MADELIA SCHOOL DISTRICT ISD 837 Madelia School districts mission is to graduate educated in the Madelia Public School System is able to demonstrate a set of values that reflect care, concern, commitment, and compassion for themselves and others. He/she is able to adapt and function as a responsible local/national/global citizen. The graduate has the foundational skills to become a lifelong learner and an active participant in a modern work force. He/she is prepared to demonstrate independent living and skills and healthy life choices. TEACHING AND LEARNING GOALS IN THE DISTRICT Madelia Public School District strives to implement the most effective strategies to help students learn and continuously works to improve curriculum and instruction in the quest to provide students with the necessary tools to compete in a global economy. The District is constantly evaluating the instructional practices to ensure that we are providing opportunities for all subgroups to be successful. The WBWF legislation identifies specific targets to determine if schools are striving to create The Worlds Best Workforce. They include the following: Closing the identified achievement gap(s) in the district Having all students ready for Kindergarten Having all students in third grade achieving grade level in literacy Having all student attaining career and college readiness before graduation from high school Having all 100% graduate from high school
Progress towards the targeted legislative Worlds Best Workforce goals will be achieved by: Continued high quality professional development focusing on instructional best practices Having clear, data based academic goals defined and evaluated Incorporating teaching and learning strategies based on research in all academic areas The incorporation of a k-12 benchmark system (NWEA) to evaluate the district-wide trends Evaluating/monitoring of individual and summative data trends on all district, state and national assessments Strengthening the home to school connection Providing an annual budget sustaining the Worlds Best Workforce district plan
INSTRUCTIONAL, PROFESSIONAL, AND CURRICULUM GOALS/ACTIVITIES
1. Madelia Public School District strives to ensure that all students are proficient in core subject areas. Madelia Public School District has implemented the use of Professional Learning Communities (PLCs) to drive this focused goal of improvement. The following are reasons that implementing the use of PLCs has been critical to the process of district improvement: Instill a climate of collaboration and teacher development Monitor Assessment and Instructional Practice to determine effectiveness Measure and monitor academic performance of students by summative measures as well as standardized assessments 2
PLCs will survey their own effectiveness through the use of Marzanos Philosophies Incorporating a coaching model and culture of discussing ones practices and the research behind why we do things the way we do
2. The district will ensure the professional developments needs of the certified staff are achieved through providing high quality inservices/professional development opportunities Professional development will align with the district, site and PLC goals All trainings will be of high quality and research based Via developing, monitoring, implementing and developing our Continuous Improvement Plan
3. A District Systems Strategy will be developed for monitoring student academic progress Define: the essential academic outcomes for students Determine: how we will assess proficiency of these outcomes Measure: the progress towards meeting our goals Monitor: the curriculum maps to ensure they are inline with the essential outcomes and the progress that teachers are making in covering the materials that is required within the academic timeframe Maintain: systems for data management which is accessible and used by teachers, administrators, and school board members to drive instruction and make appropriate decisions Monitor: make necessary instructional changes to meet the needs of the students
4. The Districts certified teaching staff will engage in parent/student involvement strategies via the following goal setting process: Staff will engage parents and students in goal setting Student goals will be completed in the classroom setting and those goals will align with the district objectives
DISTRICT TEST SCORES There will be continuous review of district benchmarking assessments (NWEA) and an annual evaluation of district wide summative assessment data. The analysis will exhibit whether or not there are achievement gaps or trends that need attention. Included in the analysis report will be data used to determine whether or not all students received adequate career and college readiness preparation.
MAIC INTEGRATIONN COLLABORATIVE ACADEMIC GOAL(S) The districts integration collaborative consists of Lake Crystal (RA), Madelia (RI), Maple River School District(RA), Truman (RA), and Wellcome-Memorial (RA). The goal of the collaborative is to pursue academic achievement, racial and economic integration via: Integrating Learning Environments and Resources- designed to reduce both enrollment and academic achievement disparities based on student racial, ethnic and economic backgrounds Rigorous career and college readiness opportunities- programs for underserved students populations
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DISTRICT REPORTING A District Advisory Committee can be established by the school board to ensure active community participation in planning and overall academic improvement. The Committee shall reflect the demographics of the student population. This group may have community residents, students, staff, parents and teachers. This group will make recommendations based on data and research in how to provide rigorous academic standards to meet student achievement goals. The outcomes of these meetings and suggestions will be mentioned in the superintendents report.
MADELIA PUBLIC SCHOOLS SMART GOALS
MATH The proficiency gap between the non-white and white students enrolled for the full academic year in grades 3-8 & 11 at Madelia Public Schools on all state mathematics accountability tests (MCA, MOD, MTAS) will decrease from 22.7% in 2013 to 15% in 2017 by increasing the proficiency rate of the groups and decreasing the gap between white and non-white subgroups.
