Independent School District 194

Independent School District 194
Annual Report Index
Curriculum Advisory Council . . . . . . . . . . . . . . 5
Student Assessment Results . . . . . . . . . . . . . 16
2012-13 Curriculum Advisory Council
College Entrance Exams . . . . . . . . . . . . . . . 20
Membership . . . . . . . . . . . . . . . . . . . . . . 6
Professional Development Goals . . . . . . . . . . . 21
Curriculum Inquiries . . . . . . . . . . . . . . . . . . . 7
Professional Development Activities . . . . . . . . 22
Curriculum Updates . . . . . . . . . . . . . . . . . . . 8
ISD 194 Program Highlights . . . . . . . . . . . . . . 24
Assessment and Accountability . . . . . . . . . . . 12
Spotlight on Innovation . . . . . . . . . . . . . . . . 25
Student Achievement Goals . . . . . . . . . . . . . 14
Approved by the Lakeville School Board on September ??, 2013
Annual Report
2012 Independent School District 194
School Board
Roz Peterson, Chair
[email protected]
12295 162nd Street W., Lakeville, MN 55044
952-892-1782 • Term expires 12/31/14
Jim Skelly, Vice-Chair
[email protected]
18830 Iroquois Way, Lakeville, MN 55044
952-469-8686 • Term expires 12/31/14
Michelle Volk, Clerk
[email protected]
16452 Kenosha Ave W, Lakeville, MN 55044
952-270-7125 • Term expires 12/31/14
Photo courtesy of LifeTouch
Robert Erickson, Treasurer
[email protected]
18224 Justice Way, Lakeville, MN 55044
952-892-5132 • Term expires 12/31/16
Judy Keliher, Director
Board of Education Members, left to right
Terry Lind, Michelle Volk, Bob Erickson, Superintendent Dr. Lisa L. Snyder,
Roz Peterson, Judy Keliher and Jim Skelly
[email protected]
16851 Jonquil Trail, Lakeville, MN 55044
952-898-9747 • Term expires 12/31/16
Terry Lind, Director
[email protected]
20415 Jupiter Court, Lakeville, MN 55044
952-469-5307 • Term expires 12/31/16
Dr. Lisa Snyder
Superintendent of Schools
[email protected]
952-232-2001
The Annual Report is a publication of the
Independent School District 194 Office of Communication
Linda Swanson
8670 210th Street West • Lakeville MN 55044
952-232-2000 • Fax 952-469-6054
www.isd194.org • email: [email protected]
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Dear Community of the Lakeville Area Public Schools,
Lakeville Area Public Schools: A Vision of World Class
Dr. Lisa L. Snyder, Superintendent
Lakeville Area Public Schools utilizes a model of continuous improvement to guide
their work, specifically the Malcom Baldrige Performance Excellence Criteria for
Education. This philosophical, research-based approach to organizational leadership and
management requires the organization to be defined by their mission, guided by their
vision and focused on their strategic goals and desired results. It requires a systemsthinking orientation and a belief that the organization can improve through increased
accountability systems and a focus on excellence.
To this aim, the district has clearly defined these components of success and will
consistently utilize them to guide their decisions and monitor their progress toward
precise targets or indicators of success.
Mission Statement: The Lakeville Area Public Schools is a partnership of students,
families, staff, and community committed to excellence and life-long learning.
Belief Statements:
We Believe:
• We are a community of lifelong learners committed to
excellence.
• Continuous learning is a collaborative effort among the
learner, family, school and community.
• All learners need the support, resources and tools required
to maximize learning.
• Physical, social and emotional well-being impacts learning.
• A safe and respectful environment is an essential
component of learning.
• Understanding and respecting diversity enriches our community and promotes
learning.
• A variety of rigorous, relevant, and in-depth experiences are necessary to meet the
unique needs of all learners.
• All staff need the professional development, support, resources and tools and
required to increase student achievement.
• Each learner will show continuous educational and personal growth.
