Excellence. Every School. Every Student. Every Day.

Hopkins School Board Workshop B o a r d r o o m — E i s e n h o w e r C o m m u n i t y C e n t e r 6 p . m . — O c t o b e r 2 2 , 2 0 1 9 I. Student Success Metrics (WBWF)/ K. Terhaar/K. O’Gorman/ Achievement & Integration N. Lightfoot II. Student Board Rep Involvement in J. Bouchard/J. Ramlet/A. Brown Board/District Committees (Presentation Only)

World’s Best Work Force / Achievement and Integration Presentation

DRAFT

October 22, 2019

• Align to Vision 2031• Reimagine A & I for 2020-2024• Create bold and broad change in district• Affirm board’s decision to transform education

Overview• 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.

• The purpose of the A& I for Minnesota program is to pursue racial and economic integration, increase student achievement, create equitable educational opportunities, and reduce academic disparities.

• Second year of a combined report for World’s Best Work Force (WBWF) Summary and Achievement and Integration (A & I) Progress Report. Final report is due to MDE in mid-December.

Report Requirements WBWF A & I

Report on access to diverse and excellent teachers x

Report on Integration strategies x

Goal 1. All students ready for school x

Goal 2. All students in third grade achieving grade-level literacy

x

Goal 3. Close the achievement gap(s) between student groups

x x

Goal 4. All students career- and college-ready by graduation

x x

Goal 5. All students graduate x

Equitable Access to Diverse and Excellent Teachers

Hopkins has a higher percentage of licensed staff of color than does the state as a whole.

Hopkins’ teachers have a higher rate of licensure than the state (i.e, have a license or permission in the subject areas of the courses being taught).

Hopkins’ teachers have higher percentages of teachers with master’s degrees or doctorates.

Hopkins has the same percentage of experienced teachers as the state as a whole.

Detailed report in Appendices

Integration (A & I report requirement) Our strategies allow us to increase racial contacts and have promoted further integration of our programs and opportunities. The identified programs look at participation rates and academic progress, which is shared with program staff, program leads, and District Administrators and School Board Members.

Conversations occur annually as part of our (1) World’s Best Workforce update (2) program and curriculum reviews, and (3) continual review of academic progress with the senior administrative team .

An annual enrollment evaluation of our integration efforts uses enrollment information to help us design integration strategies and ensure our programs are inclusive, diverse, and accessible by all of our students.

Goal 1. All students ready for school(or our frame: Hopkins Schools ready for all students)

Hopkins Kaleidoscope pre-K program goal for 4-year-olds: 80% of students in the Hopkins pre-K program will be rated Proficient on the Spring Work Sampling System Personal and Social Development Domain: 84.5% were rated Proficient in Spring 2019.

Work Sampling System: a curriculum-embedded observational assessment that is in alignment with MN Early Childhood Indicators of Progress (ECIPs)

Support for Improvement• Reggio-Emilia inspired pre-K program • Second Step Curriculum • Creation of SAT (Student and Teacher) Teams specific to early childhood • Increased screening of children by age 4

• ECSE use of the more holistic Child Outcome Summary Form (COSF) data for QComp goal.

Work Sampling System Ratings for pre-K(Spring 2019 n=213. Approximately 9% had no data reported)

Teachers document student strengths through informal observations across multiple contexts.

Goal 2: All students in Grade 3 achieving grade-level literacyOur WBWF goal was to increase grade 3 reading proficiency on the

Reading MCA by 2 percentage points.

Even though MCA declined, MAP growth similar to last year.

All students in Grade 3 achieving grade-level literacy

Support for Improvement• Literacy coaches through Striving Readers Literacy

Grant (SRCL) to strengthen tiers 1-3 and implement needs analysis process

• Strengthened screening and support of dyslexia• Emphasis on conferring (targeted, purposeful,

coaching conversations with students) and student choice

Move to more authentic assessment

Goal 3: Close the achievement gap(s) between student groups

This goal is shared with A & I and was set in 2016 as a multi-year goal (2020).The percentage of students who are enrolled October 1 in grades 3 to 8 who are proficient in reading on the MCA/MTAS will increase from 64.7% in 2016 to 68.7% in 2020.

