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Achievement and Integration Plan July 1, 2017 to June 30, 2020
This document reflects Achievement and Integration requirements included in Minnesota Statutes, sections 124D.861 and 124D.862 as well as Minnesota Rules 3535.0100-0180.
District ISD# and Name: ISD#11 Anoka-Hennepin School District District’s Integration Status: Racially Identifiable School (RIS)
Superintendent’s Name: David Law Phone: 763-506-1001 E-mail: [email protected]
Plan submitted by: Name: Dr. Jennifer Cherry Title: Director of Student Services Phone: 763-506-1017 E-mail: Jennifer,[email protected]
Racially Identifiable Schools (RIS) within District If you have been notified by MDE that your district has one or more racially identifiable schools, please list each of those schools below, adding additional lines as needed.
1. Monroe Elementary2. Evergreen Park Elementary
Plans for racially identifiable schools will include the same information and follow the same format as that provided for district-wide plans. The RIS plan section starts on page # of this document.
School Board Approval We certify that we have formally approved and will implement the following Achievement and Integration plan as part of our district’s comprehensive World’s Best Workforce plan and will comply with all federal, state, and local laws and regulations applicable to the organization.
Superintendent: David Law Signature: Date Signed: Enter date.
School Board Chair: Tom Heidemann Signature: Date Signed: Enter date.
03-20-17 Appendix E-MDE Plan-1
Integration Collaborative Member Districts
If your district belongs to one, list the districts in your collaborative and their integration status. Add additional lines as needed.
Name of Collaborative: Northwest Suburban Integration School District
1. Anoka-Hennepin A - Adjoining
2. Brooklyn Center RI - Racially Isolated
3. Buffalo-Hanover-Montrose A - Adjoining
4. Elk River A - Adjoining 5. Fridley RI - Racially Isolated 6. Moundsview A - Adjoining 7. Osseo RI - Racially Isolated 8. Rockford A - Adjoining
Detailed directions and support for completing this plan are provided in the Achievement Integration Plan Guide.
Plan Input Minnesota School Desegregation/Integration Rule 3535.0170 Subp. 2 requires racially isolated and adjoining districts to establish a multidistrict collaboration council (MDCC) to provide input on integration goals and to identify cross-district strategies to improve integration.
The rule also requires districts with a racially identifiable school (RIS) to convene a community collaboration council (CCC) to assist in developing integration goals and to identify ways of creating increased opportunities for integration at the RIS (Minn. Rules 3535.0160 Subp. 2).
List council members below and briefly describe the community planning process used for your district’s plan and for your Racially Identifiable School (RIS), as applicable.
Multi-District Collaboration Council: Northwest Suburban Integration School District has several opportunities for collaborative development of integration goals and activities. Integration goals are created based on the feedback from the eight schools districts that make up NWSISD which include: 1) Anoka-Hennepin District #11, 2) Brooklyn Center Community Schools #286, 3) Buffalo-Hanover-Montrose #877, 4) Elk River Area #728, 5) Fridley #14, 6) Mounds View #621, 7) Osseo Area #279, and 8) Rockford #883. NWSISD convenes a monthly Superintendent Advisory Group and Equity Leader meetings for the purpose of collaboration regarding Achievement and Integration goals and activities and to monitor progress of those goals. The districts previously listed represent both groups. The integration goals developed become the Strategic Action Plan of the NWSISD and approved by the Joint Powers Board also represented by each school district previously listed.
03-20-17 Appendix E-MDE Plan-2
Community Collaboration Council for the RIS: Membership: PreK family and parent representatives (one family or parent representative each per elementary, secondary, and alternative school); elementary, secondary, and alternative school principals/designees; Directors of Elementary and Secondary Curriculum; Supplemental Teaching and Learning Specialists; as well as District Office Representation. Anoka-Hennepin convenes a monthly Community Curriculum Advisory Council (CCAC) for the purpose of reviewing PreK-16 curriculum, assessment, and instructional programming through community lens; to provide information to and request feedback from Parent Teacher Organizations, Partnership Teams, and Parent Advisory Committees in each building regarding curriculum, assessment, and instructional programming; to provide input and feedback to the Curriculum Advisory Council (CAC); and to provide input and feedback to the School Board regarding academic programs.
