Welcome to the 2006-2007

Systems Accountability Report:  Annual Report on

 Curriculum, Instruction and Student Achievement

As a member of the professional education community, it has been my privilege to foster the growth and development of the students of District 318. With this report, I hope to share with you, the community we serve, information about student performance during the 2006-2007 academic year.

 This annual report is the school district’s chance to illustrate the work we do and the progress we make as we continuously strive toward our goal of highest student achievement.

 Contained in the pages of this Systems Accountability Report, you will find important information about student achievement scores on standardized tests, parent/guardian responses to our annual survey, financial data on how tax money is spent, general information about the district and our goals to serve our students in the future.

 Thank you for taking the time to look through our annual report on curriculum, instruction and student achievement. We, as a district, are at our best when we are working for a community that is both informed about the present and dedicated to the future success of our students.

ISD 318 Superintendent

                                                                                            Joe Silko                                                             

The Systems Accountability Committee is an advisory board of teachers, staff, parents, students and community members that has the overall goal of improving curriculum and academic instruction.

The committee is part of a statewide system of accountability that reviews, researches and ultimately makes recommendations regarding curriculum and instruction policy and materials to the school board. The group also is charged with compiling an annual report on curriculum, instruction and student achievement.

As mandated by the state of Minnesota, the committee must be comprised of no less than 12 but no more than 36 members and must be at least two-thirds citizen members. New members may join the committee at any time.

The District 318 Systems Accountability Committee meets the fourth Tuesday of each month at 6:30 p.m. in the Administrative Services Boardroom, located at 820 Northwest First Avenue, Grand Rapids. All meetings are open to the public.

Current members of the Systems Accountability Committee (expiration of term noted in parentheses) are as follows: Mary Lou Aurell (ongoing); Joan Bibeau (2008); Connie Braiedy (2008); Eugene Brandt (2009); Charlene DeLawyer (director, Curriculum and Instruction); Patty Erven (Indian Education); Carrie Fowler (district representative); Angie Larsen (2007); Doug Learmont (2009); Judy MacAlpine (2007); Lora Mathison (District Services); Paul Meyer (School Board); Jacy Morgan (2010); Eric Northard (2010); Ruth Tatter (2009) and Jodi Weston (2008).

The Systems Accountability Committee is currently seeking four to five individuals interested in joining the committee. Parents and other community members are especially encouraged to apply. Those who are interested in joining the committee should contact Lora Mathison at 327-5724, ext. 1103 or Charlene DeLawyer at 327-7506, ext. 1021.

Independent School District 318 had a 2006-2007 K-12 student enrollment of approximately 3,859. District 318 serves the communities of Grand Rapids, Balsam, Bigfork, Cohasset, Effie, Squaw Lake, Togo, Warba and Wawina.

The school district operates five elementary buildings (Cohasset, Eagleview, Forest Lake, Murphy and Southwest), the Robert J. Elkington Middle School in Grand Rapids, Grand Rapids High School and Bigfork School, a combined elementary and secondary building.

The school district operates other academic programs within district-run buildings including: the Middle Area Learning Center, the Success Program, and Early Childhood/ Family Education programming. District 318 educational programs not operated in school district buildings include: the Area Learning Center and Early Childhood Special Education located on the Itasca Community College campus, the Itaskin Juvenile Education Center and an educational program at Thistledew Youth Camp, located in the George Washington State Forest.

School District 318 is funded through tax dollars collected and distributed, in large part, by the state of Minnesota. The chart below illustrates key statistics about District 318 per pupil spending compared to state average spending levels. Numbers in the chart are year-end numbers from fiscal year 2006. (Note: All numbers in the chart reflect per pupil spending.)

Public schools in Minnesota are operated for the residents of a school district and under the guidance of a district’s school board. In District 318, six elected members of the school board represent the public.

District 318 school board members are elected to four-year terms, which expire on a rotational basis so that no more than three terms expire at the same time. School board elections take place with general elections in November of even numbered years, except in the case of an unanticipated vacancy.

Members of the school board develop policy, which is then carried out by the district’s administration and staff.

• Tom Peltier (chairperson): 18581 Sugar Lake Trail, Cohasset, MN 55721.

