Goal Area 3: Close the Achievement Gaps Among Groups

Background Information

A first critical step in closing the achievement the gap for any subgroup(s) is acknowledging that such a gap exists. As part of the strategic planning process, the district has adopted the following statement:

Centennial School District is committed to equity and access for all:

    1. We will raise the achievement of all students while eliminating the predictability of
      academic achievement based upon class, race, gender, or disability.
    2. We will implement culturally responsive teaching and leadership practices that reflect the
      contributions and perspectives of all people.
    3. We will identify and address institutional barriers that perpetuate opportunity and
      achievement gaps.
    4. We will foster inclusive relationships across all Centennial communities.

 

To realize this vision, Centennial School District has been and continues to be intentional about analyzing proficiency and growth data for each subgroup, and for individual students. Additionally, we have undertaken a three-year professional development initiative with focused learning targets around:

    • building relationships,
    • recognizing implicit bias,

    • engaging in challenging conversations,

    • incorporating culturally responsive teaching and leadership practices, and

    • exploring institutional barriers

 

2017-2018 Performance Indicators

Proficiency targets are established for the student sub-groups listed above. These targets are the focus of professional learning community and professional development activities at the district and school level. For the past three years, the district leadership has become much more focused on individual student growth data. The Department of Teaching and Learning works with building leaders to analyze these data and develop annual improvement goals.

Subgroup

Math

Reading

Goal*

Results

Met

Goal*

Results

Met

English Learners

33.6%

35.1%

No

25.9%

13.6%

No

Special Education

51.9%

48.3%

No

47.3%

44.6%

No

Free/Reduced

55.2%

50.6%

No

51.9%

47.5%

No

American Indian+

58.4%

63.0%

Yes

59.0%

56.3%

No

Asian

79.2%

74.1%

No

66.8%

64.9%

No

Black

66.0%

57.7%

No

56.2%

51.0%

No

Latinx

50.8%

48.6%

No

52.5%

50.3%

No

White

79.0%

77.4%

No

73.0%

71.9%

No

Multiple

66.2%

65.6

No

65.3%

66.9%

No

All

77.0%

74.4

No

70.9%

69.3%

No

*   goals are based on 3-year trend data to account for small group sizes and variability year to year

+   American Indian students were identified by state and federal race selection upon enrollment and federal 506 forms on file.


Performance Summary
GoalResultGoal Status
Student performance on 2017 state accountability tests in math and reading will increase at least 2% over previous 3-year trend averages for each student subgroup.

Math - Only the American Indian student subgroup saw a 2-point or greater increase over the 3-year trend averages. Additionally, English Learners saw a 1.5 point increase.

Reading - Though no student subgroup achieved a 2-point increase over 3-year trend averages, students with multiple race designations increased 1.4 points.

Goal Not Met


 

Goals for 2018-2019

SMART GOAL: Student performance on 2019 state accountability tests in math and reading will increase at least 2% over previous 3-year trend averages for each subgroup.

Subgroup

Math

Reading

3-Year Average

Target

3-Year Average

Target

English Learners

30.2%

32.2%

20.2%

22.2%

Special Education

48.9%

50.9%

45.1%

47.1%

Free/Reduced

51.0%

53.0%

49.2%

51.2%

American Indian

59.2%

61.2%

62.0%

64.0%

Asian

74.7%

76.7%

66.4%

68.4%

Black

61.6%

63.6%

54.1%

56.1%

Latinx

47.8%

49.8%

50.0%

52.0%

White

77.0%

79.0%

71.4%

73.4%

Multiple

63.2%

65.2%

64.8%

66.8%

All

74.3%

76.3%

69.2%

71.2% 


Systems, Strategies, and Supports for Improvement

  • In addition to MCA data, the district uses information from the NWEA MAP assessment for students in grades 2-8 and multiple AIMSWebPlus assessments for K-5 students. Data are examined multiple times to identify student intervention needs and to set and monitor school improvement. Data is disaggregated by race/ethnicity, gender, special education, free/reduced, and EL to determine focus areas. We also examine grades, course selection, attendance, and behavioral data to determine 6-12 trends and goals for individual students.

  • 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.

  • Elementary interventions are available to students not on track for grade-level proficiency in reading including Minnesota Reading Corps and the Centennial Early Reading Foundations program. In addition to reading interventions, the Title I programs at Centennial Elementary School and Golden Lake Elementary offer services in mathematics.

  • 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.

  • English Learner programs in each school

  • American Indian Education programming at all schools

  • 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.

  • PLCs use student performance data to determine strategies and interventions to implement.

  • Advancement Via Individual Determination (AVID) at Centennial High School, Centennial Middle School, Rice Lake Elementary, and Centerville Elementary.

  • Recognizing the need to continue focusing in this area, the district has created a strategic goal around reducing achievement and opportunity gaps. All teachers, school administrators, paraprofessionals, and clerical staff have participated in an introductory professional learning activity exploring educational access and equity. Additionally, the district has established a 3-year initiative for learning.

  • Progress is evidenced through increased achievement and in improved grades, attendance, course selection, and behavior. Additionally, stakeholder feedback shows satisfaction through surveys, engagement activities, and planning meetings.