Post to District Website Prior to your district’s annual AI and World’s Best Workforce meeting, you must post this plan to the district website. Please provide the URL where your district’s Achievement and Integration plan is posted.
http://www.anoka.k12.mn.us/Page/33097
Submitting This Plan Submit this completed plan template as a word document to MDE by March 15, 2017 for review and approval. Email it to [email protected]. Scan the page with board chair and superintendent signatures and attach that to your email as a separate PDF.
03-20-17 Appendix E-MDE Plan-3
GOAL # 1: By spring 2020, the achievement gap in proficiency on the reading Minnesota Comprehensive Assessments between students of color and white students in Anoka-Hennepin School District will decrease by 1.8%, from the current gap of 17.7% to 15.9%, which is an average of 0.6% per year. By spring 2020, the achievement gap in proficiency on the reading Minnesota Comprehensive Assessments between students qualifying for economic assistance and those that do not in Anoka-Hennepin School District will decrease by 1.4%, from the current gap of 23.8% to 22.4%, which is an average of 0.4% per year. Aligns with WBWF area: All racial and economic achievement gaps between students are closed. Objective 1.1: We will provide the opportunity for educators within our district to participate in district and inter-district professional learning opportunites for improving the achievement of all students. Objective 1.2: We will provide students with academic and cultural supports that increase student engagement and achievement Objective 1.3: We will provide targeted instruction and research-based interventions to improve reading proficiency. Objective 1.4: We will provide magnet/specialty school programs within the district designed to reduce academic and enrollment disparities based on a student's racial, ethnic, and economic backgrounds. GOAL # 2: By the end of the 2020 school year, 84% of all students completing their senior year will have taken at least one potential college credit earning course by graduation, an increase of 1% from the potential college credit earning course enrollment rate of the 2016 cohort of students. (The 2016 cohort of students had an 81% potential college credit earning course enrollment rate.) Aligns with WBWF area: All students are ready for career and college. Objective 2.1: We will provide college and career readiness programming for students in grades 7-12. Objective 2.2: We will prepare and encourage underserved students to enroll in rigorous coursework and provide multiple opportunities for underserved students to participate in college field trips. Objective 2.3: We will provide opportunities for inter-district student programs which promote college and career readiness
03-20-17 Appendix E-MDE Plan-4
INTERVENTIONS Intervention 1 Anoka-Hennepin will provide professional development to staff in order to build capacity to work with diverse groups of students, increase knowledge and skills in high quality instruction and cultural competency; District staff members will participate in professional learning opportunites provided by NWSISD using a variety of delivery models and topics based on district needs. Priority Area: Continous Improvement and Inquiry Objective this intervention supports: 1.1 Type of Intervention: Professional development opportunities focused on academic achievement of all students. Integrated Learning Environments Complete this section if you chose Innovative and integrated Pre-k through grade 12 learning environments as the intervention type above. Integrated Learning Environments increase integration and achievement in the following ways. Select those that best describe the focus of your integrated learning environment:
☐ Uses policies, curriculum, or trained instructors and other advocates to support magnet schools, differentiated instruction, or targeted interventions.
☐ Provides school enrollment choices. ☐ Increases cultural fluency, competency, and interaction. ☐ Increases graduation rates.
