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Flexible Learning Year Results/Accomplishments of Fly 1 Focus for FLY 2 PowerPoint Presentation
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Flexible Learning Year Results/Accomplishments of Fly 1 Focus for FLY 2

Flexible Learning Year Results/Accomplishments of Fly 1 Focus for FLY 2

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Flexible Learning Year Results/Accomplishments of Fly 1 Focus for FLY 2

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  1. Flexible Learning Year Application 2013-2016 Presentation at Public Hearings Flexible Learning YearResults/Accomplishments of Fly 1Focus for FLY 2

  2. FLY 1 What were the results? What were the accomplishments?

  3. VISION Improve student achievement

  4. Mission Make systemic changes enabling improvement in student achievement

  5. FLY 1--Goals • Schedule more high impact learning time prior to high stakes assessments • Work collaboratively to improve teacher effectiveness

  6. Members of the Flexible Learning Year Consortium

  7. FLY 1 All 25 FLY Consortium school districts agreed to the following eight membership requirements!

  8. Eight Requirements of Participation • Schedule and conduct three (3) Public Hearings • Commit for three (3) years • Instructional time => instructional minutes in 09-10 • Districts must adopt these common calendar dates • The first day of school – August 19, 2013 • First semester will end—December 20, 2013 • The first day of second semester --January 6 or 7, 2014 • Three full Joint Staff Development days--TBD • Two “Early Out” professional development days--TBD

  9. Eight Requirements of Participation 5. Commit $10 per pupil to consortium joint fund $10 per pupil X 16,000 pupils = $160,000 annually Funds used to conduct FLY activities 6. Identify FLY Professional Development representative 7. Commit to continue development of Professional Learning Communities 8. Commitment to create and share data w/consortium and MDE

  10. FLY 1—Goal #1 Schedule more high impact learning time

  11. High Impact Learning Days Rescheduled Days on School Calendar • Create “Time” to prepare for State Assessments • Provide students additional time prior to state testing—move 7-10 instructional days from end of school calendar to beginning of calendar • Increase Student Motivation • Maximize “high impact instructional time” • Create a Sensible, Natural Semester Break • Between the first and second semesters

  12. Research –More Time Makes a Difference! Unscheduled School Closings and Student Performance Dave E. Marcotte and Steven W. Hemelt July 2007 Do students perform better on statewide assessments in years in which they have more school days to prepare?

  13. Research--Unscheduled School Closings and Student Performance • Studied the impact of school closures (lost instructional days) on student performance using data from Maryland Public Schools. • Reviewed data of students in the 3rd, 5th and 8th grades who took Maryland’s standardized math and reading assessments from 1994 through 2005.

  14. Research--Unscheduled School Closings and Student Performance • Findings— • Each day lost reduced the percent of 3rd grade children performing satisfactorily on the reading exam by 0.508 percent and on the math exam by 0.527 percent • In years with an average of : • five (5) unscheduled closings, nearly 3% fewer third graders performed satisfactorily on reading and math assessments than would have if there were no unscheduled closings at all. • ten (10) unscheduled closings, more than 5% fewer third graders performed satisfactorily on reading and math assessments. • The higher the concentration of low income students, the more profound the negative impact. • The negative impact on student achievement in reading and math at the 5th and 8th grade levels was less profound than the impact for 3rd graders.

  15. Research--Impact on AYP Status • Implications of lost instructional days on likelihood of making AYP • If there had been no unscheduled school closures-- • In 2003 in reading, 30 of 52 failing elementary schools would have surpassed the AYP threshold. • In 2003 in math, 34 of 56 failing elementary schools would have surpassed the AYP threshold. • The researcher’s concluded that additional days of instruction prior to testing do improve achievement on standardized tests.

  16. FLY 1 – Goal #2 Work collaboratively to improve teacher effectiveness

  17. Pooled Resources for Professional Development Enhanced Professional Development Opportunities • Consortium Districts pooled resources • Funding-- $10 per pupil X 16,000 pupils = $160,000 annually • Provided Professional Development Opportunities for Professional Staff that could not have been provided by any single isolated district • FLY Professional Development Team (PDT) • One representative from each school district • PDT met periodically throughout year to coordinate activities

  18. Research--Teacher Induction Programs “The experiences of the first days and years in an educator’s career are crucial and can either positively or negatively impact his or her career, as well as student achievement.” Minnesota Educator Induction Guidelines p. 6

  19. Research--Teacher Induction Programs • The Minnesota Department of Education (2007) reported that for the first-year teachers hired in 2001, 68% were still teaching in Minnesota (but not necessarily in the same school district in which they started) and only 48% were still teaching in the same school district after five years. • With almost one third of the teaching force leaving teaching in Minnesota after five years and 20% changing districts in that same time, issues of teacher attrition and turnover are costing Minnesota schools resources and expertise. Minnesota Educator Induction Guidelines, p. 5

  20. Teacher Induction Programs Comprehensive Teacher Induction Programs • Each consortium district implemented a comprehensive Teacher Induction Program. • Each school district identified one Teacher Induction Coordinator (TIC). • TIC’s received training and met on an ongoing basis. • A process for cross district mentoring was established.