In 2019, 60.4% of students were proficient .

More details provided in Appendices.

John Hattie’s Factors Related to Student Achievement—Negative Effect Sizes

Percent Proficient MCA Reading Grade 8 Cohorts 2019 Students tested in Hopkins since grade 3

African American compared to White students

Grade 3(2014)

Grade 4(2015)

Grade 5(2016)

Grade 6(2017)

Grade 7(2018)

Grade 8(2019)

Black/African American (n=38) 28.9% 23.7% 47.4% 50.0% 39.5% 34.2%White (n=179) 77.7% 76.0% 84.9% 88.3% 78.2% 73.2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Pe

rcen

t of S

tude

nts

Prof

icie

nt

39 pts49 pts

37 pts38 pts

39 pts52 pts

Narrowed gap

Close the achievement gap(s) between student groups

Support for Improvement• Prioritize training teachers how to incorporate reading of

grade level appropriate complex text in all core content area classes

• Articulate literacy plans based on needs analysis and root cause analysis.

• Establishing site leadership teams at junior high• IB grading at junior high.

A call for new success metrics• Yvette Jackson: “Standardized achievement tests

focus neither on intellectual development nor on the dynamic feature of learning potential. . . thus the vast range of intellectual capacity of school-dependent students is not assessed.”

• Lorrie Shepard: "The vision of learning cannot be shaped by the external test."

IB Criteria in Grade 8 Nature of Science & Engineering Course, 2018-19

0%

20%

40%

60%

80%

100%

ALL Students ofColor

WhiteStudents

Criteria A: Inquiring and analyzing

0%

20%

40%

60%

80%100%

ALL Students ofColor

WhiteStudents

Criteria B: Developing Ideas

0%20%40%

60%80%

100%

ALL Students ofColor

WhiteStudents

Criteria C: Creating the solution

0%

20%

40%

60%

80%

100%

ALL Students ofColor

WhiteStudents

Criteria D: Evaluating

0-No Evidence 1-2 Beginning 3-4 Progressing 5-6 Mastery 7-8 Excelling

Scores of 3 and higher are considered acceptable quality

Goal 4: All students career- and college-ready by graduationThe percentage of students in grade 11 at Hopkins High School who meet or exceed a Composite Score of 21 on the April School Administration of the ACT will increase from 58.0% in 2016 to 62.0% in 2020.

Mean ACT Scores of 2018 Graduates

Source: Minnesota SLEDS

All students career- and college-ready by graduation

Support for Improvement• Strong participation in advanced classes• New online test prep through Naviance • Online ACT in February 2020• Initiated Youth Truth Survey• Expanded student leadership roles (Royal Reps,

HHS Responds, etc.)• Vision 2031

2018 Graduates and Advanced Course-taking

66%

52%

2% 0%

32% 33%

9%4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AP CIS PSEO IB

Hopkins High School Compared to State

Hopkins (n grad=446) State (n grad = 59,019)

Source: Minnesota Report Card, Rigorous Course Taking

Youth Truth Survey—HHS

Goal 5: All Students Graduate

Ninety percent of all students will graduate from Hopkins High School in four years. 87% of the 2018 cohort graduated in 4 years.

