INDEPENDENT SCHOOL DISTRICT #361
Annual Report on Curriculum, Instruction and Student Achievement
SCHOOL DISTRICT 361 INTERNATIONAL FALLS
MINNESOTA
2010 - 2011
The purpose of this annual report is to inform the constituents of the International Falls School District of curriculum, instruction and student achievement progress over the past school year
SCHOOL DISTRICT PROCESS
The school district has developed and adopted policies for the following areas:
*instructional goals including the use of best practices, district and school curriculum, and achievement for all student subgroups;
*process for evaluating student progress toward meeting academic standards and identifying strengths and weaknesses of instruction & curriculum affecting student’ progress;
*system for periodically reviewing and evaluating all instruction and curriculum;
*plan for improving instruction, curriculum, and student achievement
These policies may be reviewed by contacting the superintendent’s office.
ADVISORY COMMITTEE MEMBERS, TERMS, SELECTIONS AND APPLICATIONS
The Curriculum Advisory Committee is made up of parents, teachers, school board members and community members. There are no term limits and all are welcome to remain part of the committee for as long as they are willing to serve.
Anyone interested in becoming a member is encouraged to contact Ardel Henrickson, District Assessment Coordinator. Phone: 218.283.2571 x174; email: [email protected].
CONTINUOUS IMPROVEMENT PROCESS TEAM Bonnie Harris – Community Member
Karen Bates – Community Member Andy Fougner – Teacher/RTI Coordinator Beth Shermoen – Community Member Sue Savard – English Teacher
Timm Ringhofer – Parent Shelby Dowty – Teacher Marci Nemec – Parent Norman Wood – Parent
Karen Bates – Community Member Kevin Grover – Teacher/Dean of Students
Ardel Henrickson – District Assessment Coordinator Gerald Hilfer – Elementary Principal
Tim Everson – High School Principal
The superintendent will serve as a liaison member
STUDENT ACHIEVEMENT GOALS
A. Minnesota Comprehensive Assessment Program
The Minnesota Comprehensive Assessments consist of standardized tests in reading, mathematics and science which are given to students in grades 3 through 11. Grades 3, 4, 6 and 7 are assessed in reading and math. Grades 5 and 8 have assessments in reading, math, and science. Ninth grade students are assessed in a graduation-required assessment for diploma (GRAD) writing test. Grade 10 students receive a GRAD test in reading and a MCA II test for science proficiency.
Tenth and eleventh grade students who do not pass the GRAD reading or math assessment will be given other opportunities to attempt to pass it according to rules set forth by the Minnesota
Department of Education. The district will provide opportunities for remediation throughout the year.
Students must attend six weeks or remediation prior to each retest. They are eligible to reassess every other month. After two retest opportunities, the district must develop a plan for remediation. Students are then required to participate in the district-prescribed remediation as written in Minnesota Statute 120B.30 (2009). Students who do not pass the GRAD writing assessment have an opportunity to retest the following fall and spring. They must attend six weeks of remediation before each retest.
MCA II and MCA III tests serve two main purposes:
1. To document, or measure individual student achievement with regard to the Minnesota Standards.
2. To create a base of information in order to assist curriculum decisions at the school and district level.
Principals, teachers, and other district administrators review test data to identify individual student needs when determining program adjustments. While these tests provide only a snapshot of student
achievement, the district uses this information to the fullest extent possible.
Student Achievement Goals are based on the MCA tests:
• To increase the percent of students scoring at or above grade level proficiency
• To decrease the percent of students not meeting or partially meeting proficiency
• To increase the grade level average scale scores Student Achievement Data
The following data was derived from state reports on student achievement levels in reading, mathematics, writing, and science.
Grade
Entity
Subject
Percent did not meet
Percent Partially Met
Percent Met
Percent Exceeds
3
Dist.
Math
16.0% 20.0% 43.0% 21.0%
State
Math
13.4% 16.4% 41.0% 29.1%
Dist.
Reading
12.4% 11.3% 26.8% 49.5%
State
Reading
10.6% 10.9% 24.7% 53.8%
4
Dist.
Math
14.6% 22.9% 41.7% 30.5%
State
Math
16.4% 16.4% 36.7% 36.31%
Dist.
Reading
3.2% 14.7% 53.7% 28.4%
State
Reading
10.2% 14.7% 37.4% 37.8%
5
Dist.
Math
23.4% 29.0% 43.0% 4.7%
State
Math
19.8% 26.6% 37.7% 15.9%
Dist.
Reading
1.9% 13.3% 54.3% 30.5%
State
Reading
6.6% 13.1% 40.1% 40.2%
Dist.
Science
27.4% 37.7% 32.1% 2.8%
State
Science
24.0% 30.0% 37.4% 8.6%
6
Dist.