Narrative description of the critical features of the intervention. Anoka-Hennepin will continue its commitment in providing district-wide staff development in Cultural Competence and Courageous Practice. Previous cohort training in Culturally Responsive Teaching (CRT) will be supported through the Anoka-Hennepin CRT District Support Team. We will continue to provide opportunities for district staff and administrators to become more literate and comfortable working with diverse populations and on equity issues to address the achievement gap. Anoka-Hennepin staff will participate in NWSISD professional development topics that may include but are not limited to: 1) inquiry based instruction, 2) cultural fluency, 3) magnet themed instruction strategies, 4) authentic cultural experiences, and 5) use of NWSISD Multicultural Resource Center cultural artifacts, culture kits, and lesson plans. The Equity Coach/Teaching and Learning Specialist (TaLS) will continue to promote and coordinate S.E.E.D. (Seeking Educational Equity and Diversity) training for district staff. The goal of S.E.E.D is to improve learning for all students by increasing staff comfort level on issues related to diversity and elevating staff awareness to the challenges that students of color face in both racially isolated and non-racially isolated school environments, and closing the achievement gap. In addition, Student Achievement Advisors (SAAs) trained in cultural competency will facilitate Student Voices Leadership Program and assist and support the continuous district-wide programming focused on Culturally Responsive Teaching. SAAs will work closely with the CRT Team in each of
03-20-17 Appendix E-MDE Plan-5
their assigned buildings and provide professional development opportunities that bring staff together with student leaders for courageous conversations around race, culture and social justice. SAAs will assist curriculum teams with access to the Multicultural Resource Center at the NWSISD office so that they can develop ways to use available resources in curriculum for student projects. Grade levels to be served: PreK-12 Location of services: Various schools, district locations, NWSISD office or culturally significant locations. Formative assessment(s) used to inform instructional decision-making: Professional development evaluations, Q Comp evaluations, and participant satisfaction surveys and reflection Evidence of research-base: Indicate the rigorous, objective research analysis that provides evidence this intervention is proven to improve student achievement. Gary Howard, Cultural Competence and Courageous Practice, We Can't Lead Where We Won't Go: An Educator's Guide to Equity ... https://www.amazon.com/Cant-Lead-Where-Wont-Educators/dp/1483352412. NWSISD guides their professional learning using the Standards for Professional Learning by Learning Forward https://learningforward.org/standards Key Indicators of Progress (KIPS) List the key indicators of progress for this intervention and how your district will measure the yearly target for each indicator.
Target 2018
Target 2019
Target 2020
Maintain the percentage of teachers rated at the proficiency level on the Q Comp five components of the instructional domain.
98% 98% 98%
Increase the percentage of teachers indicating the benefit of SEED on knowledge of self, students and teaching practice
84% 85% 86%
Maintain a high level of overall agreement that PD sessions are effective
90% 90% 90%
The number of participants in the NWSISD sponsored professional learning opportunites will at least maintain at current level
74 74 74
The number of items checked out from the NWSISD Multicultural Resource Center will at least maintain at the current level
662 662 662
03-20-17 Appendix E-MDE Plan-6
Intervention 2 Anoka-Hennepin will provide professional development to staff in order to build capacity to increase parent/family engagement. Priority Area: Family and Community Partnerships Objective this intervention supports: 1.1 Type of Intervention: Family engagement initiatives to increase student acheivement. Integrated Learning Environments Complete this section if you chose Innovative and integrated Pre-k through grade 12 learning environments as the intervention type above. Integrated Learning Environments increase integration and achievement in the following ways. Select those that best describe the focus of your integrated learning environment:
☐ Uses policies, curriculum, or trained instructors and other advocates to support magnet schools, differentiated instruction, or targeted interventions.
☐ Provides school enrollment choices. ☐ Increases cultural fluency, competency, and interaction. ☐ Increases graduation rates.
Narrative description of the critical features of the intervention: Student Achievement Advisors (SAAs) supplement a larger family engagement program by acting as a liaison between home and school and encouraging broader parent involvement from families. 1) SAAs will seek out resources from The Family Community Engagement Program (FCE) at Northwest Suburban Integration School District in an effort to assist families in learning how to navigate school systems and empower their children to achieve academic success. The FCE works with schools, families, and community stakeholders to improve student achievement. Studies show that relationships, resources and school climate play a significant role in family engagement. 2) SAAs will use and promote the Family Community Engagement online resource http://nwsisdfce.wordpress.com/ which offers the best practices and innovations related to school, family, and community partnerships and how it contributes to student achievement and life-long success. The website is designed for educators, parents & families, students and community partners. Educators can access valuable resources for the classroom, working with parents and families as well as students. Parents and family members are able to access resources to strengthen family relationships, academic help for students and collaboration with schools and teachers. There’s a student highlight page along with activities and programs for youth to be change agents in their communities. Also included are several community partners that serve, help educate impact and provide valuable resources for families and youth. 3) Student Achievement Advisors will collaborate with NWSISD to provide workshops to educators on working with underrepresented families, specifically families in poverty and families of color. The Inclusion and Diversity Coordinator will meet with the SAAs on a bi-monthly basis to provide professional development, discuss goals, expectations, and programming, cross-district collaboration as well as ways to promote continuous improvement and student achievement.
