1. IGH Board of Education End of Year Report 2013-2014
Curriculum & Instruction
Penny Kaszas
May 19, 2014

2. Curriculum & Instruction Focus

3. Legislation
120B.11 SCHOOL DISTRICT PROCESS FOR REVIEWING CURRICULUM, INSTRUCTION, AND STUDENT ACHIEVEMENT; STRIVING FOR THE WORLD'S BEST WORKFORCE.
“World’s Best Workforce” means striving to:
Have all students meet school readiness goals.
Have all third grade students achieve grade-level literacy.
Close the academic achievement gap among all racial and ethnic groups of students and between students living in poverty and their more privileged peers as well as students receiving special education services and those that are not.
Have all students graduate from high school.
Have all students attain college and career preparedness.

4. IGH World’s Best Workforce Plan Fall community meeting
Online summer 2014
Fall community meeting
Achievement and Integration goals

5. 124D.861 ACHIEVEMENT AND INTEGRATION FOR MINNESOTA.
The "Achievement and Integration for Minnesota" program is established to pursue racial and economic integration and increase student academic achievement, create equitable educational opportunities, and reduce academic disparities based on students' diverse racial, ethnic, and economic backgrounds in Minnesota public schools.
Specific accountability to reduce the achievement and integration gap by 50% in the next three years.

6. Integration revenue and incentive aid must be used to pursue academic achievement and racial and economic integration through:
1) integrated learning environments that prepare all students to be effective citizens and enhance social cohesion;
2) policies and curricula and trained instructors, administrators, school counselors, and other advocates to support and enhance integrated learning environments under this section, including through magnet schools, innovative, research-based instruction, differentiated instruction, and targeted interventions to improve achievement; and
(3) rigorous career and college readiness programs for underserved student populations; integrated learning environments to increase student academic achievement; cultural fluency, competency, and interaction; graduation and educational attainment rates; and parent involvement.

11. 120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION TO POSTSECONDARY EDUCATION AND EMPLOYMENT; INVOLUNTARY CAREER TRACKING PROHIBITED.
School districts, beginning in the school year, must assist all students by no later than grade 9 to explore their college and career interests and aspirations and develop a plan for a smooth and successful transition to postsecondary education or employment.

12. Aligned Curriculum, Instruction, and Assessments
Curriculum Review
Instructional Focus
Assessments

13. Vertical Team Curriculum Review
117 teachers participate along with administration
Fall: Analyzed 2013 spring assessment results
Identified strengths and weaknesses
Instructional action plans

14. Curriculum Map Review Benchmarks placed in units
Essential Learnings established
Student-friendly learning goals
Pacing

15. Findings

16. Note: Not all secondary courses had representation on the vertical team and not all secondary maps were reviewed.

17. Application Defined work for Vertical Teams next year
Identified need for grade-level/department meetings
Identified professional development needs
Evidence of significant progress

18. Instructional Focus
80% proficiency in core instruction

19. Assessments District Assessment Map Common Formative Assessments
Systemic evaluation
Inform instruction
Common Formative Assessments
How will we know if students have learned?
Allow teachers to engage in collaborative inquiry
Common Summative Assessments
Standards-based grading

20. Changes Elimination of Grade 9 GRAD Writing
High school graduation tests expanded
Addition of Primary MAP
State requirement to analyze ALP and summer program results
State mandated 50% reduction of achievement gap by 2017

21. Future Changes
Graduation requirement for college and career readiness benchmarks
Explore and PLAN test results require student intervention plans
All grade 11 students take ACT
Addition of a reading mid-year MCA assessment
Alignment of Kindergarten assessment

22. Multi-Tiered Systems of Support
Elementary Reading Intervention
Title I
Elementary Academic Enrichment
Elementary Summer Academy
Kindergarten Camp
MEIRS

23. Academic Interventions
Elementary Reading Intervention
: Research and planning year
: Implementation year
Use of Diagnostic Reading Assessment (DRA)
Literacy Data Leaders
PRESS Interventions
MN Reading Corps

24. Title I Analyzed data Identified areas for improvement
Gathered feedback from grade level teams
Implemented mid-year changes
: Research and planning year for Schoolwide Title I Program at Salem Hills

25. Elementary Academic Enrichment
Research and planning year
Grade level teams piloting enrichment opportunities next year
Addition of Salem Hills Extended Enrichment opportunity

