Goal Area 4: All Students Career- and College-Ready by Graduation

Background Information

Personal Learning Plans

The use of Personal Learning Plans is not new to the Centennial School District; however, the World’s Best Workforce Legislation and its inherent requirements have caused us to begin assessing our current practices.

  • All students in grades 9-12 have Naviance® accounts. Within this program, students are able assess and monitor their progress toward meeting future aspirations. On several occasions each year, students are required through their student advisory to review and update their progress. Parents are also provided access to this resource.
  • The high school operates a Career Center that is open during regular school hours and one evening each month. Parents as well as students can come to the Career Center to check out college catalogs, use the Internet and Web based searches to find college information, take on-line career interest surveys, research career choices, check out books on career choices, and pick up information for the ACT, SAT, PSAT, financial aid and scholarships. The Career Center also has a job posting board and information regarding resume writing and interviewing tips.
  • Additional to these resources, the high school also hosts college and financial planning nights; encourages interested students to attend the National College Fair; hosts ACT and SAT prep sessions, career speakers and college admissions presentations; and provide job posting information to students, just to name a few.

Career Tasks

In addition to the college and career opportunities already indicated, career components must be completed at each grade level. Seniors must have ALL advisory tasks completed by the Wednesday before the end of 1st semester. ALL advisory tasks are required to graduate.

  • Grade 9 – Students are responsible for attending one career speaker OR viewing two career videos during advisory OR conducting one career interview and completing the required summary and submitting it to their advisory teacher.
  • Grade 10 – Students are responsible for arranging their own job shadow experience with a business or organization of their choice. Informational packets detailing the guidelines for completing this experience are available from advisory teachers, high school website, or Career Center. Students who need assistance in locating a job shadow experience should contact the Career Center.
  • Grade 11 – Students are responsible for arranging a visit to a post-secondary institution or meeting with a military or post-secondary representative at the high school. Appointments with military and post-secondary representatives are scheduled throughout the school year by the Career Center. Students who choose this option need to complete a summary of the information obtained from the representative and submit it to their advisory teacher. Students who wish to visit a post-secondary institution are responsible for arranging a date and time for the visit, completing the advance absence permission form, and submitting it to the attendance office at least two days before the visit.
  • Grade 12 – Students are responsible for writing a resume. In addition, students are responsible for obtaining the names of three people who will serve as references on their resume. The Family Connection website has a resume writing feature which students can use to complete their resume. The resume must be submitted to the advisory teacher for advisory credit to be granted.

Gifted Services

Gifted Services are available for K-12 students throughout the district. These services include individual, small group and whole classroom experiences for qualifying students. In Fall 2015, the Level 4 gifted services program, Odyssey, expanded to include students in third through fifth grade.

Advancement Via Individual Determination (AVID)

AVID courses are offered for the to qualifying students at all high school grades. This program provides support to students who are traditionally underrepresented in higher education. Through the AVID program, all teachers learn and integrate instructional strategies highlighted through this program to support the learning of every student.


2017-2018 Performance Indicators

In addition to student performance on the MCA assessments, Centennial School District uses a variety of assessments to determine student progress toward career- and college-readiness.

ACT Benchmarks for CCR

Subject Area Test












Correlation Between the ACT and MAP Assessments

The ACT is a nationally normed assessment used primarily for college admissions. For the second straight year, the Minnesota Department of Education provided funding for all juniors to take the ACT. This assessment provides students with valuable information regarding their readiness for the rigors of college study. ACT has published official benchmarks identifying college readiness.  These benchmarks suggest students have a 50% chance of earning a B and 75% chance of earning a C in a corresponding freshman-year course of a “typical” college based on the subject area test.

The Northwest Evaluation Association (NWEA), developer of the Measure of Academic Progress (MAP) used grades 2-8 to measure skills in mathematics and reading, has conducted a comparability study to determine MAP score ranges that are statistically significant in predicting the likelihood of meeting future college readiness benchmarks on the ACT.   

