Frazee-Vergas School District #23 2013 - 2014 ANNUAL REPORT€¦ · Frazee-Vergas School District...

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Frazee-Vergas School District #23 2013 - 2014

ANNUAL REPORT

School Board Adopted 10/13/2014

Clarity precedes mastery and it’s impossible to create an

outcome or achieve a goal that you can’t even see.

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TABLE OF CONTENTS

Page MISSION STATEMENTS

District ………………………………………………………………………….. 3 Staff Development …………………………………………………………………. 3

. BELIEFS

Fundamental Purpose …….………………..………………………………………….. 3 PERFORMANCE AIM / INITIATIVE / GOAL(S) / MEASURE(S)

Achievement Gap Integration / Student Success ………………………………………………… 49 Native American …………………………………………………………. 1012

Readiness PreK Plan ………………………………………………………………….. 13 Grade 3 Literacy Plan …………………………………………………………. 1418 Title I …………………………………………………………………………... 1920 Career and College Readiness MCA’s……..………………………………… 2123 High School Graduation ACT……..…………………………………………. 2425 NAEP …………………………………………………………………………… 26 Technology …………………………………………………………………… 27 Extracurricular Participation ……………………..…………………………. 2829

DISTRICT PLAN

Goals District …………………………………………………………………………… 30 Staff Development ………………………………………………………….. 30 Site …………………………………………………………………………… 31

Student Achievement Goals & Benchmarks Elementary …………………………………………………………………... 32 High School …………………………………………………………………… 33

Evaluating Student Progress in Meeting State & Local Academic Standards Elementary ………………………………………………………………….. 34 High School ………………………………………………………………….. 34

Evaluating Effectiveness of Instruction and Curriculum………………….…………… 34 Integration of High Quality Instruction…………………………….….……………….. 35 FrazeeVergas District Leadership Team (Advisory Committee)............................ 35

References:

FV Elementary Goals & Action Plan 20132014……………………………….. 36 Frazee High School Goals & Action Plan 20132014 ………………………………. 37

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DISTRICT MISSION STATEMENT

The mission of the Frazee-Vergas Public School District is to provide quality education

by promoting a safe and respectful environment which encourages the development

of individual potential for lifelong learning in a diversified society.

STAFF DEVELOPMENT MISSION STATEMENT

We believe that staff development is an evolutionary means to enhance the

development of the human resources of the entire school district. It is an individual

process whereby district staff, through their own self-evaluation, develop educational

and personal goals to increase their effectiveness, and the knowledge and skills to

improve student achievement.

We Believe:

FUNDAMENTAL PURPOSE

To ensure high levels of learning for all students!

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PERFORMANCE AIM / INITIATIVE / GOAL(S) / MEASURE(S)

PERFORMANCE AIM - Achievement Gap INITIATIVE: Integration / Student Success (Grant)

Author - Rebecca Matejka

READING GOAL(S) and MEASURE(S): Student Achievement Goal 1 - Increase educational opportunities by providing students with specialized and individualized academic coaching, working with cooperative curriculum that instills a global perspective and designing meaningful opportunities that will integrate students of the West Central Multidistrict Cultural Collaborative and enhance academic experience of students of all ethnic, backgrounds, and origins. It is important to note that the State three year plan takes effect starting with the 2014-2015 school year.

Goal Statement: The proficiency GAP between the Non-FRP and FRP students enrolled the full academic year for all grades tested within 3-8 and 10 enrolled on October 1 on all state Reading accountability tests (MCA, MOD, MTAS) will DECREASE as follows within our District (see table B), by INCREASING the proficiency of FRP student groups as follows within our District (see table A):

* Non-FRP students from 69.7% in 2013 to 80.8% in 2017, and

* FRP students from 57.2% in 2013 to 75.5% in 2017.

The proficiency gap between non-FRP and FRP students will decrease from 12.5% in 2012-2013 to 6.3% in 2017.

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A. Reading Proficiency INCREASE:

Name of District

Status Baseline 2013

Year 1 2015

Year 2 2016

Year 3 2017

Total Proficiency

Increase

ISD 23 Frazee-Vergas

V 63.1% 69.25% 75.4% 81.55% 18.45%

Non-FRP V 69.7% 75.3% 78.1% 80.8% 11.1%

FRP V 57.3% 66.4% 71.0% 75.5% 18.3%

B. Reading GAP DECREASE:

Name of District


Year 1 2015

Year 2 2016

Year 3 2017

Total Gap Decrease

FRP & Non FRP V 12.4% 9.4% 7.85% 6.3% 6.2%

READING-FINDINGS: The State mandates the baseline data used be from the 2013 (Implementation Year of New Reading Standards). While the three year State plan will not start until 2015, here are the findings for the 2014 school year as they are compared to the 2013 data. In 2014 the Non-FRP students increased their reading proficiency to 72.8% up from (69.7%). The FRP students increased their reading proficiency to 58.5% up from (57.3%). The proficiency gap did increase to 14.3% up from (12.4%); even though both groups increased their reading proficiency levels.

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MATH

It is important to note that the State three year plan takes effect starting with the 2014-2015 school year.