26. Summer Academy
Significant program changes implemented for elementary Summer Academy
Data-driven
Strategic class placements
Pilot early literacy intervention curriculum

27. Kindergarten Camp
40 IGH/30 SPPS Kindergarten students attended at Hilltop
Students who had not attended pre-school
Focus on school routines
IGH staff and program recognized for its highly effective and organized structure by EMID

28. MEIRS
The Minnesota Early Indicator and Response System (MEIRS) is a tool that can be used to provide a snapshot of students in grade 6 and grade 9 who are at increased risk of not completing high school in four years
IGHMS and Simley received first set of data this year

29. Instructional Leadership
Institute for Engaged Principal Leadership
iObservation Training
Instructional Coaches
IGH Teacher Development and Evaluation Plan

30. Institute for Engaged Principal Leadership
Two year program for early career principals
The mission of the Institute is to advance student achievement in Minnesota through the development of courageous principal leaders who demonstrate a desire to lead with a moral imperative.
Focus on skills needed to eliminate achievement, teaching and participation gaps in schools while ensuring achievement for all students.
Enable leaders to cultivate their ability to create a school culture where every student is fully engaged, educated and accepted.

31. iObservation Training for new principals
In-depth training for new teachers and teachers scheduled for yearly evaluation
Decision made to utilize iObservation as the guide for “Standards of Effective Practice” in the IGH Teacher Development and Evaluation Plan
Created Individual Growth and Development Plan

32. Instructional Coaches
Recent study by Knight (2009)
Newly taught teaching skills observed in 90% of classrooms of teachers who received coaching
Newly taught teaching skills observed in 30% of classrooms of teachers who did not receive coaching
Knight, J. (2009). Coaching: The key to translating research into practice lies in continuous, job-embedded learning with ongoing support. Journal of Staff Development, 30(1), 18 – 22.

33. Approximate Percent of Time
Coaching Activities
Approximate Percent of Time
One on One Coaching
22%
Lead Building Staff Development
25%
Lead District Staff Development
10%
Gather Resources for Teachers
15%
Participate in PLC Meetings 8%
*Other
20%
*Reading Coach: MN Reading Corps, Leaders in Reading MDE, Community Ed collaboration, research best practice, develop and update local literacy plan, participate in district leadership professional development, etc.
*Math Coach: MN Math Corps, MN Math MDE, develop and administer 6th grade Honors Math test, participate in district leadership professional development, etc.

34. IGH Teacher Development and Evaluation Plan
: Committee research and action planning
Decision to write IGH plan and not to adopt state model plan
: Plan development
: Plan implementation

35. Professional Development
Shifts in Professional Learning
District Professional Development Plan
Staff Development Summary

36. Shifts in Professional Learning
Learning Forward, the National Council on Staff Development, April 2014, Vol. 35 No. 2
“In planning professional learning that leads to changed educator practices and improved student results, five shifts must occur.”
Less of this: Driven by educator preference
More of that: Driven by student, educator, and system data

37. Less of this: Individual learning
More of that: Collaborative, team-based learning engaged in defined cycles of continuous learning to build deeper expertise, powerful lessons, and authentic and meaningful assessments

38. Less of this: Large-group, formal, one-size-fits-all activities to build awareness and deliver content
More of that: Transformative learning experiences that replicate expectations for classroom practice

39. Less of this: Occasional, episodic adult pullout learning opportunities, “Sit and Gets”
More of that: Regularly scheduled learning opportunities as part of the workday and week

40. Less of this: Low expectations or support for the application of learning
More of that: High expectations for application of learning coupled with coaching and other forms of workplace support for implementation

41. District Professional Development Plan
Aligned to board established focus areas:
Professional Learning Communities
Multi-Tiered Systems of Support
Equity (added )
iObservation (Instructional and Leadership Improvement Systems)
Digital Teaching and Learning
College and Career Readiness (added )
Research shows that schools strong on the five essentials are ten times more likely to improve student learning than schools weak on the five essentials.

42. Plan Development
Administrators engage in continuous dialogue related to staff development needs
Teachers have input at Vertical Team meetings, building leadership team meetings, and through coaching opportunities
District and building leaders review achievement outcomes
May 2013 – formal District Staff Development Advisory Committee Meeting
Identification of specific staff needs within each focus area
Research shows that schools strong on the five essentials are ten times more likely to improve student learning than schools weak on the five essentials.

