2016-17 Worlds Best Workforce Annual Report Research, Evaluation & Assessment December 2017

Goal 1: Bloomington Public Schools aims to ensure all students are ready for school

Goal 1: Bloomington Public Schools aims to ensure all students are ready for school

Goal 2: Bloomington Public Schools aims for all third graders to read at grade level Note: Grade Level is defined as 50th Percentile or higher on the MAP test

Goal 3: Bloomington Public Schools aims to close achievement gaps in reading

Goal 3: Bloomington Public Schools aims to close achievement gaps in math

Districtwide MAP Reading Growth by Group and Year

Districtwide MAP Math Group Growth by Group and Year

Goal 4: Bloomington Public Schools aims for all students to graduate from high school

Goal 5: Increase College and Career Readiness Continuous and Mobile Students (2013-2017) Reading Grades 1-5

Goal 5: Increase College and Career Readiness Continuous and Mobile Students (2014-2017) Reading Grades 5-8

Goal 5: Increase College and Career Readiness Continuous and Mobile Students (2013-2017) Math Grades 1-5

Goal 5: Increase College and Career Readiness Continuous and Mobile Students (2014-2017) Math Grades 5-8

Goal 5: Percent of Student “On-Course” for Four Year College on ACT

Summary of WBW Goals Goal/Measure Metric 2016-17 Percent Met/Not met 1. Kindergarten Readiness % of students meeting BEKA Proficiency 48.5% Not met 51.5% 2. Reading well at Grade 3 % of students “on course” on MAP Reading 61.7% Met 62.7% 3. Decreasing Achievement Gaps Gaps in % of students proficient decreases 50% American Indian Partially Met Increase 3% for all groups 4. Increase 6-year Graduation Rate 90% graduation rate or higher 90.6% 91.6% 5. On-Course for 4yr college Percent of students with 18 or higher on ACT Composite 60.7%

World’s Best Workforce Update: Program Plans December 11, 2017

Goal 1: Bloomington Public Schools aims to ensure all students are ready for school Curriculum Review- Birth-2-year-old teacher teams prioritized and unpacked early childhood social/emotional development standards and language/literacy standards. Thematic Integrated Units- Preschool teams refined and implemented thematic units that integrate social-emotional and language/literacy standards Embedded supports for English learners Standards-Aligned Reporting Practices Preschool staff updated their reporting practices to ensure families receive regular updates on the the progress their child is making toward mastering early childhood standards.

Goal 1: Bloomington Public Schools aims to ensure all students are ready for school Culturally Responsive Teaching & Family Engagement - Mentors and Teacher Evaluation (Q-Comp) Coaches have received extensive training in culturally responsive teaching and worked one on one with staff to develop new strategies to engage all students in the learning. Preschool staff facilitated three “Families Learning Together Days” throughout the year to help parents support their children at home. Professional Learning Communities (PLCs) - PLCs continuously used student assessment data to change instruction to meet the needs of preschool students. New strategies with an emphasis on culturally responsive strategies were introduced on a regular basis to meet the goals set for student achievement.

Goal 2: Bloomington Public Schools aims for all third graders to read at grade level Units of Study- Teachers implemented units of study that integrate reading, writing, speaking, language development, and media literacy. The units feature embedded language supports to ensure access to the content for English learners. Balanced Assessment for Instruction- Teachers were trained in the use of the Benchmark Assessment System, a diagnostic reading assessment that yields information about each student’s strengths and needs as a reader. Teachers used the results of this assessment to plan small-group, differentiated instruction as well as targeted interventions for students not reading at grade level. Technology and Digital Materials- Teachers received professional development on utilizing digital materials and integrating technology into literacy instruction to enhance and personalize learning.

Goal 2: Bloomington Public Schools aims for all third graders to read at grade level Culturally Responsive Teaching Mentors and teacher evaluation (Q-Comp) coaches worked in collaboration with staff to identify classroom data that provides feedback on student engagement and achievement. Strategies were introduced to engage all students in the learning. Professional Learning Communities (PLCs)- PLCs collaborated continuously using student assessment data to change instruction to meet the needs of students. New strategies were introduced on a regular basis to meet the goals set for student achievement.