Math
31.1% 35.6% 28.9% 4.4%
State
Math
23.0% 26.7% 32.5% 17.8%
Dist.
Reading
4.5% 19.1% 46.1% 30.3%
State
Reading
8.4% 16.5% 32.5% 42.6%
7
Dist.
Math
17.6% 48.4% 27.5% 6.6%
State
Math
18.9% 29.3% 33.4% 18.3%
Dist.
Reading
5.4% 26.1% 37.0% 31.5%
State
Reading
11.4% 18.9% 31.9% 37.7%
8
Dist.
Math
21.8% 28.7% 24.1% 25.3%
State
Math
21.0% 25.7% 31.8% 21.4%
Dist.
Reading
9.2% 24.1% 29.9% 36.8%
State
Reading
11.9% 20.0% 30.2% 37.9%
Dist.
Science
26.4% 34.5% 34.5% 4.6%
State
Science
20.6% 35.0% 30.6% 13.8%
10
Dist.
Reading
5.9% 12.9% 48.5% 32.7%
State
Reading
8.1% 16.5% 39.2% 36.1%
Dist.
Science
11.9% 28.7% 54.5% 5.0%
State
Science
17.7% 28.5% 45.4% 8.4%
11
Dist.
Math
32.6% 29.3% 29.3% 8.1%
State
Math
32.9% 18.5% 27.4% 21.2%
ACT 2011
The 2011 ACT High School Profile Report reflects the achievement of International Falls graduate on the ACT over time and an indication of the extent to which they are prepared for college-level work. The ACT consists of curriculum-based tests of educational development in English, mathematics, reading, and science designed to measure the skills needed for the success in first year college coursework.
ACT has established the following as college readiness benchmark scores:
College Course/Course Area ACT Test Benchmark Score English Composition English 18
Algebra Mathematics 22
Social Sciences Reading 21
Biology Science 24
A benchmark score is the minimum score needed on an ACT subject-area test to indicate a 50% chance of obtaining a B or higher or about 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses.
Summary Information – Average Scores for Total Group:
The executive summary information in the table below reflects the average ACT scores for the total group of students.
Total
Tested English Mathematics Reading Science Composite Grad
Year School State School State School State School State School State School State
2007 40 43,534 22.1 21.8 21.9 22.5 23.4 22.8 22.5 22.5 22.7 22.5
2008 48 44,863 23.5 21.9 22.7 22.6 23.9 23.0 23.6 22.5 23.6 22.6
2009 43 43,642 21.3 22.0 23.2 22.7 22.9 23.1 22.9 22.6 22.7 22.7
2010 45 43,523 20.7 20.5 21.6 22.9 22.4 23.1 22.9 22.8 21.8 22.9
2011 62 44,942 20.9 20.6 22.3 23.0 22.1 22.9 22.0 22.8 21.9 22.9
DISTRICT IMPROVEMENT PLAN 2009-2010
*Selected new curriculum materials for math
*Implement RTI for reading in grades three through six
*Tested students in fall and spring using NWEA to measure progress 2010-2011
*Selected new reading curriculum K-6
*Selected new English/Language Arts curriculum 7 - 12
*Implemented RTI math in grades three through six
*Tested students in fall and spring using NWEA to measure progress
*Implemented a new math curriculum K-12
STAFF DEVELOPMENT GOALS 1. Falls High School Goal
71.28% of all students in grades 7-10 in ISD #361 will meet or exceed their suggested target growth in RIT as shown by their overall performance on the Math NWEA MAP assessment.
Progress: Falls High School did not meet its goal. 55.55% of students in grades 7 – 10 met or exceeded the target growth.
2. Falls Elementary School/West End Elementary School
73.78% of all students in grades 3 – 6 at International Falls Elementary who achieve or exceed their suggested target growth in RIT as shown by their overall performance on the Math NWEA MAP assessment.
Progress: Falls Elementary School did not meet its goal. 68.06% of students in grades 3 – 6 met or exceeded the target growth.
DISTRICT TESTING PROGRAM
Tests Objective Grade Given to Whom Used For
MN
Comprehensive Assessments (reading & math)
To generate information for school improvement and school
accountability
3-12 All third through eleventh grade students
The graduation component for math is in 11th grade.