• All learners will develop into responsible, contributing citizens.
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Annual Report
The Board of Education is focused on the following strategic goal areas:
Strategic Goal #1 Academic Achievement including 21st Century Skills & Knowledge
Strategic Goal #2 Fiscal Responsibility
Strategic Goal # 3 Community Connectedness
Strategic Goal #4 High Quality Workforce
These goals and the action plans that support them, guide our continuous improvement. Our school
leaders and board members will monitor the progress toward the identified targets through our
“District’s Dashboard of Quality Indicators.” This dashboard includes academic measures such as the
MCA, the ACT and local assessment data as well as perception measures such as the student, staff or
parent annual survey.
The district monitors their financial stability through key indicators such as open-enrollment,
enrollment, level of fund balance and the district’s bond rating. Other measureable indicators on the
dashboard are graduation rates, positive media coverage, and staff development data.
By monitoring this key data, district leaders can celebrate successes and identify areas in need of
improvement and work to address them. Lakeville Schools are known for high levels of academic
success, but there is always room for improvement in an organization striving to be “world class.”
The most important aspect that district and board level leaders are concerned about is that there is
continuous improvement in all areas. In many cases, we have set the targets quite high fully knowing
it may take a few years to ride to the level of excellence we expect.
Lakeville Area Public School leaders will
continue down the path of continuous
improvement, so every student can
achieve their full potential and so that we
can realize our vision of being “world class,
personalized learning ensuring success for
every student.”
Dr. Lisa L. Snyder
Superintendent of Schools
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Curriculum
2012-13 Curriculum Advisory Council Updates
District Curriculum Advisory Council
The Lakeville Area Public Schools has a district-wide Curriculum Advisory Council (CAC).
The council consists of parent representatives from each school in the district as well as
community representatives, teachers, administrators, and school board members. The
purpose of the council is to advise the district on curriculum content, instructional practices,
and assessments. The council meets monthly to provide feedback about curriculum
updates, student achievement reports, and recommendations for instructional resources.
Members spend considerable time interviewing presenters, providing input, and making
recommendations. These recommendations are shared publicly during a Board of Education
meeting by the board representative and by the Executive Director of Teaching and Learning.
Building representatives share the information with their building advisory councils and PTO’s
and bring feedback to the Curriculum Advisory Council.
District 194 parents and community members are invited to apply for membership on
the district Curriculum Advisory Council (CAC). Applications are available on the district
website, or you can contact Sandy Eissinger at 952-232-2019 if you are interested in applying.
Applications are accepted through October 30th of each year. Most meetings are held on the
third Monday of each month from 4:00 - 5:30 p.m.
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Annual Report
2012-2013 Curriculum Advisory Council Membership
Parent/Community Members with Term Expiration Dates
District Representatives
Name Location
Term
Laura Boche
Robbie Cheever
Heidi Dorazio-Bougie
Becky Erickson
Randy Erickson
Charles Gollop
Connie Hall
Wayne Jagow
Barbara Knudsen
Kristin Kraft
Janelle Madson
Emily McDonald
Cheryl Meger
Dawn Meyers
David Mortensen
Laura Porter-Jones
Greta Schetnan
Sandy Soukup
LVE Parent
2013-14
OLE Parent 2014-15
LNHS Parent
2014-15
LSHS Dean
2013-14
MS Admin
2014-15
Community
2013-14
LSHS Parent
2012-13
LNHS Parent
2014-15
Executive Director of Teaching & Learning Services
LME Parent
2012-13
MS Teacher
2014-15
DO Staff
LNHS Dean
2013-14
MMS Parent
2014-15
OHE Parent
2014-15
KMS Parent
2014-15
EVE Parent
2013-14
CMS Parent
2013-2014
If you have any questions regarding the Curriculum Advisory Council, please contact
Barbara Knudsen, Executive Director of Teaching & Learning Services, at 952-232-2026.
