www.invergrove.k12.mn.us igh board of education end of year report 2013-2014 curriculum &...

www.invergrove.k12.mn.us

IGH Board of Education End of Year Report

2013-2014Curriculum & Instruction

Penny KaszasMay 19, 2014


Curriculum & Instruction Focus


Legislation

120B.11 SCHOOL DISTRICT PROCESS FOR REVIEWING CURRICULUM, INSTRUCTION, AND STUDENT ACHIEVEMENT; STRIVING FOR THE WORLD'S BEST WORKFORCE.

“World’s Best Workforce” means striving to: Have all students meet school readiness goals. Have all third grade students achieve grade-level literacy. Close the academic achievement gap among all racial and

ethnic groups of students and between students living in poverty and their more privileged peers as well as students receiving special education services and those that are not.

Have all students graduate from high school. Have all students attain college and career preparedness.


IGH World’s Best Workforce Plan Online summer 2014

Fall community meeting Achievement and Integration goals


124D.861 ACHIEVEMENT AND INTEGRATION FOR MINNESOTA.

The "Achievement and Integration for Minnesota" program is established to pursue racial and economic integration and increase student academic achievement, create equitable educational opportunities, and reduce academic disparities based on students' diverse racial, ethnic, and economic backgrounds in Minnesota public schools.

Specific accountability to reduce the achievement and integration gap by 50% in the next three years.


Integration revenue and incentive aid must be used to pursue academic achievement and racial and economic integration through:

1) integrated learning environments that prepare all students to be effective citizens and enhance social cohesion;

2) policies and curricula and trained instructors, administrators, school counselors, and other advocates to support and enhance integrated learning environments under this section, including through magnet schools, innovative, research-based instruction, differentiated instruction, and targeted interventions to improve achievement; and

(3) rigorous career and college readiness programs for underserved student populations; integrated learning environments to increase student academic achievement; cultural fluency, competency, and interaction; graduation and educational attainment rates; and parent involvement.


120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION TO POSTSECONDARY EDUCATION AND EMPLOYMENT; INVOLUNTARY CAREER TRACKING PROHIBITED.

School districts, beginning in the 2013-2014 school year, must assist all students by no later than grade 9 to explore their college and career interests and aspirations and develop a plan for a smooth and successful transition to postsecondary education or employment.


Aligned Curriculum, Instruction, and Assessments

Curriculum Review

Instructional Focus

Assessments


Vertical Team Curriculum Review

117 teachers participate along with administration

Fall: Analyzed 2013 spring assessment results

Identified strengths and weaknessesInstructional action plans


Curriculum Map ReviewBenchmarks placed in unitsEssential Learnings establishedStudent-friendly learning goalsPacing


Findings


Note: Not all secondary courses had representation on the vertical team and not all secondary maps were reviewed.


Application Defined work for Vertical Teams next year Identified need for grade-level/department

meetings Identified professional development needs Evidence of significant progress


Instructional Focus

80% proficiency in core instruction


District Assessment Map Systemic evaluation Inform instruction

Common Formative Assessments How will we know if students have learned? Allow teachers to engage in collaborative inquiry

Common Summative Assessments Standards-based grading

Assessments


Changes

Elimination of Grade 9 GRAD Writing

High school graduation tests expanded

Addition of Primary MAP

State requirement to analyze ALP and summer program results

State mandated 50% reduction of achievement gap by 2017


Future Changes

Graduation requirement for college and career readiness benchmarks

Explore and PLAN test results require student intervention plans

All grade 11 students take ACT

Addition of a reading mid-year MCA assessment

Alignment of Kindergarten assessment


Multi-Tiered Systems of Support

Elementary Reading Intervention Title I Elementary Academic

Enrichment Elementary Summer Academy Kindergarten Camp MEIRS


Elementary Reading Intervention 2012-2013: Research and planning year

2013-2014: Implementation year Use of Diagnostic Reading Assessment (DRA) Literacy Data Leaders PRESS Interventions MN Reading Corps

Academic Interventions


Title I

Analyzed data

Identified areas for improvement

Gathered feedback from grade level teams

Implemented mid-year changes

2013-2014: Research and planning year for Schoolwide Title I Program at Salem Hills


Elementary Academic Enrichment

2013-2014

Research and planning year

Grade level teams piloting enrichment opportunities next year

Addition of Salem Hills Extended Enrichment opportunity


Summer Academy

Significant program changes implemented for elementary Summer Academy

Data-driven

Strategic class placements

Pilot early literacy intervention curriculum


Kindergarten Camp

40 IGH/30 SPPS Kindergarten students attended at Hilltop

Students who had not attended pre-school

Focus on school routines

IGH staff and program recognized for its highly effective and organized structure by EMID


MEIRS

The Minnesota Early Indicator and Response System (MEIRS) is a tool that can be used to provide a snapshot of students in grade 6 and grade 9 who are at increased risk of not completing high school in four years

IGHMS and Simley received first set of data this year


Instructional Leadership

Institute for Engaged Principal Leadership

iObservation Training

Instructional Coaches

IGH Teacher Development and Evaluation Plan


Institute for Engaged Principal Leadership

Two year program for early career principals

The mission of the Institute is to advance student achievement in Minnesota through the development of courageous principal leaders who demonstrate a desire to lead with a moral imperative.