03-20-17 Appendix E-MDE Plan-7
Grade levels to be served: 6 - 12 Location of services: Secondary schools Formative assessment(s) used to inform instructional decision-making: Parent Attitude and Satisfaction Survey (PASS) Evidence of research-base: Indicate the rigorous, objective research analysis that provides evidence this intervention is proven to improve student achievement. A New Wave of Evidence SEDL – Advancing Research, Improving Education, The Impact of School, Family, and Community Connections on Student Achievement. http://www.sedl.org/connections/resources/evidence.pdf. Key Indicators of Progress (KIPS) List the key indicators of progress for this intervention and how your district will measure the yearly target for each indicator.
Target 2018
Target 2019
Target 2020
Increase in overall parent satisfaction on the Parent Attitude and Satisfaction Survey
92.6% 93.1% 93.6%
03-20-17 Appendix E-MDE Plan-8
Intervention 3: Anoka-Hennepin will provide students with academic and cultural supports that increase belongingness/connectedness, reduce incidents of bullying and harassment, increase positive student-adult relationships, and increase student empowerment. Priority Area: Student Engagement and Outcomes Objective this intervention supports: 1.2 Type of Intervention: Innovative and integrated pre-K-12 learning environments. * If you choose this, complete the Integrated Learning Environments section below. Integrated Learning Environments Complete this section if you chose Innovative and integrated Pre-k through grade 12 learning environments as the intervention type above. Integrated Learning Environments increase integration and achievement in the following ways. Select those that best describe the focus of your integrated learning environment:
☒ Uses policies, curriculum, or trained instructors and other advocates to support magnet schools, differentiated instruction, or targeted interventions.
☐ Provides school enrollment choices. ☒ Increases cultural fluency, competency, and interaction. ☒ Increases graduation rates.
Narrative description of the critical features of the intervention. Student Achievement Advisors will develop and provide programming, groups, and resources outside the classroom that assist students in academic, social, emotional, and behavioral support as well as self-esteem, social skills, cultural and ethnic identity, bullying and conflict resolution. They will facilitate Middle and High School Forums where students are able to participate in an off-campus cross-cultural all day workshop around school climate, academic achievement, social skills, cultural awareness, and social justice. They assist middle and high school students understand the key educational concepts of achievement, opportunity, aspirations, and expectations and to think about their lives and future in a constructive way. They will promote student success by helping them with goal attainment, focusing them to stay on track, nurturing them so they feel somebody wants them to succeed and helps them succeed, connecting them so they feel they are a part of the school and group, engaging them in activities, and valuing them and their unique skills, abilities, and talents. Grade levels to be served: 7 - 12 Location of services: Secondary Schools Formative assessment(s) used to inform instructional decision-making: Student Engagement Survey, Anti-bullying Survey, Discipline Referrals
03-20-17 Appendix E-MDE Plan-9
Evidence of research-base: Indicate the rigorous, objective research analysis that provides evidence this intervention is proven to improve student achievement. http://www.devstu.org/research-caring-school-community-scientific-basis Key Indicators of Progress (KIPS) List the key indicators of progress for this intervention and how your district will measure the yearly target for each indicator.
Target 2018
Target 2019
Target 2020
Maintain a high level of overall student engagement 85% 85% 85%
Decrease the percent of students with at least one discipline referral related to bullying and harassment
2.6% 2.4% 2.2%
Increase percent of students who say they have not been bullied in the past month
82.5% 83% 83.5%
03-20-17 Appendix E-MDE Plan-10
Intervention 4: Anoka-Hennepin will provide Reading Intervention Specialists to work directly with students using research based interventions. Priority Area: Instruction and Assessment Objective this intervention supports: 1.3 Type of Intervention: Innovative and integrated pre-K-12 learning environments. * If you choose this, complete the Integrated Learning Environments section below. Integrated Learning Environments Complete this section if you chose Innovative and integrated Pre-k through grade 12 learning environments as the intervention type above. Integrated Learning Environments increase integration and achievement in the following ways. Select those that best describe the focus of your integrated learning environment:
☒ Uses policies, curriculum, or trained instructors and other advocates to support magnet schools, differentiated instruction, or targeted interventions.
☐ Provides school enrollment choices. ☐ Increases cultural fluency, competency, and interaction. ☒ Increases graduation rates.
