In partnership with Edina students, teachers, parents and community - - PowerPoint PPT Presentation

In partnership with Edina students, teachers, parents and community members, we proudly present this report. Collaborative efforts make our collective success!

World’s Best Workforce (WBWF) Committee Members

• Torrian Amie, Normandale Community College
• Andrea Benson, ADSIS Teacher
• Tully Clark, Student Representative
• Blanca Diaz DeLeon, Cultural Liaison
• Steve Buettner, Director of District Media &

Technology

• Leah Byrd, Early Education Programs Coordinator
• Kari Dahlquist, Principal
• Alejandro Decanini, Parent Representative
• Abdikadir Ibrahim, Cultural Liaison
• Carolyn Jackson, Community Representative
• Jeff Jorgensen, Director Student Support Services*
• Jenny Johnson, Assistant Principal
• Ellen Jones, School Board Representative
• Michael Kirch, Parent Representative, Normandale
• Jennifer Kunze, Parent Representative, U of M RAMP

up to Readiness

• Erica Li, Classroom Teacher
• Mary Manderfeld, Director of Equity &

Enrollment*

• Maggie McCracken, Parent Representative
• Carla Olson, Grandparent Representative
• Albert McGee, Cultural Liaison
• Jeanne Miller, Parent Representative
• Ana Munro, Parent Representative
• Audrey Nolan, Student Representative
• Sarah Patzloff, School Board Representative
• Patricia Procel, Parent Representative
• Ellen Rian, Parent Representative
• Ulises Rodriguez, Multilingual Learner

Coordinator

• Donna Roper, Director Research & Evaluation*
• Randy Smasal, Director Teaching & Learning*
• Dulce Torres, Parent Representative
• Catalina Valdes, Parent Representative
• Sheila Welsh, Special Education Teacher
• Case Winter, Student Representative

*Achievement & Integration Leadership Team Members

History of Legislation

2013 - 2018:

• 5 key goal areas identified
• Language added to ensure

districts had plans in place for Staff Development, Teacher Equity and Gifted and Talented

• Alignment of WBWF with

Achievement and Integration (A&I) and the Federal Every Student Succeeds Act (ESSA) ○ New metrics added ■ Consistent Attendance ■ Progress for ELs

Source: MDE - Minnesota Department of Education

2018 - 2019:

• Combined World’s Best

Workforce (WBWF) Plan with Achievement & Integration (A&I) Plan 2019 - 2020:

• Expanded plan components to

include Excellent and Diverse Teachers

Additional Plan Components Available on our Website

• Staff Development
• Q-Comp
• Gifted and Talented
• a. Assess and Identify (Talent Development)
• b. Acceleration and Early Admission
• Access to Diverse Teachers
• Voluntary Pre K (under consideration)

Source: MDE - Minnesota Department of Education

World’s Best Workforce Legislation

The “Striving for the World’s Best Workforce” bill was passed in 2013 to ensure every school district in the state is making strides to increase student performance including annual updates. Goal Areas and Progress Summary:

• School Readiness
• Read Well by 3rd Grade
• Close Academic Achievement Gaps

○ Achievement & Integration Progress Summary

• All Students Graduate High School
• Attain College and Career Preparedness
• Equitable Access to Excellence Teachers

Goal Area Goal Met? 1 School Readiness Yes 2 Read Well by Third Grade Yes 3 Close Academic Achievement Gaps Made Progress Not Yet 4 All Students Attain Career and College Preparedness Yes 5 All Students Graduate High School Yes

2018-19 World’s Best Workforce Goal Area and Status

Definition: School Readiness relies on multiple stakeholders coming together to create experiences so that all levels of early learning are ready to support and promote the whole child including their social and emotional well-being and academic success.

Goal statements:

• 1. Ensure All Students are Screened by Kindergarten
• 2. Increase the percent of trained staff on Pyramid model ( 50%)
• 3. 60% or more of students meet growth targets in Early Literacy
• 4. 60% or more of students meet growth targets in Early Numeracy

G

• a

l M e t

Ready or not, here they come!

