Title I Schoolwide Annual Review May 6, 2016 1:00pm – 2:30pm

Welcome: ● Sign up for door prizes ● Candy and flowers decorated the tables ● Clip boards going around to sign up for Math Study Group or Reading/ELA Study Group for the 2016-2017 school year ● 22 people attended

Thank you: Thanked Beth Undem and Julie Sizer for chairing the two study groups this year. Potted plants were given to the two chairs.

2016-17 Study Group Leaders: Chair for Math Study Group: Stacy Schaffer Chair for Reading/ELA Study Group: Deb Brandenberg

REMIND (Text Messaging System): Krista Amann gave a review of this messaging system that she uses in her classroom. Parents sign up to get reminders of what is happening and to be informed about what is going on in classrooms and school.

3 Goal Areas:

RESPECT: Chad Bakken presented a PowerPoint highlighting what each grade in the elementary is doing to encourage respect in their classrooms. The H.E.R.D (hard work, effort, respect, and discipline) award in the high school was also discussed. The H.E.R.D. program will continue in the high school for the 2016-2017 school year. Elementary respect activities will continue but may change due to the teacher’s discretion. Mrs. Klein, Elementary principal, did respect mini lessons the first couple weeks of school. The elementary staff felt that these were very beneficial. Additional respect issues that the staff would like to see implemented next year are, Prom Etiquette; this was done this year with positive feedback. Elementary Mini Lessons done by the elementary principal going through the year addressing proper behavior, respect, and manners. The consensus of the group felt that the extracurricular behavior for both our students and parents needs to be more respectful. We feel the students need to be in the gym watching the activity and our BCN parents need to be respectful to other parents, teams, and referees. A possible “YELLOW CARDS” system may be put into place where if the parent or child is given a yellow card, it is a warning that their behavior is not appropriate and needs to change. Two yellow cards mean you will leave the event. MATH: The Math Study Group meet on a monthly basis to discuss GO MATH test score results, MAP assessment results, and tracked the progress of our new math curriculum. Elementary- Our GO MATH test scores are up in grades 1-4 with 100% accuracy. We attribute this to our co-teaching model in these same grades, 90 minutes of math instruction consisting of a 60 minute MEMIT, (Maximum Educational Math Instruction Time), and 30 minutes of small group. These groups push those students who are understanding a concept and reinforce those students who are struggling. IXL, a computer generated math program, is used for review, reinforcement, and expand on the lesson. NWEA-MAP data for grades 1-4- ● In the fall of 2015, we had 17 students below grade level, 65 students at grade level and 18 students above grade level. ● In the winter of 2015-2016, we had 14 students below grade level, 27 students at grade level and and 59 students above grade level. ● In the spring of 2016, we had 13 students below grade level, 28 students at grade level and 59 students above grade level. Grades 5 and 6 classroom test score results are below the recommended goal of 80%. This may be attributed to the 6th grade having a departmentalized teaching model this past year. Many of our students in 5th and 6th grade have an issue with not completing classroom work. This could also contribute to their lower scores. Math Study Group elementary recommendations- ● Extra specialists will be added to both 5th and 6th grade ● 6th grade will go back to being a self-contained classroom instead departmentalized ● Adjust our schoolwide goal to 90% of students meeting the 80% proficiency level in math High School- High School scores were down a bit at 4th quarter midterm-76% of our high school students are meeting the math goals in classroom testing vs. 83% meeting the math goals at the end of Quarter 3. We attribute this to a more challenging curriculum and students not seeking individual help. NWEA-MAP data for grades 7-12 was not complete at the time of the annual review as students were still testing. Math Study Group high school recommendations ● Adjust our schoolwide goal to 90% of students meeting the 80% proficiency level in math ● Pre-algebra will be taught to below level students in the freshman class ● Any high school student who is on the D and F List will not be allowed in BCN Enterprise. They would be required to work with a high school teacher during the half hour Enterprise time until their grade is a C or above. Grades will be checked weekly. READING/ELA: The Reading/ELA Study Group meet on a monthly basis to discuss, STAR/STAR Early assessment data, MAP assessment results, and tracked the progress of our students. High School- Smarter Balanced-Looking at the data from 2015, we see that Level 3 proficient is the largest percentage in our 7th grade (47%) and 8th grade (48%). These results are consistent with our elementary as grades 3, 4, and 6 also had the largest number of proficient testers. Our 11th grade scored 27% proficient, with the largest category being novice (41%). This decrease in proficiency we attribute to a lack of motivation on the part of the juniors. The juniors are motivated and prepared for their ACT test; the Smarter Balanced test is not a high priority of the junior class. STAR- Our high school students are STAR tested for their reading grade equivalency in the first and fourth quarters. The first quarter data shows the following ranges: ● Class of 2021: 4.2 – 12.9+ ● Class of 2020: 2.0 – 12.9+ ● Class of 2019: 2.4 – 12.9+ ● Class of 2018: 4.7 – 12.9+ ● Class of 2017: 4.1 – 12.9+ ● Class of 2016: 2.6 – 12.9+ Students who are on an IEP are tested, and their results are included in their class ranges; these students typically are the lowest in the class. Once a student reaches a reading level of 12.9+, he or she does not need to STAR test again for the year. This incentive has motivated students to perform well on the STAR test. NWEA-MAP data for grades 7-12 was not complete at the time of the annual review as students were still testing. Accelerated Reader (AR)- Students in grade 7-10 complete quarterly AR reading goals. Below are the averages for the first three quarters. Fourth quarter AR testing was not complete at the time of the annual review.

