Achievement and Integration Dashboard
2023 - 2026
The purpose of the Achievement and Integration (A&I) for Minnesota program is to pursue racial and economic integration, increase student achievement, create equitable educational opportunities, and reduce academic disparities based on students' diverse racial, ethnic, and economic backgrounds in Minnesota public schools.
Goals to:
- reduce achievement disparities;
- increase racial and economic integration;
- increase access to effective and diverse teachers.
Goal 1: Reduce achievement disparities
The disproportionality of graduation rates between Lakeville Area Schools racially and economically diverse and white students’ will decrease from 11.1% to 8.1% by 2025* with graduation rates for all students increasing across the district.
*Graduation data is always reported one year behind
Strategies
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School success liaisons will continue collaborating with and providing support for students, families, and staff in culturally responsive ways.
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Equity Services will partner with T&L and Student Services to support the inclusion of culturally responsive methodologies into all practices and processes.
Key Performance Indicators
- Family/caregiver communication on student progress is shared at least quarterly or more often when students are receiving interventions, have sudden drops in academic performance, are chronically absent, or have behavioral needs.
- Chronic Absenteeism rates are exported and disaggregated at least once per year.
- Office discipline referrals (ODRs) and other exclusionary discipline data are exported and disaggregated at least once a year.
- The school leadership team reviews disaggregated student performance, assessment fidelity, and program fidelity data three times per year and uses it to plan for allocation and adjustment of resources .
Family/caregiver communication on student progress is shared at least quarterly or more often when students are receiving interventions, have sudden drops in academic performance, are chronically absent, or have behavioral needs.
Chronic Absenteeism rates are exported and disaggregated at least once per year.
Office discipline referrals (ODRs) and other exclusionary discipline data are exported and disaggregated at least once a year.
The school leadership team reviews disaggregated student performance, assessment fidelity, and program fidelity data three times per year and uses it to plan for allocation and adjustment of resources .
Goal 2: Reduce achievement disparities
The disproportionality in FastBridge universal screening aReading assessment between LAS racially and economically diverse and white students meeting their goal from the fall to the spring will decrease from 9.5% to 3.5% by 2026.
Strategies
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Support students in accessing programming through supporting funding for transportation, scholarships, community education classes, early childhood classes, and summer enrichment opportunities.
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We will continue to support Young Scholars at 3 of our elementary buildings which supports increased educational opportunities for K-2 students.
Key Performance Indicators
- The school leadership team engages in continuous improvement through the development of an annual school improvement plan. The plan is data-driven, addresses needs, root causes and the equitable distribution of resources.
- A data system allows for disaggregation of group data by economic status, MLL status, disability status, race, gender, and intersections across those demographic categories.
- Gaps between expectations and results in student performance, assessment fidelity, and program fidelity are examined.
The school leadership team engages in continuous improvement through the development of an annual school improvement plan. The plan is data-driven, addresses needs, root causes and the equitable distribution of resources.
A data system allows for disaggregation of group data by economic status, MLL status, disability status, race, gender, and intersections across those demographic categories.
Gaps between expectations and results in student performance, assessment fidelity, and program fidelity are examined.
Goal 3: Increase racial and economic integration
The Advanced Academic enrollment disparity for racially and economically diverse students 6-12 is 11.2% and will decrease 3% by 2026.
Strategies
- Advanced academic courses over the summer in partnership with ISD 191.
- Caring and Committed Conversations with students in partnership with ISD 719.
- Learning opportunities around advanced academic courses for our students and families though engagement events.
- Providing expanded language accessibility options and tools for staff, students and families.
Key Performance Indicators
- School staff believe that all students can demonstrate grade-level standards or above, given the right conditions (e.g. when instruction is engaging, content is rigorous, and unique cultural and linguistic conditions of students are honored).
- Professional learning opportunities are provided to enhance the capacity of educators to build relational trust and engage with all families.
- Family/caregiver communication on student progress is shared at least quarterly or more often when students are receiving interventions, have sudden drops in academic performance, are chronically absent, or have behavioral needs.
School staff believe that all students can demonstrate grade-level standards or above, given the right conditions (e.g. when instruction is engaging, content is rigorous, and unique cultural and linguistic conditions of students are honored).
Professional learning opportunities are provided to enhance the capacity of educators to build relational trust and engage with all families.
Family/caregiver communication on student progress is shared at least quarterly or more often when students are receiving interventions, have sudden drops in academic performance, are chronically absent, or have behavioral needs.
Goal 4: Increase access to effective and diverse teachers
The percentage of students' access to teachers/classrooms demonstrating culturally responsive pedagogy and practices will increase from 48.14% in spring of 2023 to 68% in 2026.
Strategies
- We will provide multiple opportunities for licensed and non-licensed staff to engage in culturally responsive training.
- Support sites with creation and implementation of continuous improvement plans (SCIP) that target eliminating racial, cultural, and socio-economic disparities at each school.
- Continue learning work around restorative practices.
Key Performance Indicators
- School improvement planning is coordinated across initiatives, plans, programs, and departments.
- School leadership team engages students, staff and other educational partners in developing a vision for school climate that includes the use of restorative disciplinary practices.
- Professional learning opportunities are provided to enhance the capacity of educators to build relational trust and engage with all families.
- Educators consistently engage in evidence-based instructional practices including cultural and linguistic responsiveness, differentiation, Universal Design for Learning (UDL), accommodations, and explicit instruction routines.