okay Wayne we're ready all right hello everyone good evening welcome to Roseville area schools annual uh report on our world's best Workforce report and our achievement and integration plan um to start things off we have Jake velind director student achievement who will start things off for us thank you thank you hello and I am Jake vindy director of student achievement in the Roseville area schools thanks for watching our world's best Workforce annual meeting this evening the world's best Workforce is a chance for us to report out on many different areas of our district over the past year there are many parts of the world's best Workforce But ultimately it's a report about improving the opportunities for our students after they graduate from our high schools we believe that through our new strategic plan areas interwoven with our world's best Workforce areas we will improve the educational experience for our students and families there are many people who work together every day who have made this work happen and so I want to thank our staff who continue to support these efforts for our students families and communities I have several staff members joining me this evening and I'll have them introduce themselves when they begin their section we were engaged in strategic planning over the course of the last year and developed a new mission and vision statement for our district while maintaining our Equity Vision our new Mission reads Excellence Innovation and equity in all we do in our new vision States each learner experiences a sense of belonging belonging a joy of learning and a joy of learning is inspired and prepared to reach their potential and contributes to our communities as a part of our strategic planning we created the goals and key strategies that you see here our graduates are prepared to achieve their goals and aspirations our Learners contribute to an equitable caring Society we are a culturally responsive inclusive anti-racist District the community is United behind meeting students needs and we are financially secure these goals align with the world's best Workforce goals laid out by the state those five goals goal areas are all students are ready for school all third graders can read at grade level all racial and economic gaps between students are closed all students are ready for career in college and all students graduate from high school the world's best Workforce report provides a look at many different areas including the following eliminating achievement disparities kindergarten Readiness reading well by third grade graduation College and Career Readiness curriculum and program review staff development goals atps report and a budget overview the folks sitting with me today will provide you with an overview of their area and introduce themselves as they provide the information on their report so I'm going to hand it off to our director of equity and Innovation thank you Jake uh donon Smith director of equity and innovation in the office of educational Equity uh part of being a culturally responsive anti-racist School District means that we must be intentional about eliminating achievement disparities uh big themes you will notice in our strategies from last year and this school year are a shift in how we teach reading training for our leaders around Equity coaching and support for our bipart students families and staff these are selected strategies for this presentation the full list of strategies can be found in our world's best Workforce report honing in on the strategies from last school year we've highlighted a few strategies we want want to just call your attention to uh the first one being letters training for all k for multilingual learner and special education staff we made a big shift in how we um teach our students to read uh this shift is based on the science of reading and is one example of how Roseberry School stays on The Cutting Edge of research and best practices the greatting for Equity training for our secondary staff not only have we shifted how we teach reading at the elementary level but we also shifted how uh we're doing grading at the secondary level uh we need a grading system that's accurate that's biased resistance and provides our students the intrinsic motivation we know is needed to do their very best uh for the coaching for Equity our coaching for Equity book study with all of our administrators and our uh lead teachers has called to attention the need for us to become better at servicing staff's beliefs and an effort to shift their behaviors and ways of being all for the benefit of our students our culturally aison and our student Affinity groups um one of the best ways to provide our students with that intrinsic motivation that I spoke about earlier is to allow them time uh to learn about themselves uh multiple student Affinity groups take place during the school day in all of our elementary schools for our stair interviews our bipac stair interviews these were conducted last year with our bipac staff and all of our school buildings uh they continue this year until all of our bipar staff um have been interviewed uh these interviews allow us to keep our attention on the realities of our bipo staff and how our bipo staff experienced our system all in an effort to improve the reality of our present and future bipox staff and lastly the Heritage months um last school year we begin observing a different heritage month and culture each month uh these observances come with lessons and activities that all of our students and staff participate in so looking at strategies for this school year we wanted to highlight uh just a few there the implementation of our new Ela curriculum uh it's coupled with our shift and how we teach reading um is our new curriculum so not only are we aligning how the brain learns to read but what the brain likes to see and likes to read about uh that familiarity uh that teaching from multiple cultural perspectives provides for