Goal Statement: The proficiency GAP between the Non-FRP and FRP students enrolled the full academic year for all grades tested within 3-8 and 11 enrolled on October 1 on all state Math accountability tests (MCA, MOD, MTAS) will DECREASE as follows within our District (see table B), by INCREASING the proficiency of FRP student groups as follows within our District (see table A):

* Non-FRP students from 61.6% in 2013 to 81.3% in 2017, and

* FRP students from 51.0% in 2013 to 75.5% in 2017.

The proficiency gap between non-FRP and FRP students will decrease from 10.6% in 2011 to 5.3% in 2017.

A. Math Proficiency INCREASE:

Name of District


Year 1 2015

Year 2 2016

Year 3 2017

Total Proficiency

Increase

ISD 23 Frazee-Vergas

V 56.0% 67.0% 72.5% 78.0% 22.0%

Non FRP V 61.6% 75.6% 78.2% 81.3% 19.7%

FRP V 51.0% 63.7% 69.6% 75.5% 24.5%

B. Math GAP DECREASE:

Name of District


Year 1 2015

Year 2 2016

Year 3 2017

Total Gap Decrease

FRP & Non FRP

V 10.6% 11.9% 8.6% 5.3%

5.3%

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MATH - FINDINGS: The State mandates the baseline data used be from the 2011 (Implementation Year of New Math Standards). While the three year State plan will not start until 2015, here are the findings for the 2014 school year as they are compared to the 2013 data. In 2014 the Non-FRP students math proficiency decreased to 68.6% down from (70.4%). The FRP students increased their math proficiency to 57.3% up from (51.9%). The proficiency gap did decrease to 11.3% from (18.5%).

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Achievement Goal One: Strategies and Activities

Activity 1 - Family Engagement Program

Activity details:

FE programs designed to increase student achievement.

Narrative Description of Strategies/Activities:

Create family engagement initiatives that involve families in students’ academic life and success. This non-traditional, inter-district program will provide specialized and individualized academic coaching and a family engagement component. Students will be receiving academic services within their own district, but with collaboration from other member districts throughout the MDCC. This program will service students in grades K-8. All K-6 students will be part of the Mentoring Program as an additional service.

Key Indicators of Progress (KIP)

1) SMART goal for this strategy/activity:

Target student population for the Student Success program, (including students of color, students not eligible for special education services, and students eligible for free and reduced lunch), serving these student populations forward with greater intentionality.

2) Measures to track implementation and progress:

- Increase in student attendance for all students from 94.69% in 2012 to 96.0% in 2016.

- Increase in graduation rate for all students from 92.45% in 2012 to 100% in 2016.

Summary: The attendance rate and graduation rate for 2013 both increased

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from 2012. Attendance was 94.43% and graduation was 92.59%.

Attendance 2012 2013 2014 2015 2016

All Students 94.69% 94.89% 95.12% 95.56% 96.0%

Total 94.43%

Graduation 2012 2013 2014 2015 2016

All Students 92.45% 94.35% 96.25% 98.15% 100%

Total 92.59%

Activity 2- Mentoring Program for K-12 provides

Integrated Learning Environments

Mentoring Program for K-12 provides

Research based interventions that include formative assessment practices to reduce achievement disparities by race as measured by student progress and growth on state reading and math assessments and aligned with Worlds Best Workforce (Sec. 29, subd.2(b))Narrative Description of Strategies/Activities:

Supplemental assistance will be provided by 9-12th graders from the racially isolated district of Pelican Rapids for K-6th grade FVE classrooms. Student mentors from the racially isolated district of Pelican Rapids come to Frazee-Vergas Elementary 1/ month for approximately 2 hours throughout the school year to meet with their assigned student mentees. The student mentors provide academic tutoring in reading and math and culturally stimulating activities. The Mentoring Program is part of the Student Success Program. The Student Success Program in the elementary is an extension of services provided through the RTI (Response to Intervention) research based program

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implemented at Frazee-Vergas Elementary to students in grades K-6. The RTI is a skill based program focusing on Reading and Math skills. The Student Success Program focuses on providing reinforcement of daily classroom coursework, homework completion, and study skills. This program component was not available to students through the RTI program at the elementary and is an additional service provided by the addition of the Student Success Program. A copy of the narrative description of the RTI program is attached.

Key Indicators of Progress (KIP)

1) SMART goal for this strategy/activity:

Supplemental assistance for K-6th grade classrooms in culturally integrated learning environments, tailoring instruction for students having difficulty in reading and math.

2) Measures to track implementation and progress:

- 90% of targeted students will meet 100% of their reading ELO’s.

- AIMS Web test results will be used to tailor instruction. AIMS Web is administered in the fall, winter, and spring in grades K-6. BUDGET: Funded through Achievement in Integration for Minnesota Grant. Projected budget for FY15 is $59,856.29.

