2006-2007 Annual Report
on
Curriculum Instruction
and Student Achievement

October 2007
Lac qui
2006-2007 Report on Curriculum,
Instruction and
Student Achievement
October 2007 - Lac
qui
The purpose of this report is to inform district residents
about curriculum and instruction at Lac qui
Curriculum and Instruction
Advisory Committee
A Curriculum and Instruction
Advisory Committee will be appointed annually to ensure community participation
in planning and improving curriculum and instruction. This committee may
include persons and other community residents, pupils, and school staff.
Committee Membership
Parents/Community
Up to 12 volunteers are to be
selected. To the extent possible, the selections will reflect the
diversity of the district. Appointments are to be made at the November
School Board Meeting. Terms will run from November through October.
Teacher: Each building staff will appoint at least one teacher.
Administration: An administrator from each building will be
represented. An administrator will facilitate the meeting.
Student: The Student Council will appoint two students to the
committee. One will be an underclass student so that term will carry
over.
School Board: The School Board will appoint at least one board
representative at their January organizational meeting.
2006-07
Student Achievement Goals
District
All students
will meet state and local standards requirements by the end of grade 12.
Students will
exceed state average performance on the Minnesota Comprehensive Assessments.
Students will
exceed state average performance on the first attempt of the Basic Standards
Tests.
Staff will
continue to focus on improving student performance related to mathematic
concepts and application skills.
Lac qui Parle Valley High School
Progress Toward Achieving Goals
Data provided by
the Minnesota Department of Education indicates that all Lac qui Parle Valley
Schools achieved AYP (Adequate Yearly Progress) in Math and Reading as measured by scores
on the MCA II (Minnesota Comprehensive Assessments) tests. The MCA II’s are state administered tests that are designed to
measure student achievement and progress in Math,
Student Population: 960
White
91%
Hispanic
3%
Asian
3%
Black
2%
American
Indian 1%
Limited English
Proficient
3%
Attendance
Rate
95%
Special
Education
14%
Graduation
Rate
99%
Free and Reduced Price
Lunch
37%
Student Progress Toward Graduation
Lac qui Parle Valley requires
students to earn 24 credits, to meet all of the state curriculum standards and
to pass the GRAD (Graduation-Required
Assessments for Diploma) to qualify for graduation.
GRAD, or
Graduation-Required Assessments for Diploma, refers to three tests (reading,
mathematics, and writing)
that students who entered grade 8 in 2005-06 or later must pass in order to
graduate from a
Two of the
GRAD tests will be part of the MCA-II series of tests associated with No Child
Left Behind (NCLB). The grade 10
Their essay
is given a score between 0 and 6 and a score of 3 or more is passing.
Students who
don’t pass the
of Written
Composition in grade 9 will be able to take the test during subsequent years,
either during the statewide testing window or during retest windows.
The following
data reflects the progress 2006-07 students in 9th – 12th
are making toward meeting graduation requirements.
Pass
Grade Enrollment State Individual
State Individual
State Individual
9th
73
---
---
---
---
67
0
0
10th
78
77
0
75
0
75
0
0
11th
101
101
0
99
0
101
0
1
12th
86
85
0
85
0
85
0
1
ADEQUATE YEARLY
PROGRESS
A
"NO" in any category means the district did not meet AYP. This
table shows that the Lac qui Parle Valley District met the required targets in
participation and proficiency for reading and mathematics and the other
required categories of attendance and graduation.
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AYP Status: Making AYP |
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Mathematics |
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*Attendance |
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*Graduation |
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Part.
Rate |
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%
Prof |
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Part.
Rate |
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%
Prof |
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Rate |
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Rate |
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All Students |
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Yes
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Yes
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Yes
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Yes
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Yes
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Yes
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American Indian/Alaskan Native |
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- |
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- |
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- |
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- |
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Asian/Pacific Islander |
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- |
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- |
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- |
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- |
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Hispanic |
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- |
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- |
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- |
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- |
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Black |
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- |
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- |
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- |
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- |
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White |
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Yes
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Yes
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Yes
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Yes
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Limited English Proficient |
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- |
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- |
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- |
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Yes
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Special Education |
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Yes
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Yes
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Yes
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Yes
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Free/Reduced Price Lunch |
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Yes
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Yes
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Yes
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Yes
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"-"
indicates too few or no students in a category.