Grade 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter 7 82% 86% 73% 8 50% 50% 44% 9 50% 43% 78% 10 71% 73% 75%

The increase in completion of the AR goal between 2nd and 3rd quarter for the freshmen can be attributed to a program that required students to have their goal completed in order to stay in the school’s BCN Enterprise class. Students were placed in a silent reading room until they completed their goals.

Classroom Grades Grades Quarter 7-12 1 2 3 4 A 42% 52% 50% B 24% 20% 19% C 18% 13% 19% D 10% 7% 8% F 6% 8% 4% The high school English/language arts grades were tracked throughout the 2015- 2016 year.

Elementary- Tests- Prior to the 2015-2016 school year our district used Guided Reading as our reading curriculum. This curriculum was subjective and left much up to the teacher's discretion. Beginning in the 2015-2016 school year Barnes County North adopted the JOURNEYS reading curriculum. This curriculum provides an opportunity for students to be tested on comprehension, vocabulary, grammar, and phonics. Guided Reading- Beginning in the 2015-2016 school year our elementary implemented “Walk to Read”. Students in grades 1-5 are grouped according to STAR and MAP testing results. Students spend 90 minutes per week reading with peers at their level. If teachers feel that students are able to, they will move students to a higher level group. STAR/STAR Early- Our students are STAR tested each quarter. This data shows the grade equivalency ranges for students in each grade. Our goal is to have each student at grade equivalency by the end of the school year. The following data shows the range for each grade during the 2015-2016 school year through 3rd quarter..

Grade Equivalency Ranges Quarter 1 Quarter 2 Quarter 3 Grade 1 Takes STAR Early Test 1.1-3.6 1.2-4.6 Grade 2 1.5-5.0 1.7-4.3 2.3-4.9 Grade 3 2.1-5.7 2.8-7.2 2.8-5.8 Grade 4 2.7-7.3 3.3-7.1 3.6-7.8 Grade 5 3.6-8.4 4.1-11.3 3.4-12.8 Grade 6 3.0-12.9+ 3.5-12.9+ 3.2-12.9+ After looking at this data we noticed that as the students get older the range seems to increase, because students aren’t able to close that gap. To qualify as ‘Meeting Grade Level’ in the STAR assessments, we’ve adopted a rating scale. A student must perform at their grade level year and that matching month of school (Example: A fourth grader in November would need to achieve a 4. 3 Grade Equivalent). If a student is three months lower than the expected STAR score (or more), we have classified them as ‘Below Grade Level’ in reports. If a student is scoring at a number that is six months above their expected STAR score (or more), we have classified them as ‘Above Grade Level.’

NWEA-MAP data for grades K-6 was not complete at the time of the annual review as students were still testing.

Results of 2016 Parent Involvement Survey: 54 surveys were returned in the high school and 72 in the elementary. We felt that this was a very nice number of surveys returned. Ideas and concerns that were taken from the surveys are: ● Provide daycare for sponsored events we want parents to attend. ● Parent/Student Registration- Open House ● Parent Communication-use the Alert Now and REMIND systems. ● Discussed having the Parent Volunteer Program offered to our 6th, 7th, and 8th grade parents ● Invite community members into the building to share their hobbies and careers. We will use this opportunity to highlight how Math is necessary in everyday life and in the workplace.

At RISK Students: We are tracking the data of our at-risk students in the following manner: classroom English/language arts and math grades are monitored at midterm and the end of each quarter. Students having a D or F are placed on the AT RISK list. This list is given to math and English/language arts teachers as well as LD and Title teachers in order to help determine the needs of our students. To best assess and accommodate our students’ individual needs, we also code the students on this list as one or more of the following: does not understand, does not pay attention, does not show work, or does not complete work (including AR reading and IXL math). The high numbers of students on the D and F List are the result of students not completing their classroom assignments. How do we change this? The following ideas were discussed. ● Keeping students in from recess. ● Multiple years of using the GO MATH curriculum may help our students understand the concepts better. ● We have no control over what students do or don’t do once they leave the building.

10 Required Components of Title I 1. Comprehension Needs Assessment a. Updated as of May 6, 2016 2. Schoolwide Reform Strategies a. Research based strategies are used b. Co-Teaching model in the Elementary helps us meet the needs of our low achieving students along with our general student population 3. Instruction by Highly-Qualified Staff a. All teachers and paraprofessionals are licensed by the state. b. Parents are notified that all paraprofessionals and teachers are highly qualified. 4. High Quality and Ongoing Professional Development a. Staff receives ongoing Professional Development that align with our schoolwide goals. 5. Strategies to Attract Highly Qualified Staff a. The school board has the right to increase the base salary for hard to fill vacancies. 6. Strategies to Involve Parent Involvement. a. Refer back to the recently discussed 2015-2016 Parent Involvement Survey 7. Preschool/Other Transition Strategies a. Preschoolers and their parents are invited to Summer Fair that covers the following topics: bus behavior expectations, basic library procedures and expectations, lunchroom routines, and introductions to special class teachers and other school personnel. They are also invited to attend the school’s Back–to-School Night in August. 8. Teacher Participation in Making Assessment Decisions a. We have in place numerous types of data that we have gathered to indicate the achievements of our students. The assessments we currently use are NWEA-MAP, Smarter Balanced STAR/STAR Early, GO MATH, JOURNEYS assessments, and Guided Reading running records. b. ELA/Reading and Math study groups meet monthly 9. Timely and Additional Assistance to Students Having Difficulty Mastering the Students a. Barnes County North uses multiple assessments to identify students who are at grade level and also students at-risk. These at-risk students are given additional differentiated instruction in the classroom and/or with one of our specialists. 10. Coordination and Integration of Federal, State, and Local Programs and Resources a. We operate a schoolwide program and take advance of as many programs as we can