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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  

Big Lake Schools

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CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT

2012 – 2013 ANNUAL REPORT  

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.

Big Lake Schools

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CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT

2012 – 2013 ANNUAL REPORT  

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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CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT

2012 – 2013 ANNUAL REPORT  

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.

Big Lake Schools

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2012 – 2013 ANNUAL REPORT  

CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT

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

  Big Lake Schools

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2012 – 2013 ANNUAL REPORT  

CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT

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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2012 – 2013 ANNUAL REPORT  

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.

Big Lake Schools

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2012 – 2013 ANNUAL REPORT  

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  

Big Lake Schools

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2012 – 2013 ANNUAL REPORT  

CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT

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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2012 – 2013 ANNUAL REPORT  

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  

Big Lake Schools

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2012 – 2013 ANNUAL REPORT  

CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT

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:

Big Lake Schools

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2012 – 2013 ANNUAL REPORT  

CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT

*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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2012 – 2013 ANNUAL REPORT  

CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT

%  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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CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT

2012 – 2013 ANNUAL REPORT  

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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CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT

2012 – 2013 ANNUAL REPORT  

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.

Big Lake Schools

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I.S.D. 727

Big Lake Schools 501 Minnesota Avenue Big Lake, MN 55309 www.biglake.k12.mn.us


Big Lake Schools Curriculum, Instruction and Student Achievement Annual Report