READING The proficiency gap between the non-white and white students enrolled for the full academic year in grades 3-8 & 11 at Madelia Public Schools on all state reading accountability tests (MCA, MOD, MTAS) will decrease from 39.9% in 2013 to 29% in 2017 by increasing the proficiency rate of the groups and decreasing the gap between white and non-white subgroups.
MADELIA DISTRICT ACTIVITIES TIED TO SMART GOALS MATH Targeted Interventions to support achievement in integrated learning Environments for math include: Study Skills Instruction at the high school level and The Seven Habits at the elementary to help teach Responsibility, self-motivation and work completion. Implementation of the Alec Program for individualized math instruction Math interventions for classroom teachers which include but are not limited to math fact fluency practice, computer based programs such as IXL Math, Alec Program, NWEA benchmarking, Khan Academy, Study Island, MCA Math practice tests. Implementation of NWEA math benchmarking K-12 to evaluate student growth and provide child specific interventions. This will also aid in looking at the effectiveness of our curriculum and instruction. We are wanting to add a data coordinator/PLC leader to our staff as to have someone collecting, organizing and instructing teachers as to how to use data to drive their instruction. We have after school programming that is specific to the needs of the child to increase their ability in reading. We have homework help provided before, during and after school hours to allow for those students who do not have help at home, the equal opportunity to be successful.
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READING Targeted Interventions to support achievement in integrated learning Environments for reading include: Study Skills Instruction at the high school level and The Seven Habits at the elementary to help teach Responsibility, self-motivation and work completion. Reading interventions for classroom teachers which include but are not limited to guided reading circles, computer based programs such as IXL Reading, McGraw Hill Interventions & online programming, Study Island, NWEA benchmarking, MCA Reading practice tests. Implementation of NWEA math benchmarking K-12 to evaluate student growth and provide child specific interventions. This will also aid in looking at the effectiveness of our curriculum and instruction. We are looking into adding a data coordinator/PLC leader to our staff as to have someone collecting, organizing and instructing teachers as to how to use data to drive their instruction. We have after school programming that is specific to the needs of the child to increase their ability in reading. We have homework help provided before, during and after school hours to allow for those students who do not have help at home, the equal opportunity to be successful.
MADELIA PUBLIC SCHOOL DISTRICT (MCA READING) 2014 2015 2016 2017 2018 GRADE BASELINE TARGET SCORE TARGET SCORE TARGET SCORE TARGET SCORE THREE FOUR FIVE SIX SEVEN EIGHT TEN
SPED NON-SPED DIFFERENCE WHITE NON-WHITE DIFFERENCE FREE/REDUCED NON-FRPL DIFFERENCE
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MADELIA PUBLIC SCHOOL DISTRICT (MCA MATH) 2014 2015 2016 2017 2018 GRADE BASELINE TARGET SCORE TARGET SCORE TARGET SCORE TARGET SCORE THREE FOUR FIVE SIX SEVEN EIGHT TEN
SPED NON-SPED DIFFERENCE WHITE NON-WHITE DIFFERENCE FREE/REDUCED NON-FRPL DIFFERENCE
MADELIA PUBLIC SCHOOLS PROFESSIONAL LEARNING COMMUNITIES Madelia Public Schools utilizes Professional Learning Communities (PLCs) to strategically analyze student outcomes, to plan instruction based on the needs of our students, to reflect on teaching practices and research the best ways to reach EVERY child, and to support the work around Marzanos Teacher Evaluation Framework. Each year, the leadership team meets to map out the PLC topics and practices, staff meeting staff development needs, full district staff development days. The leadership then meets periodically to evaluate the plan, reflect on outcomes and revamp the plan if needed. In the future, the team will also move toward using the district wide benchmarks to fully evaluate the needs and/or patterns.
PLCs engage in action research to implement best practices to improve student learning. PLC groups will develop action plans and SMART goals for the team and evaluate them as asked by administrators. Overall improvement of the system will be monitored over an extended period of time. The focus will be on researched based strategies. Baseline data will be established to improve overall performance of students, targets will be set (using SMART goals), and strategies designed to meet identified targets. Plans will be monitored to measure results against goals. Facilitators will share results with the entire system in teacher leadership meetings so that effective strategies can replicate when appropriate.
Professional Learning Communities: Assessments, Instructional Practice, and Student Performance 6
PLC members will create common assessments and align them with the state test specifications. Data generated from these measures will be used as a measuring tool to determine effectiveness of instruction and student learning. Common formative assessments aligned with summative measures will be utilized for grouping and regrouping of students for interventions/extra support. As a best practice and to identify students at risk, in order to keep them from falling behind, PLCs will align formal formative assessments to provide interventions close to the point of instruction. Special education and Title I/RTI teachers will closely monitor student performance.