Telephone: 327-0951

• Paul Meyer (clerk): 33077 South Shoal Lake Road, Grand Rapids, MN 55744. Telephone: 327-2333

• Harvey Hietala (treasurer): 33277 South Shoal Lake Road, Grand Rapids, MN 55744. Telephone: 326-4027

• Mary Ann Olson: 1604 East Highway 169, Grand Rapids, MN 55744.

Telephone: 327-9488

• Lynda Ross: 20483 Mishawaka Shores Drive, Grand Rapids, MN 55744.

Telephone: 326-6284

• Clifford Schroeder: 34404 Wolf Pack Path, Grand Rapids, MN 55744.

Telephone: 326-2087

• Joe Silko (Superintendent): 327-5704.

• Charlene DeLawyer (Director, Curriculum and Instruction): 327-5706.

• Ben Hawkins (Business Manager): 327-5703.

Table of Contents

About MCA II Testing:

There are numerous ways to measure student achievement. That said, however, standardized testing is the method used for measuring the success of a district’s student population against state and federal requirements.

One key standardized test is the Minnesota Comprehensive Assessments - Series II (MCA II). This test has been developed by the state and helps school districts measure progress toward meeting the standards set for each grade level. MCA II reading tests are given in grades 3 through 8 and grade 10. MCA II math tests are given in grades 3 through 8 and grade 11.

This is the second year of MCA II testing.  Although previously a test known as the MCA was administered to students throughout the state, the MCA II is an entirely different test. Several years of data will need to be collected before any long-term curriculum decisions are made based on MCA II test scores.

District 318 students followed state trends in 2007 performing near the state average in both reading and math overall. (See charts below on MCA II reading and math results for a complete picture of how district students performed at each tested grade level.)

Standardized testing is only one method of gauging student achievement. Teachers must rely on a variety of measures to make the accommodations appropriate to both individual student and classroom needs.  Utilizing a variety of assessments provides a more comprehensive view of student achievement.

MCA II test results for the last two years can be found on the Minnesota Department of Education website at: http://education.state.mn.us.

Table of Contents

 The Minnesota Basic Skills Tests:

The Minnesota Basic Skills Tests (BSTs) are reading, math, and writing tests that students who entered grade 8 in 2004-05 or earlier must pass to receive a high school diploma.

In grade 8, students took the reading and math portions, and the writing portion was given in 10th grade. Students can retake any of these tests three times each year and four times in grade 12.

Students, who entered 8^th grade after†the 2004-05 school year, will be expected to take the MCA II  (Reading in 10^th grade, Math in 11^th grade), which has replaced the BSTs.  A satisfactory grade on MCA II tests is required for graduation from public schools in Minnesota. Because of this change, BST scores in reading and math are only available for reporting purposes through 2005. Those who would like information on district student performance after 2005 should view the MCA II test score section of this report.

BST writing scores for 10^th grade students are reported through 2007, the last year this test will be administered. District 318 students continued their trend of outpacing students at the state level in 2007. An impressive 95.09 percent of District 318 students passed the BST writing test on the first attempt, compared to 91.9 percent statewide. Sixty percent of district students who are receiving special education services passed the BST writing exam on the first attempt in 2007, compared to 67.73 percent statewide.

During the 2006-2007 school year overall student enrollment in grade 9 was 420, enrollment in grade 10 was 520, enrollment in grade 11 was 501 and enrollment in grade 12 was 509. Retests are offered each year for students who did not pass on the first attempt. Retest results reflect relatively small numbers of students when compared to overall enrollment numbers.

• Grade 9: Two students passed math, one passed reading and 267 passed writing (first attempt). Three students passed the writing test with special accommodations; no students passed under an individual evaluation plan and no students were exempted.

• Grade 10: 21 students passed math, 15 passed reading and 329 passed writing (first attempt). One student passed the math test and two passed writing with special accommodations; no students passed under an individual evaluation plan and no students were exempted.

• Grade 11: 18 students passed math, 12 passed reading and 11 passed writing. No students with special accommodations passed the test; no students passed under an individual evaluation plan and none were exempted.