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Information for Parents Regarding Curriculum Inquiries
The Lakeville Area Public Schools has policies and procedures in place for the selection of textbooks
and other instructional materials. The policies and procedures provide direction for the initial selection
of instructional materials, for review of materials, and for reconsideration of previously selected
materials. We invite families with questions regarding our programming to contact their building
principal for information. Parents/guardians or adult students (18 years and older), who wish to review
any part of the curriculum, may request the curriculum from the building principal. Any specific
concerns about the curriculum, any requests for alternative instruction, or requests for alternative
materials may be addressed with the school principal. Reasonable arrangements for alternative
instruction or materials may be decided with the school personnel. The district will not impose any
penalty upon a student for arranging alternative instruction. However, the Board of Education is not
required to pay the cost of alternative instruction that is provided by the parent/guardian.
In the case of an objection to the curriculum, a parent/guardian may submit a request for
reconsideration if other alternatives are not acceptable to the building principal.
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Curriculum, Instruction, and Assessment Updates
Assessment Update
August Assessment Days - Planning and Purpose
Lakeville Area Public Schools adjusted the elementary school calendar for the 2013-2014 school year to
support personalized learning and summer assessments. The summer assessments, which took place on
August 21 and 22, gave all elementary teachers the achievement data needed to target instruction for their
students from the first day of the school year. Appointment sign-ups were available online on a first-come,
first-serve basis. Unlike conference sign-up, families with
more than one child attending their elementary school could schedule assessment appointments on the same
date at the same time. Students who could not attend either day completed their assessments during the
first month of school. During teacher preparation time the week before
school started, the teachers analyzed the data for student placement.
Digital Learning-Professional Development and Coaching
Several professional development opportunities were offered to staff
during the 2012-2013 school year for the integration of digital learning
tools. At the request of building administrators, the Digital Learning Team
and/or the media/tech specialists provided individualized and specific
training at sites. These trainings included the use of Google Apps for
Education, iPad basics, using technology for formative assessment, and
Schoology (a learning management system). Additionally, the Digital
Learning Team offered “Tech Tuesday” trainings on using Google Forms for
assessment, Web 2.0 tools for student creation, and YouTube for blended
classroom options. The Digital Learning Team scheduled rotating, weekly building visits to schools to support
staff.
The Digital Learning team offered a variety of digital learning opportunities for staff during the summer of
2013. A total of 133 participants attended classes - offerings included Google Apps for Education (Google
Drive and Google Forms), Schoology, YouTube, iPad (Basics and Sharing/Assessments). Two guest presenters
offered training for Sophia and Apple’s Challenge Based Learning framework. Classes were free and
participants received CEUs for their participation. The offerings were based on staff-identified areas and the
goal of the sessions was to improve staff use of digital tools in the classroom to improve student learning.
Early Childhood/Kindergarten Alignment: To ensure a coherent pathway between our Early Childhood
programs and Kindergarten, we formed two teams that met three times during second semester to focus on
the Literacy Common Core Standards. The EC/K team reviewed the Kindergarten common core standards and
benchmarks, discussed what they meant, and what prerequisite skills four year old Early Childhood students
would need to acquire in early childhood programming. During the 2013-2014 school year, the next step
is for Early Childhood to see Kindergarten in action, which they will do with visits in the fall. They will then
begin the work to align developmentally appropriate activities to meet the 4 year old standards. Then they will
return to do the same alignment process with the three year old Early Childhood programs.
Eclipse: Eclipse is the curriculum collaboration site used to document the standards, essential learnings,
content and assessments for each course/grade level for teacher use. Secondary English Language Arts and
Social Studies completed the documentation of all the new courses to be implemented in 2012-13. The
Elementary Math and Social Studies standards, essential learnings, content, assessments, and resources are
currently being documented in Eclipse.
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Curriculum Updates
English Language Arts: Elementary
Through out the school year, teams of grade level teachers met, three to four times, to develop grade level
Learning Targets and Common District Assessments for the new Minnesota English Language Arts Standards.
