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2002-2003 Bellingham Public School (ISD #371) Systems Accountability & Annual Report on Curriculum, Instruction and Student Performance (Formerly called the P.E.R. REPORT) 2002-2003 BELLINGHAM PUBLIC SCHOOL (ISD # 371) SYSTEMS ACCOUNTABILITY REPORT & ANNUAL REPORT ON CURRICULUM, INSTRUCTION AND STUDENT PERFORMANCE (Formerly called the P.E.R. REPORT) The purpose of this report ,is to fulfill the 2002-2003 intent of the Reporting Legislation which required local districts to disseminate information and activities carried out by the District Systems Accountability Committee. The information will be published in "The Ortonville Independent" and reported to the School Board and all district residents. This report was approved at the Monday, September 15, 2003 School Board meeting. A copy of this full report may be obtained from the district office. Item # 1 - Student Goals for meeting Graduation Standards EDUCATIONAL GOALS FOR BELLINGHAM ELEMENTARY SCHOOL (Revision Planned) During the 2003-04 school year it is planned that a full revision of these goals will be done to replace and update them one the state requirements are clearly identified. In order to achieve our philosophy the Bellingham Public School has adopted the following district-wide curriculum goals. Special emphasis has been placed on developing and implementing an education program designed so each learner can develop the knowledge, skills, attitudes, values, and feelings to achieve each goal to the maximum extent possible. These learner goals are a general statement emphasizing the purposes and goals that each student should experience during their high school career. The professional staff is charged with providing an educational delivery system to meet the goals as adopted by the local board. [GOALS A-C DEFINE BOARD EXPECTATIONS FOR COGNITIVE DEVELOPMENT. THEY INCLUDE BASIC SKILLS, GENERAL KNOWLEDGE, AND THINKING SKILLS.] A. In order to effectively participate in learning activities, each learner will master basic literacy in reading, writing, listening, speaking, mathematics, and technology. B. in order to lead a meaningful life, each learner will accumulate and apply knowledge and develop an understanding of beliefs, values, and decision making for life. C. In order to resolve issues and meet needs creatively, each learner will develop thinking and decision-making skills. [GOALS D-H DEFINE BOARD EXPEcTATIONS FOR STUDENTS SOCIAL DEVELOPMENT. THEY INCLUDE UNDERsTANDING AND DEALING WITH INTERDEPENDENCE, DIVERSITY, GROUP EFFORT, CONFLICT RESOLUTION, AND DEVELOPING AN HISTORICAL PERSPECTIVE.] D. To value and understand the diversity of humankind, each learner will be able to deal with people, organizations, and society. E. To value, understand, and accept the diversity of humankind, each learner will be able to make informed and fair choices. F. In order to address human problems through group effort, each learner will develop the knowledge, skills, and essential knowledge needed for life G. Each learner will be able to effectively resolve conflicts with and among others. H. Each learner will be able to act on contemporary events and issues with a perspective of their historical origins. [GOALS I-K DEFINE BOARD EXPECTATIONS FOR THE EMOTIONAL DEVEIX)PMENT OF STUDENTS. THEY INCLUDE DEVELOPMENT OF A POSITIVE SELF-CONCEPT, SETrING AND ACHIEVING PERSONAL GOALS, AND COPING WITH CHANGE.] I. Each learner will develop a positive attitude toward self and a positive self image. J. In order to set and acquire personal goals, each leamer will develop the ability to set goals and make decisions. K. In order to cope with change, each learner will have the ability to adapt, tolerate, and understand the conditions of their surroundings. [GOAL L DEFINES THE BOARD'S EXPECTATION FOR STUDENT LEARNING ABOUT MINNESOTA STATEWIDE TESTING PROGRAM (2001- 2002}: MATH SUMMARY OF TESTING PROGRAM It is necessary to report the testing program to the State Department of Education on a periodic basis. The following chart gives the READING WRITING Grade 8 Grade 9 Grade 10 Grade 11 Total Pass Fail selected as a I0 7 3 member or as a all passed previously member. 