Goal 3: Bloomington Public Schools aims to close the achievement gap in reading and math Curriculum Review- Teachers are reviewing math curriculum at all levels Prioritizing standards Ensuring instruction is aligned with standards Ensuring curriculum materials are aligned to standards and are both culturally and linguistically relevant Tiered Systems of Support- A district team is working to strengthen systems for providing students with access to tiered layers of instruction and support in reading and math. Technology and Digital Materials- Teachers are working to differentiate instruction, using technology as a resource. Professional Development- Teachers are participating in ongoing professional development related to differentiation for English learners and co-teaching models.

Goal 3: Bloomington Public Schools aims to close the achievement gap in reading and math Culturally Responsive Teaching - Mentors and teacher evaluation (Q-Comp) coaches worked in collaboration with staff to identify students who need more help to engage in instruction. They also supported teachers in professional development related to the use of culturally relevant engagement strategies. Professional Learning Communities (PLCs)- PLCs use student assessment data to analyze trends in student achievement. New strategies and systemic supports were introduced on a regular basis to meet the goals set for all student achievement.

Goal 4: Bloomington Public Schools aims for all students to graduate from high school MTSS Framework- The district adopted a Multi-Tiered Systems of Support (MTSS) framework that focuses on five key areas: Driven by Collaborative Teams Data-Based Problem Solving Integrated Academic, Social, Emotional, and Behavioral Instruction Balanced Assessment for Instruction Family and Community Engagement Site Strategic Plans- Building Leadership Teams (BLTs) implemented Site Strategic Plans (SSPs) linked to Bloomington’s MTSS Framework and identified professional development needs that impact student learning.

Goal 4: Bloomington Public Schools aims for all students to graduate from high school Differentiated Student Support- High school staff engaged students in ongoing programs like Advancement Via Individual Determination (AVID), Academic Seminar and Sectionals, which provide students with additional support as they work toward graduation. Mentors and teacher evaluation (Q- Comp) Coaches worked in collaboration with staff to identify programs and learning supports for students. Personalized Learning Communities (PLCs)- PLCs used student assessment data to analyze trends in student achievement. Systemic supports were regularly introduced to help PLCs meet the goals set for all students related to graduation.

Goal 5: Bloomington Public Schools aims for all students to be ready for career and college Programmatic Alignment- District staff worked to create stronger alignment between students’ Personal Growth Plans (PGPs), BPS’s Career and Technical Education (CTE) program, and the American Counseling Association standards so that all students are career and college ready. Personal Growth Plan Rollout- The middle school PGP team planned the implementation of PGPs at the middle schools, rolled them out at middle schools this (17-18 school year) year and continued to iterate PGPs at the high school level.

Student Success Units of Study Curriculum Review Site Specific Equity Work Professional Learning Communities Technology and Digital Materials Multi-Tiered Systems of Support Site Strategic Plans Differentiated Student Support Programmatic Alignment Personal Growth Plan Rollout Summer Professional Development

Pathways Advisory Committee PAC Provided Feedback On: Elementary Report Card Flexed Spaces Curriculum Review Social Studies Math World Language

Achievement and Integration: Update and Planning December 11, 2017

Current Achievement and Integration New Plan Every 3 years we are required to submit a new plan for Achievement and Integration Our new plan was submitted and approved in early spring (March 15th, 2017) The plan has to be aligned with the WBW plan

Current Achievement and Integration Update We assembled a Leadership Team that guided the work Attended several MDE guidance sessions that allow us the ability to align the “new” plan with parameters set up by the MDE Sought input from various stakeholders to help shape the plan Continue to align the plan with our Pathways work

Current Achievement and Integration Plan Increase achievement and provide programming and support options to promote college and career readiness for the underserved students in grades K-12. Increase professional development opportunities that will reach 100% of the BPS staff. Commit to implement practices that recruit, employ, support, and retain racially and linguistically diverse staff