The mission of the Greenbush-Middle River School is to provide a quality education
which will prepare all students to meet success by developing self-directed thinkers
and communicators who are responsible, respectful and accountable to themselves
and others.
A NNUAL R EPORT ON
C URRICULUM ,
I NSTRUCTION AND
S TUDENT A CHIEVEMENT
Each year, Minnesota school districts publish annual reports which include
test results, curriculum improvement plans, and a progress report on the
past year’s plans.
Greenbush – Middle River School District 2683
2014-2015
2014-2015
ANNUAL REPORT ON CURRICULUM,
INSTRUCTION AND STUDENT ACHIEVEMENT
The mission of the Greenbush-Middle River School is to provide a quality
education which will prepare all students to meet success by developing self directed thinkers and communicators who are productive, responsible, res pectful
and accountable to themselves and others.
STUDENT PERFORMANCE GOALS FOR MEETING ACADEMIC
STANDARDS
Students take the Minnesota Comprehensive Assessments or Minnesota Tests of Academic Skills in
math, reading and science. Any special needs student may be eligible for modifications,
accommodations or exemption, according to the IEP team’s decision. Tests are administered by
school staff. Students must also earn 28 local credits in 9th-12th grades. Specific course requirements
are outlined in the student handbook and course registration materials.
Results of Local Assessment Data
Following is a summary of GMR students’ math, reading, and science proficiency rates on state
accountability tests. Test results show expectations for academic success in Minnesota, and provide
a check point to help parents and schools assess students’ knowledge of state standards. The
Minnesota Comprehensive Assessments (MCA-III) in math, science and reading have been
administered since 2011, 2012 and 2013 respectively.
Also included in accountability reporting is the Minnesota Test of Academic Skills (MTAS). This test
is administered to a small number of students with special education plans if their IEP team decides
it is most appropriate for students.
Accountability results are used to calculate whether a district is making Adequate Yearly Progress
(AYP) to comply with the federal No Child Left Behind Act. The science MCA is not required for
graduation or AYP monitoring. For the 2014-15 school year, GMR did not make AYP as a district or
for the middle school in reading. All GMR schools and student groups made AYP in 2010, 2012, 2013,
and 2014. The first year of this accountability measure was 2009.
MMR (Multiple Measurement Rating) -- Schools can earn up to 25 points in each category: MCA
math and reading proficiency rates, growth from previous year, closing the achievement gap among
student sub-groups, and – for high schools – graduation rates. The MMR shows the percentage of
total possible points earned by each school.
GMR High School, 95.7% (8th highest of all Minnesota high schools)
GMR Middle School, 48.7%
Greenbush Elementary School, 77.2%
Middle River Elementary School, 63.1%
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2014-2015
Greenbush Elementary and Middle River Elementary are the district’s two Title 1 schools.
Greenbush Elementary’s MMR was among the top 15% of Title 1 schools in Minnesota and has
therefore been designated a Reward School for the second consecutive year. Middle River
Elementary was designated a Reward School in 2012 and 2014.
Percentage of students proficient
State Accountability Math Test,
2015
100
90
80
70
80
71
62
70
60
69
60
69
68
58
55
5958
60
49
50
GMR
40
MN
30
20
10
0
3
4
5
6
7
8
11
Grade tests
Percentage of students proficient
State Accountability Reading
Test, 2015
100
90
80
70
60
73
80
69
6059
67
59
64
68
67
56
50
51
56
57
GMR
40
MN
30
20
10
0
3
4
5
6
7
8
10
Grade tested
2
2014-2015
Percentage of students proficient
State Science Tests, 2015
100
90
80
70
60
50
GMR
40
MN
30
20
10
0
5
8
10
Grade tested
ACT Composite Scores
Many GMR students take the ACT test in 11th or 12th grade. Students who take a core of college
preparatory courses – and are successful in those courses – generally score higher in English, Math,
Reading and Science than students who do not take rigorous courses. Over the past six years local
composite scores range from 22 to 24.1. For the past ten consecutive years, Minnesota has posted
the highest average ACT score among states where a majority of students take this college entrance
exam.
