District Planning Advisory Council

Transcription

1 Independent School District 279 Osseo Area Schools Final Report and Recommendations of the District Planning Advisory Council To the Superintendent and School Board

2 TABLE OF CONTENTS Membership Lists Final Report and Recommendations of the District Planning Advisory Council Introduction High Priority District Planning Advisory Council Recommendations for Implementation in Achievement & Evaluation... 4 Student Services... 4 Program Assessment & Review Progress Toward Achievement of recommendations made in for Implementation in Achievement & Evaluation... 7 Student Services... 8 Program Assessment & Review Subcommittee Reports A. Achievement & Evaluation B. Student Services C. Program Assessment & Review Work Calendar... 21

3 Membership List Parents: Birch Grove Elementary... Open Basswood Elementary... Jennifer Brown Basswood Elementary... Amy Chouinard Basswood Elementary... Maggie Kiefer Cedar Island Elementary... Marty Cohen Cedar Island Elementary... Michelle Zimmerman Crest View Elementary... Charlotte Alexander Edinbrook Elementary... Geoff Dopkins Elm Creek Elementary... Robin Dolan Fernbrook Elementary... Erika Novak Fair Oaks Elementary... Andrew Sawatzke Garden City Elementary... Open Oak View Elementary... Marty Cohen Oak View Elementary... JoVan Birkhofer Oak View Elementary... Shonda Thomas Park Brook Elementary... Open Palmer Lake Elementary... Open Rice Lake Elementary... Danielle Carter Rice Lake Elementary... Jodelle Migely Rush Creek Elementary... Lorie Humphrey Rush Creek Elementary... Laura Kelly Lovdahl Woodland Elementary... Brian LaRose Weaver Lake Elementary... Debbie Hulke Zanewood Elementary... Open Brooklyn Junior High... Open Maple Grove Junior High... Sonali Gore Maple Grove Junior High... Greg Hulne Maple Grove Junior High... Karen Kieser Maple Grove Junior High... Shonda Thomas North View Junior High... Derrick Strom Osseo Junior High... Mary Jo Sandretsky Osseo Junior High... Robin Dolan Osseo Junior High... April Tatur Maple Grove Senior High... Mary Jo Sandretsky Osseo Senior High... Open Park Center Senior High... Kathy Frederickson Park Center Senior High... Derrick Strom Students: Jin Chang MGSH Anisha Dhamipragada MGSH Ashley Williams OALC Selena Dwarka PCSH Robyn Huber PCSH Community: Lisa Berglund Pam Paulsen Brenda Troiani School Board: Jim Burgett ESC Staff: Kathy Bushman Don Pascoe Tony Hudson Wendy Biallas-Odell 1

4 Steering Committee Membership Marty Cohen, Chair Karen Kieser Kathy Frederickson Wendy Biallas-Odell Don Pascoe Kathy Bushman SUBCOMMITTEE MEMBERSHIP Program Assessment & Review Wendy Biallas-Odell, Director Jim Burgett Danielle Carter Jin Chang Marty Cohen Anisha Dharnipragada Geoff Dopkins Robyn Huber Debbie Hulke Jodelle Migely Erika Novak April Tatur Shonda Thomas Michelle Zimmerman Student Services Kathy Bushman, Director Charlotte Alexander JoVan Birkhofer Amy Chouinard Kathy Frederickson Sonali Gore Maggie Kiefer Brian LaRose Laura Kelly Lovdahl Brenda Trioani Achievement & Evaluation Don Pascoe, Director Lisa Berglund Jennifer Brown Robin Dolan Greg Hulne Lorie Humphrey Karen Kieser Pam Paulsen Mary Jo Sandretsky Andrew Sawatzke Derrick Strom 2