The graduation component for reading is in 10th grade The graduation writing component is in 9th grade
Curriculum and instruction review and improvement
Adequate Yearly Progress Graduation Requirement
ASVAB (armed services) PSAT/SAT
To identify student vocations, college and career interests and aptitudes
11 Optional Academic Preparation and Career
Planning
Scholarship Eligibility and Academic Planning
ACT/SAT To meet college entrance requirements
11-12 Optional
Recommended for college planning
College entrance requirements and career counseling
PSAT/NMSQT To prepare for new SATs
11 Optional - Recommended for college planning
ACT/SAT test preparation ADVANCED
PLACEMENT TEST
11 - 12 Students who have completed Advanced Placement English and Calculus
TEAE To demonstrate
growth in English skills
K-12 Limited English Proficiency students
Curriculum review District Accountability
MTAS To measure academic
growth in basic skills
3 - 11 Special Needs students Adequate Yearly Progress
DISTRICT TESTING PLAN AND PROCEDURE
(Note: The provisions of this policy substantially reflect statutory requirements) I. PURPOSE
It is the purpose of this policy to set forth the school district’s testing plan and procedure.
II. GENERAL STATEMENT OF POLICY
It is the policy of the school district to implement procedures for testing, test security, reporting, documentation, and notification to students and parents and student record keeping in accordance with Minnesota law.
III. DUTIES OF DISTRICT TEST ADMINISTRATOR
The school district test administrator shall be responsible for preparing and presenting annually to the school board for approval, and overseeing the publishing of, the Minnesota Comprehensive Assessment administration plan. The school district test administrator shall file the plan with the Department of Education and deliver the plan to all households in the school district by October 15 of each year. The plan shall include, at the minimum, the following:
A. The district graduation requirements;
B. The number of opportunities a student shall have to retake Minnesota Comprehensive Assessments (MCA) each year;
C. The opportunities for remediation for a student who has not passed the Minnesota Comprehensive Assessments (MCA) graduation requirements.
D. The process for requesting an additional testing opportunity and accommodations for a senior who has met all other graduation requirements but has not passed one or more MCA.
E. The method to report breaches in test security procedures to the school district and the Department of Education.
F. Procedures for meeting the needs of Limited English Proficient students, students who require an IEP or students who require Section 504 Accommodations.
IV. GENERAL SECURITY INFORMATION
Minnesota Assessments require the highest level of test security and accountability. Security of the test books, answer books/documents and accommodated materials must be maintained before, during and after the test administration. Testing personnel must have access to locked storage space for safekeeping upon receipt of test materials and until the materials have been returned to the testing company.
• Except for translators, only students will have the opportunity to examine any test item at any time during the testing period.
• Translations of the test directions or scripts into other languages need to be arranged through the District Assessment Coordinator.
• No one may reproduce or copy any part of any test or script, whether written or in audio or flash format. Reproduction of secure test materials is as much a breach of security as failure to return the test materials and is also a violation of the Federal Copyright Act.
Test Security
A.
Security Requirements. When administering tests the school district shall observe the
following test security measures in addition to any requirements imposed by the Minnesota Department of Education.The District Assessment Coordinator must ensure that:
1. All testing personnel are trained before handling secure materials.
2. Non-disclosure Agreements are completed by all appropriate personnel.
The School Principal must ensure that:
1. There are certified school personnel directly responsible for supervising any non-certified school personnel who have access to secure test materials;
2. The tests, testing materials, and answer sheets are nonpublic data un Minn. Stat.13.34;
3. No person views the contents of the test books before, during or after test administration unless specifically instructed to do so by the procedures outlined in the manuals;
4. All tests are administered in strict accordance with the instructions contained in the state Procedures Manual, District and School Assessment Coordinator Manual and Test Monitor directions;
5. No person reviews student responses during or after test administration without specific permission from the District Assessment Coordinator;
6. The school district shall report any violations of test security to the Department of Education. The Department shall receive reports of violations of test security from anyone with knowledge of such an incident.
B. Security Violations. The Department of Education shall investigate any reported incidents of breaches in test security. The consequences of a violation of test security may include:
1. The invalidation of test scores if a violation is found to justify serious questions about the integrity of the results of the test administration; or
2. Other reasonable sanctions that are necessary to preserve the security and confidentiality of future tests and test administrations.
V. SCHOOL DISTRICT REPORTING TO THE DEPARTMENT AND PUBLIC
A. The school district shall report the information specified below to the Department annually by October 15 in a format to be determined by the Department.
B. The school district shall prepare and disseminate annually by October 15 a public report of the information specified below through the official newspaper or the school website to all households in the school district.
Student Demographic Information
Student Population: 1271
Limited English Proficient
Special Education
Free and Reduced Price Lunch
AYP Attendance Rate
Graduation Rate
Students from other districts who attend school in this district: 4 Students from this district who attend school in another district: 223
X. District Staff Development Team
We have a district wide professional staff development team. Faculty and staff regardless of building apply directly to the team for staff development funds.
XI. CONSTITUENT SURVEY
A constituent survey will be completed in the fall of 2011.
Approved by the International Falls School Board on October 17, 2011