1 0 1 2 0 2 The Committee Grade 8 10 8 2 Grade 9 1 0 1 Grade 10 1 0 1 Grade 11 1 0 1 Grade 10 9 7 2 name of the test used, the grade tested, the objectives of the test and how the results are used. No changes are planned for the current program. Test results for 2001-2002 focused on Mathematics and Language (both are required). TEST NAME selected prior to requirement were t of the Parent Committee. The Advisory members were cross sectional school district. parties were respond if serving on the Interest in people, involvement, the Bellingham good working are considerations selection procesS. Iowa Test of Basic Skills Benchmark Tests GRADES 1 to6 and 5 NOTE: The Stanford Achievement Tests have been discontinued since they Grade 11 Of those students who have gone on to other secondary buildings most have passed the basic skills tests as required for reading and math in grade 8 and writing in grade 10. Although there have been a few cases where repeat testing has been PURPOSE To assess student performance Ch. 1/Title qualification AOM assistance Grade 3 tests in math and reading while Grade 5 also tests in writing as well as math and reading. necessary nearly all have met these requirements for graduation. , 2 0 2 continue to be necessary due to changes in state requirements. Staff have reviewed curriculum areas, with an emphasis on reading, to improve articulation and student performance. USE OF RESULTS Student performance Program assessment Program participation Graduation process Student performance Student progress Program assessment . Staff reviewed the results of performance testing in Reading, Writing, and duplicate the ITBS results and are redundant. No other major changes in the current testing program are proposed but the standardized results will also be used to monitor student progress in meeting the ProFiles of Learning through the grades. IOWA TEST OF BASIC SKILLS (Tested in April 2003)- Scores shown below are the Bellingham student scores in National Curve Equivalents (NCE's}. Students would be expected . Item # 3 - District Improvement Plans for 2003-2004 Due to changes in the state requirements efforts at revisions in the delivery system for the requirements of the Graduation Rule will be replaced by adjustments in programs needed to meet the new standards. Staff will be involved in revisions of lessons and . Math as these tests were given in Grades 3, 5, & 8. Where changes are indicated they were made. No changes were made in the District 371 School Goals because the Graduation Rule was dropped. Adjustments in the delivery of curriculum areas will be made as the new standards are disseminated. The PER repealed and the Standards Educational legislation have adopted to Minnesota school with a "Systems The new a definition of as methods of learning enable students graduation "Curriculum" as plans for experiences that knowledge, positive attitudeS. Systems process there arc Policies, Advisory make-up and Procedures. Policies will ( 1 ) district HEALTH ANDONE'S PHYSICAL to score at about 50.0 for SELF.] ............ programs to make these District Implementation instruction each, grade, The counts at .ai adjustments, .]anual - This is" on hold curriculu L. In order tolead a, .... .... the  a .,df:, erich' '-col . '2. 'gtaffli rew ........ .... "'* process healthy, fulfilling life, indicate the number of curriculum areas, with until new procedures are m each each learner will study and apply the concepts of health, fitness, and safety needed for life. [GOAL M DEFINES THE BOARD'S EXPECTATION FOR STUDENT LEARNING REGARDING CAREERS AND VOCATIONS.] M. In order to lead a productive life and actively contribute to the economic well being of our society, each learner will develop the work readiness skills. Item # 2 - Results of LOCAL Assessment Data Since we are a K-6 building (7 th graders begin attending either Ortonville or Laq Qui Parle High Schools) this report is limited to results achieved locally. Our primary concerns are the results of the Iowa Test Of Basic Skills and the State Benchmark Testing (in reading, writing, and math) in Grades 3 & 5. Our students have all done satisfactory work. Although students have produced a range of scores those in need of assistance have been remediated. More detailed results of