5 I. INTRODUCTION Final Report and Recommendations of the District Planning Advisory Council The purpose of the District Planning Advisory Council is to assure community-school cooperation in setting improvement goals, evaluating progress toward meeting annual objectives and in reporting of findings and recommendations to the entire school community. Membership of the District Planning Advisory Council includes parents/guardians, community members, senior high students, classroom teachers, administrators, staff and a School Board member. The council meets on a regular basis with no fewer than eight meetings. The major functions of the Council are listed under Board Policy 651 Community-School Cooperation in Setting Goals, Evaluating Program and Planning Implementation in the Instructional Program: District Planning Advisory Council, as follows: A. To periodically review and recommend revisions in District policies pertaining to: 1. the Mission of the District; 2. measurable achievement objectives; 3. required and elective District-wide instructional programs; 4. extracurricular activities; 5. required components of District-wide programs; 6. procedures for evaluating progress toward District instructional goals; and 7. procedures for reporting progress toward District instructional goals. B. To annually participate in the: 1. evaluation of progress toward achievement objectives representing District instructional goals; 2. development of annual objectives for improving student achievement; 3. development of annual program and staff development plans for meeting the above objectives; 4. evaluation of progress toward annual objectives; and 5. reporting of findings and recommendations to the entire school community. The work calendar of the District Planning Advisory Council during the school year was guided by the provisions of Board Policy 651. The Council s bylaws directed its internal operations. In accordance with the aforementioned policy and procedures, the District Planning Advisory Council submits this annual report and recommendations for the instructional improvement plan for the next school year to the Superintendent of Schools and Board of Education. 3

6 II HIGH PRIORITY DISTRICT PLANNING ADVISORY COUNCIL RECOMMENDATIONS FOR IMPLEMENTATION IN Each subcommittee identified and considered a set of objectives. The full set of objectives considered is contained in Section 3, Subcommittee Reports. The five high priority recommendations are listed below. ACHIEVEMENT AND EVALUATION SUBCOMMITTEE Recommendation: 1. Develop a formal system of differentiated support for schools based on their productivity as indicated by the MMR, NWEA MAP, MCA growth scores and other value-added measures. The new state Multiple Measures Report and Focus Report more clearly displays the relative productivity of schools in math and reading. The Growth and Gap Closing part of these reports provide a relatively fair way to describe this productivity. When district schools are reviewed there are large and persistent differences between schools within the district on these measures. The broad district improvement efforts pursued by the district in the past have raised overall performance but have not closed the production gap between the schools. The sub-committee is recommending a different approach. In the past, DPAC has recommended broad district strategies. The recommendation is to shift to a focused approach where resources and oversight are targeted to the sites most needing the support based on productivity data. The idea of differentiated support is similar to the RTI (Response to Intervention) model used with individual students. STUDENT SERVICES SUBCOMMITTEE 1. Train all staff on racial equity and cultural responsiveness that is aligned with the district s new strategy of equitable student achievement. This training should consist of a deep analysis of the complexities of racial and cultural identity, language and institutional racism along with tools to address the identified needs. The Osseo Area School District recognizes the moral imperative to achieve equity for ALL students. The state and federal departments of education cited the District in 2012 for having the disproportionate suspension of Black students on Individual Educational Program (IEP) plans for 10 or more days. The District was also notified of being at risk for having disproportionate representation of Black students with a primary disability of EBD. This is symptomatic of the overall disproportionality affecting equitable student achievement for all students. [See Table 2] As a result of this citation the District was required to reallocate a proportion of Federal Special Education funds to provide Coordinated Early Intervening services to general education students and programs, impacting the Special Education Department s discretion on the spending of the Federal Special Education funds. Requiring cultural diversity training for all employees will establish a common language, awareness and tools to enable addressing disproportionality more efficiently and effectively. Some District 279 staff who participated in Beyond Diversity training voiced strong support for training on racial equity and cultural responsiveness as noted in survey results: 1. Learning more about Courageous Conversations About Race will help further our journey toward accomplishing the district mission: 98.2% Agree 2. Other site and system leaders should participate in Beyond Diversity training: 94.6% Agree Examination of comparable School Districts shows this education is the first step but not the only step - in addressing the issues of disproportionality and equitable achievement for all students. 1 The disproportionality issue appears to be pervasive in nature and requires a sustained and systemic approach and efforts for policy, practice and procedural change. Some of these areas of concern are: 1. Referral of students for a special education evaluation 2. Special Education eligibility of Black students with a primary disability of Emotional Behavior Disorder (EBD) 3. Federal setting placement of Black students in Special Education 2 4. This data reflects the need for a strong foundation in support of changes in District-wide cultural awareness. 1 Rethinking Suspensions by Frank H. Stetson and Betty J. Collins, Principal Leadership, October Federal Special Education Settings: Setting I: 0-20% of time out of general education: Setting II 20-60% of time out of general education: Setting III over 60% of time out of general education setting: Setting IV separate special education site. 4

