Part E: Programming to Improve Student Achievement
1. Achievement and Integration
The purpose of Achievement and integration Minnesota (AIM) is to pursue racial and economic integration and to increase academic achievement, create equitable educational opportunities, and reduce academic disparities based on students’ racial, ethnic and economic backgrounds. The proposed integration plan and budget must benefit students in ways that do not supplant existing obligations of the district.
The purpose of the Achievement and Integration Plan is to help the District to accomplish the following goals:
- Eliminate racial achievement disparities in the District that exist between white students, and students included in the following subgroups: American Indian/Alaskan Native, Asian/Pacific Islander, Hispanic, Black, and free and reduced lunch recipients
- Increase racial and economic integration within schools, programs and between districts.
- Increase Family /Parent engagement among underrepresented racial and ethnic groups that promote involvement in academic life and success of the student.
- Increase Integrated learning environments to prepare students to be effective citizens, enhance social cohesion and increase cultural fluency, competency, and interaction.
- Support professional development designed to increase educators’ knowledge and skills in innovative, research-based culturally relevant instruction and assessment to eliminate racial achievement disparities and improve student achievement for MDE- identified Students of Color groups.
- Increase access and provide support to ensure underserved student groups have equitable access to rigorous career and college readiness programs.
Goals for 2017-2020 include:
The American Indian Education plan and aid is completely supplemental and is specifically designated for approved activities that support American Indian education programs. Funding from this revenue source cannot be used to supplant current state and federal educational or co-curricular programs and funding of the district or school. The district’s American Indian Plan focuses on strategies to increase the proficiency of all American Indian students, as well as provide extension opportunities for career and college readiness.
The purpose of ADSIS is to provide instruction to assist students who need additional academic or behavioral support to succeed in the general education environment. The goal is to reduce the number of referrals to special education by providing supports early to struggling students. The Lakeville Area Schools was approved for an Alternative Delivery of Specialized Instructional Services (ADSIS) project through the Minnesota Department of Education. This project allowed Christina Huddleston Elementary School (CHE) and Oak Hills Elementary School (OHE) to offer early intervention reading and behavioral instruction to students in grades K-3 who were in need of extra support to meet and exceed grade level expectations. This project supported the following additional resources for both CHE and OHE:
- 4 full-time licensed teachers serving as reading interventionists
- 2 half-time licensed school counselors serving as behavioral interventionists
- Scientifically-researched intervention materials for reading and behavioral supports
- 5 iPad Minis per school
The overall goal for ADSIS recipients is to reduce the number of special education referrals for SLD and OHD and increase literacy and QuELS scores in the areas of self-control and listening/following directions for students in grades K-3 at Christina Huddleston Elementary and at Oak Hills Elementary. The specific goal for this year is to reduce special education referrals by 20%, have all students participating in literacy intervention so that they can perform at grade level, reduce the number of students who receive 1’s or 2’s on the Quarterly Essential Learnings Summary (QuELS) in the areas of self control and listening/following directions.
- ADSIS District Profile
- ADSIS Profile for Christina Huddleston Elementary School
- ADSIS Profile for Oak Hills Elementary Schools
3. All Day Kindergarten
As a result of legislative action, Lakeville Area Schools implemented all-day Kindergarten at each elementary school beginning in the 2014-15 school year. The program is tuition free to all families per legislation. An all-day kindergarten task force, which consisted of kindergarten teachers, elementary principals and district leadership met this past year and studied the impact of the new legislation. They also researched the benefits of all-day kindergarten, gathered survey data from families, and designed an all-day kindergarten experience that is developmentally appropriate and balances academic and social/emotional instruction. This fall the all-day kindergarten task force will be implementing a professional development plan that supports the teaching and learning of early numeracy and literacy skills.
4. SPED Program Compliance Review and Plans
This system is used for two complementary processes, special education compliance monitoring (ongoing) and submission of the district’s annual continuous improvement plan (by June 30 of each year for those districts participating in the continuous improvement portion of the process). The monitoring data is used to report in the State Performance Plan/Annual Performance Review to the Federal Office of Special Education Programs each year (on February 1) and the continuous improvement program evaluation data is used to award MNCIMP:SR funds to participating districts. The goal is to achieve 100% compliance with all federal and state special education due process requirements and meet set targets on all key indicators. Specific areas of action for ISD 194 this year include:
- Increasing percent of students in special education receiving services in the general education environment.