Average composite score, 2015
GMR
22.9
Minnesota
22.7
“ACT research has shown that it is the rigor of coursework – rather than simply the number of core
courses – that has the greatest impact on ACT performance and college readiness.” --ACT College
Readiness Report
STAFF DEVELOPMENT PLANS
Staff development activities will match the district’s district Strategic Plan, AYP trends, Reading
Well by Third Grade Literacy Plan and Title 1 Part A.
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2014-2015
DISTRICT IMPROVEMENT PLANS
2015 was the first year GMR had a large enough population of students in one sub-group to
disaggregate MCA and MTAS proficiency. This GMR group’s proficiency rates were lower than the
comparable group in Minnesota. Staff development will address this new information.
The district’s staff and administration seek improvement based on standardized test results and
statewide graduation requirements. These improvement plans coordinate with the district’s Staff
Development goals, ESEA (Elementary and Secondary Education Act) and local teacher goals.
K-12 teachers reviewed all available data on student performance from multiple sources. In
response to this information, each teacher wrote a SMART goal for 2014-15 – goals which are
specific, measurable, attainable, relevant and rigorous. These goals have a timeline attached.
Teachers will continue to study evidence-based practices for teaching by participating in Professional
Learning Communities throughout the year and aligning curriculum to Minnesota’s academic
standards.
PROGRESS ON IMPROVEMENT PLAN



For all grades math, 65% of males were proficient in 2015 compared to 69% of females.
Reading: males, 61%; females 67%. Science: males, 52%; females, 51%. In the past two years,
boys’ and girls’ proficiency rates in reading are more similar than 2011-2013.
GMR’s student group qualifying for meal support shows proficiency rates higher than the
state’s comparable group in reading, math and science every year.
GMR’s special education population has higher proficiency rates than the state’s special
education group in reading every year. In math this GMR group was above the state group,
but GMR has been declining over the past 4 years. The same is true in science while the
state special ed group has improved just slightly.
Each teacher maintains a portfolio of professional growth in the Minnesota Standards of Effective
teaching practice. To demonstrate mastery of these standards, teachers participate in college
coursework, on-site action research and other professional seminars. Beginning teachers work with
mentors to develop skill in four teaching domains: planning instruction, teaching & learning,
classroom climate and professionalism.
The high school career counselor and principal work with high school teachers to review college
entrance test results and other high school assessments. This information assists teachers by
linking curriculum development to a variety of post-secondary expectations. Students are strongly
encouraged to take the most rigorous courses.
PERIODIC SURVEY OF CONSTITUENT SATISFACTION
In spring 2011, a large group of community and school stakeholders developed a district Strategic
Plan with specific goals and action plans under five broad objectives: Curriculum, Resources,
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2014-2015
Communications, Enrollment and Leadership. The curriculum goals are related to academic
achievement in state standards, post-secondary preparation, early childhood education, evidencebased teaching practices and differentiated instruction.
DISTRICT-WIDE TESTING
In order to make data-driven improvements in student service, teachers, administrators and the
career counselor review appropriate student assessment:
IDEAS, MCIS (Minnesota Career Information Service)
Grade 10, Career interest, career planning, resume writing, interest survey
ASVAB
Grade 11, Assist students to better understand their abilities; identify interests and aptitudes
EXPLORE
Grade 8, Provide information about students’ knowledge, skills, interests, and plans. Information
used to plan high school coursework and begin thinking about college and work.
PLAN
Grade 10, Assist students in planning and preparing for future; estimate a student’s performance on
ACT
PSAT (Preliminary Scholastic Aptitude Test)
Grade 11, Counsel students for college to determine verbal and math reasoning skills for college
placement or entrance in participating colleges; estimate a student’s performance on the SAT;
qualify for the nationwide scholarship competitions conducted by the National Merit Scholarship
Corporation; take part in the College Board’s Student Search Service by receiving materials from
colleges and government scholarship programs informing students of educational and financial
opportunities
MCA-III (Minnesota Comprehensive Assessments)
MTAS (Minnesota Tests of Academic Skills)
Grades 3-11; Identify level of student achievement in state standards and evaluate district
curriculum in math, reading, and science
ACT, SAT
Grades 11, 12, Counsel college bound students; sometimes required for college application
Accuplacer
Grades 10, 12, Assessment of skill development for two-year or technical college placement in math,
reading and sentence skills
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