Narrative description of the critical features of the intervention. All 6-12 reading teachers work to use data to alter their teaching practice in order to differentiate and plan instruction based on diagnostics, with a particular emphasis on direct vocabulary instruction. Through professional development and support from the reading teaching and learning specialist (TaLS), reading intervention teachers will strengthen their ability to accelerate student learning through deeper and more focused small group instruction as a part of a workshop model. Through professional development and work in collaborative teams, teachers will accelerate student learning through integration of technology, where appropriate, as a part of the workshop model of intervention. Through professional development, grades 6-12 intervention teachers will be strategic in their use of vocabulary instruction strategies. The focus of professional development for high school reading teachers (grades 9-12) will be on an instructional model based on the workshop format, the continued implementation of the instructional tool, Achieve 3000, and support for teachers to be confident in their ability to use the new system. Grade levels to be served: 6-12 Location of services: Secondary Schools Formative assessment(s) used to inform instructional decision-making: Student progress and growth on MAP and state reading assessments Evidence of research-base: Indicate the rigorous, objective research analysis that provides evidence this intervention is proven to improve student achievement. Achieve3000: Differentiated Instruction Solutions https://www.achieve3000.com/
03-20-17 Appendix E-MDE Plan-11
Key Indicators of Progress (KIPS) List the key indicators of progress for this intervention and how your district will measure the yearly target for each indicator.
Target 2018
Target 2019
Target 2020
The achievement gap in proficiency on the reading MCA between students of color and white students will decrease.
17.1% 16.5.% 15.9%
The achievement gap in proficiency on the reading MCA between students qualifying for economic assistance and those that do not will decrease.
23.4% 23.0% 22.6%
03-20-17 Appendix E-MDE Plan-12
Intervention 5 Anoka-Hennepin will offer open enrollment, in-district transfer, and NWSISD enrollment opportunities to students and families who wish to participate in magnet and specialty schools.
Priority Area: Continous Improvement and Inquiry Objective this intervention supports: 3.1 Type of Intervention: Innovative and integrated pre-K-12 learning environments. * If you choose this, complete the Integrated Learning Environments section below. Integrated Learning Environments Complete this section if you chose Innovative and integrated Pre-k through grade 12 learning environments as the intervention type above. Integrated Learning Environments increase integration and achievement in the following ways. Select those that best describe the focus of your integrated learning environment:
☒ Uses policies, curriculum, or trained instructors and other advocates to support magnet schools, differentiated instruction, or targeted interventions.
☒ Provides school enrollment choices. ☒ Increases cultural fluency, competency, and interaction. ☒ Increases graduation rates.
Narrative description of the critical features of the intervention: Magnet/Specialty schools are designed to provide opportunities for students to learn in an innovative and integrated environment that provides rigorous coursework for all students. The curriculum is aligned to themes such as the Arts, International Baccalaureate, or STEM/STEAM. Magnet/Specialty schools are more “hands-on, minds on” and use an approach to learning that is inquiry or performance/project based. Policies, curricula, trained instructors, administrators, counselors and other staff all work together to provide integrated learning activities. Curriculum integrators and/or instructional coaches work to integrate the magnet school theme into the state standards based curriculum and meet regularly with the principals to discuss and share best practices and strategies. In addition, high school magnet/specialty programs are providing opportunities for students to enroll in credit-bearing courses during the regular school day. These opportunities include, but are not limited to, International Baccalaureate Career Certificate courses, Project Lead the Way, concurrent enrollment, and certificate programming within the health career industry. Anoka-Hennepin will continue to work in partnership with NWSISD in the development, design, and implementation of educational methods and practices that promote diversity and increased choices for families. The NWSISD magnet schools do not have entrance criteria and student eligibility is based on an interest in theme, resulting in students from a wide array of backgrounds enrolled in the magnet schools. Additionally, NWSISD
03-20-17 Appendix E-MDE Plan-13
magnet students receive free transportation as long as they live within the eight district collaborative boundaries. Grade levels to be served: PreK-12 Location of services: The Anoka-Hennepin School District has twelve Magnet/Specialty Schools: 1. Champlin Brooklyn Park Academy for Math and Environmental Science 2. Evergreen Park World Cultures Community School 3. Lincoln Elementary School for the Arts 4. Monroe Elementary School for Mathematics, Science, and Children's Engineering 5. University Avenue Aerospace, Children's Engineering, and Science 6. Anoka Middle School for the Arts 7. Blaine High School: Center for Engineering, Mathematics, and Science 8. Jackson Middle School: A Science and Math Specialty School 9. Champlin Park High School: International Baccalaureate 10. Coon Rapids High School: Biomed Program and Center for Engineering, Mathematics, and Science 11. Anoka High School Science, Technology, Engineering, Arts, and Mathematics 12. Coon Rapids Area Elementary School: Science, Technology, Engineering, and Mathematics Formative assessment(s) used to inform instructional decision-making: Enrollment numbers, Parent Satisfaction Survey Evidence of research-base: Indicate the rigorous, objective research analysis that provides evidence this intervention is proven to improve student achievement. http://www.magnet.edu/resources/research-and-studies Key Indicators of Progress (KIPS) List the key indicators of progress for this intervention and how your district will measure the yearly target for each indicator.