Avid Elementary we have a long history providing our secondary students with good solid instruction and support through Avid this year we uh We Begin providing that same solid instruction and support to our elementary students for our restorative practices um with the help of a non-exclusionary disciplinary Grant through the munici Department of Education we're leaning into our restorative practices to eliminate the disparities and our discipline data um for the the the social emotional learning and and Equity survey um this was introduced at the end of last school year and it's an annual survey that will give uh us insight into how our students um excuse me insights into our efforts to eliminate achievement disparities and by reaching the most important demographic that we have in our district which is our students and then lastly the creation of an indigenous language course uh this is per state legislation uh we'll be creating uh this course which allows our students another opportunity to see themselves in the curriculum and to be confident in who they are uh knowing that we see them and that they matter and so now I'll turn over to Tammy Reese uh to talk about kindergarten Readiness my name is Tammy Reese I'm the Early Childhood Program supervisor and I'm going to share some strategies for um kindergarten Readiness um the first one is participation in our pyramid model Grant project and this provides the framework for supporting um student social and emotional development creates uh training for teachers on Behavior incident reports and interven ion strategies and also a process for data collection and internal coaching um the next one we want to highlight is um training pair of professionals on strategies for supporting students oral language and social skills development last year we provided 22 hours of par professional training um focusing on vocabulary development um by encouraging conversations with students um higher level questions and VOC vocabulary development through repeated read alouds um also um we work to increase family engagement and participation in ECFE by offering a variety of class options um we are really excited um last summer that we were able to um have actually a 10- week uh summer ECFE program we had opportunities happening every day of the week um including our drop in in play and park in play um and then I also just wanted to mention um our most popular class that we offered during this school year which is our drop in and play classes uh we offer it three times each week um throughout this school year and at a variety of locations um and last year um we had over 3,000 people attend so um it's just really popular uh way to engage families uh moving on to this year um We are continuing to support students social and emotional development through our second step curriculum and pyramid model um Second Step provides weekly classroom lessons and home link materials which is something new we're doing this year we're posting on seesaw um to increase family engagement and parent education um so families can uh work together um on the learning that the students are doing through second step and then pyramid model is continuing and this year the focus is on training all teachers and Paras in tier one two and three interventions and creating um specific plans to support students social emotional development um we're also um working on letters and hegr curriculums in our classrooms we had 28 prek and ecse teachers trained last year um teachers were um really excited and positive about this opportunity and learning about ways to embed literacy learning instruction throughout our our day at prek um and we're also focusing on phonological awareness um especially rhyming this year I'm using the hegr curriculum and children are um offered the opportunity to practice their skills that are being taught in all areas of development using purposeful play and this is in alignment with kindergarten um and what we're doing is just uh want children to have time during their day um playing and choosing some activities that they want to um participate in and teachers plan for These Hands On Learning experiences to be opportunities of learning and CH children and students become more aware of the purpose of the teaching and learning when they're actually using it through play for example we have a grocery store set up in our classrooms and the students are writing grocery lists or we might have uh they might be reading road signs when they've set up like train track in the block area um and so we're always looking for ways um natural ways for children to be practicing the literacy skills um these are just a few of the ways that we support Student Success in early childhood and provide the foundation for success in kindergarten so I'm going to turn it over now to Mary talk about reading by third grade thank you Tammy my name is Dr Mary busman and I am a principal on special assignment here in the office of educational equity and I uh I work primarily with our elementary schools and curriculum and then also districtwide in our professional development areas I'd like to talk a little bit about how we are preparing for reading uh by grade three the strategies that we utilize last year were language Essentials for teachers of reading and spelling so you've heard my colleagues refer to letters and so that's what this means uh this training teaches teachers how to how the brain works and what the key elements of actually learning how to read are and um so it's a it's a teacher development tool it is not a curriculum itself it's um it's almost like taking a graduate course so we had 90 teachers um take that uh Letter's training through mde as it was offered um starting two years ago they completed that and then we began with 140 teachers here uh k through four and then you heard Tammy talk about our prek teachers also were trained the important thing to note about that is um in the Minnesota re act we