These products were then used by teachers in the classroom with revisions being after data was collected on
the effectiveness of the assessment. These teams will meet during the 2013-14 school year to continue this
process. These resources are shared with staff through the online district curriculum collaboration tool known
as Eclipse.
English Language Arts: Secondary
The 11th and 12th grade and Advanced Placement curriculum review committees met during the 2012-13
school year to develop units of study based in the essential learnings, ACT standards (where appropriate) and
school data, create their common assessments, and document their courses in Eclipse.
Intervention: Elementary
The Elementary Intervention Specialist supported the elementary schools this past year by facilitating a
framework that implemented research-based instructional strategies that met the needs of our struggling
learners. Structures and systems were put into place where the Intervention Specialist coached teachers on
how to analyze their Essential Learnings and student achievement data. This deep understanding of student
performance allowed classroom teachers to adjust their teaching and to provide personalized – differentiated
instruction so that all students could meet and exceed grade level benchmarks.
Intervention: Secondary
Through collaborative efforts of the English Language Arts (ELA) departments at both high schools, the Teaching and Learning Department and the Special Education Department provided funding for a high school
intervention specialist. As the ELA department moves away from a tracking model, our teachers needed assistance to create and instruct in an intervention model with multi-tiered systems of support. The high school
intervention specialist provided professional development for the teachers in data analysis, progress monitoring, developing a laser-like focus on learning needs, and resources.
Math: Elementary
A team of Lakeville Grade Five Teachers met monthly during the 2012-2013 school year. They were asked to do
three things:
• Examine Fifth Grade Minnesota Math Standards.
• Write student-friendly Learning Targets to correspond with these Standards.
• Construct assessments aligned with each Learning Target to measure the level of student learning on
each target.
The assessments written by this team give students opportunities to demonstrate their proficiency in mastering each Learning Target. The results gained from the assessments help teachers monitor students’ progress
and make timely instructional decisions to meet the needs of every student in math. These assessments have
now been placed on Lakeville’s curriculum sharing site, Eclipse, for all Grade Five Teachers to access. A similar
process was conducted during the 2011-2012 school year with Grade Four Teachers, and those assessments
are also located on Eclipse.
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Media: K-8
Elementary media specialists met monthly during the 2012-2013 school year to create shared media essential
learning outcomes including the use of integrated digital tools. Four of the eight specialists created shared
content on Schoology to deliver a collaborative unit on digital citizenship and digital safety. Additionally, all
specialists worked to support their staffs with digital learning tools. This work will continue and expand during
the 2013-2014 school year to include K-12 media specialists.
Science: Elementary
Lakeville Schools continued their work with the NEXUS initiative at the Science Museum of Minnesota. Jane
Bianchi, Emily McDonald, Christine Markham and Jessica Just attended 7 NEXUS sessions throughout the
2012-2013 school year. This community of K-12 STEM leaders learned and worked together to address racial,
class and gender-based achievement gaps in STEM education in Minnesota. The education staff at the SMM,
provided participants access to the most current and best research in education, STEM education, psychology
and cultural studies with support from the National Science Foundation. The goal of this STEM network is to
support one another while we work to identify, refine and implement strategies that have a dramatic impact
on the achievement of all of our students.
Social Studies: Elementary
MN Academic Standards for Social Studies were reviewed and revised in 2010-2011. In 2011, the new standards were set forth into rule, and school districts were required to implement these standards no later than
the 2013-2014 school year.
