View case studies of schools showing significant progress since

Leading for educational equity and excellence. Every day for every one.
Case Study: ACGC Elementary
A.C.G.C. Public School District
In 2012, ACGC Elementary was designated as a Priority school, as it was
one of the 5% most persistently low performing Title I schools, making
them eligible for support from the Regional Centers of Excellence.
School Improvement Strategies and Highlights
100%
From the beginning, Regional Centers of Excellence staff
and ACGC staff worked as a team.
75%
Teacher development and evaluation program initiated.
50%
Data coach and building operations manager hired to
round out leadership team.
25%
School Action Plan developed collaboratively; aligned
with district and school leadership teams' efforts.
RESULTS
By 2013 their improvement earned them
a Reward School designation and they will
be a Reward School again in 2014.
Math Proficiency increased by 23% since 2011.
Reading Proficiency increased by 3.5% from
2013 to 2014.
ACGC’s MMR scores in the area of achievement gap
reduction have improved significantly -- meaning the
school is doing a better job at closing gaps today than
just three years ago.
0%
52.5%
English
Learner
11.9%
Special
Education
Free/Reduced
-Price Lunch
Continuous improvement process
focused on:
Using data to guide instruction.
Developing professional learning
communities.
Using a consistent instructional model.
Aligning curriculum.
Ongoing monitoring.
GROWTH
54% of students met growth targets in math in 2014.
63% of students met growth targets in reading in 2014.
Media Contact: Josh Collins, 651-582-8205, josh.collins@state.mn.us
The U.S. Department
of Education just
named ACGC a 2014
Blue Ribbon School
Leading for educational equity and excellence. Every day for every one.
Case Study: Bay View Elementary
Proctor Public School District
In 2012, Bay View Elementary was designated as a Priority school, as it was
one of the 5% most persistently low-performing Title I schools, making them
eligible to apply for school improvement grant funds and for support from
Minnesota’s Regional Centers of Excellence.
School Improvement Strategies and Highlights
Improvement support began by observing classes, PLCs and
connecting with Bay View's leadership team and coaches.
Specialists in reading, implementation science, math
and a data coach were brought in to guide school staff.
School's leadership team learned to build knowledge
around Implementation Science.
School Action Plan developed collaboratively; focused on
shared values, using practice profiles and use of focused
conversations.
RESULTS
By 2014, more students are meeting growth targets
and Bay View will be Celebration Eligible this year.
Math Proficiency increased by 17% since 2011.
Reading Proficiency increased by 3.6% from
2013 to 2014.
100%
75%
50%
39.4%
25%
20.2%
0%
English
Learner
Special
Education
Free/Reduced
-Price Lunch
Continuous improvement process
focused on:
Bay View’s MMR scores in the area of achievement gap
reduction have improved significantly -- meaning the
school is doing a better job at closing gaps today than
just three years ago.
GROWTH
69% of students met growth targets in math in 2014.
58% of students met growth targets in reading in 2014.
Media Contact: Josh Collins, 651-582-8205, josh.collins@state.mn.us
Understanding the change process.
Leadership team refocused around
the school improvement process.
Continuous improvement efforts.
Using instructional strategies
in both math and reading.
Using data to look deeper and make
adjustments as needed.
Leading for educational equity and excellence. Every day for every one.
Case Study: Garlough Elementary
West St. Paul-Mendota Heights-Eagan District
In 2012, Garlough was designated as a Focus school, as it was one of the
10% of Title I schools contributing to the state’s achivement gap, making them
eligible to apply for school improvement grant funds and for support from
Minnesota’s Regional Centers of Excellence.
School Improvement Strategies and Highlights
Soon after identification as a focus school, Garlough's staff
formed a leadership team (the FOCUS team) to write and
develop a school improvement plan.
Support was provided for literacy, special education,
math and English Learner development.
Work focused on building the capacity of the school staff
Improvement centered on building a leadership team
to support instruction.
RESULTS
By 2013, they were a Celebration School. In 2014,
the school is making progress and is no longer
designated a Focus School.
Math Proficiency increased by 15% since 2011.
Reading Proficiency increased by 1.2% from
2013 to 2014.
Garlough is making progress on their achievement gap:
Math proficiency among EL students is up 13%
since 2011.
Reading proficiency among Black students is up 8%
in just one year, between 2013 and 2014
Math Proficiency among students qualifying for FRP
is up 10.3% since 2011
100%
75%
50%
25%
0%
59.4%
35.9%
9.8%
English
Learner
Special
Free/Reduced
Education -Price Lunch
Continuous improvement process
focused on:
Media Contact: Josh Collins, 651-582-8205, josh.collins@state.mn.us
Deepening school staff understanding
of best instructional practices.
Core instruction, especially for the
school’s FRP students.
Using data to make decisions and
shift focus as needed.
Intentional shifting of focus on EL
students for year 3.
Improving educational outcomes for
all students.