will be required to offer that training all districts across the state of Minnesota will be required to offer that training or uh one of the other two key components about um how the brain learns to read and so we feel really good about being uh ahead ahead of the curve for that one the second one to call out is um we continued the alternative delivery of specialized instructional services or adsys grants uh so we were using interventions during our what I need time also well then that brings out the next bullet which is what I need time and so that provided for us flexible grouping with students who needed additional support in their reading and in some schools they also utilize math and then some of our sites utilized Minnesota reading Corp so um the in 202 22 2020 I'm sorry in 2023 2024 we are going to pull forward much of what we've been starting so letters is a two-year training program so that professional learning will continue into its second year this year for 140 of our teachers flowing right into that is our new English language arts and Spanish language arts curriculum um the Spanish language arts curriculum of course is for our dual language Spanish emersion program at Little Canada but um the new curriculum is based in the science of reading is based in everything that we learned through our letters training and we're applying that now uh daily in our lessons um letters will continue for our teachers and then press interventions and Minnesota reading core will continue and next we will move into graduation with Miss Hester um Chris Hester uh principal in special assignment for secondary and in the Office of Education equity and Innovation um as you can see with graduation our goals are to maintain a high level of graduation and the points I want to really uh point out we have once again uh become an avid National demonstration status with both Roseville area high school and Roseville area Middle School uh avat provides us a very strong um instructional framework that we have been training with our teachers and to add to that we've been adding our grading for Equity professional development so we have a grading practices that are accurate they are bias resistant and are motivational for our students when we are doing and putting these things together and work in conjunction to help students be more successful in high school we also grew our our year-end opportunities for credit recovery with traditional and non-traditional online programs for this year um we go back now we're going to be going into 9th and 10th grade currently our 11th and 12th graders have a program called College possible we establish a partnership with trio program which is with Upward Bound and metro state where 9th and 10th grade students will have access to uh College accessibility getting tutoring doing summer programming and ACT prep continue with our professional development and areas of Assessments and rubrics that will also help us with our Mastery tab to give feedback to students about their learning and then as I said earlier for 2223 continuing on our opportunities for credit recovery and doing it in a non-traditional and traditional way and also offering our credit recovery Academy sessions during meba winter and spring break when we go to our career in college readiness um for 2223 are some of the errors of strengths that we had expanded and strengthen our greater career Pathways uh with our CTE business advisory Council which we meet with twice a year and uh CTE teachers are required to meet with their Partners once or twice on Via Zoom to maintain those relationships uh we also received a $65,000 youth skills Grant and that youth skill Grant helps us improve the advancement of manufacturing Pathways at Roseville area high school along with Roseville area high school with the youth skills we also expanded the use of Youth Science Youth Science allows students to learn from a database of over 600 career options and find out what their interests are and match those up so they can take those courses and do internships and apprenticeships for the 23 for school year um we're continuing to focus on our education pathway which is a part of our CTE pathway and making sure that we're providing a an Avenue for students of color in particular to gain interest in becoming a teacher and getting into education um this will allow us to develop students and actually have our own grow your own so they can come back and teach here in Rosell area schools Fairview Fairview area Alternative High School focuses educating the families as a evolve for their postsecondary plans whether it's career or college readiness and they also will be introducing use science to their students this year that will allow them to gain access to that database thanks Chris um I'll talk a little bit about our curriculum and program review um and our curriculum and program review cycle has three phases in which we review the program performance we work on a new program design and plan for a new implementation within that review cycle we manage about 17 subject area groups and only the ones that were're actively working with last year or are continuing to work with or starting this year are listed on the on the screen we're glad that we're able to mostly hold our curriculum review meetings throughout last year even with a continued substitute teacher shortage we also host a monthly District curriculum advisory committee that has maintained strong membership this year and I'm proud of our representation and committee membership the dcac includes representatives from each school and includes families students staff and community members I'm going to now turn it back to Mary and Chris to talk about our staff development goals thank you Jake um in staff development there are seven Focus areas identified in the district's staff development plan these goals come from the previous strategic plan and other research and I will share the findings for each of