Cyrus Math, Science and Technology Elementary School ISD #611

 

2010-2011 ANNUAL REPORT ON CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT

 

 School districts annually publish an Annual Report on Curriculum, Instruction, and Student Achievement. This document is the report for the 2010-2011 school year for the Cyrus School District. This report is also referred to as the System Accountability Report and is meant to inform and educate school district residents and to serve as a form of accountability for the district. Each year we spend time collecting the information that is included in this report with the hope that it demonstrates accountability and also helps others become more aware of aspects of the Cyrus School District. Please take time to review this document and become more familiar with our school district. The information in this report represents what a quality district we are fortunate to be a part of. If you have any questions about this report or any aspect of our school district, please feel free to contact Tom Knoll, Superintendent or Dorothy Jenum, Principal at 320-795-2216.

 

 

In This Issue:

Our District Mission

School and District Report Card

Minnesota State Assessments, Series II and III (State Measures of Student Achievement)

Enrollment Trends

Student Achievement goals and Progress Toward Goals

Student Literacy Opportunities

Continuous Improvement Process and Goals

Staff Development Goals

AYP Progress

District Advisory Committee members

 

 

Our District Mission

The mission of the Cyrus Math, Science, and Technology Elementary School is to form a partnership between families and the community, and to provide children with a hands-on, innovative and integrated education focused on math, science and technology. CMST provides a safe, positive, enriching environment through small, multiage classes with ample time for student to explore and to take the risks necessary to truly learn and discover.

 

School and District Report Card.

 

The Minnesota Department of Education publishes a School Report Card that offers a comprehensive look at each school and district in the state.  Information on academic and other school opportunities, student and staff characteristics, assessment results, and district finances can be found at http://education.state.mn.us.  Click on School Report Cards under Academic Excellence and choose a district or school from the alphabetical list.   Data can be easily compared between and among all schools and districts in the state.

 

Minnesota State Assessments, Series II and III

 

The MCA-II and MCA-III are State tests. They are designed to meet high standards. Minnesota students must pass the new Graduation-Required Assessment for Diploma (GRAD) portion of the MCA-II tests in order to receive a Minnesota High School diploma. Students must pass the GRAD Writing test in 9th grade, the GRAD Reading test in 10th grade, and the GRAD Math test in 11th grade. The MCA-III math tests (Grades 3-6) reflect the new Math academic standards. 2010-2011 was the first time students took the MCA-III tests. The MCA’s are given to assess student progress toward achieving Minnesota academic standards in reading, mathematics and science. Data is used to assist in personalizing learning and for school accountability. These assessments are required by the Federal No Child Left Behind Act of 2001. CMST students took the following tests in 2010-201; 3-6 (Reading and Math) and Grade 5 (Science).

 

 

State Measures of Student Achievement

 

Science Trends

 

The table below shows Cyrus Math, Science, & Technology Elementary School Minnesota Comprehensive Assessments trends from 2007 – 2011 for Science (Percent of Students Proficient) as compared to State proficiency trends

CMST science scores indicate our students lag behind the statewide percentages in science. The science test results do not count toward student graduation requirements or the Federal No Child Left Behind Act. Small class size is an important factor in the test scores as one student not meeting or one students meeting standards can significantly affect our percentages.

 

Reading Trends

 

The table below shows Cyrus Math, Science, & Technology Elementary School Minnesota Comprehensive Assessments trends from 2005 – 2011 for Reading (Percent of Students Proficient) as compared to State proficiency trends.

CMST reading scores generally lag behind state scores but have improved overall since 2006-07. Students in the 2012-2013 school year will be assessed using the new MCA Reading Series III assessments. Small class size is an important factor in the test scores as one student not meeting or one students meeting standards can significantly affect our percentages.

 

Mathematics Trends

 

The table below shows Cyrus Math, Science and Technology Elementary School Minnesota Comprehensive Assessment trends from 2005-2011 for Mathematics (Percent of Students Proficient) as compared to State proficiency trends.

CMST mathematics scores have fluctuated mainly due to the small class size but have improved overall. Students in the 2010-2011 school year were assessed using the new MCA Mathematics Series III assessments resulting in significantly lower scores. Again, small class size is an important factor in the test scores as one student not meeting or one students meeting standards can significantly affect our percentages.

 

 

Enrollment Trends

 

Tracking enrollment is an important task in every school district. A large portion of the revenue CMST receives is generated directly from General Education Aid, which is payment from the State for each student who attends school. Districts receive less funding for students in grades 1-6 than for a high school student. Kindergarten students are funded as a part-time student

 

This chart shows enrollment in Kindergarten through sixth grade in the Cyrus District from 2000-2011. Predicting enrollment fluctuations continues to be a challenge faced by our district.

