S.A.R. (Student Achievement)
Waterville-Elysian-Morristown Public Schools
I.S.D. #2143 Annual Report on
Curriculum, Instruction, and Student Achievement
2007-2008 School Year
One of the many ways that the Waterville-Elysian-Morristown School District shares information with the public is through the Annual Report on Curriculum, Instruction and Student Achievement. The report is available at the district office and on the school website. The address of the school website is www.wem.k12.mn.us
The mission statement of public education in Minnesota is to ensure individual achievement, an informed citizenry, and a highly productive work force. Information and assistance regarding district and school level processes are outlined in school board policies. These policies include the process for evaluating individual student progress, a system for evaluating and reviewing all instruction and curriculum. They also include a plan to improve instruction, curriculum, and student achievement. These polices are found in the district office and on the school website.
WATERVILLE-ELYSIAN-MORRISTOWN S.A.R. ADVISORY COMMITTEE 2006-2009
Members and Year of Committee Expiration
2009 2010 2011
Mitch Stephenson Chip Beadell Lori Barth
Kim Kewatt Debbie Sammon Michelle Grose
Debbie Lindquist Lee Baumgarten Pam Golombeski
Mary Olson Scott Dorenkemper Lori Hiller
School Board and Staff Members
Andrea Jewison, Board Member Tom Little, Board Member
Karen Krause, Waterville Elementary Dorothy Anderly, Elysian Elementary
Nancy Larsen, Morristown Elementary Jeff Pridie, Senior High
Administration
School Board Members Joel Whitehurst, Superintendent
Toya Schmidtke, Chairperson John E. Kaplan, Secondary Principal
Mark Wood Andrea Jewison Bernardine Sauter, Elementary/Junior High Principal
Tom Little Pat Nusbaum Randy Mediger, Elementary Principal, Elysian and
Gary Michael Jay Schneider Waterville, Report Coordinator
Durwin Hermanson, No Child Left Behind Coordinator
MINNESOTA BASIC SKILLS TESTS
Grade 11 = 61 Grade 12 = 62
Number of students in Grades 9-12:
l enrolled according to the MARRS Report........................................................... 265
l passing basic tests at state level............................................................................. 115
l passing basic tests at individual level under IEP or 504 plan................................... 0
l passing basic tests translated into languages other than English............................... 0
l exempt from basic tests............................................................................................. 0
ACT
American College Test
The ACT contains an interest inventory and a Student Profile Section which serves as an aid in future planning. The score report provides information on the admission requirements for colleges the student has indicated an interest in, the availability of financial aid at those colleges, the likelihood of attaining a C average or higher at those schools, the cost of each school , and whether or not the student’s major field of study is offered. In addition, the student is given information on how their ACT score compares with the ACT scores of other students at the schools they have listed.
The ACT is the major college entrance test in the Midwest. Nationwide there are slightly more states that use the ACT for their college entrance requirements. The SAT is the preferred college entrance test on both coasts.
The ACT Assessment emphasizes rhetorical skills, advanced math skills, a reading test which features inferential and reasoning skills and a science test which measures science reasoning skills. Students are permitted to use calculators on the math portion of the ACT.
Class of 2005 2006 2007 2008
Score/Percentile Score/Percentile Score/Percentile Score/Percentile
English 20/52% 21/60% 19/38% 19/51%
Math 20/55% 22/65% 21/57% 20/56%
Reading 21/53% 22/60% 20/46% 21/63%
Science Reasoning 22/66% 23/74% 21/54% 21/56%
Composite 21/57% 22/64% 20/49% 20/59%
ACT scores range from 1 to 36. Forty one seniors took the ACT.
____________________________________________________________________________________________
Graduates’ Future Plans Class of 2005 Class of 2006 Class of 2007 Class of 2008
Four year college 30/38% 33/50% 31/41% 29/47%
Technical & Community College 41/53% 25/38% 32/42% 22/36%
Military Service 0/0% 1/1% 4/5% 8/13%
Undecided/Work 7/9% 7/11% 9/12% 3/5%
The Plan Test
The PLAN Test was taken by all high school sophomores. The PLAN is a multiple choice test that measures English, Math, Reading, and Science Reasons skills. The PLAN also includes an interest inventory and a needs assessment. The results are used to help student make appropriate career and college choices.
PLAN TEST RESULTS
The results are shown in percentile.
Class of 2009 Score Percentile Class of 2010 Score Percentile
English 16 49 English 15 40
Math 18 66 Math 15 37
Reading 16 50 Reading 17 58
Science 18 57 Science 17 45
Composite 17 54 Composite 16 44
PSAT/MNSQT
The Preliminary Scholastic
Aptitude Test
The PSAT is a multiple choice test that measures verbal, mathematical reasoning abilities and writing skills important to doing college work. The PSAT is given in October to high school juniors who register for the test. The individual student’s scores are compared with other college-bound juniors nationwide. The test results forecast how each student will do on the SAT plus giving the student an idea of what the SAT is like. Taking the PSAT is the only way to qualify for certain scholarships such as the National Merit Scholarship. Taking the PSAT provides the student with an opportunity to compare himself scholastically with other college-bound juniors. PSAT scores help identify students who might benefit from review or additional work in math, reading or writing to prepare for college. The PSAT also provides a Student Search Service which sends students’ names to colleges and government-sponsored scholarship programs. Students are permitted to use calculators when taking the PSAT.
