In partnership with Edina students, teachers, parents and community members, we proudly present this report. Collaborative efforts make our collective success!
World’s Best Workforce (WBWF) Committee Members Torrian Amie, Normandale Community College ● Mary Manderfeld, Director of Equity & ● Andrea Benson, ADSIS Teacher ● Enrollment* Tully Clark, Student Representative ● Maggie McCracken, Parent Representative ● Blanca Diaz DeLeon, Cultural Liaison ● Carla Olson, Grandparent Representative ● Steve Buettner, Director of District Media & ● Albert McGee, Cultural Liaison ● Technology Jeanne Miller, Parent Representative ● Leah Byrd, Early Education Programs Coordinator ● Ana Munro, Parent Representative ● Kari Dahlquist, Principal ● Audrey Nolan, Student Representative ● Alejandro Decanini, Parent Representative ● Sarah Patzloff, School Board Representative ● Abdikadir Ibrahim, Cultural Liaison ● Patricia Procel, Parent Representative ● Carolyn Jackson, Community Representative ● Ellen Rian, Parent Representative ● Jeff Jorgensen, Director Student Support Services* ● Ulises Rodriguez, Multilingual Learner ● Jenny Johnson, Assistant Principal ● Coordinator Ellen Jones, School Board Representative ● Donna Roper, Director Research & Evaluation* ● Michael Kirch, Parent Representative, Normandale ● Randy Smasal, Director Teaching & Learning* ● Jennifer Kunze, Parent Representative, U of M RAMP ● Dulce Torres, Parent Representative ● up to Readiness Catalina Valdes, Parent Representative ● Erica Li, Classroom Teacher ● Sheila Welsh, Special Education Teacher ● Case Winter, Student Representative ● * Achievement & Integration Leadership Team Members
History of Legislation 2018 - 2019: 2013 - 2018: ● 5 key goal areas identified ● Combined World’s Best Workforce (WBWF) Plan with Achievement & Integration ● Language added to ensure (A&I) Plan districts had plans in place for Staff Development, Teacher 2019 - 2020: Equity and Gifted and Talented ● Expanded plan components to include Excellent and Diverse ● Alignment of WBWF with Teachers Achievement and Integration (A&I) and the Federal Every Student Succeeds Act (ESSA) ○ New metrics added ■ Consistent Attendance ■ Progress for ELs Source: MDE - Minnesota Department of Education
Additional Plan Components Available on our Website ● Staff Development ● Q-Comp ● Gifted and Talented a. Assess and Identify (Talent Development) b. Acceleration and Early Admission ● Access to Diverse Teachers ● Voluntary Pre K (under consideration) Source: MDE - Minnesota Department of Education
World’s Best Workforce Legislation 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 including annual updates. Goal Areas and Progress Summary: ● School Readiness ● Read Well by 3rd Grade ● Close Academic Achievement Gaps ○ Achievement & Integration Progress Summary ● All Students Graduate High School ● Attain College and Career Preparedness ● Equitable Access to Excellence Teachers
2018-19 World’s Best Workforce Goal Area and Status Goal Met? Goal Area 1 School Readiness Yes 2 Read Well by Third Grade Yes Made Progress 3 Close Academic Achievement Gaps Not Yet All Students Attain Career and College 4 Yes Preparedness 5 All Students Graduate High School Yes
1. Goal Area 1: School Readiness Definition: School Readiness relies on multiple stakeholders coming together to create experiences so that all levels of early learning are ready to support and promote the whole child including their social and emotional well-being and academic success. G o a l M e t Goal statements: Ready or not, here they come! 1. Ensure All Students are Screened by Kindergarten 2. Increase the percent of trained staff on Pyramid model ( 50%) 3. 60% or more of students meet growth targets in Early Literacy 4. 60% or more of students meet growth targets in Early Numeracy
GOAL 1: School Readiness Results Goal Growth Goals Results Met All 100% of Students Screened by Kindergarten 100% Yes Increase Trained Staff by 25% to ensure 50% are 58% Yes completely Trained 60% or more of students make typical or aggressive 76% Yes growth in Early Literacy from Fall to Spring 60% of students make typical or aggressive growth 71% Yes in Early Numeracy from Fall to Spring Source: Fastbridge System: Fall Composite Scores of Incoming K and Grade 1 Students
GOAL 1: School Readiness - Improvement Strategies Partnerships Professional Learning PK-K Collaboration Bi-monthly Professional ● ● Improve Transitions Learning Communities (PLCs) ● Beyond ECFE Pyramid Model ● ● Help Us Grow TS Gold Assessment ● ● Fairview Hospital CLRT Strategies focused on ● ● Multiple Early Learning Centers learning ● Systems and Process Staffing ● Registration & Outreach ● Technology ● Calendar ● Alignment ●
