Personalized Learning

All Children Ready for School

By September 30th, 2018, Little Eagles Preschool will increase from 52% of children served to 55% who will begin kindergarten at age five in the fall of 2019.

All Third Graders Can Read at Grade Level

By June 30th, 2019, the number of 3rd graders meeting standards of reading proficiency will increase from 78.2% to 79% as measured on two out of the three reading assessments (Spring FastBridge, Spring Fountas and Pinnell, MCA & MTAS Reading, based on students enrolled as of October 1, 2018).

All Racial and Economic Achievement Gaps Between Students Are Closed

The percentage of all students enrolled by October 1, 2018 grades 3-8 and HS at Eden Prairie School District who earn an achievement level of Meets or Exceeds the Standards in:

• Reading on all state accountability tests (MCA and MTAS) will increase from 75% to 76% in 2019.
• Math on all state accountability tests (MCA and MTAS) will increase from  70.9% to 73 % in 2019.

All Students Are Ready for Career and College

By June 30, 2019, the number of Eden Prairie 11th grade students earning a composite score of 21 as measured by the ACT college readiness assessment will increase from 72% to 75.9%.

All Students Graduate from High School

By June 30, 2019, the number of Eden Prairie students graduating from high school within 4 years will increase from 87.5% to 91.1%.

2017-2018 WBWF and AI Summary of Progress Report

School Sites 2018-2019 Achievement Goals

Eden Prairie Schools 2018-2019 Achievement Goals

The results of standardized assessments taken by Eden Prairie students are used in a variety of ways, including:

• Instructional Planning:
  • Results are used by teachers to help plan personalized instruction and monitor progress toward individual student goals and grade level benchmarks.
• Meet the Needs of Each:
  • Results are used by teachers to identify the need for differentiated instruction.
• Placement:
  • Results are used as one of the criteria for participation in programs (i.e. MOSAIC, Key) and classes (i.e. Accelerated Math, Enriched Science).
• Continuous School Improvement:
  • Results are used by schools and the district to evaluate programs and plan programming improvements.
• Accountability:
  • Results are used by the district as an accountability measurement and / or to fulfill the requirements of state and federal legislation.
• College and Career Readiness:
  • Results are used to indicate readiness for postsecondary success in college and / or career and inform course selection and career interests.

The Eden Prairie Schools assessment plan includes all state and district assessments anticipated for the school year with information about the assessment, who takes it, when administered, how the results are used and how results are disseminated.

Parents have the option to opt their child(ren) out of district and statewide assessments. For more information on opting out of statewide assessments see Parent / Guardian Guide and Refusal for Student Participation in Statewide Testing. For more information on opting out of district assessments please see your school’s assessment coordinator.

The Eden Prairie Schools testing plan includes all state and district assessments anticipated for the  school year with information on who takes the tests, when they are administered, and how the results are used.

EPS District Assessment Calendar

Personalized Learning & Closing the Achievement Gap

During the 2017-2018 school year, several strategies and initiatives were implemented to work toward meeting the goals listed above.

Strategies included:

• A new math curriculum aligned with state standards was implemented in K-8 to support increased conceptual understanding of mathematics. Coaching was provided to ensure fidelity of implementation and to focus attention on student-centered outcomes, intentionally giving each student access to meaningful, personalized learning of grade level standards.
• Through the learning of our district curriculum, students became creative problem solvers, communicators, critical thinkers and collaborators.  Authentic learning experiences were designed in which students applied real-world knowledge and skills through performance tasks.
• Increased implementation of AVID program and strategies at all schools. As a result of the AVID elective, increased the number of Black, Hispanic and American Indian students who receive passing grades in all course work during middle school.
• Multi-Tiered System of Support utilized a data-based decision making protocol to identify specific instructional gaps and the relevant instructional match to address that gap in reading skill development.
• Each student in K-6 demonstrating a gap in foundational grade level skills in reading and math were identified by educational staff and provided with a targeted instructional opportunity matched to their skill need through the Multi-tiered System of Supports decision making process.
• Positive Behavior Interventions & Supports were addressed in every building in the district as part of the Multi-tiered System of Supports. This included universally designed opportunities to teach and acknowledge the building and classroom behavioral expectations with all students, in addition to  tiered supports being designed and implemented in a culturally relevant and responsive manner based on observed instructional needs. This 3-5 year implementation effort was monitored through the Tiered Fidelity Inventory (completed by each building PBIS team) and the Self-Assessment Survey (completed by each staff member) to assess implementation status and monitor progress within each site.
• Increased the number of parents from diverse backgrounds that participate in monthly affinity group meetings, preschool parent involvement meetings, college and career ready sessions, ready for secondary sessions, and parent empowerment courses. Increased the number of parents of color involved in some capacity in their child’s schools.
• Continued efforts to ensure racial and socioeconomic inequalities in achievement are addressed in a culturally relevant and responsive manner by all staff, with each staff member understanding culturally responsive practices and securing high expectations for each student.
• Little Eagles preschool is focused on the adoption of a new curriculum that better aligns with preschool and kindergarten assessment tools.  The hiring of highly qualified teachers and paras that meet the needs of each child in the classroom and provided all classroom staff additional planning time.  Increased instructional time for four year olds and ensured that each classroom and lesson plan is culturally responsive and reflective of students within the class.
• Each PreK student demonstrating a social emotional need was identified by educational staff and supported with the pyramid model.

