IGH Board of Education End of Year Report 2013-2014 Curriculum & Instruction Penny Kaszas May 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 Fall community meeting 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 weaknesses Instructional action plans

Curriculum Map Review Benchmarks placed in units Essential Learnings established Student-friendly learning goals Pacing

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

Assessments District Assessment Map Common Formative Assessments 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

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

Academic Interventions 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

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.

Approximate Percent of Time 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

Shifts 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 preference More 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

District Professional Development Plan 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) 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.

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 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.

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.

Focus Area I: Professional Learning Communities Solution Tree Summer Institute (32 staff) 3 day workshop – Cohort II PLC Leadership Team Workshops with MN State University Mankato (64 staff) 5 -1/2 day workshops – Cohorts I and II Vertical Team Meetings (117 staff) 3 – ½ day meetings

PLCs Cont. Early Release Days (all district teachers) 3 – ½ day meetings Building Level Meetings Weekly collaborative team meetings Elementary data dig meetings Elementary vertical team meetings Secondary content area curriculum mapping and assessment creation

PLCs Cont. LCCI

Focus 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 volunteers Minnesota Council for the Gifted and Talented Conference (4 teachers)

Focus Area 3: Equity NUA Leadership Academy (25 district leaders) 5 – ½ day workshops NUA Site Visit Coaching (40 teachers) 7 – full day coaching sessions Beyond Diversity (40 teachers and administrators) 2 day workshop 200+ certified staff June 9 – 10

Equity 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

Focus 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

Instructional and Leadership Improvement Systems Cont. New Staff Cohort (24 teachers) Three day initial district overview Building logistics mentor, classroom management mentor Minimum of two rounds of instructional coaching Reading and math coaches

New Staff Cohort Cont. School year workshops Classroom management Understanding assessments and data Marzano strategies, observation, self-reflection and goal setting Identified using technology for instruction as next step, weather cancellation, 2014-2015 offering

Focus 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)

Focus Area 6: Literacy Diagnostic Reading Assessment (DRA) Boot Camp (28 teachers) ½ day workshop plus classroom coaching Literacy Data Leader Training (U of MN) (24 teachers) 5 – ½ day workshops and site coaching Elementary Literacy Workshop (all elementary teachers) Three hour training on staff development day 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.

Literacy Cont. Middle School Literacy Coach/Consultant (10 teachers) Conduct baseline assessment Two full day workshops Two site-visit coaching sessions Planning for 2014-2015 school year Secondary ELA Workshop (all secondary teachers) ELA Common Core Standards and Informational Text 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.

Focus Area 7: College and Career Readiness Naviance Training 2 full day workshops (15 CCR coaches) College and Career Readiness Coach Ramp Up to Readiness Workshop (8 staff) Ramp Up to Readiness School Training (8 middle school staff) AVID AVID Path Training (6 teachers) AVID Summer Institute (10 staff) AVID close reading strategies (all secondary staff)

Miscellaneous EMT/EMR teacher training Minnesota Music Educators Workshop (4 teachers) MN Math Leaders Network MN Reading Leaders Network MN Gifted Educators Network Mental Health workshops

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!