Target 2018
Target 2019
Target 2020
The achievement gap in proficiency on the reading MCA between students of color and white students will decrease.
17.1% 16.5.% 15.9%
The achievement gap in proficiency on the reading MCA between students qualifying for economic assistance and those that do not will decrease.
23.4% 23.0% 22.6%
Increase four-year high school graduation rates across district.
85.3% 87.2% 89.1%
03-20-17 Appendix E-MDE Plan-14
Intervention 6 Advancement Via Individual Determination (AVID) Priority Area: Instruction and Assessment Objective this intervention supports: 2.1 Type of Intervention: Career/college readiness and rigorous coursework for underserved students, including students enrolled in ALC. Integrated Learning Environments Complete this section if you chose Innovative and integrated Pre-k through grade 12 learning environments as the intervention type above. Integrated Learning Environments increase integration and achievement in the following ways. Select those that best describe the focus of your integrated learning environment:
☐ Uses policies, curriculum, or trained instructors and other advocates to support magnet schools, differentiated instruction, or targeted interventions.
☐ Provides school enrollment choices.
☐ Increases cultural fluency, competency, and interaction.
☐ Increases graduation rates.
Narrative description of the critical features of the intervention. AVID is a nationally affiliated college-readiness program for our students in grades 7 - 12 and is designed to increase the number of students who enroll in four-year colleges. Although AVID serves all students, it focuses on the least served students in the academic middle. AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society. AVID students are required to take the AVID elective class as well as advance level core classes to prepare them for the rigor of a four-year college experience. A-H will continue to participate in NWSISD efforts to provide coordination, training, and support for member districts and their AVID programs. Student Achievement Advisors will work with the guidance counselors and administrators in each of their respective secondary schools to help identify and encourage underserved students to enroll and participate in AVID, International Baccalaureate, Advanced Placement, College Possible, College in the Schools and other advanced courses. SAAs will support students that may be struggling with coursework and decision-making around college and careers. Grade levels to be served: 7-12 Location of services: Coon Rapids Middle School, Jackson Middle School, Northdale Middle School, Coon Rapids High School, Champlin Park High School, Andover High School, Anoka High School, Blaine High School. Expansion of AVID in the future may
03-20-17 Appendix E-MDE Plan-15
include Anoka Middle School for the Arts, Roosevelt Middle School, and Oak View Middle School, Formative assessment(s) used to inform instructional decision-making: AVID Senior Exit Survey; AVID Central Data Evidence of research-base: Indicate the rigorous, objective research analysis that provides evidence this intervention is proven to improve student achievement. http://avid.org Key Indicators of Progress (KIPS) List the key indicators of progress for this intervention and how your district will measure the yearly target for each indicator.
Target 2018
Target 2019
Target 2020
The percent of senior students taking at least one potential-college-credit-earning course in high school will increase.
82% 83% 84%
The percent of students meeting at least one college-readiness benchmark on the ACT will increase.
66.5% 66.9% 67.3%
The percent of AVID students who report having completed at least one college application will increase.
87.5% 88.0% 88.5%
03-20-17 Appendix E-MDE Plan-16
Intervention 7 International Baccalaureate (IB) and Career-related Program (CP) Priority Area: Instruction and Assessment Objective this intervention supports: 2.1 Type of Intervention: Career/college readiness and rigorous coursework for underserved students, including students enrolled in ALC. Integrated Learning Environments Complete this section if you chose Innovative and integrated Pre-k through grade 12 learning environments as the intervention type above. Integrated Learning Environments increase integration and achievement in the following ways. Select those that best describe the focus of your integrated learning environment:
☐ Uses policies, curriculum, or trained instructors and other advocates to support magnet schools, differentiated instruction, or targeted interventions.
