Annual Report Curriculum, Instruction & Student Achievement 2015-16 Advisory Committee Members Name
End of Term
Jenny Bessingpas
2015-16
Andrea Carlson
2015-16
Kari Eckman
2015-16
Todd Froemming
2015-16
Marie Jay
2015-16
Dawn Meierding
2015-16
Mike Messner
2015-16
Laurie Murphy
2015-16
Kay Paulus
2015-16
Tom Peterson
2015-16
Greg Ramm
2015-16
Stacy Robin
2015-16
Carrie Siebert
2015-16
Michelle Stenglein
2015-16
Jason Walkowiak
2015-16
Luke Waln
2015-16
Michelle Glassman
2016-2017
Sherry Grabouski
2016-2017
Tasha Halsted
2016-2017
Kari Johnson
2016-2017
Sarah Johnson
2016-2017
Shane Sarff
2016-2017
Julie Sedlachek
2016-2017
Nicci Smude
2016-2017
Brainerd Public Schools facilitators: Tim Murtha, Director of Teaching & Learning Ruth Nelson, School Board Member Director of Technology Kala Henkensiefken, Transportation Coordinator. Each committee member is appointed to a second term allowing a six year maximum membership period. Community members interested in applying for membership should contact the Director of Teaching and Learning 218-454-6935.
Review of Curriculum Materials Brainerd Public Schools believe in the principles of intellectual freedom. Members of the community are welcome to review curriculum and instructional materials. Any parent, guardian or adult student in BPS may express concerns about the content of instructional materials in the district’s educational program. Whenever a concern is expressed, the district will respond with the procedure outlined in School Board policy located on BPS website www.isd181.org, Board of Education District Policy #409.
Curriculum Review Cycle A curriculum review cycle has been established to guide BPS curriculum development and evaluation. The focus for each curriculum area during the review cycle is to integrate the Minnesota State Academic Standards K12. The purpose of curriculum development is to provide a seamless, articulated, K-12 curriculum developed around Minnesota standards. Curriculum plans are developed to assure consistent, high level instructional delivery and assessment of standards.
Curriculum Development Cycle 2015-2016 Placement of content area in the Curriculum Cycle indicating the nature of their work for the upcoming year.
Year 1
Year 2
Research Planning Assessment Analyze MN Standards Updated Curriculum
Year 3
Implement Updated Curriculum Reporting
Year 4
Year 5
Social Studies Tech Education Early Childhood Language Arts/ Reading World Languages Business Science Physical Education FACS
Program Continuation
The Arts: Music, Visual Arts, Media Arts, TV Production, Health, Gifted Education
Program Continuation
Mathematics Agriculture
Standards-Based Reporting
Grades K-4 Standards-based reporting describes the grade level content area skills and knowledge students are learning based on state standards and benchmarks. The standards-based report card is designed to keep parents informed about their child’s progress towards these standards and benchmarks. Standards-based reporting also supports greater consistency in determining scores. Teachers work together and across grade levels to develop common assessments and establish clear descriptions of what proficiency means. At the elementary level, there are three reporting periods. Students are evaluated based on their progress toward end-of-year standards. In other words, students will not receive a mark of 3 before meeting year end grade level expectations. Students making good progress towards meeting grade-level standards may receive a 2 or 1 during the first two reporting periods. Elementary students are scored on the following scale: 4 EXCEEDS year end standards for this grade level 3 SECURE understanding of year end standards 2 DEVELOPING understanding of year end standards 1 BEGINNING understanding of year end standards
District Strategic Plan Goal 1: Learner Expectations – We will develop and clearly communicate strong, District-wide expectations for academic achievement, engagement and student behavior. 1.1 90% of students meet or exceed proficiency in reading in the District aggregate count. 1.2 90% of students indicate positive engagement with the school. 1.3 Increase to 95% of students report feeling safe and secure in the school. 1.4 90% of students will meet proficiency on state approved accountability assessments. 1.5 Increase to 90%, the overall percent of students graduating on time. 1.6 60% of students participate in advanced academic and vocational course options (AP, CIS, Articulated Coursework, PSEO 1.7 90% of students will demonstrate college and career readiness benchmarks on the ACT. 1.8 75% of students score a 3 or better on the AP exam. 1.9 The widest gap between subgroups in the District reading achievement will decrease to 20% or less. 1.10 Decrease the number of discipline referrals by 50% of student related discipline matters. 1.11 Reduce the number of students who miss more than 9 days of school or more in the course of the school year. Goal 2: Staff Quality – We will systematically attract, develop, and retain quality teachers, leaders, and employees for the support of all
2.1
2.2 2.3 2.4
2.5 2.6 2.7 2.8
learners. 95% of certified instructional staff evaluated on the TD&E process will score a 5 or higher on the continuous improvement delineation matrix. 100% of certified instructional staff will be evaluated through District adopted TD&E. 95% of staff indicate satisfaction with training and development opportunities in the district. 100% of identified staff will participate in targeted staff development as identified on the school improvement plan of each school site. District attrition rates of staff are less than 10% annually (excluding retirements). 95% of new employees indicate satisfaction with new employee training and development. District attrition rates of 1st year certified instructional is less than 10% annually. 95% of staff indicate they are appropriately trained for their positions.