• 1. Goal Area 1: School Readiness

GOAL 1: School Readiness Results

Growth Goals Results Goal Met All 100% of Students Screened by Kindergarten 100% Yes Increase Trained Staff by 25% to ensure 50% are completely Trained 58% Yes 60% or more of students make typical or aggressive growth in Early Literacy from Fall to Spring 76% Yes 60% of students make typical or aggressive growth in Early Numeracy from Fall to Spring 71% Yes

Source: Fastbridge System: Fall Composite Scores of Incoming K and Grade 1 Students

GOAL 1: School Readiness - Improvement Strategies

Partnerships

• PK-K Collaboration
• Improve Transitions
• Beyond ECFE
• Help Us Grow
• Fairview Hospital
• Multiple Early Learning Centers

Systems and Process

• Staffing
• Registration & Outreach
• Technology
• Calendar
• Alignment

Professional Learning

• Bi-monthly Professional

Learning Communities (PLCs)

• Pyramid Model
• TS Gold Assessment
• CLRT Strategies focused on

learning

GOAL 2: All Third Graders Reading at Grade Level

Definition: Edina strives to use multiple measures in determining students are being successful reading at grade level. This report details progress on the standardized measures used in third grade.

Goal statements:

• 1. Increase percent proficient on the MCA by 3.5 points
• 2. Increase percent meeting growth on the MAP by 2.0 points
• 3. Increase percent at or above grade level on MAP by 3.5

points Goal Met

Evidence for GOAL 2: All Third Graders Reading at Grade Level

Source: MDE Secure Reports DSR Files

Increased by 5.5 points

Goal Met Goal: Increase percent proficient on the MCA by 3.5 points.

Evidence for GOAL 2: All Third Graders Reading at Grade Level

Source: Northwest Evaluation Association Measures of Academic Progress (MAP) Comprehensive Data Files

Goal: Increase percent of third grade students meeting growth on the MAP by 2.0 points.

• Result: The percent of third grade

students meeting growth targets increased by 5.3 points.

Goal Met

Goal: Increase percent of third grade students at or above grade level on MAP by 3.5 points.

• Result: Percent of third grade

students performing at or above grade level as measured by NWEA MAP increased by 4.1 points.

Goal Met

GOAL 2: All Third Graders Reading at Grade Level - Improvement Strategies

Continuous Improvement Plan for Elementary Literacy and English Language Arts

• Training/Professional Development
• K-2 teachers trained to use phonics instructional materials
• Introductory and advanced diagnostic reading assessment training for K-5

teachers to set goals and support needs of all learners

• Menu based sessions on district professional development days
• PLC teams continue to analyze data from FastBridge, MAP, MCA,

curriculum-based measures and classroom assessments to inform instruction

• Anytime/anywhere digital professional development embedded in elementary

classroom materials

• Materials
• Sonday Essentials in grades K-2
• iXL supplemental software for all students needing additional practice and

support (Gr 3-8)

GOAL 3: Close Achievement Gaps Definition: Achievement gaps represent the condition where achievement can be predicted by non-academic factors, such as race, ethnicity, income,

• r neighborhood.

Goal statements:

• 1. Reduce achievement gaps in reading, math and science of our lowest

performing student groups by increasing performance on MCA by 5 percentage points from 2018 to 2019.

• 2. Increase Multilingual English Language Learners meeting growth

targets by 5 percentage points. Not Yet Met

GOAL 3: Close Achievement Gaps

Change in Proficiency from (2018) to 2019 by Subject GAP Goals Reading Math Science

Reduce achievement gaps for lower performing groups by increasing 5 proficiency points

• n the MCA

+2.9%

(50.1%) to 53.0% (n=525) to n=572

+1.6%

(44.4%) to 46.0% (n=516) to n=561

+10.8%

(34.6%) to 50.7%

(n=211) to n=219

Reduce achievement gaps for students in free and reduced price meals category by increasing 5 proficiency points

• n the MCA
• .60%

(47.0%) to 46.4% (n=406) to n=468

+.60%

(39.8%) to 40.4% (n=392) to n=496

+9.6%

(39.3%) to 42.9% (n=159) to n=184

Evidence for GOAL 3: Close Achievement Gaps - Science MCA Science Grades 5, 8 and HS Biology

In Science, Gap Goals were met for Black or African American, Hispanic or Latino and students receiving Free and Reduced Price meals.