- Increasing the reading and math achievement of students in special education across all grade levels.
- Increasing progress toward and achievement of developmental milestones for children Birth-5.
- Increasing parent satisfaction with services for infants and toddlers ages B-3.
- Increasing our identification rate of infants and toddlers ages B-3 with developmental concerns.
- Minnesota Continuous Improvement Process: Self Review 1 (MNCIMP:SR)
- Minnesota Continuous Improvement Process: Self Review 2 (MNCIMP:SR)
- Minnesota Continuous Improvement Process: Self Review 3 (MNCIMP:SR)
- Minnesota Continuous Improvement Process: Self Review 4 (MNCIMP:SR)
- Special Education Program Compliance Review Final Report
5. Gifted & Talented
Lakeville Area Schools offers two programs for identified gifted learners in grades 3-5: Discover and Ignite! The Discover program is offered to qualifying students at each of the eight elementary schools. Students participate in small group Discover seminars for 90 – 120 minutes a week. The Discover curriculum is based on the Integrated Curriculum Model developed at the College of William and Mary Center for Gifted Education. The curriculum is designed to respond to gifted learners’ characteristics of precocity, intensity, and complexity through its three dimensions of advanced content, higher-level processes, and interdisciplinary concepts. During the 2013-2014 school year, a science and engineering component was added to Discover. Interdisciplinary units of study also include language arts and social studies Ignite! is a unique full-time gifted program that combines a challenging core curriculum with flexible choice offerings to provide highly gifted children the opportunity to ignite their passion for learning. The Ignite! program for highly gifted learners was started in 2011. In the spring of 2014, the first group of Ignite! fifth grade students completed the three-year program. The program currently services 90 students. Ignite! is housed at Oak Hills Elementary to qualifying students across the district. Students begin the Ignite! program in third grade and move through the program with the same cohort of students through fifth grade. Ignite! students participate in the Oak Hills learning community through specialists’ classes, lunch, recess, grade level and whole school activities. Transportation to Ignite! is the responsibility of the family.
6. Literacy Leadership:
Throughout the 2013-18 school years, elementary building principals, learning specialists and district administrators worked collaboratively in studying the English Language Arts Standards, researched best practices in literacy instruction and planned job-embedded professional development for elementary teachers that will be sustained over the course of three years. In planning for professional development, the Literacy Leadership team collected and analyzed student achievement data, classroom walkthrough data and teacher survey data. This information was used to design a district-wide Balanced Literacy Framework and professional development model that will support the rigor of the new academic standards and the goal of having all students be self-motivated, self-directed, engaged, and wise readers who reflect, think critically, solve problems, love to read, and choose to read for fun and to learn.
7. Reading Well by Third Grade (Local Literacy Plan)
Lakeville Area Schools Local Literacy Plan outlines our current efforts in reaching our goal that all students in our district are reading well by third grade. Reading well by third grade meets the requirements of MN Statute 120B.12 and is one of many developmental milestones in a child’s educational experience. Literacy development starts at an early age and is the basis for all academic success. Reading well by grade three ensures that a student has a solid foundation of literacy skills to continue to expand their understandings of what they read, make meaning, and transfer learning across all subject areas. Lakeville Area Schools Local Literacy Plan focuses the district’s literacy efforts in the following areas:
- Implementing a comprehensive Balanced Literacy framework that creates a seamless continuum of early literacy instruction designed to ensure all students are meeting proficiency in reading as determined by Minnesota standards-based literacy assessments;
- Providing targeted professional development that supports teachers in the use of student achievement data to inform instruction;
- Applying best-practice instructional strategies that target core instruction, interventions and enrichments based on student need;
- Closing the achievement gap and ensuring that all students are college and career ready.
8. School Readiness Plan:
The purpose of the School Readiness Plan is to prepare eligible children to enter kindergarten. Eligible children are those who are 3 by Sept. 1, completed ECS and have one or more risk factors; qualifies for free or reduced lunch, is an English language learner, is homeless, has an IEP or IIIP, identified at ECS with a risk factor that will influence learning, defined by school district as at-risk. This year’s purpose is to prepare eligible children to enter kindergarten by providing the following services; enrollment in family literacy (FELT) and/or tuition assistance to attend Small Wonders Preschool two sessions per week. In addition children who are English language learners, enrolled in FELT, or been identified by teachers through assessment as needing additional support to be kindergarten ready, receive an additional session of Small Wonders programming per week. The expected result is that is expected that children served by School Readiness will be ready to enter kindergarten as determined by spring assessment results.