these goal areas in goal area number one uh the goal is to improve instruction for our students of color American Indian students English Learners students receiving special education services and prek Learners and there are a couple of uh critical areas that we addressed um in our in our professional development and that is uh we utilized critical self-reflection as part of our curriculum review process we used critical self-reflection as part of our teachers daily work so that critical self-reflection is just understanding how we operate in the world and how we interact with the people around us specifically calling out race and identity and understanding how those interact with one another so that's a part of our training um and a part of our work on a daily basis um also we focused on wind time at both the secondary and the elementary and then as you've heard us talk about letters training that has been a focus for us over the last two years and will continue to be our Focus this year 14 additional teachers uh were trained in cognitively guided instruction uh which is understanding and talking and thinking about math strategies and then uh finally you've heard us talk about grading for Equity at the secondary level that that has been a focus of ours as well and we'll continue to be this year goal two states improve Communications and genuine engagement with families and communities especially with our underrepresented communities and staff uh this this past year used uh multiple ways and effort to connect with our families into foster genuine relationships so they can be connected to us and to the school buildings with that we also had our cultural layo designs which are very important and critical piece of how we support our families especially our families who are non-native English speakers our cultural lisons provide that support in small groups for students with during the school day but also for outreach with adults in goal three we sought to strengthen support for the Social and emotional devel vment of all of our students um we did that by uh each one of our sites um included goals for social emotional learning uh to develop positive School climates within their buildings programs that we utilized to informed that work were positive behavior interventions and supports restorative practices core values at Raz responsive classrooms and zones of Regulation um an additional component last year that uh um was really strong and um was was a new addition for us and that is we offered cultureal responsiveness training for all of our Raider support staff on three uh days throughout last year go four we expand support for career and college readiness our CTO CTE courses at at Raz are continuing to grow and grow along with um the support with our college credit so students do have access to career and College opportunities afforded to them uh this year uh F partner with Ember Hills Community College with the accuplacer partnership the accuplacer is a test that helps students see how College ready they are goal number five is to use Avid strategies to support student learning Avid 712 continues to be an Exemplar for regional and National schools the Avid schoolwide instructional framework has provided seven grades 7 through 12 teachers and students with best practice teaching strategies that you'll see in all of our classrooms and it was key to Raz and Rams being revalidated as National demonstration schools we also expanded Avid to our elementary schools with elementary site leadership teams uh being formed this began by hiring a site lead at each one of the buildings working with the principal and that district elementary lead then we formed um elementary site leadership teams um and we worked with our districtwide elementary lead um this increased uh our Avid Elementary and our grades five and six teachers then attended training for Avid Elementary they began that last year goal six grading for equity which we have spoken about before in really trying to create a system for grading that is accurate bias resistant and motivational so all students have access to academic success regardless of where they are starting we are currently aligning our grading at all secondary schools making sure that we are aligned to the State Minnesota state standards and currently we're working very hard on writing rubrics so students have clarity about what they need to learn in their courses and the last staff development goal is to improve professional Learning Community practices and implementation so that encourages teachers um to sit together to learn with and from one another to look at their student data to review how students are learning and then to use that information to inform their teaching uh most Elementary collaborative teams used their letters Bridges to practice to monitor student learning while facilitating their own learning in the science of reading strategies and the data process is uh solidly in place in our secondary schools uh of course some teams are further along in that um data cycle and uh but we're excited to know that our collaborative teams are solidly uh anchored all across our district and and with that I'll pass it back to Jake thank you Mary this next section is about our alternative teacher professional pay system or atps it's also known as the quality Compensation Program through the Minnesota Department of Education and it's a voluntary program from the Minnesota Department of Ed that allows districts and teachers teacher unions to work together and agree on a on a plan that provides career advancement options for teachers job embedded professional development teacher evaluation performance pay and an alternative salary schedule so this past year our district Improvement Focus for atps at the elementary level was on the language Essentials for teachers of reading and spelling or our letters training as discussed prior to and at the secondary level it was on our grading for Equity