1. Stakeholder EngagementNegative AGR represents closing the gap, while positive AGR is widening:...

2014-2015 World’s Best Workforce Report Summary

Contact Person Name and Position Glory Kibbel (Teacher Development Coordinator)

Michelle Hernick (Executive Assistant to the Director)

1. Stakeholder Engagement

1(a.) Annual Report The complete report is accessible on the SPCPA website as part of “14-15 SPCPA Annual Report & World’s Best Work Force Report”. To locate the PDF report, select the “Board” page and scroll to the bottom.

“http://www.spcpa.org/about/spcpa-board/”

1(b.) Annual Public Meeting On September 16th, 2015, the school board, in conjunction with 37 stakeholders held a public meeting for SPCPA families and community members to review progress of the 2014-2015 school year. Of the 37 participants, 23 were community members, parents or students, the remaining were SPCPA staff and board members. The goal of this meeting was to review district success in realizing the previously adopted student achievement goals and related benchmarks, and to revise student achievement goals, local assessment outcomes, plans, strategies, and practices for improved curriculum and instruction. Attached are relevant annual public meeting documents including:

• Meeting agenda • Informational presentation • Input from stakeholders

1(c.) District Advisory Committee Following the Annual Public Meeting, a feedback survey was sent to participants with an option to become part of an advisory committee for the World’s Best Work Force initiative. In a role previously managed by the school board’s personnel committee, SPCPA is in the process of developing a new advisory committee based on feedback from the September 16, 2015, Annual Public Meeting. Of the 9 participants who expressed interest, 6 are parents/community members, and 3 are SPCPA teachers. Those recruited range in cities from St. Paul, Cottage Grove, Inver Grove Heights, Eagan, Woodbury, and Big Lake.

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SPCPA World’s Best Workforce Summary 2014-2015

Goals and Results

SMART Goal 2014-2015 Goals 2014-2015 Goal Results

All Students Ready for Kindergarten Not applicable to SPCPA

All Students in Third Grade Achieving Grade-Level Literacy

Not applicable to SPCPA

2(c.) Close the Achievement Gap(s) Among All Groups

SPCPA will lower the measurable achievement gap among SPCPA students by at least 20% as measured and reported on the Multiple Measurements Report (MMR) between 2013-2014 and 2014-2015.

SPCPA’s achievement gap increased by 6.2 points, from 17.91 points in 2013-2014 to 11.71 points in 2014-2015 Achievement Gap Reduction Score from groups with applicable sample size. Negative AGR represents closing the gap, while positive AGR is widening: Math 2013-2014 Math 2014-2015 Black: 0.274 Hispanic: N/A FRP: 0.179

Black: 0.429 Hispanic: 0.743 FRP: 0.570

Reading 2013-2014 Reading 2014-2015 Black: -0.111 Hispanic: -0.791 FRP: -0.258

Black: 0.324 Hispanic: 0.055 FRP: 0.104

2(d.) All Students Career- and College-Ready by Graduation

By the end of the 2014-2015 school year, 80% of 12th grade students will have applied to a minimum of one post-secondary institution, with an acceptance rate of 70% or greater.

In the SPCPA Class of 2015, 84% applied to a post-secondary institution, with a 73% acceptance rate. Of the 73% that were accepted, 80% (99 students) went directly to study at a post-secondary institution

2(c.) All Students Graduate

SPCPA will maintain a 90% graduation rate for graduating classes from 2015 to 2017.

SPCPA had a graduation rate of 85.3%

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3. Identified Needs Based on Data At the start of the 2014-2015 school year, administration identified academic areas for improvement. In review of Minnesota Comprehensive Assessments from previous school years, SPCPA focused on improvement of math skills, which showed a decrease in proficiency from 58.3% in 2013-2014 to 47.3% in 2014-2015. SPCPA showed a decrease, using the MMR GrowthZ Score, decreasing from 0.043 in 2013-2014 to -0.25 in 2014-15. Imperative to SPCPA’s charter contract with Ordway Center for Performing Arts, student achievement is identified through authorizer contract goals. Listed in full in the 2014-2015 SPCPA Annual Report, the data collected supports the goals. The authorizer contract goals include benchmarks for standardized test results, as well as expected yearly student progress.