7 PROGRAM ASSESSMENT AND REVIEW SUBCOMMITTEE Recommendations: 1. Junior High Advisory Develop and implement a curriculum focused advisory time for all junior high students. The curriculum taught during the advisory period should include practical activities that incorporate the social and emotional needs of students, life skills, career education and possibly other site specific goals. Educational research identifies the level of student engagement as a high predictor of student achievement. Factors of student engagement include a sense of belonging to school and community, rigorous curriculum with high expectations, and positive relationships with staff and other students. Implementing an advisory period time for students will significantly impact and increase student engagement across all of our sites. Advisory will provide time to build relationships and teach SEL (Social & Emotional Learning) standards and curriculum. ISD 279 currently offers advisory time in 2 of our 4 junior high programs. The current advisory experience across K-12 varies in our district. In our elementary schools, students are assigned a homeroom teacher for the year. Students may move to different classrooms for some instruction, but the homeroom teacher provides the home base, consistency and support for students throughout the day and year. At the senior high level, advisory time is provided to students for some portion of the week. Our junior high students are in need of this same type of support. Things to consider: Timing - last Class, first Class, 2 nd period Rotating staff yearly vs same staff for homeroom for three years Merge 7 th, 8 th, 9 th in the same class, thereby building community and friendships. This also allows a transition of 1/3 of the class yearly. Sustained Silent Reading (SSR)- Reading for enjoyment Electronic etiquette Building community Different topics for different grades Career readiness Social emotional learning Bullying Coping Recommended Resources: Non-Fiction Writing Focus on Writing across curriculum areas in order to increase the amount of non-fiction writing for K-12. Providing staff with professional development on a writing process is essential for consistent implementation of non-fiction writing. (Examples include: Science Notebooks, Social Studies, Math, Music and other academic areas.) Over 85% of the reading and writing adults do in their daily lives is non-fiction yet most of the instruction delivered in schools is fiction and personal narrative. Non-fiction writing can inspire enthusiasm in students because students can choose topics of interest, expertise or exploration. (90/90/90 Study) 5

8 3. Digital Learning and Resources Invest in the study and development of digital learning opportunities K-12. We recommend the study address two topics: instructional design and curriculum. Options include: 1. Online learning opportunities, flipped classroom, Project Copernicus (along with consistent procedures), etc. 2. Productivity software including spreadsheets (Microsoft Excel and/or Google Apps) The world is changing, and our students ability to change with it is at great risk if they are not prepared. Students report using many online options today and we should be ready to utilize these options for all students. Alternative delivery systems and alternative course-completion options would better support opportunities for enrichment and the development of the whole child. Online learning will enhance our students with the 21st Century Skills they will need as they strive to achieve their dreams, contribute to community, and engage in a lifetime of learning. Online resources could include but are not limited to: khanacademy.org sophia.org thatquiz.org sciencegeek.net search engines 6