  21. Hypothesis By June 30, 2013, we stated the FLY 1 proposal would result in: • Increased student achievement • Professional Learning Communities and Teacher Induction Programs will be embedded in all consortium school districts • Favorable student, family and staff support of school calendar

  22. Student Achievement Measurements • We determined we would measure academic performance in math, reading and writing as follows: • Individual district math and reading index rate goals • Individual district subgroupindex rate math and reading goals • Consortium-wide math and reading index rate goals • Written composition— percent proficient goals

  23. Student Achievement Luverne Public Schools District #2184 Student Achievement Results

  24. Professional Development Consortium-wide Year by Year Accomplishments (Next seven slides)

  25. Professional Development Activities 2010-2011 • All FLY Staff • Dr. Thomas Many-one of the authors of “Leading by Doing” a Handbook for Professional Learning Communities at Work (a book all FLY PLC trainers and administrators read) • PLC Trainers • Solution Tree Trainers-Geri Parscale and Jack Baldermann • Teacher Induction Coordinator • Darla Harstad-Mentor Coordinator for Alexandria School District • Deb Luedtke-professional development supervisor from MDE • Superintendents • Trained by Darla Harstad in Teacher Induction Framework

  26. Professional Development Activities 2010-2011 • Other • Paired with Southwest Initiative Foundation to offer classes from Children’s Museum of Minnesota for Early Childhood Teachers • Standards Based IEPs training • Mental Health Workshop • Paraprofessional • Training offered at three sites

  27. Professional Development Activities 2011-2012 • PLC Trainers • Solution Tree Trainers-Chris Jakicic-contributor to several books and Eric Twadell-co-author “Leading by Design” An Action Framework for PLC at Work Leaders (a book all administrators and PLC trainers are reading) and contributor of several other articles • Teacher Induction Coordinator • Joint Mentor/New Teacher training at two sites • Cross-District PLCs • Met three times • Paraprofessionals • Training at one site

  28. Professional Development Activities 2012-2013 • All FLY Staff • Cassandra Erkens-co-author “Leading by Design--An Action Framework for PLC at Work Leaders” (a book all administrators and PLC trainers are reading) and contributor of several other books • Todd Whitaker-National Speaker and author of several books • Dylan Wiliam-”Author of Embedded Formative Assessment” , international expert on assessment and grading is contracted to address all FLY staff January 21, 2013. • Teacher Induction Coordinators • Mentor/New Teacher training at three sites • Ongoing training with Lori Bird, coordinator for the Center for Mentoring and Teacher Induction at Minnesota State University-Mankato

  29. Professional Development Activities 2012-2013 • PLC Trainers • Cassandra Erkens • Margaret Biggerstaff, MDE staff (planned) • Ongoing • Networking sessions meeting in August and January-all FLY staff • Other • Nurses’ Training • Planned • Paraprofessional Training • MDE webinars

  30. Professional Learning Communities Outcomes • Implemented DuFour’s framework in all 25 districts • Implemented Cross-district PLCs across Consortium • Research -based ongoing professional development for all administrators and trainers • Training from nationally recognized speakers • Two progress reports completed and submitted to MDE • PLC depth of implementation survey completed each year by every district

  31. Teacher Induction Program Outcomes • Teacher Induction Year 1 and 2 programs in every school district • Year 3 framework developed • Training from state recognized presenters • Implementation checklist and rubric completed each year

  32. Survey Results Attitudes of Students, Family and Staff about Flexible Learning Year Attendance Information Related to: • Pre-Labor Day Student Attendance • Vacation and State Fair (4-H Involvement) Consortium-wide data followed by local data shown on next thirteen slides

  33. Consortium-wide Survey Results Attitudes of Students, Family and Staff about Flexible Learning Year

  34. Survey Results—Consortium-wide Data—Spring 2012

  35. Consortium-wide Survey Results Attendance Information Related to: • Pre-Labor Day Student Attendance • Vacation and State Fair (4-H Involvement)

  36. Consortium-wide Data Pre-Labor Day Vacations & State Fair • Late summer family vacations—Late August, Early September • 2010-2011 100% of family vacations excused. (238/16,000 possible) • 2011-2012 100% of family vacations excused.(274 /16,000 possible) • 2012-2013 100% of family vacations excused. (201/16,000 possible) • 4-H Participation in the State Fair • Data indicates an increase in State Fair 4-H exhibitors. • 2009-635 exhibitors 2010-676 exhibitors (+6% increase) • 2010-676 exhibitors 2011-676 exhibitors • 2011-676 exhibitors 2012-690 exhibitors (+2% increase) • 100% of students attending State Fair “Excused Absences” • 2010-2011 (301 students of 16,000 possible in 2010) • 2011-2012 (359 students of 16,000 possible in 2011) • 2012-2013 (339 students of 16,000 possible in 2012)

  37. Attitudes of Students, Family and Staff about Flexible Learning Year

  38. Attendance Information Related to: • Pre-Labor Day Student Attendance • Vacation and State Fair (4-H Involvement)