9. Site Continuous Improvement Plans:
Each K-12 campus is required to write a Site Continuous Improvement Plan (SCIP). The goal is to have an annual plan for increasing the achievement level of all students while simultaneously reducing the achievement gap by 50% by 2020. Within this plan, the sites include their professional development goals which will assist reaching their goals.
10. Students Successful Transition to Career or Post Secondary Plan
Legislation requires all students starting in 9th grade to have a “Plan” around 7 key elements including: academic scheduling, career exploration, 21st Century Skills, community partnerships, college access, all forms of postsecondary training, and experiential learning opportunities. The purpose of the Career and College Ready Plan is to ensure all students are taking rigorous courses, engage in standardized tests that indicate career interests, and develop networking opportunities through job shadowing. Each student is required to complete specific career investigation activities in grades 9-12. The sequence of activities is intended to provide a comprehensive experience in career exploration enabling students to pursue a lifelong career which best matches their talents, abilities and interests. All students participate in Opportunities Day each year in ninth through twelfth grade. The activities each year address academic scheduling, career exploration, community partnerships, college access, postsecondary training, and experiential learning. In ninth grade, students review their EXPLORE results and attend an elective fair to determine areas of future coursework aligned with their talents, abilities, and interests. In tenth grade, students take the PLAN test. This assessment predicts a student’s future success on taking the ACT assessment. It also is used as a career guidance tool that identifies a student’s strengths and weaknesses. On Opportunities Day, students attend career investigation seminars, evaluate their own results, and attend an on-site college fair. In eleventh grade, students take the ASVAB test which is an aptitude assessment. This assessment serves as a career exploration and decision-making tool for our students. They attend the Career Jamboree to investigate a variety of career areas and interview with professional and business representatives. On Opportunities Day, 11th grade students take post-secondary visits to technical schools, colleges, academies, universities or businesses. They also attend a meeting with their dean for final post-secondary planning. In 12th grade, on Opportunities Day, our students job shadow an individual in their area of interest to observe and gain valuable information regarding a chosen career area. Each student participates in a senior interview with community members to refine interviewing skills.
11. Title Programs: Title I, Title II, Title III
Title I: Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended (ESEA), provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards. LEAs target the Title I funds they receive to public schools with the highest percentages of children from low-income families. In 2017-18, six schools received Title I funds: Christina Huddleston Elementary, JFK Elementary, Lake Marion Elementary, Oak Hills Elementary, Orchard Lake Elementary and Pathways Area Learning Center. These schools design, in consultation with parents, staff, and district staff, design an instructional program to meet the needs of students who have failed, or are at most risk of failing, to meet academic achievement standards in reading and mathematics. Title I programs must use instructional strategies based on scientifically based research and implement parental involvement activities.
Title II: The purpose of Title II, a component of the Elementary and Secondary Act (ESEA), is to assist local education agencies (LEAs) in the provision of high quality professional development to improve student achievement in core content areas of literacy, math, and science. Professional development activities must be grounded in scientifically-based research.
Title III: Section 3113(d) of the Elementary and Secondary Education Act (ESEA), Title III, Part A, Immigrant Children and Youth is a source of funding to supplement the resources of local school districts in providing quality education to eligible immigrant students. Its purpose is to provide enhanced instructional opportunities to help meet the needs of immigrant children and youth. The focus of Title III is to help local educational agencies (LEAs) ensure that English learners (ELs) and immigrant students attain English proficiency and meet the same challenging state academic standards required of all other students. To achieve this goal, districts that receive Title III funds must provide high-quality professional development activities to staff involved in the instruction of ELs. Title III funds may also be used to enhance the language instruction education program (LIEP) already offered by the LEA. Supplementary activities funded by Title III must be grounded in scientifically based research on teaching EL and immigrant children and youth.
12. Committees and Roles:
Alternative Delivery of Specialized Instructional Services (ADSIS) Leadership and Implementation Team Lakeville Area Schools ADSIS Leadership and Implementation Team’s purpose is to facilitate the implementation of Lakeville’s ADSIS application in coordination with the district-wide multi-tiered system of supports (MTSS) framework. The ADSIS leadership team guides the district’s ADSIS project and MTSS framework in the following key areas:
- Collects and analyzes student achievement data to support academic and behavioral tiered-intervention services;
- Provides ongoing, job-embedded professional development that is aligned to student achievement goals;
- Supports collaborative practices that integrate high-quality instruction that is targeted to individual student need;
- Assists parent communication and home connections to identified ADSIS students;
- Monitors the effectiveness of ADSIS – MTSS intervention services by ensuring that ALL students are meeting and exceeding grade level benchmarks.