9 III. PROGRESS TOWARD ACHIEVEMENT OF RECOMMENDATIONS MADE IN FOR IMPLEMENTATION IN ACHIEVEMENT AND EVALUATION SUBCOMMITTEE 1. Increase growth in math and reading at the junior high level We recommend the following; Raise the percentage of 7 th and 8 th grade students making their expected growth on the NWEA math assessments from 45% to 60%. Raise the percentage of students making normal or high growth on the MCA to meet or exceed the state scores. Progress: a. Over the past 2 years there have been significant changes to the identification process for increased participation and movement to acceleration in mathematics such as: i. Changed the automatic placement criteria and protocol to shorten the process and Increase the number of students assigned to accelerated math. ii. Changed the opt in criteria to allow additional students choose accelerated math. iii. Changed the petition protocol to allow students below the cut line for accelerated math to be reconsidered on an individual basis. b. All junior high schools have implemented double dose classes in reading for students that are most at risk of not passing the Minnesota reading graduation test. c. Some schools have implemented advisory times. The models vary in the amount of time set aside and the primary intent of the advisory program. d. Junior high schools provide a small and varied set of transition activities for students moving to grade seven. e. There has not been district-wide structural or organizational change for grade 7 or Increase proficiency on State science tests Increase the proficiency rate on the science MCA from 44% to 50% with a focus on schools with very low proficiency rates. Progress: No focused district-level work was done in this area. 3. Decrease the suspension rate and the suspension rate disparity between subgroups Decrease the total number of instructional days lost from 4200 to 3800 and decreases the disparity between subgroups by 10%. Progress: a. A district result statement was developed to address special education suspension disproportionality. The group charged with this work has met during the year. b. A Positive Behavior Intervention System continues to be implemented district-wide. c. SWIS (a behavior data management tool) is being purchased for elementary to support data tracking for student behavior. 7

10 STUDENT SERVICES SUBCOMMITTEE 1. We recommend further study of the causes of the disproportionate representation, due to inappropriate identification of Black students with a primary disability of Emotional Behavior Disorder (EBD). 2. We recommend further study of the causes of the disproportionate rate of suspension of Black students with a primary disability of EBD. Progress: Because the District was notified that it met the threshold for disproportionate suspensions of Black students for 10 or more days Disproportionality in Special Education was identified as a priority result for the school year. A Disproportionality Priority Results Team (DPRT) that includes system stakeholders was established. The DPRT developed a plan to study the root causes of disproportionality and to recommend changes in policies, procedures and practices that will reduce disproportionality in special education. The DPRT: examined district data on discipline, identification, placement and achievement of students on IEPs disaggregated by race and ethnicity, Identified that a root cause of disproportionality is related to systemic beliefs about race and has caused difficulties for Black students in school, reviewed district policies and procedures for child find and referrals for special education evaluation and received training on Multi-tiered Systems of Support (MTSS) reviewed individual school child study referral data to determine if there is system wide consistency with the problem solving process. Finally, the Student Services DPAC subcommittee continued to focus its work on exploring strategies to reduce disproportionality. PROGRAM ASSESSMENT AND REVIEW SUBCOMMITTEE 1. Career Education We recommend the development and implementation of a consistent, age appropriate, standards based K-12 Career Education curriculum. This curriculum should include practical activities that incorporate the key topics of career development. Results of student work should be accessible to parents and educators via TIES or a similar system. Progress: At the time this recommendation was made, the decision of the District was to place on hold for the school year; the Program Improvement Process for the Career Education Program due to the Implementation of Standards Based Instruction/Grading and Reporting and other priority initiatives. Note: Our gr process/framework that is currently in place will continue while we are in the Development Process. We will resume our K-12 Program Improvement Process in the School Year With a Focus on our District Mission and Strategies by : Beginning our Development Process in late summer or the early fall of 2013, by forming a district-wide interdisciplinary team of educators who will utilize career development theory and the national career development guidelines/standards to research best practices and study other school district delivery models of career education curriculum and student use of electronic portfolios in grades K-12. Identifying appropriate lessons and learning activities that can be integrated into existing curriculum for all grade levels however, investigated through a lens of what might work best in a breakdown of grade levels: K-5, 6-8, and Focusing our development efforts on connecting the dots, so-to-speak by surveying and collaborating with other departments to learn of any existing practices that can intentionally be incorporated into our plan of action. (i.e. Current District Assessment Process & Instruments/TIES Student Information 8