 

Student Achievement Goals and Progress Toward Goals

 

CMST student achievement goal for meeting the Minnesota state academic standards is to continue to make Adequate Yearly Progress by increasing the number of students whose scores on the MCA-II math, reading and science assessments show they are meeting or exceeding the State standards.

 

 

Progress on 2010-2011 Title I Goals

 

Reduce the number of students not proficient by 3% in reading, grades 3-6, utilizing the Minnesota Comprehensive Assessment results (Spring 2010 to Spring 2011).

• Every grade, three through six, met this goal.

Reduce the number of students not proficient by 3% in math, grades 3 -6, utilizing the Minnesota Comprehensive Assessment results (Spring 2010 to Spring 2011).

• In 2010, Minnesota used the MCA-II math assessment. In 2011, the state moved to the MCA-III math assessment. Since these assessments are not the same and do not assess the same set of standards, we were not able to compare the results.

CMST Elementary will achieve Adequate Yearly Progress as defined by the state.

• Cyrus Elementary met this goal and achieved Adequate Yearly Progress in all areas.

100% of the elementary classes will be taught by Highly Qualified teachers.

• All instructors met the licensure requirements to be Highly Qualified.

100% of our Title I paraeducators will meet the standard of Highly Qualified.

• All paraeducators met the requirements to be Highly Qualified.

 

Student Literacy Opportunities

 

Title I—the purpose of Title I is to ensure all children have a fair, equal, and significant opportunity to obtain a high-quality educa­tion and reach, at a minimum, proficiency on challenging state aca­demic achievement standards and state academic assessments. Title I targets reading and math basic skills for students in grades K-6.

 

Reading Corps-—the purpose of the Reading Corps program is to have every Minnesota child become a successful reader by the end of third grade. The program serves children, PreK-1 in reading. They meet daily for approximately 30 minutes a session. As students are exited, new students are offered this learning opportunity. The CMST Schools is very fortunate to have two one-half staff members working to support literacy from preschool to first grade

 

Reading Intervention Program (RIP)—the goal of this program is to provide direct instruction in the area of phonics and fluency to help students attain grade level reading skills. Students in this program are struggling readers and at risk for being referred to alternative programming unless significant growth occurs. Students are identified for this program through the use of AIMS scores and Response To Intervention Team recommendations.

 

Continuous Improvement Progress and Goals

Curriculum improvement is an ongoing process for the CMST School District.  The district follows a curriculum review cycle to periodically review and evaluate each subject area to guide district instruction and curriculum improvement.  This process keeps the district’s curriculum current and effective. 

 

CMST Mathematics, Reading, and Science Curriculum Goal: To increase the number of students in grades 3-6 who are proficient on the state reading, math, and science assessment. We will need to continue to analyze and review MCA results through alignment our curriculum with standards and assessments.

 

Staff Development Goals

 

  • To continue the implementation of Response to Intervention K-6
  • To refine and define our science curriculum at each grade level to ensure they are aligned with the MN State standards and our student achievement in science.
  • To refine and define our mathematics curriculum at each grade level to ensure they are aligned with the MN State standards and our student achievement in mathematics.
  • To refine and define our reading/language arts curriculum at each grade level to ensure they are aligned with the MN State standards and our student achievement in reading.

 

AYP Progress

 

The CMST district as a whole continued to make Adequate Yearly Progress in all areas and in all subgroups. 

Adequate Yearly Progress (AYP) is the means of measuring, through standards and assessments, progress toward the achievement of the NCLB goal of 100 percent proficient by 2014.  Minnesota uses the results of the Minnesota Comprehensive Assessments to determine whether a school makes AYP.  In Minnesota, three areas determine whether a school has made Adequate Yearly Progress: participation, proficiency, and attendance or graduation rate.

Furthermore, NCLB requires schools and districts to break data into several different subgroups giving teachers and administrators a clearer picture of student performance.  Targets are set for different racial/ethnic groups, students with disabilities, English language learners, and economically disadvantaged students as measured by participation in free and reduced-price meals.  Only subgroups with sufficient numbers of students are measured for each school and district.  Schools make AYP if the students in these subgroups meet the targets for the percent of students meeting or exceeding the standards on the state assessments in reading and mathematics as well as meeting the participation and the attendance or graduation requirements.

 

District Advisory Committee Membership

 

We are always seeking additional members for the District Advisory Committee. If you are interested in learning more about the DAC or would like to participate as a member, please contact Dorothy Jenum at dorothy.jenum@cyrus.k12.mn.us or 320-795-2216.

 

John Smith, School Board Member   

Julie Rutter, Teacher

Dorothy Jenum, Principal

Joan Thoren, Teacher

Kim Erdahl, Parent

Robin Anderson, School Board member