Lakeville Area Public Schools used the 2012-2013 school year to prepare for the implementation of these
social studies standards. An elementary social studies committee was was formed, with representatives from
grades K-5, ELL, and Media. Julene Oxton, Learning Specialist at OLE, was the Social Studies Curriculum Specialist for 2012-2013. Noted below is the committee work that was completed in 2012-2013:
• Reviewed the Best Practices in Social Studies
• Wrote mission/vision and belief statements
• Unwrapped the Social Studies Standards to ask questions and understand what they mean
• Researched Inquiry-based Instruction and participated in lesson with Dr. Lee Schmidt from Hamline
University
• Wrote a year long pacing guide for each grade level
• Explored the integration of the English/Language Arts (ELA) and Social Studies Standards as required in
Minnesota statutes
• Learned about Sheltered Instruction Strategies from Dean Reasoner from Metro ECSU for strategies on
how to make content vocab/concepts accessible to all learners
• Wrote instructional units that include (1st semester complete, 2nd semester in process)
• Learning Targets
• Big Ideas
• Essential Questions
• Content Vocabulary
• Literacy Links
• Resources-required and Suggested
• Common Summative Assessments
• Committee work will continue in the 2013-2014 school year
• Learning Specialist Jane Bianchi transitioned to SS Curriculum Specialist in July 2013
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Social Studies: Secondary
The 6th-9th grade Social Studies curriculum review committees met continue the curriculum review process.
This included: looking at best practices, developing a draft of the scope and sequence and a transition plan
for grades 6-12, being trained in Eclipse, documenting their curriculum and developing district wide common
assessments. The Social Studies curriculum review committee will continue their work starting in September
2013 to monitor progress and work on the 10th and 12th grades courses to be implemented
Technology: K-12
Lakeville Area Public Schools is continuing to push forward in the areas of technology. In order to keep up
with district demand for mobile technology and BYOD devices, the district has replaced the core network
switching infrastructure in our network operation center. This upgrade has provided us with additional ways
to leverage the fiber optic cable we installed with the 2002 levy. This new equipment will allow to to slowly
transition our core networks to faster speeds in order to meet growing demand.
The district is also continuing to replace aging equipment with our leasing program. This program allows to to
roll out the oldest computer gear, in some cases 10 years old, in order to better meet the needs in the district.
While this program is a good start it will take additional funding in this area to keep our equipment within a six
year age window.
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Annual Report
Assessment and Accountability
ISD 194 District-Wide Assessment Program
Data-informed decisions about instruction are imperative to improving student achievement. District faculty and
administrators must obtain pertinent data, use it appropriately, and accurately communicate this information to
parents and the community. The Lakeville Area Public Schools Assessment Program strives to continually improve
the use of standardized tests and teacher-developed assessments to support sound curriculum and instructional
decisions that will increase the achievement level and learning of each student.
Goals for the Assessment Program:
1. Administer a comprehensive assessment system that is closely aligned with the Minnesota Academic
Standards and Graduation Requirements.
2. Implement an assessment plan that includes multiple measures to monitor system improvement, determine
program strengths and weaknesses, and increase individual student achievement and academic growth.
3. Provide ongoing professional development for teachers and administrators in assessment literacy and the use
of assessment
Grade
Assessment
Subject Area(s)
Dates
for learning.
2012-2013
District 194
Assessments
K
KAS - Kindergarten Assessment System
Various
Yearlong
1
DRA - Developmental Reading Assessment
Reading
Fall/Spring
2
CogAT - Cognitive Abilities tEsts
Reasoning
December
2-8
MAP - Measures of Academic Progress
Reading/Math
September
2-8
MAP - Measures of Academic Progress
Reading/Math
February
3-5
MCA-11 - Minnesota Comprehensive Assessments
Reading
April
3-5
MCA-111 - Minnesota Comprehensive Assessments
Math
May
K-12
ACCESS Test for English Language Learners
Reading/Writing
March
5,8,HS
MCA-111 - Minnesota Comprehensive Assessments
Science
April
6-8
MCA-11 - Minnesota Comprehensive Assessments
Reading
April
6-8
MCA-111 - Minnesota Comprehensive Assessments
Math
May
9
GRAD Test of Written Composition
Writing
April
9-11
Explore (9), PLAN (10), ASVAB (11)
Career Exploration
October
10
MCA-111/GRAD - Minnesota Comprehensive Assessments
Reading
April
11
MCA-11/GRAD - Minnesota Comprehensive Assessments
Math
April
Various Courses
May
10-12
AP - Advanced Placement
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Minnesota Comprehensive Assessments--Series II/III (MCA)
The Minnesota Comprehensive Assessments (MCA) are the state tests that help districts measure
student progress toward Minnesota’s academic standards and meet the requirements of No Child Left
Behind. The reading and mathematics tests are used to determine whether schools and districts have
made adequate yearly progress (AYP) as well as to inform the state’s Multiple Measurements Rating
(MMR) system.
