The World’s Best Workforce2016-2017

Legislation Goals:The World’s Best Workforce

means striving to:

All Students Ready for Kindergarten

District Goal: The percentage of all 3 year olds in ECCS that are screened using the Minneapolis Preschool Screening Instrument (MPSI) will increase from 23.0% in 2016 to 25.0 % in 2017.

Minnesota Department of Education defines school readiness as the skills, knowledge, behaviors and accomplishments that children should know and be able to do as they enter kindergarten in the following five learning domains:

physical development, the arts, personal and social development, language and literacy and mathematical thinking

By screening students earlier, students identified as needing interventions will have an opportunity to be ready for kindergarten.

All Students Ready for Kindergarten

Strategies for Improving Screening Rates:

• Visit Local Day Care Providers/Centers• Visit/Consult with Area Pediatricians• Review and Improve Marketing Materials:

Digital and Print• Direct Mailings to Parents/Guardians of 3 Year Olds, 3.5 Year Olds• Review Census Protocols to Improve Accuracy

Reading:

Goal for 2016‐17: The percentage of all students enrolled October 1 at ECCS who earn an achievement level of Meets the Standards or Exceeds the Standards in reading on all accountability tests (MCA, MTAS) will increase from 70.7% in 2016 to 73.4% in 2017.

Literacy by Third Grade

Goal for 2016‐17: The percentage of all third grade students enrolled October 1 at ECCS who earn an achievement level of Meets the Standards or Exceeds the Standardsin reading on all accountability tests (MCA, MTAS) will increase from 66.0% in 2016 to 71.0 % in 2017.

Strategies for Improvement in Reading:

• Full Implementation of Elementary aligned ELA Resources

• Dedicated Elementary Literacy Coach

• PD on Balance Literacy and Guided reading

• Professional Learning Communities (PLCs)

• Q-Comp Goals focused on Literacy

• Standards-Based Reporting on Learning

• Reading Apprenticeship Strategies

• WIN Time K-12

Math:

Goal for 2016‐17: The percentage of all students enrolled October 1 at ECCS who earn an achievement level of Meets the Standards or Exceeds the Standards in math on all accountability tests (MCA, MTAS) will increase from 66.3% in 2016 to 70.3% in 2017.

Strategies for Improvement in Math:

• MCA & NWEA/MAP Data Review- All Levels

• Upgrade K-5 Core Resources: MN Alignment

• Resource Review & Alignment for High School Courses

• Review Middle Level Resources

• Standards Based Reporting

• Professional Learning Communities (PLCs)

• Instructional Coaches

• WIN Time K-12

Science:

Goal for 2016‐17: The percentage of all students enrolled October 1 at ECCS who earn an achievement level of Meets the Standards or Exceeds the Standards in science on all accountability tests (MCA, MTAS) will increase from 67.1% in 2016 to 69.1% in 2017.

Strategies for Improvement in Science:

• Maintain High-Quality Opportunities (e.g. Project Lead The Way)

• Partnership with Rapids Lake Education Center

• STEM Units of Study at the Elementary Level

• Expand use of Maker Spaces: (e.g. Innovation Center)

• WIN Time K-12

• Promote Math and Literacy Strategies in Science

• Standards Based Reporting on Learning

Closing the Achievement Gaps

Closing the Achievement Gaps

State Goal: To reduce gap by 50% by 2017.

District Reading Achievement Gap Goals: The percentage of all Hispanic students in grades 3-8 and 10 enrolled October 1 at ECCS

who meets or exceed standards in Reading as measured by state all accountability tests will increase from 41.6% in 2016 to 43.6% by spring 2017.

The percentage of all EL students in grades 3-8 and 10 enrolled October 1 at ECCS who meets or exceed standards in Reading as measured by state all accountability tests will increase from 16.6% in 2016 to 20.5% by spring 2017.

The percentage of all Special Education students in grades 3-8 and 10 enrolled October 1 at ECCS who meets or exceed standards in Reading as measured by state all accountability tests will increase from 39.2% in 2016 to 41.2% by spring 2017.

The percentage of all Free/Reduced price lunch students in grades 3-8 and 10 enrolled October 1 at ECCS who meets or exceed standards in Reading as measured by state all accountability tests will increase from 45.4% in 2016 to 48.4% by spring 2017.