43. Research shows that schools strong on the five essentials are ten times more likely to improve student learning than schools weak on the five essentials.

44. Focus Area I: Professional Learning Communities
Solution Tree Summer Institute (32 staff)
3 day workshop – Cohort II
PLC Leadership Team Workshops with MN State University Mankato (64 staff)
5 -1/2 day workshops – Cohorts I and II
Vertical Team Meetings (117 staff)
3 – ½ day meetings

45. PLCs Cont. Early Release Days (all district teachers)
3 – ½ day meetings
Building Level Meetings
Weekly collaborative team meetings
Elementary data dig meetings
Elementary vertical team meetings
Secondary content area curriculum mapping and assessment creation

46. PLCs Cont.
LCCI

47. Focus Area 2: Multi-Tiered Systems of Support
Number Worlds Intervention Training (27 teachers)
PBIS Cohort Workshops (24 teachers)
Junior Great Books Training (6 teachers)
20 volunteers
Minnesota Council for the Gifted and Talented Conference (4 teachers)

48. Focus Area 3: Equity NUA Leadership Academy (25 district leaders)
5 – ½ day workshops
NUA Site Visit Coaching (40 teachers)
7 – full day coaching sessions
Beyond Diversity (40 teachers and administrators)
2 day workshop
200+ certified staff June 9 – 10

49. Equity Cont. 5 Essentials Survey
5E is based on more than 20 years of research by the University of Chicago Consortium on School research on attributes of successful schools 
Teachers, students, and parents

50. Focus Area 4: iObservation (Instructional and Leadership Improvement Systems)
Training for new principals (2 principals)
Principal-led training for staff being observed (1/3 teaching staff)
District team developing IGH teacher development and evaluation plan

51. Instructional and Leadership Improvement Systems Cont.
New Staff Cohort (24 teachers)
Three day initial district overview
Building logistics mentor, classroom management mentor
Minimum of two rounds of instructional coaching
Reading and math coaches

52. New Staff Cohort Cont.
School year workshops
Classroom management
Understanding assessments and data
Marzano strategies, observation, self-reflection and goal setting
Identified using technology for instruction as next step, weather cancellation, offering

53. Focus Area 5: Digital Teaching and Learning
Technology Series (half day workshops)
Substitution Augmentation Modification  Redefinition (SAMR) (28 teachers)
Google Apps and Moodle (17 teachers)
Flipped Classrooms (15 teachers)
iBooks Author (15 teachers)
TIES Technology Conference (35 teachers/principals)

54. Focus Area 6: Literacy
Diagnostic Reading Assessment (DRA) Boot Camp (28 teachers)
½ day workshop plus classroom coaching
Literacy Data Leader Training (U of MN) (24 teachers)
5 – ½ day workshops and site coaching
Elementary Literacy Workshop (all elementary teachers)
Three hour training on staff development day
Research shows that schools strong on the five essentials are ten times more likely to improve student learning than schools weak on the five essentials.

55. Literacy Cont. Middle School Literacy Coach/Consultant (10 teachers)
Conduct baseline assessment
Two full day workshops
Two site-visit coaching sessions
Planning for school year
Secondary ELA Workshop (all secondary teachers)
ELA Common Core Standards and Informational Text
Research shows that schools strong on the five essentials are ten times more likely to improve student learning than schools weak on the five essentials.

56. Focus Area 7: College and Career Readiness
Naviance Training
2 full day workshops (15 CCR coaches)
College and Career Readiness Coach
Ramp Up to Readiness Workshop (8 staff)
Ramp Up to Readiness School Training (8 middle school staff)
AVID
AVID Path Training (6 teachers)
AVID Summer Institute (10 staff)
AVID close reading strategies (all secondary staff)

57. Miscellaneous EMT/EMR teacher training
Minnesota Music Educators Workshop (4 teachers)
MN Math Leaders Network
MN Reading Leaders Network
MN Gifted Educators Network
Mental Health workshops

58. Staff Development Expenditures
Basic General Education Revenue
Staff Development Expenditures
% Total Revenue
$23,258,071
$894,321
3.85%

59. District Staff Development Advisory Committee
17 teachers have committed to serve on committee for the full school year
Spring planning meeting – May 21
Fall informational meeting – Sept. TBD
Fall building informational meetings – dates TBD by buildings
Mid-Year site staff development evaluation – Jan. TBD
Spring planning meeting – May TBD

60. Thank You!