student performance are available from the district office. Bellingham has an enrollment of 86 students for the 2002-2003 school year. There are 11 students in 6 th grade, 7 in 5 th grade, 13 in 4 th grade, 12 in 3 rd grade, 12 in 2 nd grade, 8 in 1 st grade, 6 in Kindergarten and 17 pre- school students. During the past year there have been no testing exemptions requested or granted in our school for the state testing programs. students who were tested. Please note that in nearly every instance performance at Bellingham exceeds the national expectations and in many cases the performance is significantly above the national standards. The lowest scores are in grade 6 in Reading and Social Studies where the average is near the median. This is an unusually good set of scores that is better than most schools in the state and shows a consistent high level of performance over a period of years. an emphasis on Math, to improve articulation and student performance. 3. Staff will review the results of performance testing in Reading, Writing, and Math as these tests were given in Grades 3, 5, & 8. Where changes are indicated they will be made. 4. Our school will continue to review and revise the District 371 School Goals in light of the Graduation Rule. Adjustments in the delivery of curriculum Gr I Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Number Tested 08 12 12 13 07 11 Reading 66.1 56.7 60.6 58.2 61.4 48.5 Language 74.9 65.2 57.8 53.4 64.0 56.9 Mathematics 69.8 55.7 62.6 61.0 61.2 55.4 Social St. 69.3 58.0 53.2 59.0 48.2 Science 60.3 65.0 58.5 71.8 56.9 Total Score 71.8 62.2 62.4 57.5 66.3 54.3 MN Comprehensive areas will be made as required by changes in the State Requirements. Assessment (Tested March, 2003) - Below are the results for this series of testS. As shown here the Bellingham students have exceeded the state average in all areas. Bellingham State of MN Gr. 3 Math 1558 1541 Gr. 3 Reading 1581 1517 Gr. 5 Math 1560 1532 Gr. 5 Reading 1634 1566 MCA Achievement Levels for Grades 3 & 5 # of students at each level Level I Level lla Level lib Level III Level IV Level IV indicates the MN Grad Stsdards Results (Tested in 2002-2003) - This past spring students were tested again in Reading, Writing and Mathematics under the new Graduation Rule program. Results for all students in grades 8, 9, 10, and 1 1 are shown below. Grade 3 Reading/Math 0(0/o)/0(0%) 2(17%)/2(17%) 3(25%)/4(33%) 4(33% )/4(33% ) 3(25%)/2(17%) Grade 5 ReadingMathWriting 0/0/1(14%) 0/0/1(14% ) O/1(14%)/0 4(57% I / 6(86%) / 3(43%) 3(43%)/0/2(29% ) highest level of performance. Item # 4 - Progress on the previous District Improvement Plans I, Revisions in the delivery system for the requirements of the Graduation Rule place to handle changes at the state level Item # 5 - Amount and types of revenue for Decision Making FUNDING Funding for curriculum activities is regulated by the UFARS accounting system which allocates money for a variety of purposes. Information on budgeting is available through the district's annual budget and UFARS reports as approved by the school board each year. Funding for curriculum activities comes under such areas as staff development, systems accountability, and (to varying degrees) in the form of ordering for supplies, textbooks, special programs. Item # 6 - Advisory Committee, Date term expires, Method of Selection, & Application Date SYSTEMS ACCOUNTABILITY PROCESS The committee is responsible to fulfill the intent of the Legislation. Any district resident who would like to be a member of the Committee for the 2003-2004 school year is asked to contact the school. The Bellingham Board of Education makes it known to all interested parties that the terms of the active members will expire by September 1st of each year. All interested candidates should notify the school officials of their interest to serve on the Committee. Selected members of the Committee will serve for a three year period of time and may be progress standards (3) system for reviewing instruction curriculutn (4) plan for instructior (5) int effectiveneSS (pursuant 121 instructiofi, technologY" Advisory (1) shall CU (2) to the the reflect the (3) shall parentS, re (4} the make the prograr (5) e Reporting: (A) By year Page 