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Rochester Area Math Science Partnership

Rochester Area Math Science Partnership. Our Mission: To support high student achievement through world class standards in math and science. 2013 Continuous Improvement Report for Triton School District. June 26, 2013. Triton Public Schools. VISION: Developing Lifelong Learners

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Rochester Area Math Science Partnership

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  1. Rochester Area Math Science Partnership Our Mission: To support high student achievement through world class standards in math and science. 2013 Continuous Improvement Report for Triton School District June 26, 2013

  2. Triton Public Schools VISION: Developing Lifelong Learners MISSION: Inspiring and preparing learners for life by providing educational opportunities in a safe, caring and respectful environment AIMS: Improving Student Performance Safe, Caring and Respectful Schools Community Support and Involvement Strong Workforce

  3. Presentation Outline • Science • Technology • Engineering • Mathematics

  4. Science Goals Students will meet or exceed proficiency levels on the Science Minnesota Comprehensive Assessment at fifth, eighth, and tenth grade.

  5. Science Goals Students will meet or exceed state average on the American College Test.

  6. Science Initiatives • Strengths • K-12 Curriculum aligned to the Minnesota Academic Standards • Focus on Inquiry-based learning (FOSS Kits) at Elementary and Middle • AP Biology offered in the high school • Environmental/ Nature Center • Ninth Grade Wolf Ridge Trip • Science Olympiad Success • Opportunities for Improvement • Enhance the engineering component of our curriculum • Analyze the MCA strand data Grades 3-11 for strengths and areas of need • Explore STEM and PLTW initiatives • Embed more reading into science curriculum

  7. Technology Goal The District will utilize technology as a tool to enhance instruction. • Presently: • Smart Boards/ENO Boards are utilized in all classrooms PreK-12. • All teaching staff have an iPad. • Staff training focusing on the use of the iPad has been provided. • The Middle and Elementary School students have access to iPads through the RtI process, Special Education, Speech/Language, and other content areas.

  8. Technology Goal The District will utilize technology as a tool to enhance instruction. • New Initiatives • The High School is exploring the possibility of a 1:1 initiative for the 2014-2015 school year. • The Elementary will have an Elementary Technology and Keyboarding Teacher for the 2013-14 school year with an additional computer lab with 30 computers. • The Middle School will have 3 to 1 ratio of students to computers with the addition of another lab. • The Elementary and Middle Schools are exploring the possibility of mobile iPad laboratories. • Staff development opportunities how to utilize technology to enhance instruction will be continued at all levels of the district.

  9. Engineering • Strengths • Addressing the Minnesota Academic Standards in this area • AgScience growth with increased class offerings and increased number of students participating • RAMSP AgScience initiative • Opportunities for Improvement • Explore areas to embed engineering process and concepts into curriculum such as PLTW

  10. Math Goals Students will meet or exceed proficiency levels on the Math Minnesota Comprehensive Assessment at grades 3-8 and grade 11. Percent of Students Proficient On the MCAIIs

  11. Math Goal Students will meet or exceed state average on the American College Test.

  12. Math • Strengths • Content and language Objectives – Sheltered Instruction • PLCs (Team Meeting) focus on Math • Improvement in results – particularly ACT • Opportunities for Improvement • Root cause analysis for results through diagnostic assessments • RtI (Differentiated instruction)

  13. Lead Indicators to Monitor Results • Successful Completion Rates • Common Assessment Data • Implementation of the ISTE Standards • Testing Data • AIMS Web – Reading and Math • MCAs – Reading, Math and Science • NWEA – moving to STAR Enterprise Math and Reading • ACT Assessment

  14. Lessons Learned • Data from NWEA were not driving instruction as often or well as needed. • Root cause analysis is critical when providing interventions. • Tiered/differentiated instruction must become a common practice – not an add-on. • T he focus on reading instruction in the elementary affects the amount of time for science instruction. • Fidelity to the Minnesota Academic Standards as well as to research-based instructional strategies is essential for academic growth.

  15. Questions Thank you!

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