Edina Public Schools

Report on the Annual World’s Best Workforce Plan

November 9, 2017

Presented by:

Dr. Randy Smasal, Director of Teaching & Learning

Donna Roper, Director of Research & Evaluation

What is the World’s Best Workforce?

  • The “Striving for the World’s Best Workforce” bill was passed in 2013 to ensure every school district in the state is making strides to increase student performance by addressing the following areas:

    • All Students Ready for School
    • All Students in Third Grade Achieving Grade-Level Literacy
    • Close the Achievement Gap(s) Among all Groups
    • All Students Career and College Ready by Graduation
    • All Students Graduate

Why is the State of Minnesota Focused on this?

  • Our population is aging.
  • Seventy percent (70%) of jobs will require more than a high school diploma by 2018.
  • We don’t have an adequate number of qualified candidates to fill many good-paying jobs.
  • The fastest growing segment of our future workforce is students of color, and they currently have the state’s lowest graduation rate.
  • Minnesota has one of the worst black-white achievement gaps in the country.

How has the legislation changed over time?

  • 2014-15 -- MDE implements collection of goals around five key areas
  • 2015-16 --District set goals using recommended data points for each goal area and reported outcomes in a very specific format
  • 2016-17 -- MDE adds language to include:
    • Staff Development, QComp, Gifted and Talented, Site Equity Teams/Committees
    • Periodic review of student’s Access to Excellent and Diverse teachers

Next Generation Edina Public Schools

The mission of the Edina Public Schools, working in partnership with the family and the community, is to educate all individuals to be responsible, lifelong learners who possess the skills, knowledge, creativity, self-worth, and ethical values necessary to thrive in a rapidly changing, culturally diverse, global society.

According to the World Economic Forum the top ten skills required by employers in the year 2020 will include:

  • Critical thinking
  • Complex problem-solving
  • Creativity
  • People Management
  • Coordinating with others
  • Emotional intelligence
  • Judgement & Decision-making
  • Service Orientation
  • Negotiation
  • Cognitive flexibility

Source: Future of Jobs Report, World Economic Forum

World’s Best Workforce Goal Area Progress for 2016-17

Goal Area

2016-17 Targets

Goal Met

1

All children are ready to start kindergarten.

Increase Engagement

Improve Data Collection

Monitor Literacy & Numeracy Skills

Yes

2

All third-graders can read at grade level.

Increase Proficiency on MCA

Increase Growth on MCA for all Student Groups

No

3

All achievement gaps between students are closed.

Reduce learning gaps by increasing Proficiency on the MCA for all Student Groups.

No

4

All students are ready for career and/or postsecondary education.

Increase Percent of Students Meeting College Readiness Benchmarks

Yes

5

All students graduate from high school.

Monitoring 4,5, and 6 year graduation rates.

State Target of 90% by 2020.

Yes

Goal 1: All Students Ready at Kindergarten

Key Questions:

  • Are our schools ready to receive incoming kindergarten students?
  • What are participation rates in preschool programming?
  • How does Early Literacy and Numeracy Screenings inform us?
  • How are we focused on the whole child? Language, Social Emotional, Physical, Cognitive?

2016-17 Goals:

  • Improve data collection through implementation of systems.
    • Teaching Strategies GOLD: Objectives for Development & Learning
  • Engaging families around Early Learning
  • Ensuring all students are screened in Kindergarten on Early Literacy and Numeracy skills

Goal 1: All Students Ready at Kindergarten

Early Literacy Composite scores show approximately 18.5% of students are

not yet mastering one or more of the following general outcome measures:

  • Concepts of Print
  • Onset sounds
  • Letter names
  • Letter sounds.

Early Literacy Skills

Source: Fastbridge Learning Screening Data

Goal 1: All Students Ready at Kindergarten

Early Numeracy Composite scores show approximately 18% of Kindergarten students are not yet mastering one or more of the following general outcome measures:

  • Number Identification
  • Number Sequence
  • Match Quantity

Early Numeracy Skills

Source: Fastbridge Learning Screening Data

Student Group

2015

2016

2017

All

75.8%

78.5%

78.6%

Asian/Pacific

92.2%

86.3%

85.4%

Black

52.8%

46.9%

65.9%

FRP

42.9%

44.0%

60.4%

Hispanic

61.3%

61.5%

62.5%

LEP

46.2%

20.8%

44.4%

SPED

57.4%

57.9%

58.0%

White

76.0%

81.6%

79.4%

Source: MDE Regional WBWF Data Files 2017

2016-17 Goal

Increase overall Proficiency of third graders in Reading by 2.9% on the MCA III State Test.

Increase the growth of third grade readers in the Black and FRP student groups as measured by the MCA growth calculated z-score

Goal 2: All Third Graders Reading at Third Grade Level

Goal 2: All Third Graders Reading at Third Grade Level

Negative growth z-scores represent achievement below expectation, whereas positive growth z-scores indicate achievement was better than expected.

These scores fall within the expected range.

Source: MDE Growth Detail 2017

Growth in Third Grade Reading Scores - using third grade scores in 2016 and fourth grade scores in 2017.

-.5

+.5

The differences are significant if they are observed to be above or below by at least 1 standard deviation

Growth Z-Score = (Student Score – Expectation) ÷ Standard Deviation

Goal 3: Close the Achievement Gap(s) Among All Groups

2016-17 Goal: Reduce learning gaps for all students by increasing proficiency in each student group anywhere from 1.7 to 6.7 percentage points.