GOAL 2: All Third Graders Reading at Grade Level Definition: Edina strives to use multiple measures in determining students are being successful reading at grade level. This report details progress on the standardized measures used in third grade. Goal Met Goal statements: 1. Increase percent proficient on the MCA by 3.5 points 2. Increase percent meeting growth on the MAP by 2.0 points 3. Increase percent at or above grade level on MAP by 3.5 points
Evidence for GOAL 2: All Third Graders Reading at Grade Level Goal Met Goal: Increase percent proficient on Increased by 5.5 points the MCA by 3.5 points. Source: MDE Secure Reports DSR Files
Evidence for GOAL 2: All Third Graders Reading at Grade Level Goal: Increase percent of third grade students meeting growth on the MAP by 2.0 points. Goal Met ● Result: The percent of third grade students meeting growth targets Goal Met increased by 5.3 points. Goal: Increase percent of third grade students at or above grade level on MAP by 3.5 points. ● Result: Percent of third grade students performing at or above grade level as measured by NWEA MAP increased by 4.1 points. Source: Northwest Evaluation Association Measures of Academic Progress (MAP) Comprehensive Data Files
GOAL 2: All Third Graders Reading at Grade Level - Improvement Strategies Continuous Improvement Plan for Elementary Literacy and English Language Arts Training/Professional Development ● K-2 teachers trained to use phonics instructional materials ● Introductory and advanced diagnostic reading assessment training for K-5 ● teachers to set goals and support needs of all learners Menu based sessions on district professional development days ● PLC teams continue to analyze data from FastBridge, MAP, MCA, ● curriculum-based measures and classroom assessments to inform instruction Anytime/anywhere digital professional development embedded in elementary ● classroom materials Materials ● Sonday Essentials in grades K-2 ● iXL supplemental software for all students needing additional practice and ● support (Gr 3-8)
GOAL 3: Close Achievement Gaps Definition: Achievement gaps represent the condition where achievement can be predicted by non-academic factors, such as race, ethnicity, income, or neighborhood. Not Yet Met Goal statements: 1. Reduce achievement gaps in reading, math and science of our lowest performing student groups by increasing performance on MCA by 5 percentage points from 2018 to 2019. 2. Increase Multilingual English Language Learners meeting growth targets by 5 percentage points.
GOAL 3: Close Achievement Gaps Change in Proficiency from (2018) to 2019 by Subject GAP Goals Reading Math Science Reduce achievement gaps for +10.8% +2.9% +1.6% lower performing groups by increasing 5 proficiency points (34.6%) to 50.7% (50.1%) to 53.0% (44.4%) to 46.0% on the MCA (n=525) to n=572 (n=516) to n=561 (n=211) to n=219 Reduce achievement gaps for -.60% +.60% +9.6% students in free and reduced price meals category by (47.0%) to 46.4% (39.8%) to 40.4% (39.3%) to 42.9% increasing 5 proficiency points (n=406) to n=468 (n=392) to n=496 (n=159) to n=184 on the MCA
Evidence for GOAL 3: Close Achievement Gaps - Science MCA Science Grades 5, 8 and HS Biology In Science, Gap Goals were met for Black or African American, Hispanic or Latino and students receiving Free and Reduced Price meals. N Size 2019 AS = 199 BL = 124 HI = 98 WH = 1407 2+ = 96 Source: MDE Secure Reports DSR Files
Evidence for GOAL 3: Progress for Multilingual English Language Learners (ELs) as Measured by ACCESS* Test K-12 Students Tested: ● 2018 = 388 ● 2019 = 440 Not Yet Met *K12 Students receiving English Language Services are required to take the (ACCESS) Test which is used nationwide to determine English language proficiency. Source: MDE MN Report Card
Achievement and Integration (A&I) Definition: The purpose of the Achievement and Integration (A&I) for Minnesota program is to pursue racial and economic integration, increase student achievement, create equitable educational opportunities, and reduce academic disparities based on students' diverse racial, ethnic, and economic backgrounds in Minnesota public schools. Goal Statements: ● Increase racial and economic integration ● Reduce achievement disparities ● Increase access to effective and diverse teachers
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