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PERFORMANCE AIM / INITIATIVE / GOAL(S) / MEASURE(S) PERFORMANCE AIM - Reduce Achievement Gap and Increase Cultural Awareness INITIATIVE: Native American (Federally Funded by Population)

Author - Nancy Nystul GOALS: Goal 1 (Student Achievement): Increase academic achievement in Native American students by offering culturally-responsive academic support for students in K-12th grade. Objective: Reduce the proficiency gap between Native American students and non Native-American in reading and math proficiency. MEASURE(S): ED Facts data DATA: Academic support services offered in subject areas of math and reading to Indian Education students in grades k-12. Times and frequency of services offered depend on student need and may vary from day to day and week to week. FINDINGS: It is our hope and belief that the additional services made a positive impact on their MCA results. However, with MCA cells groups being less than 20 students we are unable to quantify this data. ____________________________________________________________________________________ Goal 2 (Curriculum): Increase integration of American Indian specific content into curriculum by collaborating with K-12 teachers. Objective: Develop curriculum to integrate Native American local knowledge, language, and culture. MEASURE(S): Documents, lesson plans FINDINGS: The Indian Education Coordinator partnered with the 6th grade Social Studies teacher and gave multiple presentations.

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___________________________________________________________________________________ Goal 3 (Cultural Awareness): Increase knowledge of cultural identity and awareness in Native American students and non-native students. Objective: To provide students with opportunities for culturally-responsive enrichment. MEASURE(S): Student surveys, Indian Education Parent Committee participation. FINDINGS: We started an elementary Native Club which met after school for Indian Education students in grades 3-6. Native American projects included making dream catchers, beading, and constructing a Native American medicine wheel. At the high school the Native Club sponsored a Junior High Dance. The club met after school to view Native American films and discuss current events in Native communities today. High school students also attended the Native American themed Young Artist and Young Writers competition and award ceremony at M-State College in Detroit Lakes. Twelve Frazee students received awards for their work. IMPROVEMENT STRATEGY(S) - ACTIVITY(S) - PROGRAM(S):

6th grade social studies presentation on “Ojibwe Bandolier Bags: Origin and Use” was conducted.

6th grade Social Studies presentation on “Wild Rice and the Ojibwe: Past

and Present” was conducted.

Elementary Native Club was established.

High School Native Club was continued.

5th and 6th grade Ojibwe Study Group: a weekly group reading “The Mishomis Book: The Voice of the Ojibway,” by Edward Benton-Banai was held.

6-12 grade Native American themed Young Artist and Young Writers

competition and award ceremony at M-State College, Detroit Lakes, Mn. was attended.

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Field trip to Native American Job and Career Fair, Mahnomen, Mn. was

carried out.

3rd and 5th grade Science presentation on “Plants used by the Great Lakes Ojibwa” was given.

“Dream Catcher Dance” for Jr. High school students was held.

Elementary bulletin board display in November, American Indian

Heritage Month was done.

Native Club presentation for Indian Awareness Week was conducted. BUDGET: FY14 Budget: $13,703

Personnel - $12,428 Travel - $150 Supplies - $825 Contractual - $300

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PERFORMANCE AIM - Kindergarten Readiness INITIATIVE: Pre-K Plan; All students are Kindergarten Ready

Author - Karrie Schultz GOAL(S): Student Achievement Goal - to increase the percentage of Pre-K students from 86% to 100% who enter kindergarten with the needed kindergarten ready skills, specifically regarding social and literacy skills . MEASURE(S): Get Ready to Read Assessment FINDINGS: Results from the Get Ready to Read Assessment were difficult to compare to previous years, as the assessment had been revised; additional questions as well as two-tiered results were added to the assessment Along with a revised assessment it was noted the group of students being assessed (2013-2014) were younger overall at assessment dates from the previous years’ students. IMPROVEMENT STRATEGY(S) - ACTIVITY(S) - PROGRAM(S):

Continued to monitor preschool screening and encouraged parents to have their child’s screening completed at three years old

Continued to work with kindergarten teachers in the school’s vertical alignment- showing success in individual learning targets

BUDGET: School Readiness $13, 887.26

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PERFORMANCE AIM - Literacy Readiness INITIATIVE: Grade 3 Literacy Plan; All students are reading at grade level

Author - Travis Nagel GOAL(S): Student Achievement Goal - 100% of students who are reading at grade level FINDINGS: Results from 2014 Grade 3 MCA Reading indicate that 76.7% or 56 out of 73 third grade students are reading at the state proficiency level. While this is an increase from the 2013 when 67.7% were at the proficiency level, we are short of our goal of 100%. *New standards in Reading were implemented in 2013, comparisons from 2012 to 2013 or 2014 should not be made. MEASURE(S): Historically, Frazee-Vergas Elementary students have done well on MCA Reading assessments. In the 2010-2011 school year, nearly 90% of Frazee-Vergas Elementary third graders met or exceeded reading MCA scores. This is indicative of excellent primary instruction and good intervention practices. The goal, however, is to have 100% proficiency by the end of grade 3 for students taking the MCA - Reading state assessment. In order to accomplish this goal:

Highly qualified teachers will provide reading instruction using a strong core reading curriculum.

Students are assessed and continually monitored as to their reading levels and progress towards reading achievement.

Using assessment data, struggling students and their area of deficiency will be identified.