Results from past years based on Minnesota Report Card, Student Progress:

White Black Hispanic FRP

Math 2012-2013: 92.2% 2013-2014: 60.6% 2014-2015: 58.5%

2012-2013: 73.4% 2013-2014: 26.0% 2014-2015: 29.2%

2012-2013: CTSTR 2013-2014: CTSTR 2014-2015: 20%

2012-2013: CTSTR 2013-2014: 40% 2014-2015: 26.6%

Reading 2012-2013: 79% 2013-2014: 85.1% 2014-2015: 72.6%

2012-2013: 58.3% 2013-2014: 62.9% 2014-2015: 52%

2012-2013: CTSTR 2013-2014: 92.4% 2014-2015: 64.3%

2012-2013: 64.3% 2013-2014: 60.0% 2014-2015: 64.3%

4. Systems, Strategies and Support Category

4(a.) Students The population of SPCPA allows for focused tracking of information about student development. SPCPA administers the MAP/NWEA assessment during enrollment and mid-way through the school year, using scores for class placement. Pairing the student ability with the proper class level allows for greater assimilation with the instruction. Individualized attention to students assists in supporting placement, interventions, and progress. Per the importance of understanding data collection and implementation, SPCPA employs a Student Data and Intervention Coordinator to specifically analyze data. For example, MAP/NWEA results are separated by student to assist with focused interventions. Furthermore, this position supports strong examination and disaggregation of data trends on student performance.

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Throughout the 2014-2015 school year on a regular basis, staff spent approximately 40+ hours reviewing and aligning the curriculum in accordance to MN Academic Standards.

Per authorizer contact goals 4 and 5, SPCPA reviewed transcripts with the students who were behind credits at the start of the school year, assisting in choice and completion of appropriate classes to complete graduation requirements set by MDE, and helped 20% successfully make up the necessary credits. Refer to the Academic School Improvement Plan in the 2014-2015 Annual Report for additional goals.

4(b.) Teachers and Principals

As a Q-Comp school, curriculum and instruction are primary focuses in 80-minute PLC’s. Every PLC begins with a sharing of exemplary instructional practices and examples of student work. SPCPA employs a Teacher Development Coordinator who works directly with the PLC’s to review effectiveness of instruction on a regular basis.

Minimally, teacher evaluations follow criteria established in Minnesota Statute1. Aligned to SPCPA goals, the two formal evaluations are enhanced through coaching, and a Q-Comp system that develops and supports high quality instruction. Frequent observations allow for ongoing communication with between teachers and administration. For coaching, teachers are guided by the Q-Comp Teacher Development Coordinator who assists in professional development through lesson planning, curriculum mapping, effective formative/summative assessments and student engagement.

Principals participate in criteria set by the state2 and undergo a complete 360-Degree Skills Assessment review to provide insights on leadership capability based feedback from SPCPA stakeholders, school leaders, and community members. The results of this review evolve into an improvement plan based on categories: instructional leadership, resolving complex problems, communications skills, and developing self/others.

Concurrent to these initiatives, SPCPA conducts exit surveys for families who withdraw from the school to gain greater insight into reasons for departure.

1 Minnesota Statute 122A.40 Subd. 8 2 Minnesota Statutes 124E.12 Subd. 2

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4 (c.) District

Per information above, SPCPA fosters a high quality academic culture through the PLC’s and interdisciplinary collaboration. While both focus on curriculum and instruction, the interdisciplinary teams add value by identifying commonalities and techniques where they can support one another. This collaboration all leads to greater student comprehension. SPCPA has a three-week “J” term in January where teachers are involved in professional development. This promotes further collaboration as teacher’s interface on development of curriculum and honing of instruction.

The district utilizes TIES School View and Moodle to track student attendance, credit progress, and behavior. SPCPA staff promotes access for students and their families to obtain and review class assignments, presentations, and handouts, as well as providing up-to-date grading. Teachers also utilize technology in their classrooms or through the computer labs. By integrating this technology and encouraging student use, the district fosters individual responsibility and prepares students for success after high school.

Because the district places great importance on curriculum and instruction, staff builds rigorous lessons for students. The base for this is the curriculum mapping which aligns horizontally through the building of units, and vertically by mapping across grade levels.

