Annual Report on Curriculum, Instruction and Student ...
Annual Report on Curriculum, Instruction and Student AchievementEach year, Minnesota school districts publish annual reports which include test results, curriculum improvement plans, and a progress report on the past year’s plans.The mission of the Greenbush-Middle River School is to provide a quality education which will prepare all students to meet success by developing self-directed thinkers and communicators who are responsible, respectful and accountable to themselves and others.Greenbush – Middle River School District 26832013-2014Annual Report on Curriculum, Instruction and Student AchievementThe mission of the Greenbush-Middle River School is to provide a quality education which will prepare all students to meet success by developing self-directed thinkers and communicators who are productive, responsible, respectful and accountable to themselves and others.Student Performance Goals for Meeting Academic StandardsThrough 2014, students must pass the high school GRAD reading and math tests before graduation. Any special needs student may be eligible for modifications, accommodations or exemption, according to the IEP team’s decision. Tests are administered by school staff. Students must also earn 28 local credits in 9th-12th grades. Specific course requirements are outlined in the student handbook and course registration materials.Results of Local Assessment DataThe following summaries, tables and graphs summarize GMR students’ math, reading, and science performance. Test results show expectations for academic success in Minnesota, and provide a check point to help parents and schools assess students’ knowledge of state standards. The Minnesota Comprehensive Assessments (MCA’s) in math and reading have been administered since 2006. These results are used to calculate whether a district is making Adequate Yearly Progress (AYP) to comply with the federal No Child Left Behind Act. The science MCA has been administered since 2008 and is not required for graduation or AYP monitoring. For the 2013-14 school year, all GMR schools, the district and student sub-groups made AYP.ACT Composite ScoresMany GMR students take the ACT test in 11th or 12th grade. Students who take a core of college preparatory courses – and are successful in those courses – generally score higher in English, Math, Reading and Science than students who do not take rigorous courses. Over the past five years local composite scores range from 22 to 24.1. Repeatedly, Minnesota’s high school students post the highest average ACT score among states where a majority of students take the college entrance exam. Average composite score, 2014GMR24.1Minnesota22.9 “ACT research has shown that it is the rigor of coursework – rather than simply the number of core courses – that has the greatest impact on ACT performance and college readiness.” --ACT College Readiness ReportStaff Development PlansStaff development activities will match the district’s CIMP (Continuous Improvement Monitoring Process for special education), district Strategic Plan, AYP trends, Reading Well by Third Grade Literacy Plan and Title 1 Part A. District Improvement PlansThe district’s staff and administration seek improvement based on standardized test results and statewide graduation requirements. These improvement plans coordinate with the district’s Staff Development goals, ESEA (Elementary and Secondary Education Act) and local teacher goals.K-12 teachers reviewed all available data on student performance from multiple sources. In response to this information, each teacher wrote a SMART goal for 2012-13 – goals which are specific, measurable, attainable, relevant and rigorous. These goals have a timeline attached.Teachers will continue to study evidence-based practices for teaching by participating in Professional Learning Communities throughout the year and aligning curriculum to Minnesota’s academic standards.Progress on Improvement PlanThe district, each school site and all student groups made AYP for 2014.The district invested in a new K-6 language arts curriculum to align with Common Core English Language Arts standards and requirements for the Reading Well by Third Grade Literacy Plan. Each teacher maintains a portfolio of professional growth in the Minnesota Standards of Effective teaching practice. To demonstrate mastery of these standards, teachers participate in college coursework, on-site action research and other professional seminars. Beginning teachers work with mentors to develop skill in four teaching domains: planning instruction, teaching & learning, classroom climate and professionalism. The high school career counselor and principal work with high school teachers to review college entrance test results and other high school assessments. This information assists teachers by linking curriculum development to a variety of post-secondary expectations. Students are strongly encouraged to take the most rigorous courses.Periodic Survey of Constituent SatisfactionIn spring 2011, a large group of community and school stakeholders developed a district five-year Strategic Plan with specific goals and action plans under five broad objectives: Curriculum, Resources, Communications, Enrollment and Leadership. The curriculum goals are related to academic achievement in state standards, post-secondary preparation, early childhood education, evidence-based teaching practices and differentiated instruction.District-wide Testing In order to make data-driven improvements in student service, teachers, administrators and the career counselor review appropriate student assessment: IDEASGrade 8, Career interestMCIS (Minnesota Career Information Service)Grades 8-12, Career planning, resume writing, interest surveyASVABGrade 11, Assist students to better understand their abilities; identify interests and aptitudesEXPLOREGrade 8, Provide information about students’ knowledge, skills, interests, and plans. Information used to plan high school coursework and begin thinking about college and work.PLANGrade 10, Assist students in planning and preparing for future; estimate a student’s performance on ACTPSAT (Preliminary Scholastic Aptitude Test)Grade 11, Counsel students for college to determine verbal and math reasoning skills for college placement or entrance in participating colleges; estimate a student’s performance on the SAT; qualify for the nationwide scholarship competitions conducted by the National Merit Scholarship Corporation; take part in the College Board’s Student Search Service by receiving materials from colleges and government scholarshipprograms informing students of educational and financial opportunitiesMCA-II and MCA-III (Minnesota Comprehensive Assessments)Grades 3-11; Identify level of student achievement in state standards and evaluate district curriculum in math, reading, writing and scienceGRAD writing, Grade 9 GRAD reading, Grade 10GRAD math, Grade 11Passing score required by state of Minnesota for high school diplomaACT, SATGrades 11, 12, Counsel college bound students; sometimes required for college applicationAccuplacerGrades 10, 12, Assessment of skill development for two-year or technical college placement in math, reading and sentence skills ................
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