students, especially those with an economic disadvantage.

Intervention #1 Scholarships for academic trips and classroom projects, activity passes, and

extra-curricular activity fees. This intervention supports the following goal objective: 3.1 Type of Intervention: Career/college readiness and rigorous coursework for underserved students, including students enrolled in ALC.

Narrative description of the critical features of the intervention. Students at an economic

disadvantage do not have the same opportunities as other students. To allow opportunities to

participate in trips and projects, attend after-school events, and participate in extra-curricular

activities, scholarships will be granted to those students requesting one by completing a

Scholarship Application.

Grade levels to be served: Grades K-12 Location of services: Offered to both elementary and high school students.


124D.861 Subd. 2 (b): N/A



Target 2018

Target 2019

Target 2020

Participation barriers will be eliminated to create more equitable access for students through scholarships including academic trips, classroom projects, activity passes, or extra-curricular activities.

10 scholarships

15 scholarships

15 scholarships


Creating Efficiencies and Eliminating Duplicative Programs Briefly explain how this plan will create efficiencies and eliminate duplicative programs and

services (Minn. Stat. § 124D.861, Subd. 2 (c)). At Kimball schools, efficiencies are created by


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aligning World’s Best Workforce, Staff Development, Achievement & Integration, and Q-Comp

Goals. Furthermore, to avoid duplication, all named programs are managed by the same

person. Kimball Schools participates in the MDCC collaboration with St. Cloud, Annandale,

Becker, Foley, Holdingford, Rocori, and Sauk Rapids-Rice Schools. This collaboration allows for

common planning and sharing of resources.

achievement and integration plan template · 2017-12-21 · achievement and integration plan 2 plan...

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