Source: MDE Secure Reports DSR Files N Size 2019 AS = 199 BL = 124 HI = 98 WH = 1407 2+ = 96

Evidence for GOAL 3: Progress for Multilingual English Language Learners (ELs) as Measured by ACCESS* Test

Source: MDE MN Report Card

K-12 Students Tested:

• 2018 = 388
• 2019 = 440

*K12 Students receiving English Language Services are required to take the (ACCESS) Test which is used nationwide to determine English language proficiency.

Not Yet Met

Achievement and Integration (A&I)

Definition: The purpose of the Achievement and Integration (A&I) for Minnesota program is to pursue racial and economic integration, increase student achievement, create equitable educational opportunities, and reduce academic disparities based on students' diverse racial, ethnic, and economic backgrounds in Minnesota public schools.

Goal Statements:

• Increase racial and economic integration
• Reduce achievement disparities
• Increase access to effective and diverse teachers

Achievement & Integration: Year 2 of 3 update

Goal Area Three Year Target Goal Met

1 Third Grade - All Students Reading at Grade Level expectations Increase Third Grade Proficiency on MCA by 8.0 points, increasing from 78.5 in 2017 to 87.0 in 2020. Not Yet (75.5%) 2 All students are ready for career and/or postsecondary education The percentage of Grade 12 students who meet all four college readiness benchmarks on the ACT will increase from 61% in 2016 to 70% in 2020. Not Yet (63.0%)

GOAL 3: Close Academic Achievement Gaps Improvement Strategies

• Additional Time: What I need

(WIN)/FLEX schedule

• Additional support for Reading,

Writing and Math at all levels

• Success Center-Targeted

Services

• College Possible
• AVID
• Bridge classes in math at EHS
• Transportation support
• Family engagement
• Professional Learning

○ Teacher Collaboration ○ Culturally Responsive Teaching ○ Standards alignment ○ Assessment design ○ Technology integration ○ English Language learning strategies ○ Coaching English for the Mainstream (Hamline)

GOAL 4: All Students Career and College Ready

Definition: Edina strives to educate all individuals to be responsible, lifelong learners who possess the skills, knowledge, creativity, self-worth, and ethical values necessary to thrive in a rapidly changing, culturally diverse, global society.

Goal Statements:

• 1. Increase percentage of students meeting ACT college readiness

benchmarks (CRB) in the category called “All Four” by 2.0.

• 2. Increase percentage of students meeting ACT STEM Benchmark by

2.0 points. Goal Met

Evidence for GOAL 4: All Students Career and College Ready

Source: ACT Summary Report 2019 - Graduate Profile

Goal Met

Goal: Increase percent of students meeting “all four” by 2.0 points.

Results for GOAL 4: Increase Percent of Students Hitting STEM Benchmarks by 2.0 points

Source: ACT Summary Report 2019 - Graduate Profile

Increased by 3.0 points Goal Met

Evidence for GOAL 4: Increase # of Students Participating

GOAL 4: All Students Career and College Ready - Improvement Strategies

• Alignment to state standards and core competencies
• Ensuring all 9th grade students have a personalized 4 year course taking

plan

• Increase awareness and access to Social Emotional Skill Development
• Increase access to advanced placement course offerings
• Guidance Counseling services

○ Designated College and Career Counselor ■ ACCESS Program ○ Naviance--digital planning and goal setting tool

• Partnerships

○ Higher Ed - Concurrent Enrollment ○ Alumni feedback ○ Career Speakers

GOAL 5: All Students Graduate

Definition: All students attending school in Edina will graduate from high school.

Goal statement:

• 1. Increase by 3.0 points the percent of multilingual learner

students who graduate. Goal Met

Evidence for GOAL 5: All Students Graduate

Goal Met Goal: Increase Percent of Multilingual English Learners graduating by 3.0 proficiency points

increased by 3.7 points

NEW for 2020 - Equitable Access to Excellent Teachers

Value people: Focus

• n teachers and
• leaders. Develop the

people you have. Ensure equitable access to the best teachers.

Value People – validates what MDE has heard clearly from Minnesota stakeholders: Focus on teachers and leaders; develop the people you have; and, ensure equitable access to the best teachers.

Equitable Access to Excellent Teachers

Improvement Strategies:

• University of
• St. Thomas

Partnership “Grow our Own”

• Continue to

attract, recruit and retain the best teachers

Note: *FRP = Free and Reduced Price Meals *

• 18 National Board Certified Teachers (fewer than 450 in the entire State)
• 36 Licensed Non classroom staff with National Accreditations