☐ Provides school enrollment choices. ☐ Increases cultural fluency, competency, and interaction. ☐ Increases graduation rates.
Narrative description of the critical features of the intervention. IB offers a continuum of high quality education that encourages international-mindedness and a positive attitude to learning. The program helps develop the intellectual, personal, emotional, and social skills to live, learn and work in a rapidly globalizing world. A-H will continue to participate in NWSISD efforts to provide coordination, training, and support for member districts and their IB programs as it is a recognized and supported magnet strand. The Career-related Program (CP), designed by the International Baccalaureate (IB), is an innovative education program tailored to students who want to focus on career-related learning in the last two years of high school. It allows students to create an individualized path that leads to either further study or employment after graduation. By developing academic skills and employment-related competencies, the CP provides the basis for: effective participation in the changing workplace, improved mobility and flexibility in employment, additional training, further education, and lifelong learning. It combines courses from the IB’s Diploma Program with an approved career-related study program and a unique CP core. The core consists of four components – community and service, an approaches to learning course, language development and a reflective project – blended together to enhance critical thinking and intercultural understanding. Combined, these elements help students develop the communication and personal skills necessary for success in a rapidly changing world. Student Achievement Advisors will work with the guidance counselors and administrators in each of their respective secondary schools to help identify and encourage underserved students to enroll and participate in AVID, International Baccalaureate, Advanced Placement, College Possible, College in the Schools and
03-20-17 Appendix E-MDE Plan-17
other advanced courses. SAAs will support students that may be struggling with coursework and decision-making around college and careers. Grade levels to be served: 9 - 12 Location of Services: Champlin Park High School. Formative assessment(s) used to inform instructional decision-making: IB tests Evidence of research-base: Indicate the rigorous, objective research analysis that provides evidence this intervention is proven to improve student achievement. Effectiveness of an IB education - International Baccalaureate® http://www.ibo.org/university-admission/benefits-to-universities-and-colleges-of-accepting-ib-students/research-about-the-effectiveness-of-ib-education ]Research related to the International Baccalaureate www.ibo.org/globalassets/publications/ib-research/2013annotatedbibliography-1.pdf. Key Indicators of Progress (KIPS) List the key indicators of progress for this intervention and how your district will measure the yearly target for each indicator.
Target 2018
Target 2019
Target 2020
The percent of diploma candidates out of students taking at least one IB course will increase.
6.6% 7.2% 7.8%
The percent of seniors taking at least one IB course in HS will increase.
63.3% 64.3% 65.3%
03-20-17 Appendix E-MDE Plan-18
Intervention 8 College field trips/visits for underserved students and Personal Learning Plan and career/post-secondary readiness support for ALC students Priority Area: Student Engagement and Outcomes Objective this intervention supports: 2.2 Type of Intervention: Career/college readiness and rigorous coursework for underserved students, including students enrolled in ALC. Integrated Learning Environments Complete this section if you chose Innovative and integrated Pre-k through grade 12 learning environments as the intervention type above. Integrated Learning Environments increase integration and achievement in the following ways. Select those that best describe the focus of your integrated learning environment:
☐ Uses policies, curriculum, or trained instructors and other advocates to support magnet schools, differentiated instruction, or targeted interventions.
☐ Provides school enrollment choices. ☐ Increases cultural fluency, competency, and interaction. ☐ Increases graduation rates.