11 System / Efficacious Learner Attributes Development & Measurement / Guidance and Counseling Curriculum & Activities / 7-12 Curricular Content / Advisory Program Standards/Curriculum/Activities and Online tools. Culminating the Development Process for Year 1 by producing a draft plan of action by grade level focus of K-5, 6-8 and 9-12 with recommended School/Educator/Student/Parent Tools that can be piloted as a next step in the process. DPAC will be invited to identify their involvement and/or review of the draft plan prior to moving to Year Summer Slide In order to prevent summer slide (or loss of learning), we recommend that Osseo Area Schools implement a consistent district-wide system for maintaining or improving the achievement level of all students throughout the summer months. Provided tools may include the following: Grade level standardized materials and resources provided such as reading lists, workbooks, math review, summer science projects and outdoor exploration; Website, web resources and tools for on-line learning; Community partnerships that offer additional summer learning opportunities Progress: There has been no focused district level work done on this recommendation this year ( ) All materials developed and or disseminated to students to prevent Summer Slide originate at the site level differentiated by individual student needs. 3. Alternative Course-Completion Options We once again recommend that the district invest in the study and analysis of alternative scheduling options for all junior and senior high students with the interest of increasing the number of academic time slots in the school day. We recommend the analysis of cost-neutral and low-cost options such as online learning opportunities, zero-hour and/or after-school course options. Progress: Some courses are currently being offered zero hour. We will continue to monitor these courses and use information to help make future decisions. In the area of Health, a zero hour pilot will occur during Trimester 3 (2013) at Maple Grove Senior High. This will provide options for students with scheduling challenges (primarily due to AP courses, music electives and world language). A joint work group of Curriculum, Instruction and Educational Standards (CIES) and I2T2 (Instructional Media and Technology) staff are in the process of developing a vision for digital learning. Additional work will be done toward a DPAC recommendation on digital learning and resources. 9

12 Osseo Area Schools Independent School District 279 DISTRICT PLANNING ADVISORY COUNCIL PROGRAM IMPROVEMENT SUBCOMMITTEE REPORT ACHIEVEMENT AND EVALUATION SUBCOMMITTEE Subcommittee Membership: Don Pascoe, Lisa Berglund, Jennifer Brown, Robin Dolan, Greg Hulne, Lorie Humphrey, Karen Kieser, Pam Paulsen, Mary Jo Sandretsky, Derrick Strom SECTION I: Committee Activities The committee reviewed the District Testing Plan and the characteristics and purposes of the assessments administered by the District. The committee reviewed assessment results from These results were primarily found in three areas: District developed Excel data analysis tools. State Department of Education web-based data analysis system. State accountability reports. SECTION II: Data Summary A. Data Reviewed The committee reviewed results from: State Tests: Minnesota Comprehensive Assessments (MCA II)... Grades 3-11 GRAD Reading & Math... Grades State Multiple Measure and Focus Reports (MMR and FR) District Tests: Northwest Evaluation Association Achievement Level Tests (NWEA)... Grades 2-8 ACT Scores B. Summary of Evaluation of Data 1. District Strengths: Growth for students was generally higher than national average growth. Scores on the NWEA were above typical national scores. By grade four, students who have been in the district for two years consistently perform about one year s growth above the national average. 2. Areas of Concern: Students in grades 7 and 8 math and grade 7 reading grew at a lower rate than expected. Gaps between student subgroups (ethnic, socio-economic and program) continue to persist on all tests. New students tend to start out significantly behind students already in the district. This gap is higher when students enter in a later grade. New students entering in grade eight, on average, are three years behind established district students. Some schools have persistently lower growth and achievement scores. 10

13 SECTION III: Listing of Subcommittee High Priority Recommendations Recommendation 1. Develop a formal system of differentiated support for schools based on their productivity as indicated by the MMR, NWEA MAP, MCA growth scores and other value-added measures. The new state Multiple Measures Report and Focus Report more clearly displays the relative productivity of schools in math and reading (see graph below). The Growth and Gap Closing part of these reports provide a relatively fair way to describe this productivity. When district schools are reviewed there are large and persistent differences between schools within the district on these measures. The broad district improvement efforts pursued by the district in the past have raised overall performance but in most cases have not closed the production gap between the schools. The sub-committee is recommending a different approach. In the past DPAC has recommended broad district strategies. The recommendation is to shift to a focused approach where resources and oversight are targeted to the sites most needing the support based on productivity data. This differentiated support system is modeled after the RTI (Response to Intervention) model used with individual students. Productivity data from the state Multiple Measures Report % 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Percentile Rank among State Schools Growth Percentile Gap Percentile 11

