Fergus Falls Public Schools

Annual Report on Curriculum, Instruction and Student Achievement ISD 544

October 2013

Fergus Falls Public Schools Mission Statement

The mission of the Fergus Falls Public Schools is to prepare productive citizens through academic excellence in partnership with families and community. “Where Excellence is Expected”

Curriculum Review Advisory Committee

Committee Members Advisory committee members receive regular updates on the work of each subject area through presentations and reports from teachers and make recommendations to the school board on districtwide curriculum standards, assessments and materials. Committee members serve three-year terms with possible reappointment for a second term. Applications for membership on this advisory committee are taken each spring to fill vacant positions. An application may be requested from the Curriculum Office at 998-0544, ext. 1007.

Curriculum improvement is an ongoing process for the Fergus Falls School District, with each subject reviewed on a rotating basis during a multi-year cycle. The review process involves researching “best practices” for each subject, soliciting input from staff and the public, identifying the strengths and weaknesses of the program, and making recommendations for changes in the curriculum. This process keeps the district’s curriculum current and effective. The purpose of the District Curriculum Review Advisory Committee (DCRAC) is to ensure active community participation in planning and improving instruction and curriculum. The advisory committee meets six to eight times a year, and the majority of members are community representatives. Other members include a school board member, three teachers and a principal. 1

District Curriculum Review Advisory Committee Members term ends

• School Board Representative: Angela Fiedler...............................2015 • Community Representatives: Jennifer Jensen....................................................................... 2015 Christine Uggerud.................................................................. 2015 Richard Lahti..........................................................................2014 Cindy Keller........................................................................... 2013 Cheryl Peterson...................................................................... 2013 Chris Marvel.......................................................................... 2015 Lori Larson.............................................................................2014 Heidi Paulson......................................................................... 2014 Deanna Raitz.......................................................................... 2014 • Elementary Teacher: Kim Walvatne……………….….........…… 2015 • Middle School Teacher: Miranda Steer......................................... 2015 • High School Teacher: Jon Steinbrenner.........................................2014 • Elementary Principal: Tindyl Rund…….…………......……….... 2014 • Superintendent: Jerry Ness………………..…....................ex-officio member • Curriculum Coordinator: Carri Thompson..…....................ex-officio member

Curriculum Committees Curriculum Committees are comprised of classroom teachers, specialists and administrators who represent various subject matter, grades and schools. In order to determine what should be taught, these committees: •evaluate what is currently being taught •review research •review best practices •search for evidence based practices that improve student achievement •study district assessment data •evaluate curriculum resources available •study state and national academic standards They recommend revised curricular changes to the District Curriculum Advisory Committee, plan new curriculum implementation, plan professional development and evaluate progress. All subjects are at all times at some phase of the review cycle. During the 2012-2013 school year, the district implemented a new comprehensive language arts curriculum in kindergarten through 6th grade as well as finalized plans for the 7-12th grade language arts curriculum to be implemented in 2013-2014. As the next subject in succession, the social studies curriculum committee also reviewed standards, inventoried present practice and reviewed options for improvement and updates.

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ISD 544 Curriculum Review Cycle

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ISD 544 Curriculum Review Cycle 2014 -15

2015 -16

2016 - 17

YEAR 1 Research/ Plan

Industrial Tech Business/ Computer Literacy Agriculture

Math Library/ Media

FACS K-8 Reading 7-12 Science K-6 Science

YEAR 2 Develop Curriculum

Phy Ed. Health

Industrial Tech Business/ Computer Literacy Agriculture

Math Library/ Media

FACS 7-12 Science

YEAR 3 Train and Implement

Art Music World Language

Phy Ed. Health

Industrial Tech Business/ Computer Literacy Agriculture

Math Library/ Media

YEAR 4 Monitor/ Adjust Common Assessments

Social Studies

Art Music World Language

Phy Ed. Health

Industrial Tech Business/ Computer Literacy Agriculture

YEAR 5 Monitor/ Adjust Common Assessments

English/ Language Arts

Social Studies

Art Music World Language

Phy Ed. Health

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2017 - 18

Falls Public Schools use a variety of tests for the purposes of:

Tests











Minnesota Academic Standards

Measure

• measuring student achievement and performance

Student

• identifying appropriate levels of instruction

Progress

• improvement of curriculum and instruction



• accountability

MN Comprehensive Assessments-(MCA)

STAR

Local Control

State Requirement The Minnesota Comprehensive Assessment (MCA) and alternate assessments (MCA-Modified and Minnesota Test of Academic Skills

Minnesota has adopted academic standards for language arts, math, the arts, social studies and science. These standards are reviewed and revised at the local and state level. The standards outline a summary description of what students should know or be able to do in each subject at each grade level. Grade-level benchmarks also detail what knowledge and skills that schools must offer and students must achieve to satisfactorily meet the state standards. The district has local standards for health, physical education, world language, and vocational/technical education.

(MTAS)) are the state tests that help districts measure student progress toward Minnesota's academic standards and also meet the requirements of the Elementary and Secondary Education Act (ESEA). Students take one test in each subject. Most students take the MCA, but students who receive special education services and meet eligibility requirements may take one of the alternate assessments instead.  5

Students in grades 3-9 are given STAR tests to determine their reading level. The questions continually adjust to each student’s response pattern on this computerized test. It allows teachers to match students with books that will challenge them without frustrating them and monitor individual growth in comprehension and vocabulary throughout the year.