Narrative description of the critical features of the intervention. Student Achievement Advisors and AVID Coordinators will take students from each of our middle and high schools on various college field trips in order to expose them to college life and build motivation and interest in continuing their education. College visits offer the college bound student a first-hand look at colleges and universities throughout the State. Students of all cultures will find all the information they need to give them a clear picture about the kinds of services each college provides. Some SAAs have been trained in College Connections through MMEP and some have been instrumental in developing and conducting Career Fairs. Additional staff will be provided to our two alternative schools in order to assist at risk youth with issues around school success and college and career readiness. At Regional High School, a secondary para will work with students to address issues around developing the soft skills needed to work in collaboration with diverse groups of people, attendance, assignment completion and other successful qualitites needed to progress in school as well as to ensure that career exploration and college and career information is aligned with the PLP goals. At Compass, a teacher will work with students on their four-year Personal Learning Plan for high school, create Continuous Learning Plans, identify academic and behavioral strengths and areas for growth targets, develop and implement advisory curriculum including study skills, note taking, and personal development skills (behavior learning targets) to prepare students for personal and professional success. They will educate students on post-secondary options, including career and post-secondary readiness by leading the following activities: career inventories, career study, education paths, career fair, interview skills practice, college search activities, college visits. Grade levels to be served: 7 - 12
03-20-17 Appendix E-MDE Plan-19
Location of services: Secondary Schools Formative assessment(s) used to inform instructional decision-making: Senior Exit Survey Evidence of research-base: Indicate the rigorous, objective research analysis that provides evidence this intervention is proven to improve student achievement. the campus visit experience - ERIC files.eric.ed.gov/fulltext/ED517964.pdf
Key Indicators of Progress (KIPS) List the key indicators of progress for this intervention and how your district will measure the yearly target for each indicator.
Target 2018
Target 2019
Target 2020
Maintain percent of students who report completing at least one college application
80% 80% 80%
Increase the percent of students reporting their highest education goal as associate’s degree or higher
87.4% 87.8% 88.2%
03-20-17 Appendix E-MDE Plan-20
Intervention 9 Anoka-Hennepin will participate in the NWSISD-sponsored student support service opportunities promoting integrated learning environments and practices to increase cultural fluency, competency, and interaction. Priority Area: Student Engagement and Outcomes Objective this intervention supports: 2.3 Type of Intervention: Innovative and integrated pre-K-12 learning environments. * If you choose this, complete the Integrated Learning Environments section below. Integrated Learning Environments Complete this section if you chose Innovative and integrated Pre-k through grade 12 learning environments as the intervention type above. Integrated Learning Environments increase integration and achievement in the following ways. Select those that best describe the focus of your integrated learning environment:
☒ Uses policies, curriculum, or trained instructors and other advocates to support magnet schools, differentiated instruction, or targeted interventions.
☐ Provides school enrollment choices. ☒ Increases cultural fluency, competency, and interaction. ☒ Increases graduation rates.
Narrative description of the critical features of the intervention. Student programs provided by NWSISD are the Step-Up: Mentorship for Young Men and Essence: Mentorship for Young Women. The mentorship programs target middle school and high school students with a focus on the four educational concepts: Aspirations, Expectations, Opportunities, and Achievement. Students experience activities which are focused on introspection, learning how culture shapes expectations, setting goals for their high school careers and beyond. Examples of specific activities are college field trips, career exploration, service learning, team building and guest speakers. In addition to support for the specific mentorship programs, NWSISD provides college experiences for middle school and high school students who may be in AVID, Educators Rising, as well as in collaboration with the college and career centers. NWSISD offers college and career conferences. Grade levels to be served: 5-12 Location of services: NWSISD member districts Formative assessment(s) used to inform instructional decision-making: student and staff feedback surveys and participation numbers Evidence of research-base: Indicate the rigorous, objective research analysis that provides evidence this intervention is proven to improve student achievement. NWSISD mentorship programs are modeled after the research and work of Drs. Donna Ford and Gilman Whiting from Vanderbilt University. This model was chosen based on
03-20-17 Appendix E-MDE Plan-21
the four concepts of Aspirations, Opportunities, Expectations, and Achievement as a foundation. Donna Ford works to address systemic problems of racial inequity in education and the "achievement gap" dividing minority students from their higher-achieving white peers. In 2006, Ford and Whiting, senior lecturer in African American and Diaspora Studies and Human and Organizational Development, established the Vanderbilt Achievement Gap Project. Ford and Whiting work to raise consciousness as well as offer solutions. "We want to bring more visibility to the issue," Ford says, "particularly on campus and in the surrounding areas. Large scale change has to be first implemented locally.” Key Indicators of Progress (KIPS) List the key indicators of progress for this intervention and how your district will measure the yearly target for each indicator.
Target 2018
Target 2019
Target 2020
Our district's enrollment in Step-Up and/or Essence mentorship cohorts will at least maintain at the current level
216 216 216
Our district’s participation in the NWSISD college visit experiences will at least maintain at the current level
427 427 427
03-20-17 Appendix E-MDE Plan-22
