Transcript Marion Independent School District

AN OVERVIEW
OF THE
MARION INDEPENDENT
SCHOOL DISTRICT
District Demographics
 2 K-3 Buildings – Starry & Emerson Elementary Schools
 1 4-5 Building – Francis Marion Intermediate School
 1 6-8 Building – Vernon Middle School
 1 9-12 Building – Marion High School
 Bright Beginnings Preschool
 Marion Home School Assistance Program
The district offers a complete athletic program, including football, volleyball,
track, basketball, baseball, bowling, cross country and soccer. Band and
choir, musicals, speech, dance and plays round out our performance
offerings. Students are encouraged to participate in extra-curricular
activities as well as encouraged to carry an academically challenging course
load.
District Demographics
 - Our district is approximately 26%
Low SES and 17% have IEPs. We are
93% Caucasian, 4% African-American,
2% Hispanic/Latino and 1% Asian.
51% of our teachers have advanced
degrees and 86% have 5 or more years
of teaching experience. We have one
of the largest home school programs
in the state. There are 644 FTE open
enrolled in and 160 students open
enrolled out. Student/Teacher ratio
K-5 is approximately 20.8 to 1.
Marion Independent School
District Vision
A community committed to:
Motivating and
Improving
Student
Development
Mission
 The mission of the Marion
Independent School District is to
prepare all students with the
skills required to enter future
adult roles and become effective
citizens, productive workers,
informed consumers, and
responsible family members.
Long Range Goals
from the Comprehensive School Improvement Plan
 Every MISD student will experience a
full year’s reading growth each year
 Every MISD student will experience a
full year’s growth in math each year
 All MISD students will increase their
understanding of the natural world
and their ability to apply scientific
processes and principles in decision
making
 All students will feel safe at and
connected to school
 All K-12 students will use technology
in developing proficiency in the
curricular areas
Annual Improvement Goals
 Reading and math goals are created to
meet or exceed the state trajectory for
proficiency in the respective areas
 Science goal is created to meet or
exceed proficiency on the ITBS/ITED
 Social Studies annual achievement goal
added in 2002
 Building Goals are created each year
Leadership
MISD uses a blend of leadership styles:
 Distributive Leadership
- Building Improvement Teams
- Professional Development Planning Cadres
- Curriculum Cabinet
 Traditional Leadership – Top down and
bottom up
- School Board
- Superintendent
- Administration
1.
2.
3.
4.
Director of teaching and learning
Building Principals
Building Teams
Vertical Teams
Collaborative Relationships
 Curriculum Cabinet
- Administrators, Board Members, Teacher
Representatives, AEA Consultants
- Deliberates issues of improving student
learning
- Makes recommendations to the School Board
 Building Improvement Teams
- Create Improvement Plans, Building-wide
Behavior Plans, Professional Development
plans
Collaborative Relationships
 Professional Development Planning Cadres
- Math, Language Arts, Science and Social Studies
Cadres
- Analyze student achievement data to determine
the content for Professional Development as
well as how vertical team days should be
organized
 Teacher Quality Team
- Comprised of Teacher Representatives K-12,
Administrators
- Gives input for use of Teacher Quality Funds
- Added 1 Teacher Quality Day to calendar each
year
 Vertical Teams
Community Collaboration
 Comprehensive School Improvement Advisory
Committee
 Parent Advisory Committees
 Strong Parent Groups
 Music/Athletic Booster Clubs
 Volunteers in the classrooms (Parents, Community
Members, High School Students, Kirkwood
Education Academy Students)
 Community use of Buildings
 Building Smart for Marion (Local PAC)
 Students participate in local events (parades,
caroling at nursing homes, etc.)
 America Reads
 Read Across America
MISD Foundation
 1. Provides support to district
through scholarships and grants
to teachers
 2. Maintains an Alumni
Organization
Learning Environment
- Differentiated Instruction: All Grade Levels
- Pre-School Program
- Federal PE Grant to Upgrade Physical
Education Program
- Athletic Program: 6-12
- Vocal Music Program: K-12
- Band Program: 5-12
- Computer Literacy: begins in 4th grade
- Extra-Curricular Activities – Performing Arts,
Speech, Competitive Cheerleading, Dance, FBLA
- New Science Wing for 09-10
- New Middle School for 10-11
Curriculum and Instruction
Classroom instruction based on
Research and Best Practice
 Fully Articulated Standards &
Benchmarks In ALL Curricular
Areas
 Vertical team alignment
 Science, math, language arts and
Social Studies scope & sequence
and/or frameworks
 Process for choosing instructional
materials
Curriculum & Instruction
 Science
- Inquiry-based K-12
- Foss Modules imbedded1-5
- Piloting Foss Modules Grades 6-8 2009-10
 Math
- K-5- Investigations & District Developed Year Long
Calendars
- 6-8 - Connected Math
- 9-12 - Integrated Math
Curriculum & Instruction
 Language Arts:
- Focus: Learn to Read – Read to Learn (Balanced
Literacy)
 Jolly phonics
 Prep 1: Pilot Emerson
 Walk to Read Emerson & Starry
 Words Their Way 1-5
 Six Traits of Writing 1-5
 2nd Chance Reading 6-12
Curriculum & Instruction
 Social Studies
 District Decision: Additional reporting
area
 Independent contracted consultant
- Articulation and alignment
- Job-embedded Professional Development
ELP (Extended Learning
Program)
 K-3: Curricular and Extra-
curricular Enrichment
 Grade 4: Formal Identification
with Elective Curriculum
 Grades 6-8: Formal Pull-out
Program
 9-12 Program
Opportunities 9-12
Accelerated Courses:
 Accelerated Integrated Math 1
 AP English
 AP Studio Art
 AP Art History
 AP Online Courses from the Iowa Online Academy
PSEO Opportunities:
 Coe College
 Mt. Mercy College
 Kirkwood Community College
Graduation
Requirements:
English – 4 credits
Social Studies – 3 credits
Math – 3 credits
Science – 3 credits
Physical Education – 2 credits
Health – 1 credit
Moving towards implementation
of the Iowa Core Curriculum