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Saint Paul Conservatory for Performing Artists World’s Best Workforce Public Meeting 2015

World’s Best Workforce Public Meeting Wednesday Sept. 16, 5:30pm-7:00pm

“World's best workforce" means striving to:

Close the academic achievement gap among all racial and ethnic groups of students and between students living in poverty and students not living in poverty

Have all students attain career and college readiness before graduating from high school

Have all students graduate from high school

- Minnesota Statues, Section 120.B.11

This structured evening will focus on a presentational snapshot of SPCPA’s current

academic performance status, and conceptualize initiatives that generate successful

performance from all students. The goals of the meeting are :

1. Review success in realizing the previously adopted student achievement goals

and related benchmarks

2. Review, and brainstorm improvements for:

o student achievement goals

o local assessment outcomes

o plans, strategies, and practices for improved curriculum and instruction

Agenda

•Meet at the front doors of SPCPA (16 W 5th Street) no later than 5:30pm

5:10-5:30pm - Arrival

•Presentation of Minnesota Comphensive Assessments and performance goals

5:40-6:00pm - Presentation on Status & Goals

•Small group discussion over dinner, facilitated by SPCPA liaison

6:00-6:30pm - Dinner & Discussion

•Group presentation on ideas from discussion

•Meeting conclusion and wrap-up

6:30-7:00pm - Presentation on Status & Goals

World’s Best Workforce Public Meeting

Wednesday September 16

World’s Best Workforce Goals:

• Close the academic achievement gap among all racial and ethnic groups of students, and between students living in poverty and students not living in poverty

• Have all students attain career and college readiness before graduating from high school

• Have all students graduate from high school

Academic Achievement Gap

Career and College Readiness

All Students Graduate

Academic Achievement Gap Career and College Readiness All Students Graduate

World’s Best Workforce Means… Close the academic achievement gap among all groups of students

White, not of Hispanic

Origin 61%

Black, not of Hispanic

Origin 21%

Hispanic 10%

Asian/Pacific Islander

6%

American Indian/Alaskan

Native 2%

SPCPA Student Demographics 2015-16

5 racial / ethnicity categories used for

calculations by MDE

The difference between a racial/ethnic group average and the average of the majority.

The average of all students in each of five categories is found for those students who meet, or exceed the standard set by the state.


2011 2012 2013 2014 2015

Statewide 75% 76% 62% 60% 57%

SPCPA 91% 87% 76% 81% 66%

0%

20%

40%

60%

80%

100%

Pe

rce

nta

ge P

rofi

cie

nt

Grade 10, Reading Proficiency

2011 2012 2013 2014 2015

Statewide 48% 42% 52% 50% 49%

SPCPA 51% 56% 80% 58% 47%

0%10%20%30%40%50%60%70%80%90%

Pe

rce

nta

ge P

rofi

cie

nt

Grade 11, Math Proficiency

2011 2012 2013 2014 2015

Statewide 54% 52% 53% 53% 55%

SPCPA 62% 57% 56% 52% 56%

46%48%50%52%54%56%58%60%62%64%

Pe

rce

nta

ge P

rofi

cie

nt

HS, Science Proficiency

2011 2012 2013 2014 2015

White 96.90% 91.30% 83.30% 90.20% 77.40%

American Indian

Asian 63.60% 69.20%

Hispanic 100.00% 57.90%

Black 66.70% 73.10% 40.00% 53.80% 41.40%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

Grade 10, Reading Proficiency


30.20% 18.20%

43.30% 36.40% 36.00%

2011 2012 2013 2014 2015

Reading Achievement Gap Difference in %

White and Black students

2011 2012 2013 2014 2015

White 52.70% 63.00% 84.60% 69.20% 30.50%

American Indian

Asian 50.00%

Hispanic

Black 43.80% 27.80% 63.20% 19.20% 22.20%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

Grade 11, Math Proficiency


8.90%

27.20% 21.40%

50.00% 38.30%

2011 2012 2013 2014 2015

Math Achievement Gap Difference in %



2011 2012 2013 2014 2015

White 68.00% 60.80% 63.90% 60.60% 69.00%

American Indian

Asian 53.80% 41.70% 50.00%

Hispanic

Black 41.40% 22.20% 26.30% 31.70% 36.10%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

HS, Science Proficiency

38.40% 38.60% 37.60% 28.90% 32.90%

2011 2012 2013 2014 2015

Science Achievement Gap Difference in %


World’s Best Workforce Means… Have all students attain career and college readiness.