4b  INDEPENDENT TuesdaY, 2002-2003 Bellingham Public School (ISD #371) Systems Accountability & Annual Report on Curriculum, Instruction and Student Performance (Formerly called the P.E.R. REPORT) 2002-2003 BELLINGHAM PUBLIC SCHOOL (ISD # 371) SYSTEMS ACCOUNTABILITY REPORT & ANNUAL REPORT ON CURRICULUM, INSTRUCTION AND STUDENT PERFORMANCE (Formerly called the P.E.R. REPORT) The purpose of this report ,is to fulfill the 2002-2003 intent of the Reporting Legislation which required local districts to disseminate information and activities carried out by the District Systems Accountability Committee. The information will be published in "The Ortonville Independent" and reported to the School Board and all district residents. This report was approved at the Monday, September 15, 2003 School Board meeting. A copy of this full report may be obtained from the district office. Item # 1 - Student Goals for meeting Graduation Standards EDUCATIONAL GOALS FOR BELLINGHAM ELEMENTARY SCHOOL (Revision Planned) During the 2003-04 school year it is planned that a full revision of these goals will be done to replace and update them one the state requirements are clearly identified. In order to achieve our philosophy the Bellingham Public School has adopted the following district-wide curriculum goals. Special emphasis has been placed on developing and implementing an education program designed so each learner can develop the knowledge, skills, attitudes, values, and feelings to achieve each goal to the maximum extent possible. These learner goals are a general statement emphasizing the purposes and goals that each student should experience during their high school career. The professional staff is charged with providing an educational delivery system to meet the goals as adopted by the local board. [GOALS A-C DEFINE BOARD EXPECTATIONS FOR COGNITIVE DEVELOPMENT. THEY INCLUDE BASIC SKILLS, GENERAL KNOWLEDGE, AND THINKING SKILLS.] A. In order to effectively participate in learning activities, each learner will master basic literacy in reading, writing, listening, speaking, mathematics, and technology. B. in order to lead a meaningful life, each learner will accumulate and apply knowledge and develop an understanding of beliefs, values, and decision making for life. C. In order to resolve issues and meet needs creatively, each learner will develop thinking and decision-making skills. [GOALS D-H DEFINE BOARD EXPEcTATIONS FOR STUDENTS SOCIAL DEVELOPMENT. THEY INCLUDE UNDERsTANDING AND DEALING WITH INTERDEPENDENCE, DIVERSITY, GROUP EFFORT, CONFLICT RESOLUTION, AND DEVELOPING AN HISTORICAL PERSPECTIVE.] D. To value and understand the diversity of humankind, each learner will be able to deal with people, organizations, and society. E. To value, understand, and accept the diversity of humankind, each learner will be able to make informed and fair choices. F. In order to address human problems through group effort, each learner will develop the knowledge, skills, and essential knowledge needed for life G. Each learner will be able to effectively resolve conflicts with and among others. H. Each learner will be able to act on contemporary events and issues with a perspective of their historical origins. [GOALS I-K DEFINE BOARD EXPECTATIONS FOR THE EMOTIONAL DEVEIX)PMENT OF STUDENTS. THEY INCLUDE DEVELOPMENT OF A POSITIVE SELF-CONCEPT, SETrING AND ACHIEVING PERSONAL GOALS, AND COPING WITH CHANGE.] I. Each learner will develop a positive attitude toward self and a positive self image. J. In order to set and acquire personal goals, each leamer will develop the ability to set goals and make decisions. K. In order to cope with change, each learner will have the ability to adapt, tolerate, and understand the conditions of their surroundings. [GOAL L DEFINES THE BOARD'S EXPECTATION FOR STUDENT LEARNING ABOUT MINNESOTA STATEWIDE TESTING PROGRAM (2001- 2002}: MATH SUMMARY OF TESTING PROGRAM It is necessary to report the testing program to the State Department of Education on a periodic basis. The following chart gives the READING WRITING Grade 8 Grade 9 Grade 10 Grade 11 Total Pass Fail selected as a I0 7 3 member or as a all passed previously member. 