book study and considering how we can create an accurate bias resistant and motivational grading system for this upcoming year at the elementary level we're focusing on our English English language arts implementation and at the secondary level we're focusing on rubrics making learning clear and feedback as a part of our equit Equitable grading practices this last section of our report is on our District budget our fund expenditures are listed in the pi graph on the slide as you can see the largest portion of this which is 84% is spent on students including teaching trans transporting supervising and counseling our students and finally we want to say thank you for choosing Roseville and for your continued support of Roseville area schools I also want to let you know that the whole report will be posted on our Roseville area schools website and is a part of the school board packet for this evening thanks for watching and I'm going to hand it over to our director of equity and Innovation donon Smith for our achievement and integration F all right thank you Jake thank you team thank you to stay here okay all right all right good evening my name is donon Smith I'm the director of equity and Innovation for rosville area schools and I'm here today to share with you the new achievement integration plan for Roseville area schools so for the last 18 months uh as my colleague Jake spoke about we've been engaged in strategic planning um from that work our new mission and vision was developed and I I I'll read it for you again just so we can sync it in uh our mission is Excellence Innovation and equity and all we do and our vision is each learner experiences a sense of belonging and a joy of learning is inspired and prepared to reach their potential and contributes to our communities uh this was inspired uh by our the great community that we have here in Roseville area schools um and also as my colleagues spoke about uh as part of our Str plan we and the feedback that we got from colle collected from our stakeholders and our community uh we created these five goals that you see here this presentation will touch on all of these goals uh in some way so the Minnesota Department of Education determines which school districts participate in the achievement integration program by comparing the join District percentage of enrolled protected class students um it also compares is the percentage of enrolled protected class students at schools within the school district within the same school district each year the commissioner analyzes fall enrollment data from every District to look for these racial enrollment disparities between districts and between schools when the difference between the district's percentage of enrolled protected students is more than 20% higher when compared with at least one of its adjoining Districts The District with the higher percentage is considered racially isolated for schools when the differences uh of enrolled protected students at a school is more than 20% when compared to districts average for students in the same grade levels uh the school with a higher percentage is considered a racially identifiable school districts that are racially isolated or a racially identifiable School are required to be a part of the achievement and integration program uh this school year marks the first year of our new threeyear plan so the achievement integration plan uh must contain three types of goals um in at least one of these three areas here um reducing disparities in academic achievement among all students reducing disparities and Equitable access to effective and more diverse teachers among all students and increasing racial and economic integration here is a a budget summary of of the last last four years uh for the achievement integration plan years 2020 through 2023 show the budgets for each year of our last integration plan and this year we're fortunate to have um the uh uh excuse me the the the amount of funds that the uh state is offering us for this particular plan so this is a summary of all the things that the achievement integration plan supports um it supports Avid uh which is achievement via individual determination our dual language Spanish Immersion program our cultur Le ason um it also supports two two of our schools identified as racially identifiable schools that's harambe and ederton our Equity professional development and in District programming activities so next I'll take you through the goals and strategies of the plan so goal one is to increase the overall reading proficiency rate for bipox students from grades 3rd through 6th uh from 37.4% 2022 to 53.2% 26 as measured by the MCA 3 reading test and uh to the right you will see the strategies that we are implementing in order to achieve that goal and that would be Avid and the extension of avid to Elementary that would be a cultur liaison support coupled with that would be our our elementary Affinity groups that are culturally leaon um for facilitate and our dual language Spanish emerging teachers uh for goal number two uh we have decreased the flat growth of Native American students in grades 2nd through sixth on the fast reading test from 38% 2022 to 29% in 2026 essentially we want to reduce the number of students who are making no growth in Reading uh as measured by this fast assessment and the strategies that will go to support that include once again uh Avid and and Avid Elementary uh our Kon and our uh um Elementary Affinity groups our dual language emerging Spanish uh teachers and then our Native American secondary uh Avid visits just explain that real quick that is our secondary students um visiting with our uh elementary students um through through our aid program in a way as a way to support the learning of our students goal number three students will self-report a 10% increase from 2023 Baseline year data to 2026 data in their experience of teacher equital practices and culture of equity in their classrooms on the