Students that have been identified as needing assistance will receive supplemental, targeted intervention services to assist in bringing the identified student to grade level.

Special Education students will continue to be provided high-quality services in the area(s) for which they qualify for.

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Frazee-Vergas Elementary students are assessed for their level of reading proficiency early on in the academic year.Frazee-Vergas Elementary teachers use AIMSweb benchmark assessments 3 times a year; fall, winter and spring. These benchmarks target students who are at-risk and in need of intervention. In addition to the AIMSweb testing, teachers also use Star Reading/Early Star Reading to identify additional needs of students at-risk. Frazee-Vergas Elementary kindergarten and first grade core reading instruction consists of Literacy By Design which is implemented daily throughout the year. In second and third grade, Harcourt Brace Story Town is implemented daily throughout the year. Through core instruction and/or AIMSweb benchmarks, students who are not meeting grade level criteria are identified and are eligible to receive interventions. Additionally, Frazee-Vergas Elementary staff use the following diagnostic assessments to match student needs with instructional practices.

Kindergarten: individual assessments include: letters, sounds, sight words, and running records.

First Grade: individual assessments include: sight words, benchmarks

(covers vocabulary, comprehension and fluency), Star Reading, and theme assessments.

2nd Grade: individual assessments include: theme assessments, Star

Reading, informal running records, fluency assessment.

3rd Grade: individual assessments include: theme assessments, Star Reading, individual running records, Maze comprehension assessments.

Frazee-Vergas Elementary’s plan of progress monitoring to evaluate and adjust our effectiveness of instruction will be completed as a collaboration between the classroom teacher and interventionist. The teacher & interventionist will administer the progress monitoring assessment every two weeks for students identified as at-risk. Students who perform slightly below grade level are given the progress monitoring assessments monthly.

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Parents of students not meeting grade level proficiency expectations will receive communication explaining the intervention process that their child will be participating in. Parents will be notified once student is identified. Frazee-Vergas Elementary provides interventions and instructional supports that are available to students not reading at or above grade level in grades K-3.

Core instruction is implemented by classroom teacher, which includes the use of the 5 pillars of reading instruction: Phonemic Awareness, Phonics, Vocabulary, Fluency and Comprehension.

Students who have been identified as at-risk readers will receive supplemental support in the classroom setting and through an interventionist.

Students in kindergarten will be assessed in the areas of

phonemic awareness, phonics, and high frequency words.

Students in first grade will be assessed in the areas of phonemic awareness, phonics, high frequency words, and fluency.

Students in second grade will be assessed in the areas of

phonics, high frequency words, fluency, vocabulary, and comprehension.

Students in third grade will be assessed in the areas of

phonics, high frequency words, fluency, vocabulary, and comprehension.

Special Education students, depending on the severity of their disability,

receive services either primarily with a special education teacher or with a highly qualified paraprofessional assisting the student.

Assessment/Progress monitoring results will be shared with parents, at minimum, on a quarterly basis through report cards, twice a year during parent-teacher conferences, and through online parent access.

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Frazee-Vergas Elementary strives to improve communication with parents. Strategies we are using to continue and improve parent communication include:

Harcourt Brace and Literacy by Design literacy have a parent/home component as a part of their respective programs that teachers utilize and send home at the beginning of each themed unit.

Tier II and Tier III interventions will be utilized based on diagnostic

assessments with students not performing at grade level. Teachers will communicate with parents about the results of the assessment and their student’s involvement in intervention programming.

Publicize and encourage literacy events at ISD 23 via newsletters, websites

and links, and notification of local literacy events in the surrounding communities.

Frazee-Vergas Elementary teachers and staff continue to need professional development opportunities attached to Scientifically Based Reading Instruction (SBRI). Opportunities for SBRI development may include:

Time will be provided for teachers to meet for professional development specific to reading through district staff development days.

Performance data will be used to help determine staff development needs.

Teachers will be given opportunities to attend workshops specific to

reading instruction.

Develop Professional Learning Communities to further instruction and meet the needs of all learners.

Frazee-Vergas Elementary will continue to use universal screening data and other student data points to continuously monitor professional development needs for the staff of the school. Frazee-Vergas Elementary historically has not had a significant English Language student population; in fact, at the present time there are no students that qualify to receive specific English Language services. If there becomes a need to provide

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for English Language services, the district does employ a specifically licensed English as a Second Language teacher that has the knowledge and resources available to assist in providing the necessary support, and will be consulted to provide professional development and support to both staff members and students.

K-3 Interventionist: Reading / Math Intervention Teacher is responsible for providing high-level literacy & math learning experiences to struggling students and teach the course of study prescribed by the district Tier II and III instructional programs/materials;

implement scientifically-based reading research (SBRR) strategies to enable students to develop the competencies and skills to be successful,

provide individual and group instruction designed to meet individual needs and motivate students.

establish and maintain standards of student control required to achieve effective participation in all activities,

evaluate academic growth of students and maintain appropriate records.

