3Legislation120B.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.
4IGH World’s Best Workforce Plan Fall community meeting Online summer 2014Fall community meetingAchievement and Integration goals
5124D.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.
6Integration 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.
11120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION TO POSTSECONDARY EDUCATION AND EMPLOYMENT; INVOLUNTARY CAREER TRACKING PROHIBITED.School districts, beginning in the 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.
12Aligned Curriculum, Instruction, and Assessments Curriculum ReviewInstructional FocusAssessments
13Vertical Team Curriculum Review 117 teachers participate along with administrationFall: Analyzed 2013 spring assessment resultsIdentified strengths and weaknessesInstructional action plans
14Curriculum Map Review Benchmarks placed in units Essential Learnings establishedStudent-friendly learning goalsPacing
16Note: Not all secondary courses had representation on the vertical team and not all secondary maps were reviewed.
17Application Defined work for Vertical Teams next year Identified need for grade-level/department meetingsIdentified professional development needsEvidence of significant progress
18Instructional Focus80% proficiency in core instruction
19Assessments District Assessment Map Common Formative Assessments Systemic evaluationInform instructionCommon Formative AssessmentsHow will we know if students have learned?Allow teachers to engage in collaborative inquiryCommon Summative AssessmentsStandards-based grading
20Changes Elimination of Grade 9 GRAD Writing High school graduation tests expandedAddition of Primary MAPState requirement to analyze ALP and summer program resultsState mandated 50% reduction of achievement gap by 2017
21Future ChangesGraduation requirement for college and career readiness benchmarksExplore and PLAN test results require student intervention plansAll grade 11 students take ACTAddition of a reading mid-year MCA assessmentAlignment of Kindergarten assessment
22Multi-Tiered Systems of Support Elementary Reading InterventionTitle IElementary Academic EnrichmentElementary Summer AcademyKindergarten CampMEIRS
23Academic Interventions Elementary Reading Intervention: Research and planning year: Implementation yearUse of Diagnostic Reading Assessment (DRA)Literacy Data LeadersPRESS InterventionsMN Reading Corps
24Title I Analyzed data Identified areas for improvement Gathered feedback from grade level teamsImplemented mid-year changes: Research and planning year for Schoolwide Title I Program at Salem Hills
25Elementary Academic Enrichment Research and planning yearGrade level teams piloting enrichment opportunities next yearAddition of Salem Hills Extended Enrichment opportunity
26Summer AcademySignificant program changes implemented for elementary Summer AcademyData-drivenStrategic class placementsPilot early literacy intervention curriculum
27Kindergarten Camp40 IGH/30 SPPS Kindergarten students attended at HilltopStudents who had not attended pre-schoolFocus on school routinesIGH staff and program recognized for its highly effective and organized structure by EMID
28MEIRSThe 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 yearsIGHMS and Simley received first set of data this year
29Instructional Leadership Institute for Engaged Principal LeadershipiObservation TrainingInstructional CoachesIGH Teacher Development and Evaluation Plan
30Institute for Engaged Principal Leadership Two year program for early career principalsThe 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.
31iObservation Training for new principals In-depth training for new teachers and teachers scheduled for yearly evaluationDecision made to utilize iObservation as the guide for “Standards of Effective Practice” in the IGH Teacher Development and Evaluation PlanCreated Individual Growth and Development Plan
32Instructional Coaches Recent study by Knight (2009)Newly taught teaching skills observed in 90% of classrooms of teachers who received coachingNewly taught teaching skills observed in 30% of classrooms of teachers who did not receive coachingKnight, 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.
33Approximate Percent of Time Coaching ActivitiesApproximate Percent of TimeOne on One Coaching22%Lead Building Staff Development25%Lead District Staff Development10%Gather Resources for Teachers15%Participate in PLC Meetings8%*Other20%*Reading Coach: MN Reading Corps, Leaders in Reading 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 MDE, develop and administer 6th grade Honors Math test, participate in district leadership professional development, etc.
34IGH Teacher Development and Evaluation Plan : Committee research and action planningDecision to write IGH plan and not to adopt state model plan: Plan development: Plan implementation
35Professional Development Shifts in Professional LearningDistrict Professional Development PlanStaff Development Summary
36Shifts in Professional Learning 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.”Less of this: Driven by educator preferenceMore of that: Driven by student, educator, and system data
37Less 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
38Less of this: Large-group, formal, one-size-fits-all activities to build awareness and deliver contentMore of that: Transformative learning experiences that replicate expectations for classroom practice
39Less 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
40Less 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
41District Professional Development Plan Aligned to board established focus areas:Professional Learning CommunitiesMulti-Tiered Systems of SupportEquity (added )iObservation (Instructional and Leadership Improvement Systems)Digital Teaching and LearningCollege and Career Readiness (added )Research shows that schools strong on the five essentials are ten times more likely to improve student learning than schools weak on the five essentials.