The
Participation : Schools and
districts must test 95% of students in tested grades.
Proficiency : Students in tested
grades must show adequate yearly progress towards proficiency and be 100%
proficient in reading and mathematics by 2013-14. Students must score above the
"50" mark for their grade to be considered proficient. For example in
third grade a score of 350 or above is proficient, in fourth grade a score of
450 or above is proficient, etc.
Attendance : Elementary
schools, middle schools and districts must have an average daily attendance
rate of 90% or show acceptable growth towards 90% to make AYP. Attendance data
is taken from the previous school year.
Graduation : High schools and
districts must have an average graduation rate of 80% or show acceptable growth
towards 80% to make AYP. Graduation data is taken from the previous school
year.
The
No Child Left Behind Act also required schools and districts to break out their
data into nine different subgroups or cells:
*All students
*LEP
*Special Education
*Free and Reduced Price Lunch
*Black
*White
*Asian Pacific Islander
*American Indian
*Hispanic
A
school or district must have at least 40 students in a cell in order for it to
count for participation. A school or district must have at least 20 students in
a group in order for it to count for proficiency with the exception of special
education, and Limited English Proficient (LEP). There must be at least 40
students in the special education or LEP group to be counted for proficiency.
The results of these assessments indicate that a high enough
percentage of the LqPV students met or exceeded achievement requirements and
continue to show improvement from year to year. By exceeding the
minimum required scores on the MCA’s (
ASSESSMENT OF STUDENT
ACHIEVEMENT
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District |
Grade |
Subject |
Students |
%
Did Not Meet Standards |
% Partially Met
Standards |
%
Met Standards |
%
Exceeded Standards |
%
Met &
Exceeded Total |
|
LqPV |
03 |
M |
62 |
4.80 |
25.80 |
46.80 |
22.60 |
69.40 |
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Statewide
Public
|
03 |
M |
53353 |
5.30 |
15.40 |
45.00 |
34.30 |
79.30 |
|
LqPV |
03 |
R |
62 |
1.60 |
12.90 |
29.00 |
56.50 |
85.50 |
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Statewide
Public
|
03 |
R |
57740 |
11.20 |
9.30 |
30.70 |
48.90 |
79.60 |
|
LqPV |
04 |
M |
58 |
10.30 |
19.00 |
44.80 |
25.90 |
70.70 |
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Statewide
Public
|
04 |
M |
53781 |
9.40 |
19.80 |
39.30 |
31.60 |
70.10 |
|
LqPV |
04 |
R |
62 |
3.20 |
9.70 |
41.90 |
45.20 |
87.10 |
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Statewide
Public
|
04 |
R |
57891 |
12.10 |
16.40 |
33.20 |
38.20 |
71.40 |
|
LqPV |
05 |
M |
52 |
17.30 |
23.10 |
28.80 |
30.80 |
59.60 |
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Statewide
Public
|
05 |
M |
54207 |
15.30 |
21.50 |
34.20 |
29.00 |
63.20 |
|
LqPV |
05 |
R |
52 |
1.90 |
26.90 |
48.10 |
23.10 |
71.20 |
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Statewide
Public
|
05 |
R |
57899 |
11.30 |
15.50 |
40.20 |
33.00 |
73.20 |
|
LqPV |
06 |
M |
82 |
7.30 |
28.00 |
52.40 |
12.20 |
64.60 |
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Statewide
Public
|
06 |
M |
55719 |
15.90 |
21.10 |
41.10 |
21.90 |
63.00 |
|
LqPV |
06 |
R |
83 |
2.40 |
14.50 |
48.20 |
34.90 |
83.10 |
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Statewide
Public
|
06 |
R |
59271 |
14.20 |
19.20 |
35.20 |
31.40 |
66.60 |
|
LqPV |
07 |
M |
69 |
23.20 |
21.70 |
47.80 |
7.20 |
55.00 |
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Statewide
Public
|
07 |
M |
57989 |
18.00 |
20.60 |
38.60 |
22.90 |
61.50 |
|
LqPV |
07 |
R |
69 |
17.40 |
17.40 |
39.10 |
26.10 |
65.20 |
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Statewide
Public
|
07 |
R |
61189 |
16.40 |
20.50 |
31.30 |
31.90 |
63.30 |
|
LqPV |
08 |
M |
96 |
20.80 |
27.10 |
40.60 |
11.50 |
52.10 |
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Statewide
Public
|
08 |
M |
59678 |
20.30 |
21.00 |
39.40 |
19.30 |
58.70 |
|
LqPV |
08 |
R |
97 |
19.60 |
19.60 |
25.80 |
35.10 |
60.90 |
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Statewide
Public
|
08 |
R |
62927 |
16.20 |
20.50 |
27.00 |
36.30 |
63.30 |
|
LqPV |