BUDGET: K-3 Interventionist $70,000 (District)

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PERFORMANCE AIM - High Student Achievement INITIATIVE: Title I

Author - Travis Nagel GOAL(S): Student Achievement Goal - 100% of our students will score in the 0 - 40th percentile according to AIMsweb reading assessment and in the 0 - 75th percentile according to STAR reading assessment. FINDINGS: 74% of students K-6 were in the 0 - 40th percentile according to our AIMsweb assessment. 95% of students were in the 0 - 75th percentile according to our STAR testing. 2014 Reward School: Frazee-Vergas Elementary is among one the highest performing Title 1 schools in Minnesota, this distinction is based on the following two factors. Multiple Measurements Ratings (MMR): all schools in the state are given a percentage based on proficiency, growth, achievement gap reduction, and graduations rates. MMR rating of 79.24%. Focus Rating (FR): all schools in the state are given a percentage based on proficiency for only students of color, special education students, students in poverty, and English Learners. FR of 86.20%. Reward schools are recognized annually by MDE and some reward schools have shown sustained success and have been recognized multiple years - Frazee-Vergas Elementary has been recognized as a Reward school four of the past four years!

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MEASURE(S): Data and assessment used to determine effectiveness: AIMsweb will be given three time periodically throughout the year. Students who score in the 40th percentile will be identified through monthly data review meetings which will include interventionists and classroom teachers. AIMsweb will be used as a benchmark test given in the Fall, Winter and Spring. STAR reading/early literacy testing will be administered monthly. Students who score in the 25th percentile will be identified at monthly data review meetings. STAR testing will be utilized as a progress monitoring tool. IMPROVEMENT STRATEGY(S) - ACTIVITY(S) - PROGRAM(S): At the monthly data review meetings students will be identified using AIMsweb, STAR reading/early literacy and classroom data. Using the three data points to triangulate students progress, students will be identified as at risk. Intervention plans will be put in place for these students. These interventions will include core instructional time, small group instruction and individual instruction. The interventions will come in a variety of methods done by grade level teachers, Title I interventionists, and Title I para support. Title I interventionists and grade level teachers will plan any and all interventions to be put in place and Title I paras will be utilized to assist students with staying on task and academic support in these situations. BUDGET: Funds Available-$240,576.02 ($228,603.93)

Title I ESEA Paraprofessionals - 8 Teacher-1

Title I class size reduction Teacher-1

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PERFORMANCE AIM - Increase Student Achievement INITIATIVE: Meet or exceed the state proficiency average on the MCA’s in Math, Reading, and Science to better prepare F-V students for post high school.

Authors - Rob Nudell, Travis Nagel, and Bardie Skjonsberg GOAL(S): Student Achievement Goal - F-V students will meet or exceed the state proficiency average on the MCA’s in Math, Reading, and Science. MEASURE(S): MCA’s

Math MCA’s Exceed or % Below State Average

Grade 3 4 5 6 7 8 9 10 11

2012 Exceed Exceed Exceed Exceed 3.5% 2.5% NG NG Exceed

2013 0.5% Exceed Exceed Exceed 18.7% 12.0% NG NG 3.1%

2014 Exceed 8.0% 2.4% Exceed 15.3% 15.6% NG NG 5.0%

FINDINGS: Math MCA’s - in five of the seven grade levels tested Frazee - Vergas did not meet or exceed the state average (grades 4, 5, 7, 8, and 11).

Reading MCA’s Exceed or % Below State Average

Grade 3 4 5 6 7 8 9 10

2012 Exceed Exceed 1.9% Exceed 12.2% Exceed NG Exceed

2013 Exceed Exceed Exceed Exceed 0.3% 13.3% NG 4.1%

2014 Exceed 10.0% Exceed Exceed 18.1% 9.5% NG Exceed

FINDINGS: Reading MCA’s - in three of the seven grade levels tested Frazee - Vergas did not meet or exceed the state average (grades 4, 7, and 8).

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Science MCA’s Exceed or % Below State Average

Grade 5 6 7 8 9 10

2012 Exceed NG NG Exceed NG Exceed



FINDINGS: Science MCA’s - in three of the three grade levels tested Frazee - Vergas did exceed the state average. Secondary School Findings: Multiple Measurements Ratings (MMR): all schools in the state are given a percentage based on proficiency, growth, achievement gap reduction, and graduations rates. MMR rating of 49.52%. Focus Rating (FR): all schools in the state are given a percentage based on proficiency for only students of color, special education students, students in poverty, and English Learners. FR of 52.13%. IMPROVEMENT STRATEGY(S) - ACTIVITY(S) - PROGRAM(S):

Counseling - (Post High School Readiness) explored the following:

E-portfolios - research was conducted and we are looking into MCIS.

Vocational Offerings - we feel we have a nice balance.

College in the High School Offerings - we feel we have a nice balance.

Online College Offerings - we feel we need to pay close attention to

these offerings in the future.

