2020 - 2021 Combined World's Best Workforce (WBWF Summary and Achievement and Integration (A&I) Progress Report

District or Charter Name: Centennial ISD12

Grades ServedPre K -  12

WBWF ContactMark Grossklaus

Title: Executive Director of Teaching and Learning

Phone: 763.792.6006

Email: mgrossklaus@isd12.org

 

Did you have a Minnesota Department of Education (MDE) approved A&I plan implemented in the 2020-21 school year (SY)?

___  Yes__X_  No

This report has three parts:

  1. WBWF: Required for all districts/charters.

  2. A&I: Required for districts that were implementing an MDE approved A&I plan during the 2020-21 SY. No charter schools should complete this section.

  3. Racially Identifiable School: Required for districts that were implementing an MDE approved A&I plan for Racially Identifiable Schools during the 2020-21 SY. No charter schools should complete this section.

Please ensure the WBWF leadership and A&I leadership collaborate within your district when completing this report.


Annual Report

MDE understands this past school year (2020-21) ended under unique circumstances due to the COVID-19 pandemic. Therefore, we are providing reporting options that reflect this disruption in your ability to appropriately report annual progress.

WBWF Requirement: For each school year, the school board must publish a report in the local newspaper, by mail or by electronic means on the district website.

A&I Requirement: Districts must post a copy of their A&I plan, a preliminary analysis on goal progress, and related data on student achievement on their website 30 days prior to the annual public meeting.

  • Provide the direct website link to the A&I materials.

Annual Public Meeting

These annual public meetings were to be held in the fall of each school year. 

  • October 7, 2021- System Accountability Committee

  • November 4, 2021 – System Accountability Committee

  • December 6, 2021 – Board Meeting


WBWF Requirement: School boards are to hold an annual public meeting to communicate plans for the upcoming school year based on a review of goals, outcomes and strategies from the previous year. Stakeholders should be meaningfully involved, and this meeting is to occur separately from a regularly scheduled school board meeting. 

A&I Requirement: The public meeting for A&I is to be held at the same time as the WBWF annual public meeting.

  • Provide the date of the school board annual public meeting to review progress on the WBWF plan and Achievement and Integration plan for the 2020-21 school year.

District Advisory Committee

The District Advisory Committee should be in place at the start of the school year. 

WBWF Requirement: The district advisory committee must reflect the diversity of the district and its school sites. It must include teachers, parents, support staff, students, and other community residents. Parents and other community residents are to comprise at least two-thirds of advisory committee members, when possible. The district advisory committee makes recommendations to the school board.


 

Equitable Access to Excellent and Diverse Educators

Staffing should be in place by the start of the 2020-21 school year. Report on your equitable access to excellent and diverse educators for the start of the 2020-21 school year.

WBWF Requirement: WBWF requires districts and charters to have a process in place to ensure students from low income families, students of color, and American Indian students are not taught at disproportionate rates by inexperienced, out-of-field, and ineffective teachers. The legislation also requires that districts have strategies to increase access to teachers who reflect the racial and ethnic diversity of students. 

While districts/charters may have their own local definitions, please note the definitions developed by Minnesota stakeholders during the Every Student Succeeds Act (ESSA) state plan development process:

  • An ineffective teacher is defined as a teacher who is not meeting professional teaching standards, as defined in local teacher development and evaluation (TDE) systems. 

  • An inexperienced teacher is defined as a licensed teacher who has taught for three or fewer years.

  • An out-of-field teacher is defined as a licensed teacher who is providing instruction in an area which he or she is not licensed.

 

The term “equitable access gap” refers to the difference between the rate(s) at which students from low income families, students of color, and American Indian students are taught by inexperienced, out-of-field, or ineffective teachers and the rate at which other students are taught by the same teacher types. This is not to be confused with the “achievement gap” (how groups of students perform academically); rather, “equitable access gap” is about which student groups have privileged or limited access to experienced, in-field and effective teachers. 

Districts/charters are encouraged to monitor the distribution of teachers and identify equitable access gaps between and within schools, but they may also make comparisons to the state averages or to similar schools. It is important to note that some of the most significant equitable access gaps occur at the school and classroom level. 

Districts/charters may also use other indicators of “effectiveness” such as teachers receiving stronger evaluations overall, teachers with strengths in particular dimensions of practice (e.g., culturally responsive practices), teachers certified by the National Board for Professional Teaching Standards, or teachers with demonstrated student growth and achievement results.