14 GROWTH %TILE Strategies for improvement: Identify schools that are making acceptable to excellent gains. These are the Tier 1 schools. A majority of schools will be expected to be in this category. These schools will receive the standard support to implement district curriculum and manage the site improvement process. This will include district wide staff development, site improvement planning and regular visits. Schools whose gains fall slightly below district expectations will receive Tier II support. At this level, schools will get more focused support and monitoring from existing district level staff. Work will be more tightly focused on the site improvement plan. Follow up and monitoring will be more rigorous. Schools whose gains fall significantly below district expectations will be moved to Tier III. These schools will receive more directed, formalized support including specific expectations and monitoring. The district will also provide capacity building resources. Support will be provided by district level staff and by identified highly productive Promising Practice teachers. Identifying Tiers The growth and gap closing percentile ranks for the state MMR report are a good example of measures of productivity. An example of process for identifying tiers using those measures follows. GAP CLOSING %TILE Above Below 25 Above 50 Tier 1 Tier 2 Tier Tier 2 Tier 2 Tier 3 Below 25 Tier 2 Tier 3 Tier 3 12

15 ISD Osseo Area Schools DISTRICT PLANNING ADVISORY COUNCIL PROGRAM IMPROVEMENT SUBCOMMITTEE REPORT STUDENT SERVICES SUBCOMMITTEE Subcommittee Membership: Kathy Bushman, Charlotte Alexander, JoVan Birkhofer, Amy Chouinard, Kathy Frederickson (Chair), Sonali Gore Brian LaRose, Laura Kelly Lovdahl, Maggie Keifer, Brenda Troiani SECTION I: Committee Activities The committee heard reports on the following topics from the following district administrators and principals: Current District disproportionality standings: Director of Student Services, Kathy Bushman North View Junior High changes and challenges: Principal John Groenke Maple Grove Junior High changes and challenges: Assistant Principal Jason Harris Equity challenges, position and stakeholder education: Director of Educational Equity, Tony Hudson SECTION II: Data Summary District staff was asked to provide the committee with an overview of the strengths and the challenges within their respective area of oversight. These presentations were data-driven and focused on multiple data sources in the following areas: 1. Continued disproportionality issues and how cultural diversity training might impact them 2. Mentoring efforts 3. Homeroom implementation The most compelling area of focus is the continued disproportionate suspension of Black students overall. Data detailed high numbers of suspensions among Black students with a primary disability of Emotional Behavior Disorders (EBD) as well as the over-identification of Black students with a primary disability of EBD. Therefore, the subcommittee chose to focus on the following high priority recommendation. SECTION III: Committee High Priority Recommendations and Rationale 1. Train all staff on racial equity and cultural responsiveness that is aligned with the district s new strategy of equitable student achievement. This training should consist of a deep analysis of the complexities of racial and cultural identity, language and institutional racism along with tools to address the identified needs. The Osseo Area School District recognizes the moral imperative to achieve equity for ALL students. The state and federal departments of education cited the District in 2012 for having the disproportionate suspension of Black students on Individual Educational Program (IEP) plans for 10 or more days. The District was also notified of being at risk for having disproportionate representation of Black students with a primary disability of EBD. This is symptomatic of the overall disproportionality affecting equitable student achievement for all students. [See Table 2] As a result of this citation the District was required to reallocate a proportion Federal Special Education funds to provide Coordinated Early Intervening services to general education students and programs, impacting the Special Education Department s discretion on the spending of the Federal Special Education funds. 13