• Grade 12: 15 students passed math, three passed reading and seven passed writing. One student passed the reading exam and three passed the writing exam with special accommodations; Three students passed math, one passed reading and two passed writing under an individual evaluation plan and no students were exempted.

A district-by-district analysis of BST scores is available at the Minnesota Department of Education Web site: http://education.state.mn.us.

The ACT (American College Test) is a curriculum-based achievement test created to measure college readiness. This demanding test gauges ability across the subject areas of English, math, reading and science and includes an optional writing section.

The ACT sets benchmark performance scores – minimum scores at which a student has a 50 percent chance of obtaining a B grade or better in subject-related, college-level coursework. Benchmark scores for each test area are: English – 18; math – 22; reading – 21 and science – 24.

As has been the case in recent years, District 318 students who took this challenging test in 2007 scored above their peers at the state level. This achievement is particularly noteworthy because Minnesota, for the third consecutive year, led the nation in ACT scores, with 70 percent of graduates taking the exam in 2006-2007.

Minnesota students scored a 22.5 average composite score, compared to a nationwide average of 21.2 out of a possible 36. District 318 students scored slightly above this, with an average composite score of 22.8. (For a complete picture of how district students performed in each subject area compared to the state, see ACT Five Year Trends charts.)

District 318 students also surpassed the state average, demonstrating higher readiness levels for college level algebra, social science and biology. District students performed at the state level for college readiness in English. (See chart entitled: ACT Tested Students – Ready for College Coursework.)

Both students who took the exam and educators of the district can be proud of District 318 student performance on the ACT. With global competition at the center of educational concerns, it is evident that students who are taking rigorous coursework in our high school score favorably on this assessment.

Table of Contents

District 318 makes Adequate Yearly Progress

 What is Adequate Yearly Progress or AYP?

 Adequate Yearly Progress or AYP is a measure of student achievement required by the federal government as part of the “No Child Left Behind Act.”

 School districts are designated as making AYP based on meeting benchmark scores on reading and math assessment tests – the MCA II tests. School districts that are designated as not making AYP have not met those benchmark scores.

 According to information from the Minnesota Department of Education, there were 1,918 schools in the state that could earn AYP status in 2007, including charter schools and alternative learning programs. Of those schools, 1,189 achieved AYP status while 729 did not.

 District 318 AYP results

Based on MCA II test scores, taken in the spring of 2007, District 318 earned AYP status.

 Overall, District 318 students scored 77.02 percent proficiency on the reading index compared to a benchmark proficiency score of 66.42. District students also fared well collectively in math, with a 69.72 percent proficiency index score, compared to a benchmark proficiency score of 69.72. (See AYP graph for visual display) Under the provisions of the “No Child Left Behind Act,” all schools must achieve 100 percent proficiency by the 2013-2014 school year.

 AYP assessments also measure a school district’s performance in the areas of attendance and graduation rates.

 District 318 exceeded the 90 percent attendance target with an attendance rate of 95 percent and exceeded the graduation rate target of 80 percent with a graduation rate of 87 percent last year.

When measuring AYP, subgroups of students and individual schools are also assessed. District 318 was cited as needing improvement in three sub-group/school areas: The Grand Rapids Area Learning Center was designated as needing improvement in math proficiency, Robert J. Elkington Middle School special education was designated as needing improvement in reading and the Middle Area Learning Center was designated as needing improvement in both math and reading.

 At the Grand Rapids Area Learning Center, District 318 scored a proficiency rate of 0 with a target of 21.31. Special Education at the middle school had an index score of 41.59 with a target of 60.02. Math scores at the Middle Area Learning Center were at a rate of 4 percent proficiency with a target of 46.14. Reading scores at the MALC were at a 20 percent index rate with a 53.55 target. At the MALC, the subgroup of white, not Hispanic, earned an index score of 4.55 with a 45.27 target in math and a reading index of 20.45 with a target of 52.93.

 Once a sub-group has been identified as needing improvement, the site must develop a two-year improvement plan. A sub-group can be removed from the designation of needing improvement after two consecutive years of making AYP. Because none of the district subgroups designated as “not making AYP” in 2006-2007 receive Title I funding, the district will not face any federal sanctions.