Goal 3: Close the Achievement Gap(s) Among All Groups

Student Group

Proficiency Index

Proficiency Index Target

Diff

Met Target Y/N

How many students did we miss the target by

Asian

92.05

76.76

15.29

Y

0

Hispanic

73.08

68.52

4.56

Y

0

Black

60.56

67.89

-7.33

N

23 M or E; 45 P

White

88.45

86.38

2.07

Y

0

EL

55.11

59.7

-4.59

N

13 M or E; 25 P

SPED

67.76

67.95

-0.19

N

2 M or E; 3 P

FRP

62.31

71.76

-9.45

N

37 M or E; 73 P

Source: MDE Regional WBWF Data Files 2017

M = Meets Standards; E=Exceeds; P= Partially Meets

State’s Measure of Gap Closure - MCA Reading

Grade 3-8, 10: goal is that everyone is at proficiency

Goal 3: Close the Achievement Gap(s) Among All Groups

Student Group

Proficiency Index

Proficiency Index Target

Diff

Met Target Y/N

How many students did we miss the target by

Asian

93.07

80.27

12.8

Y

0

Hispanic

70.05

67.3

2.75

Y

0

Black

60.19

66.33

-6.14

N

19 M or E; 38 P

White

88.27

86.17

2.1

Y

0

EL

62.54

64.83

-2.29

N

7 M or E; 13 P

SPED

70.74

67.44

3.3

Y

FRP

58.95

71.69

-12.74

N

49 M or E; 97 P(=738)

Source: MDE Regional WBWF Data Files 2017

M = Meets Standards; E = Exceed; P = Partially Meets

State’s Measure of Gap Closure - MCA Math

Goal 4: All Students Career and College Ready

2016-17 Goal Increase percentages of all students meeting subject area benchmarks.

Increase percentages of historically underrepresented students in all subject areas on the ACT College Readiness Benchmark Assessment

Goal 4: All Students Career and College Ready

Benchmark Readiness

  • 50% likelihood of receiving a B in their first college level course in that subject area.

  • 75% likelihood of receiving a C in their first college level course in that subject area.

Goal 5: All Students Graduate

2016-17 Goal:

Continue to increase the percent of graduates to reach “vision” of ALL students graduating in four years.

Focus on underrepresented student groups.

Goal 4: All Students Graduate

2016 Four Year (n)
Count

2016

Four Year (%)
Percent

2015 Four Year (n)
Count

2015

Four Year (%)
Percent

Change

State

Target by 2020

Goal Met

Vision

All Students

623

96.4

661

97.6

-1.2

90

Yes

100

American Indian/Alaskan Native

Number too small to report

100

Asian/Pacific Islander

54

96.4

50

96.2

0.3

90

Yes

100

Hispanic

29

90.6

28

90.3

0.3

90

Yes

100

Black, not of Hispanic origin

37

97.4

32

97.0

0.4

90

Yes

100

White, not of Hispanic origin

501

96.7

551

98.4

-1.7

90

Yes

100

Limited English Proficient

18

85.7

24

92.3

-6.6

90

Not Yet

100

Special Education

52

80.0

41

85.4

-5.4

90

Not Yet

100

Free/Reduced Priced Lunch

68

91.9

72

92.3

-0.4

90

Yes

100

Male

317

96.1

311

97.2

-1.1

90

Yes

100

Female

306

96.8

350

98.0

-1.2

90

Yes

100

Goal 5: All Students Graduate

Teaching and Learning: Continuous Improvement

  • Curriculum Review
    • Elem.: New Writing, Reading and Math curriculum; Science in 2019-20
    • Secondary.: New math 6-12 in 2018-19
  • Instructional Excellence by Strengthening Core Instruction
    • PK-3 Foundational Skills (Being a Reader)
    • Content Literacy in Reading, Math and Science
    • Professional Learning Communities (PLCs):
      • Six key question framework which depends on wicked collaboration
      • Standards Alignment
      • Assessment Design
      • Knowing the Learner
      • Multiple Pathways for Learning
      • CLRT - culturally and linguistically responsive teaching
      • Multi-tiered Systems of Support - intervention for struggling and advanced learners

Teaching and Learning: Continuous Improvement

  • Data and Assessment
    • Increasing data and assessment literacy
      • Determining quality evidence of learning
      • Use of evidence-based practices
  • Systems integration
    • Managing evidence of learning (track learning by standards)
    • Create efficiencies within systems to share important data when it is needed.
      • LearnersEDGE, MasteryConnect, Infinite Campus, Schoology, Seesaw
  • Professional Learning Communities
  • School Continuous Improvement Planning
  • Department Continuous Improvement Planning
  • Achievement and Integration Plan
  • Local Literacy Plan Site and
  • District Staff Development Plans
  • Service Learning
  • eLearning2
  • Digital Citizenship

  • Guidance and Counseling
  • English Learner Services
  • Gifted Education
  • Special Education (including Early Childhood Special Education)
  • Targeted Services
  • Multi-Tiered Systems of Support
  • ADSIS
  • Title 1
  • American Indian Education
  • Early Learning Center Programs

Below are components of education effectiveness practices that integrate for high-quality instruction, rigorous curriculum, instructional technology, and a collaborative professional culture that develops and supports teacher quality, performance and effectiveness.

Meaningful Change Takes Time and Dedicated Effort

PERFORMANCE

  • Status quo/old way

  • Realization/sense of urgency

  • Resistance

(4) Period of Disruption

(6) NEW Understanding

(5) Searching

(7) Internalizing

(8) New Way/ Sustainable Results

TIME

Adapted from the Kὒbler-Ross Transition Curve Model

World's Best Workforce - Public Presentation - 11-09-17 - Google Slides