16 Requiring cultural diversity training for all employees will establish a common language, awareness and tools to enable addressing disproportionality more efficiently and effectively. Some District 279 staff who participated in Beyond Diversity training voiced strong support for training on racial equity and cultural responsiveness as noted in survey results: 1. Learning more about Courageous Conversations About Race will help further our journey toward accomplishing the district mission: 98.2% Agree 2. Other site and system leaders should participate in Beyond Diversity training: 94.6% Agree Examination of comparable School Districts shows this education is the first step but not the only step - in addressing the issues of disproportionality and equitable achievement for all students. 1 The disproportionality issue appears to be pervasive in nature and requires a sustained and systemic approach and efforts for policy, practice and procedural change. Some of these areas of concern are: 1. Referrals of students for a special education evaluation 2. Special Education eligibility of Black students with a primary disability of Emotional Behavior Disorder (EBD) 3. Federal setting placement of Black students in Special Education 2 4. This data reflects the need for a strong foundation in support of changes in District-wide cultural awareness. 1 Rethinking Suspensions by Frank H. Stetson and Betty J. Collins, Principal Leadership, October Federal Special Education Settings: Setting I: 0-20% of time out of general education: Setting II 20-60% of time out of general education: Setting III over 60% of time out of general education setting: Setting IV separate special education site. 14

17 Percent of Students Percent of Students Supporting Documentation Total Enrollment/EBD Identified - March American Asian Hispanic Black White Indian % of ALL % of EBD Total Special Education Enrollment/Special Education Students with More than 10 Days of Suspensions - June America Asian Hispanic Black White n Indian % of Spec Ed % of >10 Spec Ed Suspensions

18 16

19 Beyond Diversity Training, Summary Report 17

20 Osseo Area Schools Independent School District 279 DISTRICT PLANNING ADVISORY COUNCIL PROGRAM IMPROVEMENT SUBCOMMITTEE REPORT PROGRAM ASSESSMENT AND REVIEW SUBCOMMITTEE Subcommittee Membership: Wendy Biallas-Odell, Jim Burgett, Danielle Carter, Jin Chang, Marty Cohen, Anisha Dhamipragada, Geoff Dopkins, Robyn Huber, Debbie Hulke, Jodelle Migely, Erika Novak, April Tatur, Shonda Thomas, Michelle Zimmerman SECTION I: Committee Activities The committee heard reports on the following topics from the noted district staff members: Junior High current programs for Homeroom and Advisory time John Groenke, NVJH Principal, Janell Leisen NVJH Counselor, Jason Harris, MGJH Assistant Principal Science Notebooks and Foss Kits Darrell Olson Curriculum Specialist Math programming as it relates to the concerns of 7 th grade Math achievement data- Wendy Biallas-Odell current action research projects surrounding 7 th grade math, 6 th grade math and 5 th grade math Read Well by 3, Robin Gunsolus Current state of the curriculum cycle and local literacy plan - English Language Arts, Ann Evenson Standards Based Instruction & Grading Wendy Biallas-Odell SECTION II: Data Summary In each topic area, district staff was asked to provide the committee with an overview of the current program options. In addition the research and data which was presented aligned to the following: Longitudinal Achievement data results and trends at the transition point of junior high. New Common Core State Standards in the area of K-12 Literacy (English Language Arts) and Literacy in Social Studies/History, Science and Technical Subjects - Reading and Writing Standards 6-8, 9-10, Science Kit implementation and the MCA scores Math Achievement trend data at the 6th grade/7th grade levels and the Math Curriculum Action Research Projects in 3 different sites within the district. Standards Based Instruction & Grading and its impact on staff and students. SECTION III: Committee High Priority Recommendations and Rationale 1. Junior High Advisory Develop and implement a curriculum focused advisory time for all junior high students. The curriculum taught during the advisory period should include practical activities that incorporate the social and emotional needs of students, life skills, career education and possibly other site specific goals. Educational research identifies the level of student engagement as a high predictor of student achievement. Factors of student engagement include a sense of belonging to school and community, rigorous curriculum with high expectations, and positive relationships with staff and other students. Implementing an advisory period time for students will significantly impact and increase student engagement across all of our sites. Advisory will provide time to build relationships and teach SEL (Social & Emotional Learning) standards and curriculum. ISD 279 currently offers advisory time in 2 of our 4 junior high programs. 18