During PLC meetings, test item analyses will be conducted to upgrade summative assessments and improve instruction. Reflective assessments will be the primary focus on rigor validity and reliability. PLCs will reflect upon instruction and its effect on student performance as evidence by the results. Integration and collaboration between classroom and special services (RTI, Title I, Reading Corps., and Special Edu.) will be an important feature inn closing the achievement gap. Establishing modification for assessments and administration of assessments will be a collaborative effort between and among regular education and special service teachers.
PROFESSIONAL LEARNING COMMUNITIES: PERFORMANCE: PLC performance will be measured in the following ways: Through the overall academic performance of students as measured by aligned summative measures and results from standardized assessments (NWEA, MCA, etc.). Short and long term targets will be established. Twice annually through the use of an established rubric of high performing PLCs. Through the teacher evaluation process-Marzanos Framework
PROFESSIONAL DEVELOPMENT Professional development will align with district, site and PLC goals. Professional development activities funded by the district must align with the strategies identified by the district, site and PLC improvement plans. Staff will be provided summer curriculum writing days upon approval. Madelia Public School curriculum is aligned with the Minnesota State Standards.
CURRICULUM ALIGNMENT WITH STANDARDS A systemic approach to curriculum development and implementation will be the goal of the district. District will ensure that all curriculum is aligned with state and/or national standards. Teachers will be required to document alignment by identifying content, skills, pacing assessments and resources. This will ensure that the entire curriculum is a district curriculum and does not, all or part, one belong to individual teachers. Documents will constitute the curriculum and be available for substitute teachers, new teachers, administrators, support stave etc. Aligned curriculum will be reviewed regularly PLCs to ensure implementation. Documents will be archived with the curriculum director and monitored for compliance.
STUDENT AND PARENT ENGAGEMENT: IMPROVEMENT PLANNING Students, teachers and parents collaborate in setting achievement goals.
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Student learning will be a collaborative effort among student, teacher, and parents. Each student will set academic goals and monitor their own progress. Teachers and parents will identify strategies that they will implement to help each student be successful. After each summative measure, students graphically monitor progress to share with parents. Individual classrooms will collaboratively establish set of measurable achievement goals utilizing the same process identified above. Each classrooms results are graphically posted.
In order to close the achievement gap, the district will provide professional development for teachers to ensure strategies are in place for students to meet the targeted goals.
PARENT ENGAGEMENT STRAEGIC PROCESS
A two year process to plan ad execute strategies in these areas to improve parent engagement within the district.
Areas to look at: Communication Support for School activities / Home Activities Understanding Cultural and Family Norms Support for life-long learning Parent Education Advocacy and Shared Governance Collaboration Relationship, Trust, and Respect Conflict Resolution process
Commitment of a team of 12 for 4 meetings a year
Team of 12 people designed to represent the stakeholders for this topic representing both staff and parents.
6 Staff to include: Administrator Teacher from Pre-K 3 Teacher 4 8 Teacher 9 12 Social worker or counselor Outreach worker or Parent Educator
6 parents to include: Parent of a preschooler K 3 rd grader Parent of a 4- 8 th grader Parent of a 9 12 th grader Low-income /Minority parent Special Education parent
Year 1 Pre-meetings in August Create Parent Engagement Leadership Team Meeting I Sept Oct. Build team trust and partnerships Overview and understanding of the process Brainstorm issues and concerns 8
Develop our list of Why and questionnaire Pre-test or Questionnaire development and process as well as time line Nov. Dec. Questionnaire and input Meeting 2 - Jan - Feb Look at results of questionnaire Based on results and discussion look at the area of engagement to determine which area is the lowest for the District Determine area to focus on Meeting 3 - March April Brainstorm ideas to improve the lowest area for the district in Parent Engagement. Prioritize ideas, create a budget and timeline to move this agenda forward Meeting 4 May June Evaluate the process that they participated in and plan meetings for the next year. Celebrate school and parents together
Year 2 Meeting 1 August Redefine the goals for the year and who will do what Meetings 2 Oct Nov. Execution of goals set forth Meeting 3 Dec. Jan Redesign questionnaire or feedback March- May Conduct questionnaire Meeting 4 Look at results and redefine goals
PARENT NOTIFICATIONS AND INVOLVEMENT 1. Entrance Conferences: Held each year before school begins in the fall. Each family has one-half hour with the classroom teacher to discuss the goals and expectations for the new school year. Individual reading goals are set at this time based on data from the previous year. 2. Report Cards: Report cards are sent home four times during the year. 3. Fall Conferences: Fall conferences are held at the end of the first quarter. Each family has an appointment with the classroom teacher to discuss student progress and look at the collected data. 4. Additional Conferences: Additional conferences are held throughout the school year on an individual as needed basis. 5. Communication: E mail, newsletter and phone connections are encouraged for both school staff and families. 6. MCA Results: MCA results are mailed to the families (Grades 3-8) in a timely manner when received from the Minnesota Department of Education. 7. NWEA results are sent home after testing is completed in grades K-12. 8. Open Houses: We have a fall picnic and a spring open house where families are invited to come into the school. 9. Family Nights: We hold three to five family nights each year. These usually concentrate on our Accelerated Reading theme. A supper is served, and there are family activities for all ages. (We have included math and science nights too.)