 District 318’s AYP improvement plan for current “not making AYP” subgroups includes the following: Special education reading curriculum aligned with Minnesota Academic Standards and the MCA II tests; data will be carefully analyzed at subgroup levels to impact student achievement; special education and regular education will continue to work toward curriculum alignment; professional development will support teachers in making instructional decisions using classroom data with a focus on best reading strategies; and professional development will continue providing teachers ongoing best practice reading strategies and instructional practices.

 For the last two years, District 318 has implemented an improvement plan to remedy the designation of special education not making AYP in reading. That plan included the goals of:  Increasing free and reduced lunch subgroup scores by four points on the MCA II tests; and aligning the special education curriculum to Minnesota Academic Standards. In 2006-2007, special education at the high school made AYP targets for the second consecutive year, thus removing the “not making AYP” designation.

Table of Contents

District 318 Happenings

Recent months have been filled with change and exciting new developments in District 318. The following are notable developments and new programming changes on the horizon for students and families of District 318:

• Grand Rapids High School has new offerings as well as some revamped courses. New math and world language programs are being implemented for the 2007-2008 academic year. These new programs are designed with technology support that puts parents and students in a powerful position to access the book and tutorials on challenging material in their own home through the Internet. High school students in Grand Rapids also will have the option in the upcoming year for the first time of enrolling in a forensics course.

 • College in the Schools came to the high school for the first time in 2007-2008. This program allows students who are academically successful to obtain high school and college credits (through the University of Minnesota, Duluth) while remaining on the high school campus. (See the section in this report on College in the Schools for further information.)

 • The Robert J. Elkington Middle School and Bigfork School are piloting two middle school level math programs in 2007-2008. These new programs will help the district meet federal requirements that students must complete linear algebra by the end of eighth grade.

 • The Robert J. Elkington Middle School will be providing greater challenges to top students with the “Challenge Program,” aimed at gifted and talented students.

 • A high level of reading proficiency for students in District 318 remains a top priority in 2007-2008. The district has the goal of ensuring that all students are proficient in reading by the end of the third grade and continuing reading instruction throughout a student’s education. Elementary educators are currently undergoing training to help spot reading problems so that extra help can be offered when needed.

 • Three elementary schools in District 318 have added “Reading Recovery” to their curriculum. Reading Recovery is an intervention program for students who have been identified as “at risk” for lacking the reading skills needed for success in school.

 • All Day/Every Day kindergarten is being offered for the first time during the 2007-2008 school year district-wide. To accommodate the additional staffing needs, five new kindergarten teachers were hired in the summer of 2007. Several of these new teachers enter the district with previous teaching experience.

Table of Contents

College in the Schools comes to Grand Rapids High School

District 318 Administration is pleased to announce the addition of a new challenging academic program available for the first time during the 2007-2008 school year.  This year, high-achieving students of Grand Rapids High School will have the ability to enroll in College in the Schools. This program is a concurrent enrollment program run in conjunction with the University of Minnesota, Duluth.

Academically prepared juniors and seniors enrolled in this program can earn up to 27 UMD credits while remaining at Grand Rapids High School. Courses are taught at the high school by GRHS staff  - approved as UMD adjunct professors.

Students participating in the College in the Schools program can earn both college and high school credit for coursework while continuing to participate in GRHS academic and extra-curricular activities. Courses that will be offered during the 2007-2008 academic year include: College Writing; Economics; Macroeconomics; Microeconomics; Introduction to Literature; World History; Health Science Terminology; Calculus and Weight Training.

 Students must meet high academic standards to participate in this program including a minimum grade point average of 3.2 for juniors and 3.0 for seniors. Once coursework has been completed, participating students grades and credits appear on official UMD transcripts.

 Table of Contents

Project Lead the Way

 Project Lead the Way is a four-year sequence of courses that is used in combination with the traditional high school math and science curriculum to introduce students to the scope, rigor, and discipline of engineering. This innovative program is being offered to GRHS students for the first time during the 2007-2008 school year.

The program includes three foundation courses: Principles of Engineering, Digital Electronics and Introduction to Engineering as well as two specialization courses: Engineering Design and Civil Engineering and Architectural.