42Plan DevelopmentAdministrators engage in continuous dialogue related to staff development needsTeachers have input at Vertical Team meetings, building leadership team meetings, and through coaching opportunitiesDistrict and building leaders review achievement outcomesMay 2013 – formal District Staff Development Advisory Committee MeetingIdentification of specific staff needs within each focus areaResearch shows that schools strong on the five essentials are ten times more likely to improve student learning than schools weak on the five essentials.
43Research shows that schools strong on the five essentials are ten times more likely to improve student learning than schools weak on the five essentials.
44Focus Area I: Professional Learning Communities Solution Tree Summer Institute (32 staff)3 day workshop – Cohort IIPLC Leadership Team Workshops with MN State University Mankato (64 staff)5 -1/2 day workshops – Cohorts I and IIVertical Team Meetings (117 staff)3 – ½ day meetings
45PLCs Cont. Early Release Days (all district teachers) 3 – ½ day meetingsBuilding Level MeetingsWeekly collaborative team meetingsElementary data dig meetingsElementary vertical team meetingsSecondary content area curriculum mapping and assessment creation
47Focus Area 2: Multi-Tiered Systems of Support Number Worlds Intervention Training (27 teachers)PBIS Cohort Workshops (24 teachers)Junior Great Books Training (6 teachers)20 volunteersMinnesota Council for the Gifted and Talented Conference (4 teachers)
48Focus Area 3: Equity NUA Leadership Academy (25 district leaders) 5 – ½ day workshopsNUA Site Visit Coaching (40 teachers)7 – full day coaching sessionsBeyond Diversity (40 teachers and administrators)2 day workshop200+ certified staff June 9 – 10
49Equity Cont. 5 Essentials Survey 5E is based on more than 20 years of research by the University of Chicago Consortium on School research on attributes of successful schools Teachers, students, and parents
50Focus Area 4: iObservation (Instructional and Leadership Improvement Systems) Training for new principals (2 principals)Principal-led training for staff being observed (1/3 teaching staff)District team developing IGH teacher development and evaluation plan
51Instructional and Leadership Improvement Systems Cont. New Staff Cohort (24 teachers)Three day initial district overviewBuilding logistics mentor, classroom management mentorMinimum of two rounds of instructional coachingReading and math coaches
52New Staff Cohort Cont.School year workshopsClassroom managementUnderstanding assessments and dataMarzano strategies, observation, self-reflection and goal settingIdentified using technology for instruction as next step, weather cancellation, offering
53Focus Area 5: Digital Teaching and Learning Technology Series (half day workshops)Substitution Augmentation Modification Redefinition (SAMR) (28 teachers)Google Apps and Moodle (17 teachers)Flipped Classrooms (15 teachers)iBooks Author (15 teachers)TIES Technology Conference (35 teachers/principals)
54Focus Area 6: LiteracyDiagnostic Reading Assessment (DRA) Boot Camp (28 teachers)½ day workshop plus classroom coachingLiteracy Data Leader Training (U of MN) (24 teachers)5 – ½ day workshops and site coachingElementary Literacy Workshop (all elementary teachers)Three hour training on staff development dayResearch shows that schools strong on the five essentials are ten times more likely to improve student learning than schools weak on the five essentials.
55Literacy Cont. Middle School Literacy Coach/Consultant (10 teachers) Conduct baseline assessmentTwo full day workshopsTwo site-visit coaching sessionsPlanning for school yearSecondary ELA Workshop (all secondary teachers)ELA Common Core Standards and Informational TextResearch shows that schools strong on the five essentials are ten times more likely to improve student learning than schools weak on the five essentials.
56Focus Area 7: College and Career Readiness Naviance Training2 full day workshops (15 CCR coaches)College and Career Readiness CoachRamp Up to Readiness Workshop (8 staff)Ramp Up to Readiness School Training (8 middle school staff)AVIDAVID Path Training (6 teachers)AVID Summer Institute (10 staff)AVID close reading strategies (all secondary staff)
57Miscellaneous EMT/EMR teacher training Minnesota Music Educators Workshop (4 teachers)MN Math Leaders NetworkMN Reading Leaders NetworkMN Gifted Educators NetworkMental Health workshops
58Staff Development Expenditures Basic General Education RevenueStaff Development Expenditures% Total Revenue$23,258,071$894,3213.85%
59District Staff Development Advisory Committee 17 teachers have committed to serve on committee for the full school yearSpring planning meeting – May 21Fall informational meeting – Sept. TBDFall building informational meetings – dates TBD by buildingsMid-Year site staff development evaluation – Jan. TBDSpring planning meeting – May TBD