Special Education - Early Childhood programs with the Early Childhood Initiative include Interagency Early Intervention Committee (IEIC) and Help Me Grow. Frazee partners with local agencies and other schools within Becker

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County to support early childhood programming. With the increasing incidence of Autism Spectrum Disorder (ASD), the district continues the development and implementation of research-based programing such as the Strategies for Teaching based on Autism Research (STAR) curriculum. Beginning in ninth grade transition planning from high school is a required component of a student’s Individualized Education Program (IEP). Transition Tuesday’s is a recent initiative to develop awareness for post-high school options and teach necessary skills. Transition programs include the Community Transition Interagency Committee (CTIC) and Rehabilitative Services which provide resources such as coordinating job shadowing and actual employment. Visits to area colleges and technical schools have been coordinated by special education teachers.

Gifted & Talented - Teacher is contracted to come in one day a week to work with 3rd-8th grade students on enrichment activities. There are four activities with each activity running the span of a quarter of academic time. The activities are chosen by the instructor. At the Elementary level, for three of the activities, students are chosen by the classroom teachers. These are students who are typically exceeding academic expectations in the classroom. These students will have demonstrated a high level of knowledge and skills and the ability to manage their time to stay on top of their academic work in the classroom.

4-6 Interventionist - Interventionist will use AIMsweb testing along with

STAR reading and classroom work to determine which student will benefit from their services. This will be determined at monthly meetings involving the classroom teachers and the interventionist. Interventions will be scientifically researched based interventions in both reading and math. Interventions will take place through one-on-one or small group settings. These interventions will take place using a pull out or in classroom model.

BUDGET:

Special Education - Federal IDEA Funding Gifted & Talented - $13,000 4-6 Interventionist - $70,000 ($45,728.80 title I)

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PERFORMANCE AIM - High Student Graduation / ACT. INITIATIVE: High School Graduation / ACT Scores; % of students will graduate from Frazee High School and their ACT subscores will meet or exceed the state average.

Author - Rob Nudell GOAL 1: To have a 100% graduation rate from Frazee High School by 2017. MEASURE: Percent of Students Who Earn a Frazee Diploma

2011 2012 2013 2014(Goal) 2014(Result) Frazee 87.5% 92.4% 92.6% 95.0% results available State MN 76.9% 77.6% 79.5% Feb. 2015 FINDINGS: Graduation rates are not provided to schools until February of 2015. GOAL 2: ACT - Frazee High School average subscores will meet or exceed the state average. MEASURE: Percent of Graduates who are Career and College Ready 2012 English Math Reading Science Composite Frazee 20.5 21.2 21.3 22.4 21.5 State MN 22.1 23.0 22.9 22.7 22.8 Total Tested 27 2013 English Math Reading Science Composite Frazee 21.2 22.3 23.1 23.6 22.7 State MN 22.2 23.1 23.1 22.9 23.0 Total Tested 34

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2014 (Goal) English Math Reading Science Composite Frazee (-1.4) (-0.8) (-0.5) (-0.4) (-0.8) 2014 (Results) English Math Reading Science Composite Frazee 20.7 22.2 22.6 22.5 22.1 State MN 22.1 23.0 23.1 22.9 22.9 Total Tested 40 FINDINGS: Frazee ACT - in all four subcategories and in the composite score Frazee scored slightly below the state average. IMPROVEMENT STRATEGY(S) - ACTIVITY(S) - PROGRAM(S):

Strategies listed under the MCA improvement.

Development of E-portfolios -. listed under the MCA improvement.

Alternative Learning Centers; Detroit Lakes ALC is utilized as an educational partner for Frazee students needing credits for graduation.

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PERFORMANCE AIM / INITIATIVE / GOAL(S) / MEASURE(S) PERFORMANCE AIM - High Student Achievement INITIATIVE: NAEP; Improve statewide NAEP Achievement.

Author - Rob Nudell and Travis Nagel GOAL(S): Student Achievement Goal - the District believes the strategies for improvement of MCA’s compliments NAEP achievement. MEASURE(S): Improve statewide NAEP Achievement. FINDINGS:

NAEP data: Minnesota 4th grade students were best in state to state comparisons in Mathematics.

NAEP data: Minnesota 4th grade students moved from 22nd to 10th in state to state comparisons in Reading.

NAEP data: Minnesota 8th grade students were 5th in state to state comparisons in Mathematics.

NAEP data: Minnesota 8th grade students were 11th in state to state comparisons in Reading.

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PERFORMANCE AIM / INITIATIVE / GOAL(S) / MEASURE(S) PERFORMANCE AIM - High Student Achievement INITIATIVE: Technology; Increase the use of technology as a tool to enhance learning and teaching.

Author - Gretchen Norby GOAL(S): Student Achievement Goal 1 - Increase technology in the classroom to enhance learning and teaching and to better prepare students for the 21st Century. Student Achievement Goal 2 - Increase staff and student utilization of technology. MEASURE(S):

Periodic student and staff surveys. Continue implementation of the District Technology Plan. Increased use of online textbooks and learning management systems.

FINDINGS: We continue our efforts of bringing 1-1 to our students, we added 220 iPads. We also continue to embrace Schoology as our LMS and continue our efforts on aligning technology standards within our curriculum. IMPROVEMENT STRATEGY(S) - ACTIVITY(S) - PROGRAM(S):

Implemented a 1-1 initiative, ipads, chromebooks, ect…

Explored platforms to allow for students to complete work utilizing technology, i.e. Schoology.