21 The current advisory experience across K-12 varies in our district. In our elementary schools, students are assigned a homeroom teacher for the year. Students may move to different classrooms for some instruction, but the homeroom teacher provides the home base, consistency and support for students throughout the day and year. At the senior high level, advisory time is provided to students for some portion of the week. Our junior high students are in need of this same type of support. Things to consider: Timing - last Class, first Class, 2nd period Rotating staff yearly vs same staff for homeroom for three years. Merge 7, 8, 9 in the same class, thereby building community and friendships. This also allows a transition of 1/3 of the class yearly. Sustained Silent Reading (SSR)- Reading for enjoyment Electronic etiquette Building community Different topics for different grades Career readiness Social emotional learning Bullying Coping Recommended Resources: Non-Fiction Writing Focus on Writing across curriculum areas in order to increase the amount of non-fiction writing for K-12. Providing staff with professional development on a writing process is essential for consistent implementation of non-fiction writing. (Examples include: Science Notebooks, Social Studies, Math, Music and other academic areas.) Over 85% of the reading and writing adults do in their daily lives is non-fiction yet most of the instruction delivered in schools is fiction and personal narrative. Non-fiction writing can inspire enthusiasm in students because students can choose topics of interest, expertise or exploration. (90/90/90 Study) 3. Digital Learning and Resources Invest in the study and development of digital learning opportunities K-12. We recommend the study address two topics: instructional design and curriculum. Options include: 1. Online learning opportunities, flipped classroom, Project Copernicus (along with consistent procedures), etc. 2. Productivity software including spreadsheets (Microsoft Excel and/or Google Apps) The world is changing, and our students ability to change with it is at great risk if they are not prepared. Students report using many online options today and we should be ready to utilize these options for all students. Alternative delivery systems and alternative course-completion options would better support 19

22 opportunities for enrichment and the development of the whole child. Online learning will enhance our students with the 21st Century Skills they will need as they strive to achieve their dreams, contribute to community, and engage in a lifetime of learning. Online resources could include but are not limited to: khanacademy.org sophia.org thatquiz.org sciencegeek.net search engines 20

23 DISTRICT PLANNING ADVISORY COUNCIL Work Calendar Date / Time Group Room Requested Full DPAC Meeting Monday, 9/24/12 7:00 9:00 PM Monday, 10/8/12 7:00 9:00 PM Monday, 10/22/12 7:00 9:00 PM Monday, 11/12/12 7:00 9:00 PM Monday, 12/10/12 7:00 9:00 PM Monday, 1/14/13 7:00 9:00 PM Assessment & Review Subcommittee Special Services Subcommittee N-10 Achievement/Evaluation Subcommittee W41 Full DPAC Meeting Assessment & Review Subcommittee Special Services Subcommittee N-10 Achievement/Evaluation Subcommittee W41 Full DPAC Meeting Assessment & Review Subcommittee Special Services Subcommittee N-10 Achievement/Evaluation Subcommittee W41 Full DPAC Meeting Assessment & Review Subcommittee Special Services Subcommittee N-10 Achievement/Evaluation Subcommittee W41 Assessment & Review Subcommittee Special Services Subcommittee N-10 Achievement/Evaluation Subcommittee W41 Assessment & Review Subcommittee Special Services Subcommittee N-10 Achievement/Evaluation Subcommittee W41 Monday, 1/28/13 7:00 9:00 PM Steering Committee Meeting W41 Monday, 2/11/13 7:00 9:00 PM Full DPAC Meeting Assessment & Review Subcommittee Special Services Subcommittee N-10 Achievement/Evaluation Subcommittee W41 Monday, 3/11/13 7:00 9:00 PM Full DPAC Meeting Final Approval of Report Draft Tuesday, 4/2/13 6:00 PM Steering Committee Meeting W41 Tuesday, 4/9/13 School Board Presentation of Final Report Board Room Monday, 4/15/13 7:00 8:00 PM Full DPAC Debrief and Celebration 21