Gifted and Talented Programs

During 2017-2018, Eden Prairie Schools met the unique educational needs of students through our gifted and talented services.  We know learners thrive best in an environment that challenges and nurtures individuals, fosters mutual respect and celebrates diversity.

Strategies Included:

• Gifted programming at each of the elementary and secondary sites
• Services are coordinated and taught by teachers who have or are obtaining an advanced degree in the area of gifted and talented education.
• Continued our practice of using multiple and objective criteria that include assessments and procedures which are valid, reliable, fair and based on current research.
• Continued our practice of using assessments and procedures are sensitive to underrepresented groups, including, but not limited to, low income, minority, twice-exceptional and English learners.
• Annual review of subject and grade acceleration that includes a process to assess a student’s readiness and motivation for acceleration as well as matching the level, complexity and pace of the curriculum to achieve the best type of academic acceleration of each student.
• Annual review of our early entrance evaluation process that assesses the cognitive, social, and emotional development of each child before recommendation for early entrance into Kindergarten.

Staff Development:

We believe professional learning is fundamental to providing high levels of learning for each student. All employees will have learning opportunities and a professional responsibility to actively engage in continuous learning to improve their practice.

Eden Prairie Schools Guiding Principles for Professional Learning:

• Job-embedded learning is grounded in day-to-day practices
• Collaborative culture empowers employees to work interdependently to achieve common goals
• Learning is ongoing and occurs as part of routine work practices
• Conditions are created for a culture of sustained and perpetual learning
• Learning by doing develops deeper understanding and greater commitment
• Employees are active partners in personalizing their learning; determining the content of their learning, how learning occurs, and evaluating its effectiveness

Strategies included:

• Maintained and strengthened the Instructional Excellence Team comprised of coaches, principals, associate principals, and instructional directors during the 2016-2017 school year  
• Furthered the purpose of the Instructional Excellence Team to provide job embedded professional development and ensure high levels of learning experiences for each student 
• Taking a learner-centered approach in coaching was central to moving each student towards success, as it occupied the space between where the students were and where they needed to be
• Coaches worked side-by-side with teachers, co-teaching, modeling instruction and planning
• To increase the success of each student, teachers and coaches worked to implement instructional practices which were culturally relevant and personalized for each learner
• Professional Development Steering Committee comprised of administrators, teachers and parents met five times during the 2016-2017 school year to review staff development practices and suggest recommendations to improve practices
• An annual review of professional development opportunities, programs, and events was conducted in March 2017, the data from this review was used to further enhance programming for the 2017-2018 school year

Staff Development Report

QComp:

During the 2016-2017 school year, Eden Prairie Schools saw a positive impact on classroom instruction and student achievement as evidenced by teacher feedback and surveys. Examples of this impact include an increased capacity for reaching specific students as a result of discussion and dialogue with QComp coaches. Our centralized, district model maintains consistent language and provides a common experience which positively impacts classroom instruction.  Assigning QComp coaches/observers to sites gives them familiarity with the vertical articulation of the curriculum and an understanding of the students’ needs and ability to build professional relationships with colleagues.

Strategies included:

• Selection of a valid and reliable rubric to clearly define expectations of high quality teaching
• Training, that included the calibration, of the valid and reliable rubric for QComp observers and principals
• Teachers intentionally practiced reflective thinking about their instruction through face to face professional conversations

Teacher Development & Evaluation

This is a multi-year approach to teacher evaluation. All Eden Prairie teachers and other licensed personnel participate in goal setting, professional development, classroom observations and a summative evaluation to support professional growth, and ultimately, student achievement.  The holistic evaluation by administrators will take into account data regarding student achievement, student engagement, and the teacher/staff member’s performance during observations, over a three-year period.  Staff members also participate in a documented individual growth plan.  