Continued to research and explore various ways to support teachers with

technology i.e Technology Integrationist.

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Explored “21st century student outcomes” skills, knowledge and expertise students should master to succeed in work and life in the 21st century. i.e. P21.

PERFORMANCE AIM / INITIATIVE / GOAL(S) / MEASURE(S) PERFORMANCE AIM - High Student Participation INITIATIVE: Extra-curricular; Increase student participation.

Author - Nick Courneya GOAL: Goal 1 - Increase students in grades 7-12 who participate in at least one extra-curricular activity; athletics, or fine arts. MEASURE: In school year 2012-13--80% of the student population participated in at least one extra-curricular activity; athletics, or fine arts. FINDINGS: In the school year 2013-14 --74% of the student population participated in at least one extra-curricular activity; athletics, or fine arts, a 6% decrease. ____________________________________________________________________________________ GOAL: Goal 2 - Increase students in grades 7-12 who participate in multiple extra-curricular activities; athletics and/or fine arts. MEASURE: In school year 2012-13 -- 64% of the student population participate in multiple extra-curricular activities; athletics, and/or fine arts. FINDINGS: In the school year 2013-14-- 48% of the student population participated in multiple extra-curricular activities; athletics, and / or fine arts. a 16% decrease.

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____________________________________________________________________________________ IMPROVEMENT STRATEGY(S) - ACTIVITY(S) - PROGRAM(S):

The “Hornet Triple Crown” is an award that recognizes a student athlete for participating in three sports since their freshman year. This past year we had four individuals received this award, three boys and one girl.

The “Three Sport Senior Banner” is an award that recognizes seniors for

being in three activities. This past year we had eight individuals receive this acknowledgement with seven boys and one girl.

The Minnesota State High School Challenge Cup is an award that

recognizes a district for its accomplishments at the state level in all activities. This past year the district placed 12th out of 175 schools.

This past summer the weight room and gyms were available three to five

days a week. During this time we had league basketball play, wrestling camps, dance team practice, boys and girls basketball practice and structured speed/strength sessions for students in grades 5-12. The month of June is structured for three days a week speed and strength, and the month of July was structured for four days a week.

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District Plan

(Goals, Components, and Activities)

District Goals

Providing high quality instruction and educational opportunities for all students.

Providing an individualized and safe learning environment for students, staff, and families.

Providing 21st century technology & skills for students and staff.

Staff Development Goals

District Staff Development Goal: To provide teaching staff with ongoing training that will assist them in improving student achievement.

1. FV students will meet or exceed the state average on the MCA’s in math, reading, and science. 2. FV Schools will start developing a culture as a professional learning community in order to ensure high levels of learning for all students.

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Site Goals

Elementary (S.M.A.R.T Goals) start developing a culture as a professional learning community in order to ensure high levels of learning for all students:

1. Identify essential learner outcomes / targets for Reading / Language Arts. 2. Meet on a weekly basis to discuss:

“What do we expect our students to learn? “ (Outcomes / Targets)

“How will we know they are learning?” (Assessments both Formative & Summative)

3. Site team leaders will meet regularly to discuss student achievement and best practice. 4. Engage in professional development training / activities in the areas of essential learner outcomes / targets and assessments.

High School (S.M.A.R.T Goals) start developing a culture as a

professional learning community in order to ensure high levels of learning for all students:

1. Identify essential learner outcomes / targets in their respective departments. 2. Meet on a weekly basis to discuss:



3. Site team leaders will meet regularly to discuss student achievement and best practice.

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4. Engage in professional development training / activities in the areas of essential learner outcomes / targets.and assessments.

Student Achievement Goals and Benchmarks Elementary

Staff Development Goals:

1. FV Schools will increase the number of students meeting or exceeding proficiency on the MCA’s in math, reading, and science. 2. FV Schools will start developing a culture as a professional learning community in order to ensure high levels of learning for all students. Findings: Staff have utilized staff development dollars to plan and implement best practices to increase the number of students meeting or exceeding proficiency on MCA’s and to develop a professional learning community that ensures high levels of learning for all students

Site Goals: 1. Identify essential learner outcomes / targets for Reading / Language Arts. 2. Meet on a weekly basis to discuss:



3. Site team leaders will meet regularly to discuss student achievement and best practice. Findings: Grade level and department teams have created ELOs. We will continue to assess and revise them as needed. They have a good start on creating assessments to gauge

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student learning. A majority of time has been spent on creating these items and the process of meeting and discussing student achievement is under way.

High School

Staff Development Goals:

1. FV Schools will increase the number of students meeting or exceeding proficiency on the MCA’s in math, reading, and science. 2. FV Schools will start developing a culture as a professional learning community in order to ensure high levels of learning for all students Findings: Staff utilized time and staff development funds to work on Essential Learner Outcomes and course syllabi.

