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Enhancing Student Achievement: Plainview-Elgin-Millville Self-Assessment Report

This report, presented to RAMSP in April 28, 2010, focuses on the goals set by Plainview-Elgin-Millville School District. The goals include aiming for high student achievement, creating a safe and engaging learning environment, and ensuring effective and efficient operations. The report provides baseline and trend data, comparing the district's performance in Math and Science with state averages. It also highlights key indicators and next steps for improvement, such as utilizing the Mobile Science Lab and continuing Virtual PLCs. Lessons learned emphasize the importance of curriculum sharing and teacher collaboration. Despite ongoing efforts, the district is still in the process of establishing a clear trend and identifying key issues for improvement.

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Enhancing Student Achievement: Plainview-Elgin-Millville Self-Assessment Report

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  1. Plainview-Elgin-Millville Self-Assessment Presented to RAMSP April 28, 2010

  2. Goals • Aim #1: High Student Achievement • Provide an educational environment that challenges all learners to raise their level of achievement • Integrate technology throughout the district as a teaching and learning tool • Partner with parents and communities to foster student learning • Aim #2: A Safe, Welcoming, Engaging Learning Environment • Aim #3: Effective and Efficient Operations

  3. Baseline/Trend Data • Plainview and Elgin-Millville School Districts consolidated in the fall of 2006. • We’ve taken 4 rounds of standardized testing as P-E-M (results available from 2007, 2008, 2009). • We’re still establishing our baseline. We need more data to confirm trends and to make judgments about our next direction.

  4. Actual Results (Math MCA-II) PercentageDifference in MATH Proficiency: PEM vs. State Average

  5. Actual Results (Science MCA-II) PercentageDifference in SCIENCE Proficiency: PEM vs. State Average

  6. Comparative Data PLAN test 09-10 – taken in Grade 10 PLAN Average Test Score

  7. Comparative Data 11th Grade Math Proficiency 2008-2009 • 65% Dover-Eyota • 60% Byron • 55% Rochester • 53% Zumbrota-Mazeppa • 49% Kasson-Mantorville • 44% P-E-M • 42% State Average • 39% Pine Island • 38% Chatfield • 35% Triton • 34% Stewartville • 30% Hayfield • 22% Kingsland Note: Test not currently required for graduation Results taken from MDE’s Educator Portal

  8. Comparative Data High School Science Proficiency 2008-2009 • 72% P-E-M • 69% Byron • 66% Kingsland • 64% Dover-Eyota • 63% Pine Island • 62% Stewartville • 58% Zumbrota-Mazeppa • 56% Rochester • 56% Chatfield • 51% Triton • 50% State Average • 49% Kasson-Mantorville • 46% Hayfield Note: Test not currently required for graduation (Typically tested at the end of 10th grade year) Results taken from MDE’s Educator Portal

  9. Lead Indicators • At this time our scores remain consistent (No steep growth, no large dips). • Currently reinvigorating Curriculum Cycle and implementing Staff Evaluation Cycle. These are key elements to creating and maintaining growth at every grade level. • New math series implemented 2009-2010(Waiting to see the effect, which will likely take more than one testing year).

  10. Next Steps • Take advantage of the Mobile Science Lab. We had personnel trained at one point, but never followed up. This would certainly enhance our science efforts. • Continue our commitment to Virtual PLCs with other RAMSP schools. (Thanks to RAMSP Science Subcommittee for coordinating a convenient medium to learn from one another’s expertise.)

  11. Lessons Learned/Best Practices Curriculum sharing between schools is a must. • In the last 2 years, P-E-M has participated in math cohorts with grades 5-12. They’ve all been well received and seem to have enhanced our curriculum. • Teacher-to-Teacher Program • Grade-level science cohorts (a RAMSP initiative a few years ago) were very effective, and the vPLC is a great follow-up using available technology.

  12. Summary • Still establishing a trend as a district. • Data from all assessments tend to put us “in the mix” district-wide, but more information will help us find key issues to address at and within grade levels. • Grade-level cohorts in science and math across districts really help teachers see an immediate impact in their classrooms.

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