 

Describe your process for ensuring students of color, American Indian students and students from low income families have equitable access to experienced, in-field, and effective teachers. 

How did the district examine equitable access data? 

    • What data did you look at? 

    • How frequently do you review the data? 

    • Who was included in conversations to review equitable access data? 

Centennial educators with 3 years of experience or more – 89.72% (84.62%)

Percentage of courses taught by licensed educators – 99.47% (94.94%)

Percentage of educators with advanced degrees – 76.35% (44.74%)

  • (Low-poverty district comparison)

We use the Minnesota Department of Education Report Card and internal information from our human resource department to provide data about our staff which includes years of experience, advanced degrees, and personal data.

This data is reviewed and discussed by the district executive cabinet and district administration a minimum of monthly and as we discuss positions that we look to fill.  Our goal is to hire a diverse staff that is like our student population.

 

What strategies has the district initiated to improve student equitable access to experienced, in-field, and effective teachers? 

Centennial ISD 12 will continue to encourage teachers to gain high levels of education as we want our teachers to grow as educators.  

  • What goal(s) do you have to reduce and eventually eliminate equitable access gaps?

We encourage teachers to gain advanced degrees and teachers are compensated for reaching advanced degrees.  Internally, we implement measures inexperienced staff and those teaching out of their licensure area are well supervised and receive quality professional development.  These measures include evaluations by administration, mentors, PLC’s, team meetings and access to a district mentor coordinator. 

 

WBWF also requires districts and charters to examine student access to licensed teachers who reflect the racial and ethnic diversity of students. A growing body of research has demonstrated that all students benefit when they are taught by racially and ethnically diverse staff throughout their career, and students of color and indigenous students benefit even more.  Consequently, working to increase teacher racial diversity is beneficial to all schools.

  • Describe your efforts to increase the racial and ethnic diversity of teachers in your district. 

    • Which racial and ethnic student groups are present in your district that are not yet represented in your licensed teacher staff?  How many additional teachers of color and American Indian teachers would you need in order to reflect your student population?

Centennial demographics of teaching staff Centennial demographics of student
Hispanic or Latino – 0  Hispanic or Latino – 385 – 5.8% 
American Indian or Alaskan Native – 2American Indian or Alaskan Native – 29 – 0.4%
Asian – 2 Asian – 367 – 5.5%
Black or African American – 1Black or African American – 393 – 5.9%
Native Hawaiian or Other Pacific Islander – 0 Native Hawaiian or Other Pacific Islander – 6 - .01%
White – 417 White – 5109 – 76.7%
Two or more races – 0 Two or more races – 370 – 5.6%
422 teachers 6659 students

 – Source - MDE Report Card

 Additional teachers to equal student demographics

Hispanic or Latino - 24

Asian - 21

Black or African American 24


  • What strategies has the district initiated to increase and retain teachers of color and American Indian teachers in the district? What goal(s) are you pursuing?

Centennial advertises for open teaching positions in a variety of job sites. We have partnered with universities for student teaching experiences so we can expand our brand to attract the very best teachers in the field. Additionally, we send a team of administrators annually to the Minneapolis Education Job Fair and conduct initial, on-site interviews with qualified candidates.  We also have worked with Minnesota State University – Mankato and Bethel University to host student teachers of diverse backgrounds to work with our students.  During the 2020-2021 school year, Centennial has partnered with Minnesota State University – Mankato to bring Grow Your Own to Centennial High School to help introduce high school students to the education field with an emphasis on encouraging minority students to participate.


Local Reporting of Teacher Equitable Access to Excellent and Diverse Educators Data

Districts are required to publicly report data on an annual basis related to student equitable access to teachers, including data on access for low-income students, students of color, and American Indian students to experienced, in-field, and effective teachers and data on all student access to racially and ethnically diverse teachers. 

For this 2020-21 WBWF summary report submission, please check the boxes to confirm that your district publicly reported this data.

_X__District/charter publicly reports data on an annual basis related to equitable teacher distribution, including data on access for low-income students, students of color, and American Indian students to effective, experienced, and in-field teachers.

_X__District/charter publicly reports data on an annual basis related to student access to racially and ethnically diverse teachers.


Goals and Results

SMART goals are: specific and strategic, measurable, attainable (yet rigorous), results-based and time-based. Districts may choose to use the data profiles provided by MDE in reporting goals and results or other locally determined measures. Please fill out the table below with your specific SMART goals.