Northwest Evaluation Assoc. Measures of Academic Progress (MAP) Local Control

ACT Educational Planning and Assessment System (EPAS) Local Control

These computerized reading and math tests are used in kindergarten through 8th grade and at the Area Learning Center (grades 9-10-11) to measure individual student growth in academic achievement. The tests are tailored to each student’s achievement level. Tests are used to monitor progress of all students toward state and district standards, provide instructional focus, place students in appropriate instructional settings, and screen students for Title I eligibility or special education services.

The EXPLORE test for grade 8 provides students with information for high school planning and career exploration. It provides a benchmark of a student’s progress to readiness for post-secondary entry. It is used in the district’s sequence of supporting students to develop an education and career plan to carry them beyond high school.

Armed Services Vocational Aptitude Battery Local Control The ASVAB assesses academic ability and predicts success in a wide variety of military and civilian occupations. It is used in careers classes at the high school.

Advanced Placement Program Exams (AP) Local Control AP exams are offered to high school students upon completion of advanced coursework in calculus, physics, U.S. government, psychology, world history or U.S. history. Passing these exams offers the opportunity to earn credit or advanced standing at most of the nation’s colleges and universities.

The PLAN test for grade 10 measures current academic development, explores career/ training options, and helps students make plans for their remaining high school years and post-graduation. This test continues to provide a benchmark of a student’s progress to readiness for post-secondary entry. It is used in the district’s sequence of supporting students to develop an education and career plan to carry them beyond high school. The ACT is the third test in this series and students may elect to participate during grades 11-12. The ACT consists of curriculumbased tests of educational development in English, mathematics, reading, and science designed to measure skills needed for success in the first year of college coursework.

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Presidential Physical Fitness Test Local Control This test is given in physical education classes and measures abdominal strength and endurance, cardiorespiratory endurance, upper body strength and endurance, muscular flexibility and total body coordination. The test is used in grades 2-8.

GRAD

State Required

The Graduation-Required Assessments for Diploma (GRAD) are the state tests that fulfill Minnesota's high school graduation requirement for students who entered eighth grade in 2005-06 or later. These tests measure essential skills in Writing, Reading and Mathematics for success in the 21st century. If a student does not pass the first time, retests are available. Remediation plans are developed according to individual student needs. Recent legislative action will phase out the GRAD tests and outlines other routes to meeting state graduation requirements as the state transitions to tests which are more focused on college and career readiness. The graduating Class of 2017 will take state approved College and Career Assessments in grades 8 and 10 and a College Entrance Assessment in grade 11.

Math MCA Percentage of Students Achieving Proficiency Note: In 2011, tests were revised to align to new, more rigorous math standards. Grades 3-4-5 are Cleveland School and iQ Academy students combined. Grades 6-7-8 scores reflect Kennedy Secondary School and iQ Academy combined.

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Reading MCA Percentage of Students Achieving Proficiency Note: In 2013, tests were revised to align to new, more rigorous reading standards. Grades 3-4-5 are Cleveland School and iQ Academy students combined. Grades 6-7-8 scores reflect Kennedy Secondary School and iQ Academy combined.

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MCA Achievement Levels Comparison of Fergus Falls and State

Fergus Falls school district has mixed results with MCAs. Overall, the district’s MATH proficiency scores are just below the state’s performance. Specifically, grades 3and 4 exceed the state proficiency levels and grades 5, 6, 7, 8 and 11 underperform the state. Math proficiency scores in grades 6 and 8 have improved significantly in the last three years with gains of 9.7% in grade 6 and 25.3% in grade 8. The school district monitors these results with attention to the individual student level. Remedial support is available to students who do not meet grade level proficiency via additional math classes and practice using computer software, Math Corps tutoring, direct instruction, and the use of evidence based interventions. Fergus Falls READING proficiency exceeds state average for grades 3, 4 and 6. The district implemented a new, comprehensive language arts curriculum for grades K-6, Treasures, in 2012-2013. The new curriculum is carefully aligned to updated state academic standards. It includes lessons for reading, writing, spelling, grammar, hand writing, etc. Students performing below grade level on the Reading MCA have additional support for reading with interventions delivered through Title 1 programming, Response to Intervention lessons, Reading Corps tutoring or Study Island support. 10

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District Academic Goals 2012-2013 Goal #1:

The District will meet or exceed the state average in MCA and ACT scores.

In summary, MCA scores exceed state averages in some grades and subjects and are below state average in others. When aggregated, district scores on state tests hover at or below state averages this year. It will be important to monitor the trend as the district strives for improvements. The ACT data reflects achievement of graduates over time and is an indication of the extent to which they are prepared for college-level work. The Class of 2013 posted scores equal to the state.

Goal #2:

The District will meet or exceed a 95% graduation rate.

Graduation rates specific to each school are: Kennedy Secondary School with 87.6% graduating, 3.2% continuing, 3.2% dropout and 5.9% unknown. iQ Academy with 27.7% graduating, 37.8% continuing, 4.8% dropout and 30.1% unknown.

Goal #3:

The District will meet or exceed 90% of graduates attending a post-secondary institution or military service.

Students enrolled at Kennedy Secondary School, Class of 2013, indicated future plans of 40.7% attending four year colleges or universities, 35.1% attending two-year colleges and 1% for military.

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Fergus Falls Public Schools “Where Excellence is Expected” www.isd.544.org

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