Site Goals:

1. Identify essential learner outcomes / targets in their respective departments. Findings: Teams worked on Essential Learner Outcomes throughout the 201314 school year. Many departments have these nearly completed. 2. Meet on a weekly basis to discuss:



Findings: Professional Learning Communities met every Thursday throughout the 201314 school year. There was lots of great discussion about teaching and learning. Team Leaders put together agendas and also facilitated the meetings.

3. Site team leaders will meet regularly to discuss student achievement and best practice.

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Findings: Team Leaders met once a month throughout the 201314 school year.There was discussion about syllabi, clear expectations, assessments, learner outcomes, grading, etc.

Evaluating Student Progress in Meeting State and Local Academic

Standards

Elementary

Reviewing MCA results in Math, Reading, and Science. Identify essential learner outcomes / targets for Reading / Language Arts.



High School

Reviewing MCA results in Math, Reading, and Science. Identify essential learner outcomes / targets in respective departments.



Evaluating Effectiveness of Instruction and Curriculum

Teacher Evaluation

FINDINGS: The teacher evaluation process is set to start at the beginning of the 20142015 school year.

Principal Evaluation

Implementation of yearly evaluation process consisting of pre, mid, and post evaluations.

Aligned with Minnesota K12 Principal Competencies. School as Learning Community; recognizing the importance of a

principal's role in improving the culture of learning and connecting academic, social, emotional, and developmental growth for all

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students.

FINDINGS: The principal evaluation was conducted and followed per statute in the 20132014 school year.

Integration of High Quality Instruction

Elementary:

Site team leaders will meet regularly to discuss student achievement and best practice.

Engage in professional development training / activities in the areas of essential learner outcomes / targets and assessments.

High School:

Site team leaders will meet regularly to discuss student achievement and best practice.

Engage in professional development training / activities in the areas of essential learner outcomes / targets and assessments.

Frazee-Vergas District Advisory Leadership Team ( Advisory Committee)

FrazeeVergas Leadership Handbook includes: District Leadership Team District Advisory Staff Development Committee Building Site Professional Development Committees Curriculum Advisory Council Budget

FINDINGS: The District Leadership Team and SubCommittees met multiple times throughout the year. Minutes were made available to the entire district.

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Frazee-Vergas Elementary 2013-14

Team S.M.A.R.T. Goal

Strategies and Action Steps - F-V

Elementary School

Responsibility Timeline Evidence of Effectiveness

Results

The FV school district will start developing a culture as a professional learning community in order to ensure high levels of learning for all students.

Teams will identify Essential Learner Outcomes / Targets for Reading and Language Arts. PLC teams will meet on a weekly basis to discuss PLC questions #1. PLC team leaders will meet on a regular basis. Professional Development Training will be provided in the areas of Essential Learner Outcomes and Targets.

District SITE Leadership Team Elementary - Site Leadership Team Administrator Team Leaders Administrator Administrator District SITE Leadership Team Elementary SITE Leadership Team Administration

End of the 2013-2014 school year. Continuous Continuous Continuous

Completed Product Designated Meeting Time with monitoring by site Administrator Designated Meeting Time established by site Administrator Recommendations given to District SLT members and/or administrators.

Completed Product PLC’s met every Thursday throughout the 2013-14 school year. There was lots of great discussion about teaching and learning. Team Leaders put together agendas and also facilitated the meetings. Team Leaders met once a month throughout the 2013-14 school year. There was discussion about syllabi, clear expectations for students, assessment, learner outcomes, grading, etc. Staff utilized time and staff development funds to work on Essential Learner Outcomes and

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syllabi.

Adopted by DLT on 12/2/13 & Results added 10/13/2014

Frazee High School 2013-14 Team S.M.A.R.T. Goal Strategies and Action

Steps - High School Responsibility Timeline Evidence of

Effectiveness Results

The FV school district will start developing a culture as a professional learning community in order to ensure high levels of learning for all students.

Teams will identify Essential Learner Outcomes / Targets in their respective departments. PLC teams will meet on a weekly basis to discuss PLC questions #1. PLC team leaders will meet on a regular basis. Professional Development Training will be provided in the areas of Essential Learner Outcomes and Targets.

District SITE Leadership Team High School - Site Leadership Team Administrator Team Leaders Administrator Administrator District SITE Leadership Team High School SITE Leadership Team Administration

End of the 2013-2014 school year. Continuous Continuous Continuous

Various courses completed within each department. Designated Meeting Time with monitoring by site Administrator Designated Meeting Time established by site Administrator Recommendations given to District SLT members and/or administrators.

Teams worked on Essential Learner Outcomes throughout the 2013-14 school year. Many departments have this nearly completed. PLC’s met every Thursday throughout the 2013-14 school year. There was lots of great discussion about teaching and learning. Team Leaders put together agendas and also facilitated the meetings. Team Leaders met once a month throughout the 2013-14 school year. There was discussion about syllabi, clear expectations for students, assessment, learner outcomes, grading, etc. Staff utilized time and staff development funds to work on Essential Learner Outcomes and syllabi.

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Adopted by DLT on 12/2/13 & Results added 10/13/2014

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Frazee-Vergas School District #23 2013 - 2014 ANNUAL REPORT€¦ · Frazee-Vergas School District...

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