All Students Ready for School

Does your district/charter enroll students in Kindergarten? If no, please skip to the next goal.

Goal

Result

Goal Status

The percentage of preschool students who meet or exceed growth expectations as measured by the Desired Results Developmental Profile (DRDP) will increase by at least two percentage points from Spring 2020 to Spring 2021 in the areas of Social and Emotional Development, History - Social Science, and Visual and Performing Arts.

Social and Emotional Development will increase from 81.5% to 83.5%

History - Social Science will increase from 76% to 78%

Visual and Performing Arts will increase from 75% to 77%

Social and Emotional Development increased to 85.5%

History - Social Science decreased to 65%

Visual and Performing Arts increased to 77.5%

Check one of the following: 

___On Track (multi-year goal)

___ Not On Track (multi-year goal)

___ Goal Met (one-year goal)

___ Goal Not Met (one-year goal)

___ Met All (multiple goals)

_X__ Met Some (multiple goals)

___ Met None (multiple goals)

Please describe to what extent, if any, the COVID-19 pandemic affected the quality of the data used to measure progress toward your SMART goal. For example, if a small percentage of students participated in an assessment, please provide that participation rate and note that the low participation rate may affect data quality. If the pandemic did not affect the quality of the data used to measure progress, please type “N/A” as your answer.

  • What data have you used to identify needs in this goal area?

  • How is this data disaggregated by student groups? 

  • What strategies are in place to support this goal area?

Due to limited families participating in early childhood assessment during the 2020-2021 due to pandemic concerns,  enrollment decreased from 2019-20 to 2020-21 due to the COVID-19 pandemic.

 


Goal for 2021-2022

 

The percentage of preschool students who meet or exceed growth expectations as measured by the Desired Results Developmental Profile (DRDP) will increase by at least two percentage points from Spring 2021 to Spring 2022 in the areas of Social and Emotional Development, History - Social Science, and Visual and Performing Arts. 

 

Social and Emotional Development will increase from 85.5% to 88.5%

 

History - Social Science will increase from 76% to 78%

 

Visual and Performing Arts will increase from 77.5% to 79.5%

 

  

 

We know student growth was impacted by the COVID-19 pandemic. For the 2021-22 school year, we look forward to seeing more growth as we will have more time with students in the classroom and will have less restrictions in our curriculum and assessment.

 

Our goal with DRDP assessment is to see student growth from fall to spring. In order to better capture this growth in the data, instead of measuring an overall increase in percentage points from spring to spring, we will instead look at the increase in percentage points from fall to spring each school year, which demonstrates our ability to differentiate the learning needs of each class of students. This allows us to compare student growth not from school year to school year, with different sets of students, but overall growth with the same students in one school year.

 

The percentage of preschool students who meet or exceed growth expectations as measured by the Desired Results Developmental Profile (DRDP) will increase as following:

 

        Social and Emotional Development will increase 45 percentage points from fall to spring

 

        History - Social Science will increase 45 percentage points from fall to spring

 

        Visual and Performing Arts will increase 45 percentage points from fall to spring

 

 We will use this data to establish a new baseline to collect data moving forward. 

 

It is a goal of the Centennial School District that all children enter Kindergarten ready to be successful. Preschool assessment data suggests that in order for incoming kindergarten students to be most successful in school, more support is needed in certain domains. Therefore we will:

 

  • Increase intensity and duration of preschool programs.

  • Continue to implement the Pyramid Model, a framework for supporting children’s social and emotional development.

  • Strengthen outreach to at-risk communities so all students aged 3-5 in the Centennial community have access to a high-quality preschool program which will prepare them for Kindergarten entry.

  • Refocus our efforts on preK-3rd grade alignment.

 

Due to limited families participating in early childhood assessment during the 2020-2021 due to pandemic concerns,  enrollment decreased from 2019-20 to 2020-21 due to the COVID-19 pandemic.

 

 

 

All Students in Third Grade Achieving Grade-Level Literacy

 

Goal

Result

Goal Status

The percent of third grade students reaching grade-level proficiency on the MCA-Reading assessment will increase from 70.6% in 2018 to 76.6% by spring 2021.

The percent of third grade students reaching grade-level proficiency on the MCA-Reading assessment was 63.4% spring 2021. 

