World's Best Workforce & Achievement Integration

   World's Best Workforce

All Children Ready for School

The percentage of five-year-old kindergarten students previously served in Little Eagles Preschool will increase from 43.2% in 2019 to 45.0% in 2020.

 All third-graders can read at grade level (Goal 1 of 1)

In 2021-2022, 80% of students will have met the standards in two out of the three following assessments by the end of 3rd grade: (1) 3rd grade MCA/MTAS Reading; (2) broad reading ability, assessed by FastBridge aReading; and (3) Oral reading fluency, assessed by Oral Reading Fluency (ORF) passages administered through FastBridge CBM-R. 

All racial and economic achievement gaps between students are closed (Goal 1 of 2)

In 2021-2022, 76% of students will be at or above proficiency in reading, 73% of students will be at or above proficiency in math, and 67% of students will be at or above proficiency in science, as measured by the MCA/MTAS assessments for Grades 3-12.

All racial and economic achievement gaps between students are closed (Goal 2 of 2)

 In 2021-2022, the percentage of K-5 students who are below grade level in Reading and who achieve aggressive growth will increase by 2%, and the percentage of K-5 students who are below grade level in math and who achieve aggressive growth will increase by 2%. 

All students are ready for career and college (Goal 1 of 1)

In 2021-2022, baseline data will be collected for students demonstrating academic preparedness for multiple opportunities after high school, as measured by a student having met two out of the three following benchmarks by the end of 12th grade: (1) demonstrating college and career readiness on the ACT, assessed by a student earning composite score of 21 or greater on the ACT; (2) demonstrating academic preparedness for opportunities after high school, as measured by a student achieving a C grade or higher in each of the four identified EPHS gateway courses (English 12, Algebra II, Physics or Chemistry, and Economics); demonstrating academic preparedness for opportunities after high school, as measured by a student achieving a C grade or higher in at least one EPHS capstone course.

All students graduate from high school (Goal 1 of 1)

 95% of EPHS students will graduate in 4 years.

 

Achievement and Integration

A&I - Increase racial and economic integration (Goal 1 of 2)

By the end of the 2022-2023 school year, we will (a) increase the percentage of Black and African American students in gifted programming from 8.1% in 2018-2019 to 15.0%, (b) increase the percentage of Hispanic or Latino students in gifted programming from 5.3% in 2018-2019 to 9.0%, and (c) increase the percentage of students receiving free or reduced priced lunch in gifted programming from 11.0% in 2018-2019 to 21.0% such that the proportion of students in gifted programming is reflective of overall district demographics.

A&I - Increase racial and economic integration (Goal 2 of 2)

By the end of the 2022-2023 school year, Eden Prairie High School students involved in either the Dare 2 Be Real program or Introduction to Social Justice course will increase the average of their self-reported student leadership skills from 3.5 out of 5 in 2019-2020 to 4 out of 5. (Self-reported student leadership skills are on a 5-point Likert Scale, with 1 the lowest value and 5 the highest value.)

A&I - Reduce achievement disparities (Goal 1 of 1)

By the end of the 2022-2023 school year, the proficiency gaps will be eliminated (±5%) between Black and African American students and White students and Hispanic or Latino students and White students on MCA/MTAS Reading and Math accountability tests.

A&I - Increase access to effective and diverse teachers (Goal 1 of 1)

By the end of the 2022-2023 school year, Black and African American and Hispanic or Latino students’ access to classes taught by culturally proficient educators trained with the tools of Cultural Proficiency will increase from 0% in 2018-2019 to 80%.

 

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School Sites Achievement Goals

Eden Prairie Schools 2020-2021 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.

Personalized Learning & Closing the Achievement Gap

We continue 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.

Positive Behavior Interventions & Supports will strengthened in every building in the district as part of the Multi-tiered System of Supports. This includes 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 will be 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 over time. 

The fidelity of implementation of recently adopted math curriculum will be measured.   Professional learning and coaching will continue to focus on supporting teachers to implement high quality, large group instruction that responsively meets the needs of all learners within a framework of high expectations for all. Coaching will be provided to ensure continued fidelity of implementation and ongoing focus on student-centered outcomes, intentionally giving each student access to meaningful, personalized learning of grade level standards.

An initial implementation of a revised K-6 ELA curriculum frameworks, assessments and literacy resource will happen at each of the elementary schools.  A teacher from each grade level will engage in professional learning and job embedded coaching as members of the implementation team.  Not only will there be in-depth learning around literacy but also leadership development to guide the full implementation in the 2020-2021 school year. In addition, the 7-12 ELA framework will be reviewed to address vertical alignment of learning targets. Additional resources to fill instructional gaps in the development of reading skills will also be explored.

A Multi-Tiered System of Supports paradigm will be employed that will  explicitly utilize 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 will be identified by educational staff and be provided with a targeted instructional opportunity matched to their skill need through the Multi-tiered System of Supports decision making process
• Each student in 7-8 demonstrating a gap in achieving a passing grade in a reading or math course will be provided with a targeted instructional opportunity matched to their skill need through the Multi-tiered System of Supports decision making process 
• Each student in 9-12 demonstrating a gap in credit acquisition toward graduation will be identified by educational staff and be provided with a targeted instructional opportunity matched to their skill need through the Multi-tiered System of Supports decision making process

School administrators meet with individual, grade level, or department level staff and teams to review and discuss disaggregated student data to make informed instructional decisions. Increase percentage of grade level PLC use of multiple, relevant data sources disaggregated by race to inform instructional decisions, evidenced by PLC data reports.

Increase implementation of AVID program and strategy at all schools.

Increase 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. Increase the number of parents of color involved in some capacity in their child’s schools.

Through the learning of our district curriculum, students will become creative problem solvers, communicators, critical thinkers and collaborators.  Authentic learning experiences are designed in which students apply real-world knowledge and skills through performance tasks. 

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 a 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 
• Furthered the purpose of the Instructional Excellence Team to provide job-embedded professional development and ensure high levels of learning experiences for each student 
• 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 continues to meet to review staff development practices and suggest recommendations to improve practices

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QComp:

Eden Prairie Schools continues to see a positive impact on classroom instruction and student achievement as evidenced by teacher feedback and surveys. 

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 

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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.  

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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 that 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, communication 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. 

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Professional Learning Communities

The Professional Learning Community (PLC) 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.  

Strategies included: 

• Deepening teachers’ 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 
• Engaged in enriching discussion about specific students and working to improve their instructional practices by learning from one another

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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 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 growth and reducing achievement disparities the experience, effectiveness, and strengths of individual teachers is considered when establishing PLC teams. 

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.

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Meetings:

 January 26, 2023 6:00pm-7:30pm

March 9, 2023 6:00pm-7:30pm

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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.

Eden Prairie Schools Literacy Plan - 2022