Focus on skills needed to eliminate achievement, teaching and participation gaps in schools while ensuring achievement for all students.

Enable leaders to cultivate their ability to create a school culture where every student is fully engaged, educated and accepted.


iObservation

Training for new principals

In-depth training for new teachers and teachers scheduled for yearly evaluation

Decision made to utilize iObservation as the guide for “Standards of Effective Practice” in the IGH Teacher Development and Evaluation Plan

Created Individual Growth and Development Plan


Instructional Coaches

Recent study by Knight (2009) Newly taught teaching skills observed in 90% of

classrooms of teachers who received coaching

Newly taught teaching skills observed in 30% of classrooms of teachers who did not receive coaching Knight, J. (2009). Coaching: The key to translating research into

practice lies in continuous, job-embedded learning with ongoing support. Journal of Staff Development, 30(1), 18 – 22.


Coaching Activities Approximate Percent of Time

One on One Coaching 22%Lead Building Staff Development 25%Lead District Staff Development 10%Gather Resources for Teachers 15%Participate in PLC Meetings 8%*Other 20%

*Reading Coach: MN Reading Corps, Leaders in Reading Network @ MDE, Community Ed collaboration, research best practice, develop and update local literacy plan, participate in district leadership professional development, etc. *Math Coach: MN Math Corps, MN Math Leaders @ MDE, develop and administer 6th grade Honors Math test, participate in district leadership professional development, etc.


IGH Teacher Development and Evaluation Plan

2012-2013: Committee research and action planning

Decision to write IGH plan and not to adopt state model plan

2013-2014: Plan development

2014-2015: Plan implementation


Professional Development

Shifts in Professional Learning

District Professional Development Plan

2013-2014 Staff Development Summary


Learning Forward, the National Council on Staff Development, April 2014, Vol. 35 No. 2 “In planning professional learning that leads to

changed educator practices and improved student results, five shifts must occur.”

Shifts in Professional Learning

Less of this: Driven by educator preferenceMore of that: Driven by student, educator,

and system data


Less of this: Individual learning

More of that: Collaborative, team-based learning engaged in defined

cycles of continuous learning to build deeper expertise, powerful

lessons, and authentic and meaningful assessments


Less of this: Large-group, formal, one-size-fits-all activities to build awareness and deliver content

More of that: Transformative learning experiences that replicate expectations for classroom practice


Less of this: Occasional, episodic adult pullout learning

opportunities, “Sit and Gets”

More of that: Regularly scheduled learning opportunities as part of

the workday and week


Less of this: Low expectations or support for the application of

learning More of that: High expectations

for application of learning coupled with coaching and other forms of

workplace support for implementation


Aligned to board established focus areas: Professional Learning Communities

Multi-Tiered Systems of Support

Equity (added 2013-2014)

iObservation (Instructional and Leadership Improvement Systems)

Digital Teaching and Learning

College and Career Readiness (added 2013-2014)

District Professional Development Plan


Plan Development Administrators engage in continuous dialogue related to staff

development needs

Teachers have input at Vertical Team meetings, building leadership team meetings, and through coaching opportunities

District and building leaders review achievement outcomes

May 2013 – formal District Staff Development Advisory Committee Meeting

Identification of specific staff needs within each focus area


Staff Development Expenditures

Basic General Education Revenue

2013-2014 Staff

Development Expenditures

% Total Revenue

$23,258,071 $894,321 3.85%


District Staff Development Advisory Committee 17 teachers have committed to serve on committee for

the full 2014-2015 school year Spring planning meeting – May 21 Fall informational meeting – Sept. TBD Fall building informational meetings – dates TBD by

buildings Mid-Year site staff development evaluation – Jan. TBD Spring planning meeting – May TBD


Thank You!

www.invergrove.k12.mn.us igh board of education end of year report 2013-2014 curriculum &...

Documents

grade students

academic achievement

student achievement

students diverse racial

students successful

economic integration

ethnic groups of students

integration goals