Check one of the following: 

___On Track (multi-year goal)

___ Not On Track (multi-year goal)

___ Goal Met (one-year goal)

_X__ Goal Not Met (one-year goal)

___ Met All (multiple goals)

___ Met Some (multiple goals)

___ Met None (multiple goals)

 

Please describe to what extent, if any, the COVID-19 pandemic affected the quality of the data used to measure progress toward your SMART goal. For example, if a small percentage of students participated in an assessment, please provide that participation rate and note that the low participation rate may affect data quality. If the pandemic did not affect the quality of the data used to measure progress, please type “N/A” as your answer.

 

  • What data have you used to identify needs in this goal area?

  • How is this data disaggregated by student groups? 

  • What strategies are in place to support this goal area?



 

Goal for 2021-2022

 

The percent of third grade students reaching grade-level proficiency on the MCA-Reading assessment will increase from 63.4% in 2021 to 74.5% by spring 2022 and 76.6% by 2023.

  • We had a decrease in student participation in the reading test of 8%.  By the change of different learning environments and effects of the pandemic, we know that our test scores were affected and would have continued to increase based on our previous testing data.

  • In addition to third grade MCA data, the district uses information from the FastBridge assessment suite for grades K-3 (earlyReading, aReading, AUTOreading, CBMreading). Data are examined three times each year 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 are working hard to implement fidelity and have utilized on-site consultants as well as our internal instructional coach to support staff in this transition (first year).

  • Students requiring additional instruction in reading can participate in a number of intervention programs (developing alignment):

    • Title I

    • CERF (ADSIS)

    • IXL Language Arts

    • flexible intervention groupings

 


 

Close the Achievement Gap(s) Between Student Groups

 

Goal

Result

Goal Status

Student proficiency rates on 2020 state accountability tests in math and reading will increase at least 2% over previous 3-year trend averages for each subgroup.


MATH

  • English learners will increase from 31.4% to 33.4%

  • Special education stds will increase from 43.1% to 45.1%

  • Free/reduced stds will increase from 45.9% to 47.9%

  • American Indian stds* will increase from 44.4% to 46.4%

  • Asian stds will increase from 71.8% to 73.8%

  • Black stds will increase from 48.7% to 50.7%

  • Latinx stds will increase from 44.6% to 46.6%

  • White stds will increase from 75.0% to 77.0%

  • Stds with multiple race designations will increase from 61.3% to 63.3%

  • All stds will increase from 72.0% to 74%.


READING

  • English learners will increase from 17.8% to 19.8%

  • Special education stds will increase from 42.1% to 44.1%

  • Free/reduced stds will increase from 46.4% to 48.4%

  • American Indian stds* will increase from 54.5% to 56.5%

  • Asian stds will increase from 66.4% to 68.4%

  • Black stds will increase from 48.5% to 50.5%

  • Latinx stds will increase from 45.6% to 47.6%

  • White stds will increase from 70.9% to 72.9%

  • Stds with multiple race designations will increase from 63.0% to 65.0%

All stds will increase from 69.1% to 71.1%

Provide the result for the 2020-21 school year that directly ties back to the established goal. 

Math

2021

English Learners

10.8

Special Education

37

Free/Reduce Lunch

34.7

Hispanic or Latino

33.8

American Indian or Alaska Native

50.0

Asian

59.2

Black or Africian American

30.9

Native Hawaiian or Other Pacific Islander

N/A

White

62.7

Two or More Races 

57.8

All students

59






Reading

2021

English Learners

8.1

Special Education

37.2

Free/Reducted

40

Hispanic or Latino

47.9

American Indian or Alaska Native

N/A

Asian

57.9

Black or African American

41.8

Native Hawaiian or Other Pacific Islander

N/A

White

64.3

Two or More Races

66.9

Overall

62.1

Check one of the following: 

___On Track (multi-year goal)

___ Not On Track (multi-year goal)

___ Goal Met (one-year goal)

___ Goal Not Met (one-year goal)

___ Met All (multiple goals)

___ Met Some (multiple goals)

_X_ Met None (multiple goals)

 

Please describe to what extent, if any, the COVID-19 pandemic affected the quality of the data used to measure progress toward your SMART goal. For example, if a small percentage of students participated in an assessment, please provide that participation rate and note that the low participation rate may affect data quality. If the pandemic did not affect the quality of the data used to measure progress, please type “N/A” as your answer.

 

  • What data have you used to identify needs in this goal area? How is this data disaggregated by student groups? 

  • What strategies are in place to support this goal area?