4 Year College or University Bachelor of Arts (BA)

71% 29% 36%

64%

99 Students

25 Students

51%

49%


Stress Life Long Learning

Dedicated College &

Career Center

College Knowledge

In the Classrooms

GPA

College Preparatory Curriculum

Access to Supportive

Adults

College Visits at SPCPA

PLAN Test

PSAT Test

CIS, PSEO,

AP, Honors

Conservatory Preparatory Curriculum

Graduate on Time *

Desire to Succeed

Communicate with Families

Develop Skills

Staff Expertise

*9% of the Class of 2015 have yet to

receive their diplomas -- 50% of this group were accepted into

BA programs

How Does SPCPA Create a College Going Culture?


Richmond-

American U

London

MacalesterColumbia

HollywoodSt Olaf Cap21 Molloy Hamline Ripon U of Nebraska

Chicago State

UShenandoah U

U of British

Columbia

Northeastern

UElon Syracuse Carthage

Humboldt

State

Rocky

Mountain

College

U of PacificColumbia-

ChicagoSt Cloud

California

Institute of the

Arts

Oberlin EmersonU of MN-

RochesterClark-Atlanta IL Wesleyan Roosevelt U of Portland Eugene Lang St Scholastica

Kenyon Skidmore

Florida

Southern

College

U of MN-Twin

Cities

Coastal

Carolina Jackson State Rutgers

U of San

FranciscoIndiana U St Thomas

USC Smith FordhamU of North

TexasCoe Lewis & Clark

Sarah

LawrenceU of Vermont Iowa State U o Utah

Am Musical &

Dramatic AcaSUNY-Purchase Hofstra U of Pittsburgh Wooster Luther

School of Art

Institute

Chicago

U Puget Sound KeiserU of CO-

Boulder

BardU of NC School

of the ArtsLawrence

U of

Washington

Concordia-

Moorhead

MN State-

Mankato

Southern

Oregon UU of the Arts

Long Island U-

Post Campus

U of CO-

Colorado

Springs

Berklee

College of

Music

U of Texas-

AustinMillikin UC-Santa Cruz Creighton

Marymount

ManhattanSt Xavier UW-Eau Claire Loyola-Chicago U of Iowa

Boston College UC-San DiegoMount

Holyoke

University of

West FloridaCrown

Montclair

StateU of CO-Denver UW-La Crosse McNally Smith

U of MT-

Missoula

Boston

Conservatory

UC-Santa

Barbara

New York Film

AcademyUW-Madison Denver U Morningside U of Hartford

UW-Stevens

PointMontana State

U of New

England

Boston UU of St

Andrews

Pennsylvania

StateAugsburg DePaul Oregon State U of Houston

Virginia

Commonwealth

U

NDSU U of Oklahoma

Bryn Mawr Alabama StatePhilander

SmithBall State

Dominican U of

CA

Parsons New

School for

Design

U of MN-

CrookstonViterbo PACE U of Sioux Falls

Cal State-

Monterey Bay

Am Aca of

Dramatic ArtsReed Beloit Drake Paul Smith's

U of MN-

DuluthWhittier Pacific U Unity

George

WashingtonBaylor St Catherine Bennington Goucher Point Park

U of MN-

MorrisArizona State

Prairie View A

& M

UW-

Milwaukee

Hampton Chapman St LawrenceBirmingham

SouthernGustavus Pratt Institute U of ND Central State U Rust College UW-River Falls

Colleges and Universities that Accepted Members of the SPCPA Class of 2015



75.5% 77.2%

77.9%

79.8% 81.2%

84.4% 85.9%

78.5%

86.4% 85.3%

2010-11 2011-12 2012-13 2013-14 2014-15

Statewide Graduation % SPCPA Graduation %

World’s Best Workforce Means… Have all students attain career and college readiness.