 Students who are enrolled in the program will become proficient in several areas that are common themes throughout the course sequence: Working as a team member; leading a team; communicating through a variety of mediums delivered to a variety of audiences; public speaking skills; listening to ideas of others; understanding the impact ideas have on larger society; thinking skills; problem solving skills; time, resource and project management; research skills; finding answers outside the classroom; data collection and analysis and preparing for a two or four-year college program.

 Table of Contents

District 318 Strategic Aims and Goals

 District 318 has the primary aim of highest student achievement. Accomplishment of this aim means that all graduates will be able to: read, write, speak and listen; use math and science applications; appreciate the arts; think creatively to solve problems; be responsible, productive and well-rounded citizen and be prepared for lifelong learning.

 To fulfill the end of highest student achievement, district administration and school board has developed a set of goals for District 318. Student performance goals are aligned with Minnesota Academic Standards. Grade level performance is measured against benchmark scores on a variety of standardized tests. (For a complete listing of standardized tests administered to students in the district, see page 39.)

 Student Achievement:

• Each student will read and comprehend a variety of materials, locate and apply information at grade level or above.

• Each student will effectively communicate and use technology at grade level or above.

• Each student will apply math/science skills to analyze and solve problems at grade level or above.

• Each student will have opportunity to experience activities that will develop a well-rounded citizen.

• Each student will develop/demonstrate responsibility for learning and self-management.

• Each student will graduate from high school.  

Safe Environment:

• Students, staff and visitors will demonstrate respect/responsibility for the learning environment.

• Students will have opportunity to build respect and celebrate diversity.

• Students and staff will have opportunities for safety education.

• The District will provide safe and secure facilities.

Effective and Efficient Systems:

• Data collection/analysis system will support the measurement of District goals.

• Ensure that staff development is aligned with District goals.

• Continuous improvement is key in planning for the future.

• Communications provide accurate and timely information to staff and the public.

Partnerships:

• The District will actively seek parent, guardian and community involvement.

• Administration, schools, departments, curriculum areas and grade levels will work together.

• The District will work with community to make sure all 0-5 year-olds enter school ready to learn.

• The District will establish partnerships with businesses to ensure all graduates are competent in the workforce skills needed in our community.

 Table of Contents

Schools develop goals for 2007-2008

The faculty, staff and administration of Independent School District 318 work each year toward the primary goal of highest student achievement.

 District 318 believes that a well-rounded, well-educated graduate has: the ability to read, write, speak and listen; the ability to use science and math applications; an appreciation of the arts; creative thinking skills they can use to solve problems; responsibility for their actions and the ability to be a productive and well-rounded citizen who is prepared for life-long learning.

 In addition to district-wide student achievement goals, each building site within the district develops an annual set of goals to help students and teachers perform to the best of their abilities.

Site team goals for 2007-2008:

Bigfork School

• Seventy-five percent of students in grades 2-7 will demonstrate one year of growth in reading as indicated by the Northwest Evaluation Association (NWEA)/Measures of Academic Progress (MAP) data for the 2007-2008 school year.

• All secondary staff will receive training to teach reading strategies in their content area during the 2007-2008 school year. 

• Develop a school wide program that addresses student attitude toward self, peers and education to be implemented in the 2008-2009 school year.

• Increase parent and community involvement by 10 percent from the 2006-2007 year in the areas of: Parent-Teacher Organization; parent-teacher conference attendance and community/parent classroom volunteers.

Cohasset Elementary School

• Increase student achievement in reading by meeting or exceeding the NWEA mean growth target from fall to spring on MAP reading scores in each grade level.

• Increase student achievement in mathematics by meeting or exceeding the NWEA mean growth target from fall to spring on MAP reading scores in each grade level.

 • Provide a safer and welcoming learning environment, measured by a reported 90 percent satisfaction level on the fall/spring survey.

Eagleview Elementary School

• Eighty percent of students will achieve or exceed the mean growth on the MAP reading fall to spring test scores.

• Eighty percent of students will achieve or exceed the mean growth on the MAP math fall to spring test scores.

Forest Lake Elementary

• Increase student achievement in reading by meeting or exceeding the NWEA mean growth target from fall to spring on MAP reading scores in each grade level as well as individual classrooms.