 

Goal for 2021-2022

 

Student proficiency rates on 2021 state accountability tests in math and reading will increase at least 2% over previous 3-year (2017-2109 - excluding 2020 (no test given) and 2021 reduction in participation) trend averages for each subgroup.

  • From 2017-2019, Centennial averaged 98% of students participating in MCA testing.  In 2021, only 78% in Reading and 75% in Math of our students participated in MCA testing.  By the change of different learning environments and effects of the pandemic, we know that our test scores were affected and would have continued to increase based on our previous testing data.

  • During the 2022 MCA testing, we anticipate having our participation rate return toward our previous trend data of around 98% of our students participating in MCA testing.  Our trending data from prior to 2020 show an upward growth for our students.

  • We are implementing more support for our students grades 3-5 with use of IXL in math and language arts.  We also provide extra support through our Cougar Cafes at Centennial Middle School and Centennial High School.

 


 

All Students Career and College-Ready by Graduation

 

Goal

Result

Goal Status

  • The average composite score on the ACT will increase from 22.9 in 2019 to 23.8 in 2020.

  • The percent of Advanced Placement exams resulting in a 3 or will increase from 61% in 2019 to 63% in 2020.

Spring of 2021 ACT composite score was 23.3.

Spring of 2021 AP exam resulting in a 3 or higher resulted in 60.27

Check one of the following: 

___On Track (multi-year goal)

___ Not On Track (multi-year goal)

___ Goal Met (one-year goal)

_X_ Goal Not Met (one-year goal)

___ Met All (multiple goals)

___ Met Some (multiple goals)

_X__ Met None (multiple goals)

 

Please describe to what extent, if any, the COVID-19 pandemic affected the quality of the data used to measure progress toward your SMART goal. For example, if a small percentage of students participated in an assessment, please provide that participation rate and note that the low participation rate may affect data quality. If the pandemic did not affect the quality of the data used to measure progress, please type “N/A” as your answer.

 

  • What data have you used to identify needs in this goal area?

  • How is this data disaggregated by student groups? 

  • What strategies are in place to support this goal area?


Goal for 2021-2022

 

  • The average composite score on the ACT will increase from 23.3 in 2020 to 23.8 in 2020.

  • The percent of Advanced Placement exams resulting in a 3 or will increase from 60.27% in 2021 to 65.5% in 2022.

 

 ACT composite score

2020

2021

22.923.3

 

Advanced Placement

20202021
523 students participated443 students participated
735 exams taken639 exams taken
345 AP test scores 3+267 AP test scores 3+  
65.97% of student  3+60.27% of student  3+

 


All Students Graduate

Goal

Result

Goal Status

The 4-year graduation rate will increase from 90.4% in 2018 to 95% in 2022.

The graduation rate for Centennial 2020 seniors was 89.9%

  • 93.5% for the Centennial High School – an decrease from 95.8% in 2019

  • 40.0% for the Centennial Alternative Learning Center – an decrease from 46.2% in 2019

Check one of the following: 

___On Track (multi-year goal)

_X_ Not On Track (multi-year goal)

___ Goal Met (one-year goal)

___ Goal Not Met (one-year goal)

___ Met All (multiple goals)

___ Met Some (multiple goals)

___ Met None (multiple goals)

Please describe to what extent, if any, the COVID-19 pandemic affected the quality of the data used to measure progress toward your SMART goal. For example, if a small percentage of students participated in an assessment, please provide that participation rate and note that the low participation rate may affect data quality. If the pandemic did not affect the quality of the data used to measure progress, please type “N/A” as your answer.

  • What data have you used to identify needs in this goal area?

  • How is this data disaggregated by student groups? 

  • What strategies are in place to support this goal area?


 

 

Goal for the 2021-2022

The 4-year graduation rate will increase from 90.4% in 2018 to 95% in 2022.

  • Prior to the 2019-2020 and 2020-2021, Centennial ISD 12 was making strides to reach the goal of 95% as a district.  Our data shows that we have had a small percentage decrease at our high school and have lost the momentum that was taking place at CALC.

  • Additional after school supports have been created for students and guidance counselors are working to help student that have fallen behind due to the pandemic to have a plan to gain create and graduate.

  • Based on our previous years of growth toward our district goal of 95% graduation rate, we believe that we will gain an increase in our graduation rate of class of 2022 and that our class of 2023 will attain the goal of 95% graduation rate.