Reading and mathematics tests are given in grades 3-8. Reading is also assessed in grade 10 while
mathematics is assessed in grade 11. Online science tests are given in grades 5 and 8 and once in high
school, depending on when students completed their life sciences curriculum.
Graduation-Required Assessments for Diploma (GRAD)
The Graduation-Required Assessments for Diploma (GRAD) are the state tests that fulfill Minnesota’s
high school graduation requirement for students who first entered grade 8 in 2005-06 or later. These
tests measure student performance on essential skills in Writing, Reading and Mathematics for success
in the 21st century.
Teachers in the Lakeville Area Public Schools prepare students to take the MCA and GRAD assessments
by providing instruction and practice in reading, math, and writing skills measured on the tests.
Students are also provided opportunities to take practice tests and summer programs that strengthen
skills are available.
Northwest Evaluation Association Measures of Academic Progress (NWEA MAP)
The Measures of Academic Progress (MAP) assessments were developed by Northwest Evaluation
Association (NWEA) to measure individual student progress during the school year. In the fall, MAP
assessments in reading and math were administered to students in grades 2-8 as well as to select
students at the high school level. The assessments were administered to the same students in late
winter to measure growth and identify areas of strength and areas in which improvement is needed.
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Annual Report
Student Achievement Goals
District Goal for Meeting Adequate Yearly Progress
In 2012-2013, all student subgroups will meet, exceed, or make significant gains towards their Adequate
Yearly Progress (AYP) targets.
Adequate Yearly Progress Goals
ISD194 implemented a District Improvement Plan that includes math and reading goals for all students as
well as subgroups that missed AYP targets. Because the MCA reading and mathematics assessments changed
from 2012 to 2013, ISD194 set the following general goals. Specific goals will be set for 2014 based on the
benchmark performance from the 2013 assessments.
• All student subgroups will meet, exceed, or make significant gains towards their Adequate Yearly
Progress (AYP) targets.
• ISD194 will increase the percent of all students proficient in math and reading (as measured by the
MCA-III) and continue to close the academic achievement gap.
Basic Requirement Administrative Plan
As a part of the requirements of the Minnesota Graduation Standards Rule (3501.0140) the Lakeville Area
Public Schools must report our basic requirement administration plan. The following plan was in place during
2012-13, but will be revised in 2013-14 due to changes in legislative requirements.
Graduation Requirements: The Lakeville Area Public Schools follows the state prescribed minimum passing
scores in order for students to graduate with a high school diploma. A scale score of 50 is required on the
math and reading GRAD tests and an Achievement Level of 3.0 is required on the GRAD Test of Written
Composition.
Retake Opportunities: Students who have not passed the Basic Skills Test or the GRAD in ninth grade (test of
written composition), tenth grade (reading test), or eleventh grade (math test) will have no fewer than two
opportunities per calendar year to retake the test. Seniors will be given a minimum of three opportunities
prior to graduation.
Opportunities for Remediation: Students are provided two separate opportunities for assistance outside of
the regular coursework of the Lakeville Area Public Schools. Prior to summer testing, students are invited
to participate in free summer test preparation courses sponsored by the school district. Classes offered
use diagnostic tests, practice test materials, teach using direct instruction, provide instruction in testtaking strategies and prepare students in the basic skills assessed on the tests. If a student has not passed
all required tests by the spring of their sophomore year, their Dean of Students will create an Individual
Remediation Plan, list support strategies, and schedule a meeting with the student and parent/guardian to
discuss and approve the plan.