1 0 1 2 0 2 The Committee Grade 8 10 8 2 Grade 9 1 0 1 Grade 10 1 0 1 Grade 11 1 0 1 Grade 10 9 7 2 name of the test used, the grade tested, the objectives of the test and how the results are used. No changes are planned for the current program. Test results for 2001-2002 focused on Mathematics and Language (both are required). TEST NAME selected prior to requirement were t of the Parent Committee. The Advisory members were cross sectional school district. parties were respond if serving on the Interest in people, involvement, the Bellingham good working are considerations selection procesS. Iowa Test of Basic Skills Benchmark Tests GRADES 1 to6 and 5 NOTE: The Stanford Achievement Tests have been discontinued since they Grade 11 Of those students who have gone on to other secondary buildings most have passed the basic skills tests as required for reading and math in grade 8 and writing in grade 10. Although there have been a few cases where repeat testing has been PURPOSE To assess student performance Ch. 1/Title qualification AOM assistance Grade 3 tests in math and reading while Grade 5 also tests in writing as well as math and reading. necessary nearly all have met these requirements for graduation. , 2 0 2 continue to be necessary due to changes in state requirements. Staff have reviewed curriculum areas, with an emphasis on reading, to improve articulation and student performance. USE OF RESULTS Student performance Program assessment Program participation Graduation process Student performance Student progress Program assessment . Staff reviewed the results of performance testing in Reading, Writing, and duplicate the ITBS results and are redundant. No other major changes in the current testing program are proposed but the standardized results will also be used to monitor student progress in meeting the ProFiles of Learning through the grades. IOWA TEST OF BASIC SKILLS (Tested in April 2003)- Scores shown below are the Bellingham student scores in National Curve Equivalents (NCE's}. Students would be expected . Item # 3 - District Improvement Plans for 2003-2004 Due to changes in the state requirements efforts at revisions in the delivery system for the requirements of the Graduation Rule will be replaced by adjustments in programs needed to meet the new standards. Staff will be involved in revisions of lessons and . Math as these tests were given in Grades 3, 5, & 8. Where changes are indicated they were made. No changes were made in the District 371 School Goals because the Graduation Rule was dropped. Adjustments in the delivery of curriculum areas will be made as the new standards are disseminated. The PER repealed and the Standards Educational legislation have adopted to Minnesota school with a "Systems The new a definition of as methods of learning enable students graduation "Curriculum" as plans for experiences that knowledge, positive attitudeS. Systems process there arc Policies, Advisory make-up and Procedures. Policies will ( 1 ) district HEALTH ANDONE'S PHYSICAL to score at about 50.0 for SELF.] ............ programs to make these District Implementation instruction each, grade, The counts at .ai adjustments, .]anual - This is" on hold curriculu L. In order tolead a, .... .... the  a .,df:, erich' '-col . '2. 'gtaffli rew ........ .... "'* process healthy, fulfilling life, indicate the number of curriculum areas, with until new procedures are m each each learner will study and apply the concepts of health, fitness, and safety needed for life. [GOAL M DEFINES THE BOARD'S EXPECTATION FOR STUDENT LEARNING REGARDING CAREERS AND VOCATIONS.] M. In order to lead a productive life and actively contribute to the economic well being of our society, each learner will develop the work readiness skills. Item # 2 - Results of LOCAL Assessment Data Since we are a K-6 building (7 th graders begin attending either Ortonville or Laq Qui Parle High Schools) this report is limited to results achieved locally. Our primary concerns are the results of the Iowa Test Of Basic Skills and the State Benchmark Testing (in reading, writing, and math) in Grades 3 & 5. Our students have all done satisfactory work. Although students have produced a range of scores those in need of assistance have been remediated. More detailed results of student performance are