Murphy Elementary

• Seventy percent of first grade students will achieve reading grade level as measured by the Jerry Johns Assessment.

• Eighty percent of students in grades 2-5 will meet their targeted growth in math from fall to spring as measured by MAP.

• Provide a safe environment for all to learn, work and interact by meeting the required number of fire, lock-down and tornado drills required to promote bus safety.

• Provide a safe environment for all to learn, work and interact by developing a monthly Social Skills Program.

Southwest Elementary

• Every student will achieve the expected grade level mean growth in reading as indicated by NWEA/MAP fall to spring growth (grades 2-5) or Star testing growth (grades 1-5).

• Eighty-five percent of students will achieve grade level MAP scores in reading on the spring test in 2008.

 • Every student will achieve the expected grade level mean growth in math as indicated by MAP fall to spring growth (grades 2-5)

• Eighty-seven percent of students will achieve grade level MAP scores in math on the spring test in 2008.

• All students will recognize “Above the Line” behavior and 97 percent will show “Above the Line” behavior throughout the school year.

Robert J. Elkington Middle School

• Increase by 10 percent the number of students in grades 6-8 reading at grade level or higher as measured by spring 2007 to spring 2008 MAP scores.

• Each teacher will facilitate or be involved in monthly activities during the 2007-2008 school year to improve school climate in regard to student/student, student/staff and staff/staff relationships.

Grand Rapids High School

• Students at Grand Rapids High School will improve their reading ability as measured by the results of three of six possible assessments (BST, ACT, PSAT, MCA II, MAP and PLAN).

• Students at Grand Rapids High School will improve their mathematics ability as measured by the results of three of six possible assessments (BST, ACT, PSAT, MCA II, MAP and PLAN).

• Grand Rapids High School will provide a safer learning environment as measured by four of six indicators (systems accountability survey, disciplinary referrals, faculty survey, student survey, Minnesota Student Survey and crisis plan data/feedback).

 Table of Contents

District 318 2007-2008 Staff Development Goals

 The highest possible student achievement is always the main focus guiding educational policy and curriculum strategy in District 318.

 To help achieve that goal, teaching and administrative staff develop professional goals each year. Staff development allows teachers, administrators and other staff to grow as professionals, learn new methods and best practices, increase instructional effectiveness, promote a safe environment, increase efficiencies and create partnerships within the district.

 The following is a listing of staff development goals to be provided for educators by the district during the 2007-2008 school year:

 • Provide for individualized technology needs of the staff

• Provide ongoing training in the integration of technology into the curriculum

• Provide continued training and planning for the curriculum, writing, assessment and scoring of the Minnesota Academic Standards

• Provide consultants who will focus on research-based educational topics

• Provide “Best Practice” opportunities

• Support International Baccalaureate, Advanced Placement and College In The Schools training opportunities for staff

• Support continuous improvement processes

• Make Staff Development Committee meeting minutes available to all staff

• Present a written report on how staff development money is spent to the school board for approval

• Upgrade and distribute changes in the staff development policy manual and best practice grant forms to all Staff Development representatives

• Share among staff members a summary of workshops and seminars attended

• Distribute to all staff their building’s Site Development Action Plan

• Hold curriculum meetings by grade level and department

• Hold District Staff Development meetings

• Conduct full day in-service meeting prior to the start of school

• Conduct before, during and after school meetings and workshops

• Build and revitalize a recognition system for staff, students, volunteers and programs

• Support diversity education for district staff

• Annual training and update of medical responders

 Table of Contents

District 318 parents report positive experiences

The annual Systems Accountability Survey is designed to measure the attitudes and perceptions that parents/guardians have about District 318.

 Survey respondents perceptions are gauged in the areas of safety, teacher/parent communication, positive learning experiences and understanding of school/district policy.

 As has been the case in recent years, most parents/guardians who took the survey reported positive or extremely positive perceptions and experiences regarding District 318 and their child’s education.

 The following graphs illustrate the responses of the 850 parents/guardians who completed the survey. Each graph includes a legend, which shows possible responses to each question.

 Table of Contents

District 318 Testing and Evaluation Program