Examples of SPCPA initiatives to raise the achievement level for ALL students:

• 80 mins of PLC time to work on academic achievement for all students

Professional development • Curriculum mapping

Alignment to the MN Academic Standards • Teachers working in interdisciplinary teams

• Teachers visiting teachers/PLC’s for best practices • Teacher Leader Program • Defined teacher observation process • Personalized growth plans developed by each teacher,

focusing on academic achievement for all students. • Math clinics (instituted by the math department) • Extended day

• Structured Study Hall interventions

Proceed to the lunchroom Find your group number table Initial on the sign-in sheet

Grab some food

Discussion

World’s Best Workforce Public Meeting

Wednesday September 16

World’s Best Workforce

Public Meeting, September 16, 2015 Small Group Discussions List

SPCPA has compiled a breakdown of small group conversations from the World’s Best

Workforce Meeting. Ideas were outlined in accordance to the goals in Minnesota

Statute, Section 120.B.11. Many initiatives could fall under multiple categories to

strengthen goal achievement, but for these purposes have been approximately grouped

on their relation to one of the singular goals:

Close the academic achievement gap among all racial and ethnic groups of students and between students living in poverty and students not living in poverty

Have all students attain career and college readiness before graduating from high school

Have all students graduate from high school

- Minnesota Statues, Section 120.B.11

This comprehensive list of the feedback provided will serve as the starting block for

this year’s World’s Best Workforce plans.

The next steps will be for a smaller advisory group to join and further discuss the

feedback, narrow down the list, prioritize the items, and assist in the development of

implementing these ideas into the SPCPA system.

To reduce the achievement gap

o Clinics for multiple subjects, not just math

o Student led study groups

Students helping students

Looping older students to work with younger students

Volunteering to help at summer school

o Later Start Time (8:30am, 9:00am)

Later school start times result in students getting more of their

needed sleep, with benefits to academic performance and

mental health

o Staff training at Minnesota Humanities Center

'Relationship Gap' between our students of color and their

teachers.

They do not see anyone who 'looks like them' on staff



o “Racism permeates everything”

o Creates biases in the classrooms

Conscious efforts to connect to students

o Mentoring program to follow students at risk and have a ‘positive

growth model’

Establishing that the value of education is a personal asset

Potential for parent volunteers to mentor, help with academics

Create parent volunteer tutor program

o Using structured study hall to pull-out and push-in academic

supports

Intentional approach to increase achievement and not

voluntary for students at risk

Similar to administrative homeroom period

If not in study hall, could SPCPA establish homeroom

period for touching base with students?

o Parent Participation – Beyond contacting parents at signs of

underachievement

Tracking Parent involvement via SchoolView

Tracking Log-In – how often are parents checking on

their students’ progress?

“If the support system is absent at home, the gap could

be larger.”

o Awareness of importance of Minnesota Dept. of Ed. Testing

Helping students understand will create value in learning

All students understand the requirements

All students understand the test results

o Why they are important

o Who they can talk to for help

o Familiarizing students with test taking

Create comfortability with format to ensure less pressure and

anxiety during actual testing

Wording of questions

Reading comprehension

Deductive reasoning

o Incorporating extended day contracts for teachers

Providing opportunities for “catch up”

Possibility for later /earlier office hour times

Summer school participation

o Incorporating teacher office hours



To solve for minimal time for conversations with staff because

students and staff typically leave for home right after school

Teachers volunteering to coach after school online chatroom

To ensure college/career readiness:

o College information night for 11th grade students and parents

Instead of aiming solely toward upperclassmen, allow for

starting the conversation in 9th grade

o “Career Center” having a sign up for study hall help

Kids not knowing what they want to do

What can you make a living at?

Having conversations about connecting skills students

are learning to real world needs

Talking with students about college

Specifically programs getting kids ready for arts

programs

If student chooses gap year, providing specified mentoring to

make sure it is a successful one

o Extracurricular Activities

Student newspaper, by students and for students

Instead of “what we are learning” …

o What are the life connections – transferable skills

Student led study groups

o Summer Internship Programs

Help students understand the relationship between what they

are learning and what they need to know to be successful in

the after graduation world

To have all students graduate:

*Helping students who are less than 1 credit from receiving a diploma:

“Address this 9% and you increase 2 of the 3 goals—graduation rate and

percentage moving on to college.”

o Voluntary summer school for students

o Determining student level before class schedule placement

o Discover if there is a gap from the students’ previous school

Hold a summer session to provide more solid academic

base prior to starting at SPCPA



Personal review of credit requirements for graduation

o Focus Group of students

Student feedback to communicate with teachers

How they learn

What are they having trouble with?

What are they excelling in?

o Seniors who are behind on credits to be ineligible for senior pass

Required study hall attendance

Study hall supervisor regularly check in on their progress

1. Stakeholder EngagementNegative AGR represents closing the gap, while positive AGR is widening:...

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