Goal 3: Stakeholder Relationships- We will develop stronger communication, engagement and relationships with students, parents, staff and community. 3.1 90% of students indicate satisfaction with their learning experience.
3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11
90% of community indicate satisfaction with the Brainerd Public Schools. 90% of staff indicate satisfaction with their work experience. Increase the overall student enthusiasm for school. 90% of parents indicate satisfaction with Brainerd Public Schools. 90% of parents indicate satisfaction with communications from their school. Increase the number of opportunities for adults without children (or adult community education activities) in the District. Increase the number of volunteer hours in the district. Increase the number of partnerships with community. 85% of teachers will have an implemented and updated website. 100% of children will receive at least one documented positive communication home.
4.1 4.2
4.3 4.4
4.5
4.6 4.7
Goal 4:
21st Century Technology and Innovations- We will increase effective and meaningful use of technology in all learning environments and
throughout our organization while staying current with rapidly changing systems and products. Increase the number of STEAM courses/opportunities for students. 100% of all core course in content areas will identify as priority standards those outcomes which promote creativity and innovation, critical thinking and problem solving, communications and collaboration. 100% of staff report equitable access to technology for students/teachers. 100% development the school based wireless infrastructure to support mobile learning within the learning environment with high availability and capacity for all students, community and staff. 100% of all core courses and content areas will identify appropriate online and digital resources for supporting the priority standards and outcomes. 95% of staff report reliability with technology infrastructure. 95% of students indicate awareness and understanding of digital citizenry.
Goal 5: Stewardship- we will use financial resources effectively, responsibly, and transparently. 5.1 85% of staff report giving back to the community - donations and volunteerism. 5.2 98% of student buses report on time delivery of students to begin the school day. 5.3 Improve overall trend of energy efficiency in facilities and operations (operational cost per square foot). 5.4 Maintain 99% accuracy of district enrollment projects annually. 5.5 Achieve a preliminary budget balanced within +/-1% of revenue. 5.6 Year-end audited results within 1% of revenue annually. 5.7 Maintain an unassigned fund balance at or above the school board policy minimum. 5.8 Decrease the number of overall audit findings in the district to a minimum number of 1. 5.9 Meet or exceed ASBO standards of excellence.
Best Practice Grants
Best Practice Grants are awarded through a competitive process facilitated by BPS Staff Development. Grants are awarded in areas such as literacy, science, student behavior and mathematics. Several grants focused on mathematics including developing common assessments and curriculum articulation and strengthening math skills. Elementary teachers developed common assessments and rubrics that align with the K-4 Standards-Based Report Card. Other grants included an extensive literacy institute and technology projects.
