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Achievement & Integration Plan Progress Report Update

  • The Achievement and Integration for Minnesota program was established to pursue racial and economic integration and increase student academic achievement, create equitable educational opportunities, and reduce academic disparities based on students' diverse racial, ethnic, and economic backgrounds in Minnesota public schools.

    Spring Lake Park Schools’ 3-Year Achievement and Integration Plan (2014-2017) includes the following goals:

    • Reducing disparities in academic achievement among all students and specific categories of students as designated under Minnesota Rule, including: American Indian/Alaskan Native; Asian/Pacific Islander; Hispanic; Black; and Free/Reduced Price Lunch
    • Increasing racial and economic integration in schools and districts


    Progress Update following Year 1 of implementation:

    • Reading Growth and Proficiency
      • All student groups demonstrated an increase in reading proficiency from 2013 baseline data
      • A continued focus on accelerated growth is necessary for each student group in order to meet 2017 goals for reading proficiency and achievement gap reduction
      • The district operational plan includes a focus on the K-8 reading block, Accelerating Student Learning, and Personalized Learning Plans to provide a continued focus on these needs
    • Math Growth and Proficiency
      • All student groups demonstrated an increase in proficiency from 2011 baseline data
      • Student groups including American Indian, Asian, and Black showed significant growth from 2011 baseline data
      • A continued focus on accelerated growth is necessary for each student group to meet 2017 goals for reading proficiency and achievement gap reduction
      • The district operational plan includes a focus on Accelerating Student Learning and Personalized Learning Plans to provide a continued focus on these needs
    • Career and College Readiness for Underserved Students
      • The percentage of students of color participating in Advanced Placement and Honors coursework has increased since 2013 baseline data, with a more significant increase for student groups including Hispanic and Black
      • The percentage of students of color participating in Advanced Placement exams has increased since 2013 baseline data, with a more significant increase for student groups including Hispanic and Black
      • The percentage of students of color meeting all four college-readiness benchmarks on the ACT EXPLORE and PLAN have increased significantly since 2014 baseline data
      • The percentage of students of color formally identified as gifted/talented has remained similar to 2013 baseline data; however, there has been an increase in the number of students of color participating in Young Scholar lessons that provide opportunities to develop critical and creative thinking skills
      • The district operational plan includes a focus on Embedded College and Post-Secondary Success and Personalized Learning Plans  to provide a continued focus on these needs
    • Family & Student Engagement
      • We had 45 parent graduates of Parent Academy, inclusive of both Spanish and English cohorts of parents
      • The percentage of students whose attendance fell below benchmarks within each student group has remained similar to 2013 baseline data
      • A continued focus on family and student engagement is necessary for each student group to meet 2017 goals
      • The district operational plan includes a focus on Accelerating Student Learning and Increased Support to Families to provide a continued focus on these needs
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