Orono School District Students Achieve Academic Growth

The staff and teachers at focus on the growth potential of every student.

“We want to enhance the learning for all students,” said Orono Middle School Principal Dr. Patricia Wroten.

The University of Minnesota’s Center for Reading Research recently recognized and a number of other K-12 schools for their students’ achievement in reading.

These schools met adequate yearly progress (AYP) in reading during the 2009-2010 and 2010-2011 school years after failing to meet AYP in the 2008-2009 school year.

States measure AYP through state tests that place students in one of four categories in the areas of math and reading: non-proficiency, partial proficiency, proficiency, and exceeds proficiency. In Minnesota, that test is the MCA. As mandated under the No Child Left Behind law, each year a growing percentage of students in specified sub-groups must meet proficiency.

Almost half of Minnesota schools in 2010 did not meet AYP, according to a report available through the Minnesota Department of Education. Since the report’s release, Minnesota has from the No Child Left Behind requirements.

At Orono Middle School, the sub-group that did not meet AYP was special education. Faced with the news, the district decided to put in place building-wide initiatives that would benefit all students.

Dr. Wroten said that the middle school received funding for an Ameri-Corps Fellow, who met with students during the Links period. Links is a 25-minute period during the school day when students can participate in band, choir, or study hall. Students identified as needing extra reading or math help could work on those skills during Links with teachers or the Ameri-Corps Fellow.

Teachers also worked on their curriculum, Dr. Wroten explained. They met in class room teams as well as professional learning teams to develop strategies that would meet the needs of individual students.

“We looked at every student,” said Kristi Flesher, special education director. “We carefully examined data to find the best way to reach that student and the best materials and assessments to help that student. Special ed and regular education worked together and it really made a difference.”

The targeted interventions applied to all students that did not meet proficiency—not just students in the special education program. For some students, interventions included weekly meetings with a teacher to talk about academics, Flesher said.

Students also had an opportunity to attend after school study sessions that occurred two nights a week. Dr. Wroten described the sessions as well attended with different groups of students each night.

To help all students, at all levels of proficiency, develop growth goals in reading and math, the district used the NWEA. Aaron Ruhland, learning and accountability director, explained the importance of the NWEA, a student assessment tool.

“Whether you start at a really low range or high range, you can meet growth targets. So it’s sensitive to each child,” he said.

Teachers at the middle school turned to new assessments and grading practices as another way to address and support the needs of students, Flesher said.

She described the hard work staff put into learning about and implementing best instructional practices. The interventions and hard work has paid off, she said. Ruhland described the district’s improvements in terms of NWEA measurements.

“This last year we had our best growth ever in the area of reading for Orono Middle School and the whole district,” he said. “We were in the top five to 10 percent nationally in the level of meeting growth targets in reading.”

Added Flesher, “We had an incredible growth gain for the building, but more important, kids had incredible growth. We are thrilled with the results.”

She said that staff plans to continue the interventions they have put in place and continue to raise the level of achievement for all students.