Class of 2006 2007 2008 2009
Score/Percentile Score/Percentile Score/Percentile Score/Percentile
Critical Reading 49/56% 43/32% 44/39% 44/40%
Math 50/53% 44/32% 46/42% 48/48%
Writing 51/53% 43/36% 43/41% 43/41%
Composite 150/56% 132/33% 134/40% 134/41%
Scores on the PSAT can range from 20 to 80 on the verbal, math, and writing portions and from 60 to 240 for the composite score. Twenty eight juniors took the PSAT.
Waterville-Elysian-Morristown Mission Statement
The Mission of the Waterville-Elysian-Morristown School District is to prepare our students for the future, helping them achieve their highest potential through an educational system which is characterized by a safe, respectful, learning environment. We will provide an equitable and quality environment for students to learn, where their creative abilities can be used to become productive citizens in this highly technological society.
2008-2009 School Board Goals
Developed August 7, 2008
1. Provide the public with facilities that are safe and secure to best meet the current and future needs of our district.
2. Enhance the district’s communication with the general public.
3. Prioritize the facility needs for all three buildings including the cost(s) associated with each need.
4. Develop a five year financial plan that allows the District to maintain the school board adopted 45 day minimum unreserved fund balance.
5. The number of students proficient in Math and Reading will meet or exceed the state average based upon the MCA II Exam.
6. The District, building sites, and subgroups identified by the Minnesota Department of Education will meet adequate yearly progress.
Synopsis of 2007-08 School Board Goals
Developed July 18, 2007
Presented to the School Board August 7, 2008
1. Continue to update the District’s Policy Manual.
--Various policies have been updated and implemented to keep current with our needs and legislative action.
2. Re-evaluate the plan developed in the 2005-06 school year that combines the physical locations of our student populations to ensure the best education.
--At the May 19, 2008 school board meeting the decision was made not to implement the plan in the 2008-09 school year. However, the administration was directed to devise a proposal for the February 2009 school board meeting.
3. Provide the public with facilities that are safe and secure to best meet the current and future needs of our district.
--District wide only the main entrance doors to all three buildings are unlocked for the entire day. In addition, we continue to partner with the City of Waterville to provide a school resource police officer for all three facilities. We conducted the prescribed number of Code Red, Fire, and Tornado drills. The May 6 bond vote was another attempt at addressing these issues.
4. Enhance the district’s communication with the general public.
--In addition to our traditional means of communicating with the public (Lake Region Life/Elysian Enterprise, written teacher updates, school calendar, website, etc.). The Buccaneer Connection newsletter and it’s companion website was continued. We also implemented the “Instant Alert” system from Honeywell.
5. Continue to review K-12 language arts and math curriculum to ensure they are meeting the needs of all of our students.
--Grades K-6 we continue to develop, implement and revise the recently purchased reading series. A new 7-12 textbook has been implemented in the 2007-08 school year. In addition, we continue to enhance our language arts curriculum by utilizing support materials such as English in a Flash, Fast For Word, Read Naturally and Success Maker. We also are using the “Great Books” series for our brightest elementary students.
--The math department spent a significant amount of time during the 2007-08 school year reviewing curricular materials to purchase so we can attain the revised state generated standards. A K-9 textbook has been selected and purchased.
--Both departments offer upper level high school courses where students can earn college credits.
6. The number of students proficient in Math and Reading will meet or exceed the state average based upon the MCA II Exam.
--Our 5th and 8th grade reading results were higher than the state average as well as our 11th grade math students.
7. The District, building sites, and subgroups identified by the Minnesota Department of Education will meet adequate yearly progress.
--The Morristown and Elysian Elementary Schools attained AYP as well as the high school. All subgroups in the Waterville Elementary met their targets with the exception of special ed reading and students qualifying for free or reduced lunch (math). The Junior High made AYP in all areas except for math students qualifying for free and reduced lunch. As a District, AYP was attained in all content areas except special education math, special education reading, and math students qualifying for free or reduced lunch. Targets for the District were attained in test participation, attendance, and graduation rates.
Districtwide Testing for Program Evaluation and Graduation Standards
Type of Tests/ Specific Evaluations
Assessment Rationale Subjects Grades and Reporting Uses
Northwest Measures and NWEA K-11 1. Identify the skills and concepts
Evaluation promotes individual students have learned
Assessment academic student 2. Diagnose instruction needs
(NWEA) growth and school 3. Monitor academic growth over time
improvement 4. Make data-driven decisions at the
classroom, school, and district levels
5. Place new students into appropriate
instructional programs.