Support for Improvement• More robust credit recovery program • Established uniform grading practices• Invictus (students of color boys club)• HHS Responds• Mental Health Centers

All Students Graduate

State target is 90% overall, with no group below 85%

Reasons students don’t graduate in 4 years:• Continued for 5th year• Dropped out• Unknown

4-year Graduation Rate 2016 2017 2018 Continuing to 2019

Overall 91% 90% 87% 7%EL 66% 63% 75% 25%Special Ed 75% 57% 60% 33%FRP 83% 78% 80% 11%Male 89% 86% 85% 8%Female 93% 93% 89% 6%Asian 84% 91% 91% 5%

·Asian Males 79% 83% 80% 10%·Asian Females 91% 100% 100% 0%

Black/ African American 82% 78% 85% 11%·Black/African American Males 80% 66% 86% 13%·Black/African American Females 85% 88% 85% 9%

Hispanic/ Latino 87% 80% 80% 10%·Hispanic/Latino Males 81% 83% 77% 11%·Hispanic/Latino Females 92% 75% 85% 8%

White 95% 95% 89% 6%·White Males 93% 92% 88% 6%·White Females 98% 97% 90% 6%

Appendices

Access to Diverse TeachersMDE Staffing Profile (2019)

% Students of Color

% White Students

% Licensed Staff of Color

% Licensed Staff White

Eisenhower 79% 21% 15% 85%Gatewood 68% 32% 4% 96%Alice Smith 57% 43% 10% 90%Tanglen 55% 45% 4% 96%NJH 49% 51% 11% 89%Hopkins 47% 53% 8% 92%WJH 46% 54% 8% 92%HHS 43% 57% 6% 94%XinXing 39% 61% 45% 55%Statewide 34% 66% 6% 94%Glen Lake 32% 68% 2% 98%Meadowbrook 30% 70% 3% 97%

Equitable Access to TeachersMDE Staffing Profile

(2019) % FRP% Experienced

teachers (3+ years)% Licensed

teachers% Teachers with

advanced degreesEisenhower 72% 77% 92% 56%Gatewood 59% 86% 99% 52%Alice Smith 50% 91% 100% 70%Tanglen 45% 81% 97% 52%NJH 37% 78% 99% 67%Hopkins 37% 85% 98% 68%Statewide 36% 85% 97% 56%WJH 34% 85% 100% 76%HHS 34% 90% 100% 84%Glen Lake 24% 92% 97% 66%Meadowbrook 14% 84% 99% 61%XinXing 9% 75% 93% 75%

Districts with HIGH Populations of Students of Color 81% 89% 54%Districts with LOW Populations of Students of Color 84% 95% 45%Districts with HIGH Poverty 79% 86% 48%

Districts with LOW Poverty 88% 96% 63%

Goal 3: Math MCA/MTAS Percent ProficientAchievement Gap in Reading

Reading MCA/MTAS Student Groups (Gr 3-8): enrolled Oct 1 2016 2019ALL Students 64.7% 60.4%Asian 67.9% 53.8%Black/ African American 41.2% 37.5%Hispanic 43.0% 41.6%American Indian 66.7% 63.6%Two or more races 58.0% 54.1%White 78.3% 75.8%FRP 41.1% 36.4%EL 19.1% 8.7%Spec Ed 35.0% 35.1%

45%

63%

48%

60%55%

42%

51%

44%

59%

48% 50%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Hispanic/Latino Asian Black/Afr Amer White Two or more races National NormGroup

Perc

ent o

f Stu

dent

s

2017-18 2018-19

Goal 3: READING MAP Growth 2017-18 and 2018-19 by Racial Ethnic GroupWhat percent of Hopkins students met or exceeded their Fall to Spring individual growth

target? Combined grades 3-6

41%

48%

57%

47%

57%

48%

60%

36%

49%54%

49%53%

46%

56%

50%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

EL Act ive EL Monitored Not EL Spec Ed Not Spec Ed FRP Lunch Not FRP National NormGroup

Perc

ent o

f Stu

dent

s

2017-18 2018-19

Goal 3: READING MAP Growth 2017-18 and 2018-19 by English Learner, Special Ed, and FRP GroupsWhat percent of Hopkins students by special program group met or exceeded their Fall to Spring

individual growth target? Combined grades 3-6