Percent of Students Projected to Meet ACT College & Career Readiness Based on NWEA MAP Scores
GradeNot On TrackOn Track (22)On Track (24)On Track (22+)Not on TrackOn Track (22)On Track (24)On Track (22+)

College Admission Statistics and ACT Scores

While understanding that a composite ACT score of 22 provides a predictive function for college readiness, it is also important to recognize the current state of competition in the college environment, especially as 75% of students accepted to major universities have a composite ACT score of 24 or higher. To further understand ACT scores, it is helpful to examine the admission statistics of Minnesota’s public and private colleges or universities. The table below shows the middle percentile range for ACT composite scores of accepted students. 75% of accepted students have a score higher than the first number, and 25% of students have a score higher than the second number.

MN College Admission Statistics


25-75% ACT Range


25-75% ACT Range

Augsburg College


Bemidji State University


Bethany College


Bethel University


Carleton College


Concordia College at Moorhead


Crown College


Gustavus Adolphus College


Hamline University


Macalester College


Martin Luther College


Minnesota State University Mankato


North Central University


University of Northwestern


College of Saint Benedict


Saint Catherine University


Saint Cloud State University


Saint Johns University


Saint Mary's University


St. Olaf College


College of Saint Scholastica


University of St Thomas






UMN-Twin Cities






Winona State University


ACT Results

Advanced Placement Opportunities

Similar to student performances MCA, ACT, and MAP, Centennial students perform very well on Advanced Placement (AP) exams. During 2017-2018, 551 Centennial High School students took 756exams. Participation in rigorous courses has risen steadily since 2007 when only 162 AP exams were taken by 134 students. Another significant shift is is in the grades at which Centennial students take the test, with over one in five assessments coming from a ninth grade student.

A score of 3 or higher on an AP exam will often result in college credit being awarded by a post-secondary institution. The percent of students achieving a 3 or higher in 2017 was 61.4%.

Results by Score Level











Performance Summary
GoalResultGoal Status
  1. The average composite score of 11th grade students taking the ACT will increase from 22.5 in 2017 to 23.5 in 2018.
  2. The percent of Advanced Placement exams resulting in a 3 or will increase from 62.0% in 2016 to 68.0% by spring of 2018.
  3. The total percent of students in grades 5-7 achieving math MAP RIT scores identified as on-track to an ACT score of 22 will increase from 69.3% in Spring 2017 to 71.3% in Spring 2018. For reading the percentage will increase from 69.1% to 71.1%.
  1. The average ACT composite score of students graduating in 2018 increased to 23.8.
  2. The percent of Advanced Placement exams resulting in a 3 or more decreased to 61.4%.
  3. For mathematics, the percent of students “On Track” decreased to 68.4%. For reading, the percent of student “On Track” decreased to 63.6% 
Goal Not Met

Goals for 2017-2018

  • The average composite score of 11th grade students taking the ACT will increase from 23.8 in 2018 to 24 in 2019.
  • The percent of Advanced Placement exams resulting in a 3 or will increase from 61.4% in 2018 to 65.0% by spring of 2019.
  • The total percent of students in grades 5-7 achieving math MAP RIT scores identified as on-track to an ACT score of 22 will increase from 68.4% in Spring 2018 to 73% in Spring 2019. For reading the percentage will increase from 63.8% to 68%. 


Systems, Strategies, and Supports for Improvement

    • In addition to ACT, AP, and NWEA testing data, staff examine course selection trends, stakeholder surveys, course grades, and monitor the construction of personal learning plans. Data is disaggregated by race/ethnicity, gender, special education, free/reduced, and EL.
    • Standards Alignment: As part of the instructional review process, the Department of Teaching and Learning work with teacher committees on the alignment of curriculum, instruction, and assessments to standards.
    • LEAP (CHS) & Connections (CMS): Both the high school and middle school offer a break in the academic day for students to connect and recharge.
    • Advancement via Individual Determination (AVID) at Centennial High School to support students traditionally underrepresented in higher education.
    • Secondary students have access to a comprehensive curriculum with extensive opportunities:
        • College-level coursework through Advanced Placement and College-in-the-Schools
        • Career exploration through Project Lead the Way and other STEM courses, FACS and Business departments.
    • High school students develop a four-year personal learning plan aligned to post-high school goals and create a number of college and career portfolio artifacts (career tasks) including college visits, mentorship, resume-building, and job-shadowing experiences.
    • Progress is evidenced through increased achievement and improved grades, attendance, course selection, completion of career tasks.