Minnesota Document or Reading & 3-8 1. Inform curriculum decisions at
Comprehensive measure Minnesota Math the district and school level
Assessment student achievement 2. Inform teaching at the classroom
(MCA II) with regard to the Science 5, 8, level.
Minnesota Academic High School 3. Demonstrate growth from year to
Standards year for students or groups of
Writing 9 students using both cohort and
Reading 10 longitudinal student data.
Math 11
MCAII/GRAD Test Must pass in order 1. These tests measure proficiency on
to graduate the Minnesota Academic Standards
and other essential skills.
***Minnesota Measures student Reading 12 retakes 1. Certification requirements for a
Basic Standard achievement relative high school diploma
Tests to state minimum 2. Identification of students who lack
competencies Math 12 retakes basic skills and selection for
remedial instruction
Writing 10-11 3. Report group achievement scores to
retakes the general public
4. Report individual achievement to
parents
Test of Emerging Given to students Reading 3-12 Demonstrate growth in English
Academic English identified as limited Writing 3-12 from year to year
(TEAM) English proficient
(LEP)
EXPLORE and Prepares students for English 8 & 10 1. Career preparation
PLAN their high school Mathematics 2. Improve academic achievement
course work and Reading
post-high school choices Science
American Assesses high school English 11-12 College Entrance Exam
College Test student’s general Mathematics
(ACT) educational develop- Reading
ment and their ability Science
to complete college- Writing
level work
Standard Measures critical Critical 11-12 1. College Admission
Achievement Test thinking skills needed Reading 2. Course Placement
(SAT) for academic success in Mathematics 3. Advise students about course
college. Assesses how Writing selection
well students analyze
and solve problems.
***MBST and the MCAII/GRAD Tests re-administered until standards are met.
The District Improvement Plan
The District Improvement Plan focuses on the mathematics standards. The District Staff as a whole, and each school building’s staff, will use the Minnesota Comprehensive Assessment data from the 2004, 2005, 2006,
2007, and 2008 school years to ensure students are meeting the mathematics standards.
All W-E-M students need to meet the Minnesota Academic Mathematics standards at grade level. If individual students do not meet these standards, interventions will be established to help meet the student’s needs.
Ongoing assessments, checklists, fluency charting, etc., will assist in monitoring how well each student is doing in meeting the standards.
Site Teams consisting of classroom teachers, special education teachers, paraprofessionals, administrators, and the District Assessment Coordinator will collaborate student needs using the mathematics standards,
curriculum, and professional development.
The W-E-M Staff Development Advisory Council plans to improve mathematics skills for all students as a part of the District Staff Development Plan for 2008-09.
The staff uses Northwest Evaluation Association (NWEA) assessment data to improve grades K-12 student learning in reading, mathematics, and language arts.
The implementation of a new mathematics curriculum is being supported with ongoing Staff Development for grades E-12. Differentiated instruction Staff Development is taking place during the late starts for this school year.
Implementation Plan for the Minnesota Academic Standards
Minnesota requires all schools and districts to meet Adequate Yearly Progress (AYP) standards under the federally funded No Child Left Behind Act. Students meet proficiency with K-12 Academic Standards and course credit requirements for graduation.
Basic Testing Administration: Students must pass the Reading, Mathematics, and Written Composition Basic Skills Tests in order to graduate. Retest opportunities are given as scheduled by the MN. Department of Education.
Students who do not pass the Basic Skills Reading, Mathematics, and Written Composition Tests in grades 9-12 will be enrolled in a computer-assisted instruction Lab using SuccessMaker, in combination with direct instruction from a paraprofessional or teacher.
The District Assessment Coordinator will automatically schedule Seniors who have not passed the Basic Skills Tests for April testing with all accommodations available to them from the MN Department of Education Guidelines.
Breaches in test security will be reported to the District Assessment Coordinator and forwarded to the MN Department of Education.
Graduation Requirement: W-E-M will continue to require the current 23 local course credits for graduation. The state requires 21.5 course credits for students graduating in 2008 and beyond. Local credit requirements for students graduating in 2008 and beyond have been adjusted to meet the state mathematics, science, social studies, arts, and elective course work requirements.
Minnesota Academic Standards: W-E-M implements the Minnesota Language Arts, Mathematics, Arts, Science and Social Studies Academic Standards. W-E-M implements local standards and assessments for Health and Physical Education, Vocational and Technical Education, and World Languages. Standards embedded in the K-12 curriculum are taught and assessed by teachers. Course grades reflect the embedded standards.
W-E-M Staff Development Site Teams, Departments, Administration, and the Board evaluate and make needed adjustments to the curriculum throughout the year to meet the accountability requirements of the Minnesota Academic Standards.
Statewide Tests: The 2008 Minnesota Comprehensive Assessments (MCA Ibis) in Language Arts, Mathematics, and Science were based on the Minnesota Academic Standards.