Closing the Achievement Gaps

ExampleTotal

Special PopulationStudents

4LEP, SPED,

FRP,Ethnic

3 2

Elementary94

264 Total (grades 3-4-5)

6 24 64

Middle158

707 Total (grades 6-7-8)

8 40 110

High School119

370 Total(grade 10)

4 23 92

Closing the Achievement Gaps

Closing the Achievement GapsDistrict Mathematics Achievement Gap Goals: The percentage of all Hispanic students in grades 3-8 and 10 enrolled October 1 at ECCS

who meets or exceed standards in Mathematics as measured by state all accountability tests will increase from 33.6% in 2016 to 37.2% by spring 2017.

The percentage of all Black Non-Hispanic Origin students in grades 3-8, 11 enrolled October 1 at ECCS who meets or exceed standards in Mathematics as measured by state all accountability tests will increase from 41.8% in 2016 to 43.8% by spring 2017.

The percentage of all EL students in grades 3-8 and 10 enrolled October 1 at ECCS who meets or exceed standards in Mathematics as measured by state all accountability tests will increase from 19.1% in 2016 to 23.6% by spring 2017.

The percentage of all Special Education students in grades 3-8 and 10 enrolled October 1 at ECCS who meets or exceed standards in Mathematics as measured by state all accountability tests will increase from 35.0% in 2016 to 42.3% by spring 2017.

The percentage of all Free/Reduced price lunch students in grades 3-8 and 10 enrolled October 1 at ECCS who meets or exceed standards in Mathematics as measured by state all accountability tests will increase from 38.9% in 2016 to 41.7% by spring 2017.

Strategies for Closing the Achievement Gap:

• ESSA (Every Student Succeeds Act)

• Language and Culture Coach (.5 Elementary, .5 Secondary)

• Targeted Strategies:

• Read 180

• L L I (Leveled Literacy Intervention)

• WIN Time K-12

• I-Team (Personalized strategy development/coordination)

• Ongoing Professional Development

• Focus 5 Goal Area

Career and College Readiness

Goal for 2016‐17: The percentage of all students in grade 11 at Eastern Carver County Schools who meet the ACT Benchmarks in all four academic areas as measured by the spring administration of ACT during the school day will increase from 40.0% in 2016 to 42.0% by spring 2017.

Graduation Rates

Goal for 2016‐17: ECCS has met the 2020 4-year cohort graduation rate goal of 90% for all students and will continue to maintain a minimum 4-year cohort graduation rate of 90%.

The percentage of ECCS students in identified subgroups will increase their 4-year cohort graduation rate by 2% from their starting percentage in 2016 to 2017.

La Academia: Achievement and Integration Plan

Integration Goal: Student and Family EngagementThe percentage of all students, and/or families, who are represented in the key Student and Family Engagement Indicators, will increase by 3% yearly, from spring to spring, for the duration of this 2015‐2018 Achievement and Integration Plan.

Achievement Goal: LiteracyThe percentage of all students enrolled at La Academia by October 1 of each year, who are proficient on the La Academia Literacy Achievement Indicators, will increase by 3% yearly, from spring to spring, for the duration of this 2015‐2018 Achievement and Integration Plan.

Student and Family Engagement:The percentage of families who are engaged in activities that encourage learning, improve communication, and build community is on the rise: • Families who attended Curriculum Night increased

from 41% to 58 % • Hispanic Families who attended Spring Conferences

increased from 89% to 92% • Hispanic Families who assume Leadership Roles through

Parent Organizations increased from 27% to 32% • Families who attended targeted All School Family Events in

creased from 91% to 99%

Focus areas for 2016-17:• Increase parent and community participation in

activities that support learning and cultural competence

• Improve communication protocols that enhance reciprocal communication between teachers and families

Student Achievement:Reading NWEA Measures of Academic Progress (MAP) Assessment in English The number of students who meet the proficiency expectation of scoring in the 50th percentile or aboveincreased from 50%-53%

Fountas & Pinnell School Benchmark Assessment for Reading in EnglishThe number of students who scored at or above the grade level instructional expectations for reading in English increased from 69 to73%

Focus areas for 2016-17:• Increased achievement for Hispanic students on

assessment benchmarks

• Improved achievement on Spanish assessment benchmarks

• Improved performance on the Reading Comprehensive Assessment (MCA)