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posted Sep 30, 2014, 5:02 PM by Communications ISD 709   [ updated Oct 2, 2014, 8:18 AM ]

2014 ISD 709 State Multiple Measurement and Focus Rating Results

Laura MacArthur Elementary Named a Reward School;  State Recognizes Progress at Lincoln Park, Piedmont

    On October 1, the Minnesota Department of Education (MDE) will release Multiple Measurement Ratings (MMR) and Focus Ratings (FR) for all schools, including Duluth. 
    Overall, most ISD 709 schools increased their FR, MMR, or both.

    The State recognized Laura MacArthur Elementary as a Reward School for their gains in achievement and closing the achievement gap. MDE recognized improvement at Lincoln Park Middle School and Piedmont Elementary School, changing their designation from Focus to Continuous Improvement schools. They join Stowe Elementary which also saw substantial gains in achievement and remains a Continuous Improvement school.

    Superintendent Bill Gronseth attributes the growth to school leadership, parent and community support, structured time for teacher collaboration, ongoing review of individual student data and identifying appropriate interventions and increased funding, among other strategies.

     "It takes a lot of planning, collaboration, support and hard work from people inside and outside our schools to make these gains," says Gronseth.  "With a continued focus on the classroom, access to community support and the right combination of human resources I know it’s possible for all of Duluth’s schools to reach high levels of student achievement.”

    MDE designated Lowell Elementary as a Focus School, which entitles them to receive additional State guidance to implement best educational practices as they develop their locally-driven school improvement plan. The State identifies a set percentage of Title I schools as Focus and Priority schools, those showing the largest achievement gaps and lowest proficiency for one or more groups of students. Priority, Focus, Continuous Improvement and Reward designations are given only to schools receiving federal Title I funds.

How MMR is calculated:

  • MMR uses results from the 2014 Reading and Math MCA, MTAS and MCA-Modified tests.

  • For elementary and middle schools, MMR is a calculation combining achievement gap reduction, proficiency, and individual student growth.

  • For high schools the calculation includes 4-year, on-time graduation rates.

  • MMR takes into consideration the performance of sub groups within the student body

  • MMR is used to identify Priority schools, Continuous Improvement schools, and Reward schools

How FR is calculated:

  • FR uses results from the 2014 Reading and Math MCA, MTAS and MCA-Modified tests.

  • FR is a calculation combining achievement gap reduction and focused proficiency.

  • Like MMR, FR takes into consideration the performance of sub groups within the student body

  • FR is used to identify Focus schools

School

2013 MMR

2014 MMR

2014 MMR

(Designations)

2013 FR

2014 FR

2014 FR

(Designations)

Laura MacArthur

70.36

84.80

77.58

88.87

93.46

91.86

Piedmont

38.24

44.83

41.54

50.70

52.49

51.59

Lincoln Park

26.78

33.90

30.34

37.94

26.70

32.32

Stowe

17.25

43.81

30.53

25.88

71.98

48.93

Denfeld

37.62

45.65

41.63

43.80

24.76

34.28

Ordean East

57.70

50.10

53.90

58.75

53.59

56.17

Lowell

44.86

48.01

46.44

51.09

39.00

45.05

Myers-Wilkins

53.67

58.92

56.30

63.84

76.22

70.03

Merritt Creek Academy

15.38

32.74

24.06

10.11

26.19

18.15

East

68.44

76.25

72.34

50.93

74.08

62.50

Area Learning Center

46.73

55.94

51.34

22.89

31.10

27.00

Lester Park

80.37

72.99

76.68

80.50

71.79

76.15

Chester Creek Academy

56.90

50.35

53.63

86.57

80.29

83.43

Lakewood

81.37

79.88

80.63

87.61

83.06

85.33

Homecroft

82.76

65.80

74.28

83.59

63.59

73.59

Congdon

88.75

73.91

81.33

93.02

79.67

86.35

 

Working to Help All Students Achieve Success

What is the “achievement gap?”

    It’s the difference in test scores and on-time graduation rates sometimes experienced by students of color, students from low income households, students with limited English proficiency or students receiving special education services.

 

What happened in 2013-14?

    In ISD 709 these student groups increased proficiency on state tests, which is good news. Their growth rates were, in some cases, outpaced by students who are not of color, not living in poverty, not receiving special education services and non-ELL students. So, while student achievement overall is increasing, in some cases the achievement gap also increased.

 

Achievement Strategies

  • A focused effort is being made at both the school and district level to work toward community goals identified through Think Kids and the 4-Year Continuous Improvement Plan.

  • Action steps include, but are not limited to, ongoing review of individual student data, before and after school tutoring, leveraging parent and community support, and working in partnership with groups such as True North Americorps, Minnesota Alliance for Youth Promise Fellows.

  • Results in several schools demonstrate the power of teachers working together to address student needs. This year all teachers will have this opportunity through Professional Learning Communities.

  • Investments have been made in curriculum alignment and updated materials to help meet student needs.

  • Investments are also being made in high quality training opportunities for teachers, geared toward increasing student success.

  • Poverty and racism can impact the success of young people. While these are complex and challenging issues, it is important we take them on as a community. In the long run our city will benefit.

  • Working collaboratively with citizens and local leaders is key to leveraging resources to ensure the success of all of Duluth’s youth.

 
School and district leaders will continue to review and adjust strategies throughout the school year.


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