Principal Development & Evaluation

This is a continuous improvement process in which the principals are provided formative assessment through a 360° survey instrument and a goal setting process which is used to monitor and inform the summative evaluation by the principal’s supervisor.  The purpose of the process is to support the professional growth and development of principals and improve student learning.  A minimum of 35% of the annual goals are evaluated on the basis of measurable improvement in longitudinal student achievement, and the process is built upon the seven core principal competencies which include: strategic leadership, instructional leadership, managerial leadership, cultural leadership, communications leadership, school community leadership, and ethical and professional leadership.  Principals set specific, measurable goals in these areas, articulate action plans to achieve the goals, and monitor progress toward the goals.  All of this is shared with the principal’s supervisor in an annual evaluation conference.  

Professional Learning Communities

The Professional Learning Community framework guides the work of our collaborative teams and they take collective responsibility to ensure all students succeed.  This cycle of work is ongoing and grounded in the spirit of continuous improvement through a collegial approach to improving student achievement and professional practice.  Student learning remains the focus of the collaborative teams’ work, which creates rich opportunities for teachers to talk, learn, modify, and meet the needs of each student.  

Strategies included:

• A deeper understanding of the guaranteed and viable curriculum, what students should know and be able to do according to MN state standards
• Continued use of student assessment data during the PLC process
• Engage in enriching discussion about specific students and working to improve their instructional practices by learning from one another
• Embraced notion that we are collectively responsible for the academic growth and achievement of all students at a grade level and that more than one teacher is focused on the success and learning of each student

Types of PLC’s for Instructional Excellence Team:

• Grade level/dept PLC’s - coaches, interventionists and instructional leaders worked alongside PLC teams
• Site based PLC- coaches, interventionists and instructional leaders met weekly as a PLC focusing on the coaching cycle occurring
• Districtwide PLC’s - district level team of coaches, principals and directors met monthly

Access to Excellent & Diverse Teachers:

Equitable access to teachers and principals focused on our mission is a priority in Eden Prairie Schools. The district’s process for placement of experienced, effective and in-field teachers happens through the right of assignment by building principals.  Annually, principals review student achievement data and use this to make placement decisions to maintain equitable access to excellent and diverse teachers.  To uphold highly effective PLCs focused on increasing student achievement and reducing achievement disparities the experience, effectiveness and strengths of individual teachers is considered when establishing PLC teams.  

In addition, the district has provided several opportunities for professional development:

• Culturally Responsive Practices Course developed specifically for each employee group in the district
• Providing preschool students of underrepresented families of color and socioeconomic backgrounds who identified preschool tuition as a barrier to attending preschool classes prior to kindergarten a waiver of tuition fees in order to successfully participate in quality preschool programs
• Instructional coaches along with site and district equity teams design and deliver on-going professional development centered on culturally responsive practices
• Fiscal resource for continued support is allocated through the district Achievement Integration budget 

World's Best Workforce Committee (formerly Curriculum Advisory Committee)

Here’s your opportunity to give input into the Eden Prairie Schools’ curriculum. The Eden Prairie Schools World's Best Workforce Committee (WBWF) provides review and comment on district-wide educational standards, curriculum, and program evaluations.

2018-19 WBWF Members
Michelle Ament (Senior Director of Personalized Learning & Instruction), Stephanie Baker (Instructional Coach/QComp Coach Coordinator), Christina Bemboom (Senior Director of Student Support Services), Daphne Edwards, Patrice Erickson, Cheryl Heaney,  Megan Malone, Conn McCartan (Principal, Eden Prairie High School), Karen Meyer (Director of Data Services and Assessment), Ron Meyer (Director of Finance), Krista Paster, Rajashree Rao, Michelle Schulze,  Alexa Smith, Max Smith, Darryl Stanton, Stacey Stelter, Dr. Josh Swanson (Superintendent), Dr. Padmini Udupa, Laura Wall, Victor Walter, Ken Williams, Leslie Wright, Beth Yeh

Meetings scheduled for the 2018-19 school year: (meetings are hyperlinked when minutes are added) Meetings are held from 6- 8 pm at the Administrative Service Center 

2018-19 meetings:

Tuesday, November 27, 2018

Tuesday, January 15, 2019

Tuesday, April 30, 2019

2017-18 meetings:

Monday, September 18, 2017

Monday, January 29, 2018

Monday, May 14, 2018

Are you interested in joining WBWF?

Contact the Department of Personalized Learning and Instruction at: (952) 975-7153

You may apply at any time. Positions are filled as there are openings. If more people apply than openings available, selection of committee members will ensure that the membership reflects site representation and the diversity of the district.