Provisions for Remediation

Prep 1 Grade 1

Title I Reading K-3

Title I Math K-3

Reading Strategists K-5

2nd Chance Reading 6-8

Reading Lab 9-11

Pre-Integrated Math 9-12

Essential Math 9-12

Compass Program-9-12 (Alternative School)
Professional Development
MISD Professional
Development Profile
 Vertical Team Days (3)
 Literacy Early Dismissals (7)
 Building Early Dismissals (6)
Vertical Team
 Focus: Curricular Alignment,
Articulation, Professional
Development, Materials, Budgeting
 Core Teams (LA, Math, SC, SS) :
Teacher Representatives from all
grade levels facilitated by
administrator and/or AEA
Consultant
 Non-Core Teams: Representatives
from buildings or grade levels
 Teacher Cadres: Plan Agendas
Literacy Early Dismissals
 Driven by Student Performance Data
 Designed by AEA Staff & MISD
Administrative Team
 2008-2009 Focus: Building Robust
Vocabulary
 Research, Theory, Best Practice,
Collaboration, Implementation—
Delivered by Grade Levels
 Course Proposal Submitted by each
teacher eligible for recertification
or graduate credit
Building Early Dismissals
 Guided by Specific Building Needs
 May focus on Academic
Proficiencies and/or well-being of
students (Bullying and Harassment)
 Determined by Building Principal
and/or Building Leadership team
 Topics include: Bullying &
Harassment, Iowa Professional
Development Model, Character
Building, Data Analysis
All MISD Professional
Development must:
 Align with district and building
goals
 Focus on improved student
achievement
 Be accomplished with a team with
allowances for individual coaching.
 Reflect best practice
 Be Researched Based
Mentoring & Induction
 New & second-year teachers: 2 days of
extra workshops, mentor logs,
surveys, and focused staff
development with portfolio assistance
 Two follow-up sessions
 Driven by articulated teacher needs
determined through multiple surveys
Monitoring and
accountability
Gathering Data
Formative and Summative
•ITED & ITBS: Grades 3-12
•Basic Reading Inventory
•District Writing Assessment
•District Math Assessment: Grade 10
•District Science Assessment: grade 11
•Dibels: Grades K-5
• Pre- and Post- Testing: grades K-12
• ACT: Grades 9-12
•Writing Probes
•Math Probes
District Monitoring
 District wide longitudinal records on






electronic data base
AEA Data Base (DRP) (ITED/ITBS)
Electronic report cards K-5
Power school grades and report cards 6-12
Trends are tracked over time
Disaggregated Data Tracked and Examined
Monitoring according to our CSIP
- Cohort
- Grade Level
Progress toward other state
indicators:
 Dropout rate: exceeds state goal (06-07
rate was 0%)
 Enrollment in Post-Secondary Education
Options: Increasing each year (07-08 67
pseo courses were taken)
 Attendance K-12 –exceeds state goal –
95.73% K-12
Accountability
 District is Accountable:
- to the DE (State and Federal)
- to parents
- to district taxpayers
- to students
How are parents kept
informed?
 Can access Powerschool from any
computer with internet connection
 Parent-Teacher Conferences
(Scheduled and as needed)
 Weekly information sent home K-5
 Building web sites
 District Websites
 Teacher websites
 E Mail
 Telephone
Reporting to our public
 1. Published APR distributed to




district patrons
2. APR is located on District Web
Site, also on DE website
3. Community Report Card
4. District and Building
Newsletters
5. all curricular areas presented to
the School Board in 2007-2008
 The Marion Independent School
District is proud of the opportunities
provided to our Students.