2006-2007 Annual Report on

2006-2007 Annual Report on

Curriculum Instruction and Student Achievement

October 2007

Lac qui Parle Valley

School District 2853

2006-2007 Report on Curriculum,

Instruction and Student Achievement

October 2007 - Lac qui Parle Valley School District

The purpose of this report is to inform district residents about curriculum and instruction at Lac qui Parle Valley School District 2853. The district continues to utilize a curriculum review cycle for reviewing, revising and improving curriculum and for implementing the State Graduation Standards. The focus of School District 2853 is on the student. The board strives to provide facilities, personnel, equipment and instructional materials along with an organized and defined curriculum which will ultimately result in students meeting the State Graduation Standards and LqPV District's expectations and requirements. This will be accomplished through a results oriented system for continuous improvement, planning, community involvement, public and state reporting.

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.

Appleton / Milan Elementary

The percent of A/M Elementary students that meet or exceed the established standards on the MCA II’s will increase by 2% in 2006-07.

Madison / Marietta / Nassua Elementary

The percent of A/M Elementary students that meet or exceed the established standards on the MCA II’s will increase by 2% in 2006-07.

Lac qui Parle Valley High School

Using MCA II scores, LqPV HS will increase the number of students who meet or exceed the standards on the 2007 Reading and Mathematics assessments by 2%.

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, Reading and Writing. Scores on these tests are also used to measure whether schools are making adequate yearly progress toward the goal of 100% of all students meeting the No Child Left Behind standards by 2015, as established by federal legislation.

2006-07 Student Demographics

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 Minnesota public high school. The GRAD replaces the Basic Skills Test (BST) which is in effect for students that entered eighth grade in 2004-05 or earlier.

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 Reading MCA-II/GRAD and the grade 11 Mathematics MCA-II/GRAD serve dual purposes. First, the state will use them to calculate the Adequately Yearly Progress (AYP) for high schools. Secondly, students will use them to demonstrate that they have the reading and math skills Minnesota requires for graduation. Students in grades 10 and 11 will take the MCA-IIs and, in the process, are also taking the GRAD. Students who are not proficient on these tests or who do not pass the GRAD component can retake the GRAD component at later dates. The third GRAD test is a writing test that is identical to the BST Test of Written Composition. Students write to a prompt.

Their essay is given a score between 0 and 6 and a score of 3 or more is passing.

All students in grade 9 must take the Written Composition Test.
All students in grade 10 must take the Reading MCAII/GRAD and all students in grade 11 must take the Mathematics MCAII/GRAD.
For students with a disability, the IEP Team decides whether the student participates, and by:

taking the MCA-II/GRAD, with or without accommodations, or
taking the Minnesota Test of Academic Achievement (MTAS)

Students who don’t pass the Reading or Mathematics MCA-II/GRAD will have many future chances to take the GRAD component, most likely on a computer. Students who don’t pass the GRAD Test

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 9^th – 12^th are making toward meeting graduation requirements.

Pass Reading BST Pass Math BST Pass Writing BST Exempt

Grade Enrollment State Individual State Individual State Individual

9^th 73 --- --- --- --- 67 0 0

10^th 78 77 0 75 0 75 0 0

11^th 101 101 0 99 0 101 0 1

12^th 86 85 0 85 0 85 0 1

ADEQUATE YEARLY PROGRESS

How does a school or district meet AYP requirements?

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.

AYP Status: Making AYP

Reading

Mathematics

*Attendance

*Graduation

Part. Rate

% Prof

Part. Rate

% Prof

Rate

All Students

Yes

American Indian/Alaskan Native

Asian/Pacific Islander

Hispanic

Black

White

Yes

Limited English Proficient

Yes

Special Education

Yes

Free/Reduced Price Lunch

Yes

"-" indicates too few or no students in a category.

The Minnesota AYP plan looks at four areas in determining whether a school or district has made adequate yearly progress:

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.

Lac qui Parle Valley – AYP

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 (Minnesota Comprehensive Assessments) each LqPV school and the LqPV district as a whole demonstrated AYP (Adequate Yearly Progress) for the 2006-07 school year.

ASSESSMENT OF STUDENT ACHIEVEMENT



District Name	Grade	Subject	Students Tested	% 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
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
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
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
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
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
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
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
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
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
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
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
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
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
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 Minnesota

Comprehensive Assessments.

Staff will continue to focus on improving student performance related to mathematics

concepts and application skills.

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.

PROGRESS ON PREVIOUS DISTRICT IMPROVEMENT PLAN

Curriculum / Instruction

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.

Staff Development

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 Parle Valley School Board on September 24, 2007 at the regular monthly meeting.

_______________________________ ___________

Board Chair Date

___________________________________ _____________

Superintendent Date