STUDENTS READY FOR KINDERGARTEN School Readiness offers preschool classes to children 3-5 years of age and include a variety of classes throughout the district. There are three regular education preschool rooms within the 9
school and one special education preschool as well. Madelia Public Schools feels that early childhood is where the most difference can be made and therefore fully supports early childhood programming. During the 2014-2015 school year, three year olds will be offered two half days of preschool. Those that are four and five, are offered three half days of school with curriculum in line with the districts strategies.
Preschool classes are offered to all children, as well as, Madelia Public Schools choose to benchmark all students within Madelia, regardless of whether or not they attend our programming. The reasoning behind this is that these kids are all our kids and we have a belief that we need to reach out to all children in this age group to ensure progress for all. Students are currently IGDI tested and will also be benchmarked on numeracy during the 2014-2015 school year.
Preschool classes are offered to any child in the school district and, if space allows, out of district students as well. Madelia Elementary also has an Early childhood Special Education Program within the building. Four and Five year olds go to school Five half days per week and the 3-4 year olds come to school three days per week. At age 5, the students also attend preschool in the general education early childhood program with the support of a paraprofessional. The school readiness/preschool program charges for attending preschool class but offers tuition assistance and scholarships to those who need it.
Teachers in the school readiness program collaborate closely with the kindergarten teachers for smooth transitions into kindergarten. They also have made it a point to attend staff development opportunities as a team to have a smoother transition for students. The preschool and kindergarten classrooms are also in the same wing of the school as so that the students are comfortable with the area of the school, making it less daunting for them to start kindergarten. The curriculum used by the school readiness preschool program aligns with the Early Childhood Indicators of Progress, which is the state suggested standards for preschool.
MADELIA READING ASSESSMENT PLAN/LITERACY PLAN (READ WELL BY 3 RD GRADE) GOALS
GOALS: 1. To monitor student progress until students are proficient readers by Third Grade 2. To devise an intervention system based on data to accomplish this goal. This may result in individualized planning for each student 3. To continue the support and intervention process until each student has become a proficient reader
RESPONSE TO INTERVENTION (RTI) Madelia Public School District has implemented an RTI process for students in kindergarten through grade six. 2013 is the fourth full year of implementation.
OUR PROCESS: 1. Students are assessed three times during the school year: fall, winter, and spring, using the DIBELS (Dynamic Indicator of Basic Early Literacy Skills) process, NWEA for Kindergarten through grade 12, and IGDIs for preschoolers. 10
2. Results are analyzed and discussed at PLC/grade level meetings with the teachers, principal, and school psychologist. Based on those discussions, instruction is altered to meet the needs of students and specific interventions are planned for individual needs. 3. Students who are not meeting benchmarks are referred to RTI for individual help and/or a specific intervention to address the area of need is developed and implemented. (Based on need, some students are monitored weekly, and interventions are provided depending on the results of the weekly monitoring.) 4. Additional services are offered through Targeted Services. These include after school instruction in reading and summer school instruction in reading. 5. Trained staff provide the intervention after training by the school psychologist. 6. Progress is graphed and analyzed by the PLC/grade level meetings. 7. Additional data is collected through NWEA, DIBEL assessments, IGDI benchmarking, Study Island, Reading Eggs, IXL, STAR testing, Alec and Accelerated Reading goals and results. 8. Students are referred to Child Study and possible special education testing if they do not respond to specialized reading interventions.
RESPONSE TO INTERVENTIONN (RTI): Direct and targeted instruction in reading is provided to small groups of students for each classroom for 30 minutes each day. Trained staff work with students using proven intervention strategies for specifically identified needs. Formative and summative assessments together inform and drive the instruction and grouping. Fluency measures are tested three times per year using DIBELS, IGDI, and STAR to ensure students are meeting gradelevel benchmarks. Students not meeting benchmarks receive additional support with weekly progress monitoring.
EXTENDED SCHOOL DAY An extended day program is offered to students K-6, two to four days per week depending on gradelevel. Students are referred by homeroom teachers based on academic achievement within the classroom and assessment outcomes. A certified classroom teacher is providing the instruction whenever possible.