available from the district office. Bellingham has an enrollment of 86 students for the 2002-2003 school year. There are 11 students in 6 th grade, 7 in 5 th grade, 13 in 4 th grade, 12 in 3 rd grade, 12 in 2 nd grade, 8 in 1 st grade, 6 in Kindergarten and 17 pre- school students. During the past year there have been no testing exemptions requested or granted in our school for the state testing programs. students who were tested. Please note that in nearly every instance performance at Bellingham exceeds the national expectations and in many cases the performance is significantly above the national standards. The lowest scores are in grade 6 in Reading and Social Studies where the average is near the median. This is an unusually good set of scores that is better than most schools in the state and shows a consistent high level of performance over a period of years. an emphasis on Math, to improve articulation and student performance. 3. Staff will review the results of performance testing in Reading, Writing, and Math as these tests were given in Grades 3, 5, & 8. Where changes are indicated they will be made. 4. Our school will continue to review and revise the District 371 School Goals in light of the Graduation Rule. Adjustments in the delivery of curriculum Gr I Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Number Tested 08 12 12 13 07 11 Reading 66.1 56.7 60.6 58.2 61.4 48.5 Language 74.9 65.2 57.8 53.4 64.0 56.9 Mathematics 69.8 55.7 62.6 61.0 61.2 55.4 Social St. 69.3 58.0 53.2 59.0 48.2 Science 60.3 65.0 58.5 71.8 56.9 Total Score 71.8 62.2 62.4 57.5 66.3 54.3 MN Comprehensive areas will be made as required by changes in the State Requirements. Assessment (Tested March, 2003) - Below are the results for this series of testS. As shown here the Bellingham students have exceeded the state average in all areas. Bellingham State of MN Gr. 3 Math 1558 1541 Gr. 3 Reading 1581 1517 Gr. 5 Math 1560 1532 Gr. 5 Reading 1634 1566 MCA Achievement Levels for Grades 3 & 5 # of students at each level Level I Level lla Level lib Level III Level IV Level IV indicates the MN Grad Stsdards Results (Tested in 2002-2003) - This past spring students were tested again in Reading, Writing and Mathematics under the new Graduation Rule program. Results for all students in grades 8, 9, 10, and 1 1 are shown below. Grade 3 Reading/Math 0(0/o)/0(0%) 2(17%)/2(17%) 3(25%)/4(33%) 4(33% )/4(33% ) 3(25%)/2(17%) Grade 5 ReadingMathWriting 0/0/1(14%) 0/0/1(14% ) O/1(14%)/0 4(57% I / 6(86%) / 3(43%) 3(43%)/0/2(29% ) highest level of performance. Item # 4 - Progress on the previous District Improvement Plans I, Revisions in the delivery system for the requirements of the Graduation Rule place to handle changes at the state level Item # 5 - Amount and types of revenue for Decision Making FUNDING Funding for curriculum activities is regulated by the UFARS accounting system which allocates money for a variety of purposes. Information on budgeting is available through the district's annual budget and UFARS reports as approved by the school board each year. Funding for curriculum activities comes under such areas as staff development, systems accountability, and (to varying degrees) in the form of ordering for supplies, textbooks, special programs. Item # 6 - Advisory Committee, Date term expires, Method of Selection, & Application Date SYSTEMS ACCOUNTABILITY PROCESS The committee is responsible to fulfill the intent of the Legislation. Any district resident who would like to be a member of the Committee for the 2003-2004 school year is asked to contact the school. The Bellingham Board of Education makes it known to all interested parties that the terms of the active members will expire by September 1st of each year. All interested candidates should notify the school officials of their interest to serve on the Committee. Selected members of the Committee will serve for a three year period of time and may be progress standards (3) system for reviewing instruction curriculutn (4) plan for instructior (5) int effectiveneSS (pursuant 121 instructiofi, technologY" Advisory (1) shall CU (2) to the the reflect the (3) shall parentS, re (4} the make the prograr (5) e Reporting: (A) By year Page 4b  INDEPENDENT TuesdaY,