Brainerd Public Schools Local Literacy Plan Read Well by Grade 3 Often elementary-aged children in Brainerd begin school by identifying their hopes and dreams. Year after year many kindergarten children tell us that their hope and dream is to learn to read. Reading is the foundation of all learning. It is necessary for success in all subject areas. As parents and educators it is our responsibility to support our children as they become proficient readers and writers. We work to develop fluent readers who comprehend a wide variety of text. It is the goal of BPS to have every child reading at or above grade level by the end of third grade. Most of our students reach this goal by receiving whole group core instruction. Teachers in kindergarten through second grade differentiate instruction delivered through the Literacy Collaborative framework. This balanced literacy model involves children in Interactive Read Aloud, Shared Reading, Guided Reading with leveled tests, Independent Reading, Community Writing, Guided Writing, Independent Writing and Word Study (Phonics). Each elementary building has a highly trained literacy coach who plans continued staff development in research-based literacy practices and coaches teachers. The core curriculum for third and fourth grade classrooms is LEAD21 from McGraw-Hill. This comprehensive program supports and challenges readers at their individual levels. All students have access to differentiated and grade level material. For students reading below grade level, the program is designed to accelerate student growth toward grade-level proficiency.
Brainerd Public Schools Assessment Report Brainerd Public Schools utilizes STAR Enterprise testing for students in Grades 1 through high school. Staff interpret the STAR Enterprise testing information and utilize the data to guide instruction.
K-12 Assessment Outline GRADE K-2
Cogat 7 (Kindergarten only)
Math Assessments (Locally Developed) Observation Survey (OS) of Early Literacy STAR Enterprise Reading and Mathematics Tests (Initial Testing - Grade 1 winter)
EXPLORE MCA III Tests in Reading, Mathematics and Science STAR Enterprise Reading and Mathematics Tests
GRADE 3-4
DISCOVER (Career Interest Inventory) STAR Enterprise Reading and Mathematics Test
Math Assessments (locally developed) MCA III Tests in Reading and Mathematics STAR Enterprise Reading and Mathematics Tests
GRADE 5 MCA III Tests in Reading, Mathematics and Science STAR Enterprise Reading and Mathematics Tests
GRADE 6-7 MCA III Tests in Reading and Mathematics STAR Enterprise Reading and Mathematics Tests
GRADE 9
GRADE 10-12 Advanced Placement (AP) Tests College in the Schools (CIS) Tests College Level Examination Program (CLEP) PLAN (Career Interest Inventory) MCA III Reading Test (Gr 10) MCA II Science Test American Comprehensive Test (ACT) MCA II/GRAD Mathematics Test (Gr 11) Scholastic Aptitude Test (SAT)
GRADE 8
No Child Left Behind The No Child Left Behind Act is federal legislation that impacts schools in several areas, the most significant being student achievement. The state of Minnesota applied to the federal government and was granted waiver in 2011 which releases our schools from sanctions imposed by NCLB The primary change to our accountability system is the focus on closing the achievement gap and promoting high growth for all students. The basis for this new determination is built on four measurements: Proficiency, Growth, Achievement Gap Closure and Graduation Rate. All schools will be given an annual Multiple Measurement Rating (MMR) addressing these four measurements.
Minnesota Comprehensive Assessments
The Minnesota Comprehensive Assessments (MCAs) are state tests in mathematics, reading and science that meet the requirements of the federal Elementary and Secondary Education Act (ESEA). They are given every year to measure student performance against the Minnesota Academic Standards that specify what students in a particular grade should know and be able to do. The State of Minnesota and ESEA requires that all students in public schools participate in the statewide assessment program. Mathematics and reading tests are given in grades 3-8 and high school (students in grade 10 take the Reading MCA and students in grade 11 take the Mathematics MCA). The Science MCA is given to students in grades 5 and 8 and in the high school grade when they take a life science or biology course. With very few exceptions all public school students in the above grades take the MCAs.
Technology Update BPS Digital Learning Plan: Imagining Our Future During the course of 2014-15, the BPS developed a team of dedicated teachers, administrators, and staff members to create the Digital Learning Team. Charged with the task of creating a plan for the BPS, this team set the course for a future embracing the use of digital learning tools and technology to improve learning. Research proves technology makes a positive difference for students and teachers. Students using technology as a tool are actively learning instead of playing a passive role absorbing information transmitted from a teacher or a text. Teachers no longer are the center of information and instead become facilitators of skill development. These are exciting technology transformations in education but without an effective plan to embrace them, BPS leaders can be overcome by the necessary changes to school infrastructure, financing, staffing, staff development, and other related factors to technology integration. The objective of the “Imagining our Future” document is to address these foundational elements in a proactive way with the board of education and with the broader community so that the BPS goal of embracing 21st Century technology and innovations can be fully realized.