Process for Seniors to Request Additional Testing or Accommodation: All seniors who have not yet passed
any of the required Basic Skills Tests or GRAD tests are automatically enrolled in retake opportunities. Seniors
who wish to request additional accommodations during the tests must make the request to the School
Assessment Coordinator.
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Process to Appeal District’s Responses to a Senior’s Request for Additional Testing or Accommodation:
If a senior finds the response to their request for additional testing or accommodation unacceptable, the
student may bring this concern to the building principal. The building principal, in consultation with the
Assessment and Accountability Coordinator, will review the request and take steps to accommodate the
student as is legally appropriate. If a senior still finds the response to the request for additional testing or
accommodations unacceptable, he or she may file an appeal in writing to the Board of Education for a
final district decision. The senior may appeal this final district decision with the Minnesota Department of
Education according to guidelines established by the Minnesota Department of Education.
Process for Reporting Breaches in Test Security to the District and the Minnesota Department of Education:
The Lakeville Area Public Schools has an internal test administration procedure for all standardized tests. In the
event of a breach in test security, the situation is reported to the School Assessment Coordinator. The School
Assessment Coordinator shall take the necessary actions to maintain the test security of the remaining testing
process and will report to the District Assessment Coordinator. An internal investigation will be initiated
regarding the breach and may be done in consultation with administration and the Minnesota Department of
Education.
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Annual Report
Student Assessment Results
MCA-II/III Results
The MCA assessments are given annually to students in grades 3-8 (reading and math), grade 10 (reading), and
grade 11 (math). The MCA-II/IIIs are designed to measure district and school progress on the Minnesota Academic
Standards. Student performance on the MCA is measured by a scaled score in one of four achievement levels.
• Does not meet standards
• Partially meets standards
• Meets standards
• Exceeds standards
Students who “Meet” or “Exceed” standards are considered to be proficient in the subject area.
Reading and Written Composition
• The Reading MCA-III is a new, online reading assessment taken by all students in grades 3-8. The
Minnesota Department of Education acknowledges that the MCA-III Reading is the more difficult
than the previous exams and measures more rigorous standards. Proficiency on the MCA-III cannot
be compared to previous years since it is a new assessment with new standards and passing scores.
Therefore, the 2013 performance represents a new benchmark for mathematics. Lakeville students
outperformed state averages in every grade in reading.
• The GRAD Written Composition Test was given in grade 9. Students must pass this assessment to
graduate. 94% of students earned a proficient score on their first attempt in 2013.
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Mathematics
The Mathematics MCA-III is a new, online mathematics assessment taken by all students in grades
3-8. Students in grade 11 still take the paper and pencil MCA-II/GRAD assessment. The Minnesota
Department of Education acknowledges that the MCA-III Math is the most difficult assessment
administered by the state. Proficiency on the MCA-III cannot be compared to the previous year due to
changes in its administration. Comparisons to 2011 performance suggest improved performance in at
almost all levels. Lakeville students outperformed state averages in every grade in mathematics.
Science
The MCA-III Science assessment is
administered to students in grades
5, 8, and after their high school
life-science course. Proficiency is
calculated, but does not count for
accountability purposes at this time.
Lakeville students outperformed state
averages in all three levels.
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Annual Report
Adequate Yearly Progress
Building principals and district staff are using the state assessment results to identify curricular strengths
and make modifications to curriculum and materials. Schools are using the data to set site achievement
goals, drive instructional changes, accelerate interventions, and better meet individual student needs.
Participation
Student enrollment is counted to determine if any of the nine student groups below have 40 or more
students across all tested grades. Each group that meets the minimum size requirement needs a
participation rate of 95% or higher.