10 |
R |
81 |
3.70 |
22.20 |
46.90 |
27.20 |
74.10 |
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Statewide
Public
|
10 |
R |
65421 |
17.70 |
20.50 |
32.50 |
29.40 |
61.90 |
|
LqPV |
11 |
M |
106 |
42.50 |
17.90 |
25.50 |
14.20 |
39.70 |
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Statewide
Public
|
11 |
M |
61810 |
47.20 |
20.60 |
20.30 |
11.90 |
32.20 |
These assessment results
do indicate that the district must continue to work toward improvement of
mathematics achievement.
DISTRICT IMPROVEMENT PLAN
Curriculum / Instruction
LqPV will continue to improve the
delivery and assessment of the
curriculum which includes opportunities for students to demonstrate
competence in local and state
standards at all levels.
LqPV will provide access to current
technology to enhance
teaching and learning.
Performance
All students will meet
state and local standards requirements by
the end of grade 12.
Students will exceed
state average performance on the
Comprehensive
Assessments.
Staff Development
Staff will be
provided opportunities to participate in collaborative activities through the
District’s Quality Compensation Program which was submitted by the District’s
Teachers and School Board and approved by the Minnesota Department of
Education. These activities are intended to improve instruction and
learning with the focus on improved student achievement.
Staff
will review MCA, BST and other assessment data to determine areas in need of
improvement
and to design instructional strategies to improve the identified needs.
Staff
development activities will continue to provide strategies and resources for
integrating
technology to enhance instruction, learning and data management.
LqPV mathematics
staff, along with staff from several neighboring districts, will be
participating in an
intense study of student performance on assessments and
instructional
strategies designed to improve achievement.
The district
continues to follow the process of curriculum review and improvement as laid
out in the Curriculum Review cycle. Curriculum Maps which indicate
subject area content, the standards being addressed, the skills achieved and
the means of assessment for each grade level and course have been developed and
posted on the district’s website www.lqpv.org.
Many staff have
integrated technology to enhance their instruction through the use of a several of electronic /
digital resources.
Performance
LqPV students
consistently score above state averages in reading and writing. They have
also shown continuous growth on math assessments. Nearly all students
meet the state assessment graduation requirements well before their senior
year.
Although assessments
indicate progress in student achievement in mathematics, the district will
continue to focus on improvement in this curriculum and instruction.
Through the
curriculum review process, staff are afforded opportunities to meet with other
LqPV staff with similar assignments to review curriculum components and instructional
strategies.
Opportunities for low
incident areas (Subjects with only one staff – Business Ed, Ag, Industrial
Tech, FACS) are provided with staff from other districts in the Minnesota River
Valley Education District. As part of the District’s Quality Compensation
Program, selected teachers will serve as Curriculum Leaders who will lead their
colleagues through the review process.
All staff were
afforded an opportunity to attend several inservices related to technology
integration through
the use of on-line resources provide by a MRVED technology grant.
The goal is for every
staff member to develop at least one lesson using integration strategies and
using instructional materials obtained from the on-line sources.
During the 2006-07 school year, all staff were afforded the opportunity to
participate in the State
approved Quality Compensation Program which awards teachers for successful
participation in
collaborative staff development activities and for increasing student
achievement. Over 90% of
the LqPV teachers took advantage of this by participating in approved
collaborative learning
community activities.
This document was approved by the Lac qui
_______________________________ ___________
Board Chair Date
___________________________________ _____________
Superintendent Date