The ADSIS leadership and implementation team consists of principals, building and district teacher leaders, English language teachers, special education teachers, and district leadership.
Teaching & Learning Advisory Council The Lakeville Area Public Schools has a district-wide Teaching & Learning Advisory Council (T&LAC). The council consists of parent representatives from each school in the district as well as community representatives, teachers, administrators, and school board members. The purpose of the council is to advise the district on curriculum content, instructional practices, and assessments. The council meets monthly to provide feedback about curriculum updates, student achievement reports, and recommendations for instructional resources. Members spend considerable time interviewing presenters, providing input, and making recommendations. These recommendations are shared publicly during a Board of Education meeting by the board representative and by the Executive Director of Teaching and Learning. Building representatives share the information with their building advisory councils and PTO’s and bring feedback to the Teaching & Learning Advisory Council. District 194 parents and community members are invited to apply for membership on the district Teaching & Learning Advisory Council (T&LAC). Applications are available on the district website, or you can contact Sandy Eissinger at 952-232-2019 if you are interested in applying. Applications are accepted through October 30th of each year. Meetings are held once a month on Mondays from 4-5:30 p.m.
Early Childhood Advisory Council According to Minnesota Statute 121.882 (1994), the school board of any district establishing or expanding an early childhood family education program “shall appoint an advisory council for the area in which the program is provided. A majority of the council shall be parents participating in the program. The council shall assist the board in developing, planning, and monitoring the early childhood family education program. The council shall report to the school board and the community education advisory council.”
Financial Advisory Council The council’s purpose is to function as an advisory committee to the Board of Education and administration regarding the following fiscal matters:
- Short- and long-term financial planning;
- Financial policies and practices;
- Financial decisions’ impact analysis;
- Local, state and national trends in finance and economics; and
- Analysis of legislative issues affecting education.
The council serves in an advisory role to the Superintendent and is composed of seven interested citizens or taxpayers of the district who, upon application, are appointed by the Board of Education for 2- or 3-year terms. Also included are representatives of licensed staff, non-licensed staff, building administrators, and board of Education.
District Shared Leadership Team Each school site has a Shared Leadership Team with representatives from across grade levels and departments. Elementary sites have nine members, secondary sites have seven members. Members serve two- or three-year terms, must have five years’ experience and have been at their site and in their current assignment for more than one year. Site teams meet twice per month.
- Creating and monitoring of the Site Continuous Improvement Plan
- Aligning their site plan with Strategic Plan, assessment data, and stakeholder survey data
- Creating their Site Professional Development Plan aligned to the needs noted in the Site Continuous Improvement Plan and the district direction.
One member from each site Shared Leadership Team belongs to the District Shared Leadership Team which is led by the Superintendent. This team meets monthly with a learning focus for the year. The District Shared Leadership Team monitors the Site Continuous Improvement Plans, checks for alignment with the district’s strategic direction, and advises district professional development plans.
Special Education Advisory Council The special education department serves approximately 1,600 children age birth through 21 with a variety of disabilities. Although the majority of the students receive special education services in their home schools, the district offers a wide range of service delivery models. These include home-based services for infants and toddlers and a variety of school-based services both within the school district and through Intermediate School District 917. Lakeville provides unique programming options for students with Autism Spectrum Disorders, Emotional or Behavioral Disorders, Developmental Cognitive Delays, and Early Childhood Special Education. We pride ourselves on the quality of our staff and on our efforts to provide programming based on the latest educational research.
Social-Emotional Learning Advisory Committee In 2017-18 the district launched a systemwide investigation into its social-emotional learning (SEL) practices. Utilizing a grant from the Prairie Care Foundation, the district is engaging in a process of improving and expanding its resources and supports in SEL using principles of implementation science. The work is lead by Dr. Clay Cook of the University of Minnesota and a core team of staff. An advisory committee consisting of staff, administration, students, parents, and community members has been appointed to set the direction of the work and provide input and feedback to Dr. Cook and the core team. This process will take three to five years to reach full implementation with the goal of creating opportunities, both formal and informal, for students to learn and practice the social skills identified through research as important to lifelong well-being and success.