annual secl which is social emotional learning and Equity student survey um so just to explain this a little bit more this is an annual survey that our students will use uh to give us feedback on our work um are we lived into those five goals that I spoke about earlier from our strategic plan um and can our students feel the impact of that what essentially what we're trying to measure um on this survey is the survey is broken down into uh different areas and one of the areas is teacher Equitable practices and another area is culture of equity in their classrooms and so what we want to see is that 10% increase in those two areas um as far as the feedback students give us the strategies that you see to support that will be the continuation of our anti-racist professional development for all of our staff um across District activities as as such as our youth executive board which is a collection of Youth from across the different districts um and our Avid summer uh physical education and health course which we kicked off in Roseville this past summer um and then also the administration of this uh social emotional and Equity survey uh annually goal number four is to increase students access to the number of racially and ethnically diverse teachers from 12% in 23 to 177% in 2026 and uh so this with this particular goal it's it's about representation and representation matters um and and as the learning Institute learning policy Institute States while white students also benefit from learning from teachers of color the impact is especially significant for students of color who have higher test scores and are more lik ly to graduate high school and more likely to succeed in college when they have had teachers of color especially uh in in the early grades and the strategy that we have to support this are um once again our our anti-racist professional development for all of our staff um Native are getting native Spanish speakers in our dlsi courses especially at those early grades as I refer to and then our bipox stay interviews and I just want to say a little bit about that those uh we spent time in conversation with our bipo staff members uh last year in an effort to uh improve their experience um to to retain the wealth that they bring to our community and to recruit other crucial bipo staff and we will continue those interviews uh again this year okay so let's talk about racially identifiable schools these are the schools within the district where um the School's biopac staff population is at least 20% High higher um than the district as a whole and you can see uh uh at the bottom for our district our student of color population or bipo student population is 61.4% um and there are two racially identifiable schools harambe is 84.9 and Tin is at 85.8 um these schools also that's fine y these schools also must have goals in the same three areas of reducing disparities in academic achievement among golf students reducing disparities and access to effective and more diverse teachers among our students and increasing racial and economic integration and so goal number one for our racially identifiable schools is to decrease the overall average percentage of Flat growth for bipar students in grades 2D through 3D as measured by the fast reading assessment at EZ 10 Elementary and harambe Elementary by 2026 and essentially what we're trying to do is cut that in half the amount of students who are are are are making flat growth or no growth in the reading we want to cut that in half the strategies that we have to support that um are ensuring that we have at least one student excuse me at least teacher of color in grades K through three at both of our schools ederton and harambe once again referring back to the importance of that representation uh the cultural Aid on support and the Affinity groups that we uh do at harambe and ederon goal number two is to increase the enrollment of of uh Ed elementary elementary from 450 to 490 and Haram Bay from 270 to 330 by 2026 um supporting and art specialist at harambe um and supporting culture lons at uh Edon Elementary are part of the strategies as as ways to attract uh more students and families to these two schools uh also the intra District activities uh where Haram Ed will share space with other schools in our district uh just to EXP and our the reach that we have that those that those schools have in our community goal number three is Edon harambe students will self-report a 10% increase on the students survey and that's the annual survey that I spoke about earlier from 2003 Baseline year data to 2026 data in response to the section on teacher Equitable practices in their classrooms um and the strategies once again to support that is the the continuation of our anti-ra professional development and that check-in with our students annually through this survey and so just want to end this presentation by just with some thanks um I I actually talk about it from the bottom up just uh but Street data had a big impact on how we uh looked at things and and it got at our reimagining of our goals and our strategies um for this for this new plan um our AP uh committee which was a a new a new requirement by the state that there was collaboration with our APAC and it's great that we already have a great relationship with our APAC and so um to to to to have their sign off on this um plan was important and then um I want to speak about the equity leadership advisory committee uh it's made up it's a group made up of of families and staff and some and some very great grade school board members um and that group was uh they were they were the drivers behind the goals in the strategies in this plan uh this committee was created with a purpose among other things of creating and monitoring this this this very plan so I want to thank each of our members for their expertise that they brought to the committee and for the dedication um to each and every one of our students in the district thank you