Systems, Strategies, & Supports for Improvement

Students and Families
  • Targeted Services: The Centennial School District offers a wide array of before and after school and summer targeted learning opportunities for qualifying students in grades K-8. The primary focus of this program is reading and math support.
  • Academic Support Classes: Students needing remedial help in math and/or reading are scheduled into academic support classes at the secondary level. The intent of these courses is to fill in the gaps in student learning so that students can return and be successful in subsequent courses.


Teachers and Principals
  • Work has begun to increase the communication between Early Childhood teachers and Kindergarten teachers. Lead Teachers and Early Childhood leaders will meet in December to discuss ways to increase data sharing and connections between grade levels.  Data collections sheets will be developed for Early Childhood teachers to fill out to share with building lead staff and Kindergarten teachers.
  • Learning Targets: All classroom teachers have received training and are expected to post standard-based learning targets in their classrooms. Accountability for posting and appropriately referencing these targets has been incorporated into the teacher evaluation process.
  • Formative Assessment: Although the district has developed and teachers have used a variety of summative and benchmark assessments, the district has begun efforts to ensure that all classroom teachers use formative assessments to monitor student progress and adjust instruction.
  • Standards Alignment: As part of the district’s curriculum review process, the Department of Teaching and Learning will continue to work with curriculum review committees on the alignment of curriculum, instruction and assessments to standards.
  • Professional Learning Communities: PLCs will continue to use student performance data to determine strategies and interventions to implement.

District Programs and Services
  • A Centennial team has been created to attend MDE’s and MESPA’s partnership “PreK-3 Principal Leadership Series.” Involvement in this professional development will lead to a sustained model for early childhood and elementary teacher collaboration and systems alignment.  Specific areas for emphasis include support of private early childhood education providers, identification of school readiness guidelines, framework for transitioning students from PreK into elementary schools, and curricular and instructional alignment PreK through grade 5.
  • The teaching and learning department has launched an instructional review with all pre-K through fifth grade teachers. This review will identify areas of focus and improvement inclusive of instruction and pedagogy as well as assessments, materials, and student projects.
  • Teacher Evaluation and Charlotte Danielson Framework: Recognizing the importance of teacher evaluation and the impact this process can have on the quality of our teaching force, the district has invested heavily on providing training and support to all of our building principals. All principals have been trained on the Framework for Quality Teaching. In 2013-14, all principals participated in approximately 40 hours of web-based training on the teacher evaluation process. This training was valuable in ensuring inter-rater reliability and enhancing the skills principals need to be effective instructional leaders in their buildings. Additional calibration training was provided in 2014-15 with follow-up planned for 2015-16. New administrators and selected teacher leaders will continue to receive initial training and calibrations.
  • Cognitive Coaching Training: All building principals and selected teacher leaders will also attend multiple days of Cognitive Coaching training. This training is part of an expanding partnership with Minnesota State Mankato. Due to the time demands and school needs, not all administrators will be able to participate in 2015-16; however, they will have opportunities to complete the training in 2016-17 and 2017-18.
  • Principal Evaluation: Consistent with Minnesota statute, the Centennial School District has redesigned its principal evaluation process to align with this legislation. An important part of this process includes accountability for student academic growth.
  • Curriculum Review: Each department in the Centennial School District engages in a formal review of their curriculum and educational best practices on a four-year rotation. These reviews include an alignment to Minnesota (or other governing) standards.
  • Teacher Leader Training: Similar to our principals, approximately 100 teachers having some form of leadership responsibility in the district have been provided multiple days of training on the Framework for Quality Teaching. The district Q-Comp Coordinator designed additional framework training that was part of each professional learning community. Additional training will be provided to selected teacher leaders in 2015-16.