All Students
American Indian
Asian
Hispanic
Black
White
Limited English Proficient
Special Education
Free and Reduced Priced Lunch
Proficiency
Of the students who tested, each student group of 20 or more must meet proficiency targets.
Attendance
Elementary and middle schools must have an attendance rate for the “All” student group of at least 90% or
show improvement from the previous year to meet AYP requirements. State-approved alternative programs
must meet attendance requirements.
Graduation
High schools must exceed graduation targets for all student groups or show improvement from the
previous year to meet AYP requirements.
No Child Left Behind
The goal of No Child Left Behind (NCLB) is to have every student achieve proficiency in reading, math, and
science. One of the cornerstones of the law is that schools no longer report achievement “on the average”
for their students. Under NCLB, the state holds schools and districts accountable for teaching all students,
disaggregating the data by ethnic group, economic, English language learner, and special education status..
2012-2013
ALL
Am
Indian
Asian
Hispanic
Black
White
LEP
Special
FRP AYP Status
Education
Reading
participation
X
X
X
X
X
X
X
X
X
Making AYP
Reading
Proficiency
X
X
X
X
X
X
X
X
X
Making AYP
Math
Participation
X
X
X
X
X
X
X
X
X
Making AYP
Math Proficiency
X
X
X
X
X
X
X
X
X
Making AYP
Attendance
X
X
X
X
X
X
X
X
X
Making AYP
Graduation
X
X
X
X
X
X
X
X
Not Making
AYP
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Met All Targets - Making AYP
q
Cherry View Elementary
q
Century Middle School
q
Christina Huddleston Elementary*
q
Kenwood Trail Middle School
q
Eastview Elementary
q
McGuire Middle School
q
JFK Elementary*
q
Lakeville North High School
q
Lake Marion Elementary*
q
Lakeville South High School
q
Lakeview Elementary
q
Oak Hills Elementary*
q
Orchard Lake Elementary*
* Title - I School 2012-2013
Not Making AYP
The following have been identified as Not Making AYP in 2013 in one or more subgroups/subjects
areas.
Missed at least 1 Target - Not Making AYP
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Missed 1 Graduation Target
Lakeville Area Learning Center
Missed 1 Math Target
Missed 1 Graduation Target
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College Entrance Exams
2013 ACT
District Performance on the American College Test
The ACT is the most common college admissions examination. It
is a post-secondary normed assessment that addresses the areas
of mathematics, English, reading, science reasoning and writing.
Students are encouraged to take the ACT more than once to
improve their scores. A student’s highest score is reported to
colleges for admission.
Students are urged to take core courses throughout high school
years in order to better prepare for the ACT and college. Core
courses include communications, mathematics, science, and
social studies. ACT research shows that if students take all core
courses each semester throughout high school, scores will be
significantly higher. Scores range from 0-36.
Advanced Placement Exams
District Performance on the Advanced Placement Assessments
The Advanced Placement Program (AP) is a cooperative
educational endeavor between secondary schools and
colleges and universities. This program gives high school
students exposure to college-level material through
involvement in an AP course. It also gives them an
opportunity to show what they have learned by taking an AP
examination. Colleges and universities are then able to grant
credit, placement, or both to these students depending on the
outcome of the AP examination. During the 2012-2013 school
year the high schools gave 2154 placement examinations
compared to 196 placement examinations in 2000-2001.
Advanced placement courses were offered in a variety of
subjects. To pass an exam a student must earn at least a 3 out
of 5 points.
To the right are the results of the exams taken:
73% of students taking
an AP Exam earned a
score of 3 or higher.
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Professional Development Goals
School District Improvement Plans
Minnesota Statutes 122A.60 requires each building to set academic goals at the building level to increase
student achievement. The plan must include ongoing staff development activities that contribute toward
continuous improvement. These professional development goals must be consistent with the goals set by the
legislature, the Minnesota Department of Education, and the local school board.
State Requirements
The Minnesota Department of Education requires that all professional development plans contribute toward
continuous improvement in achievement. Their activities must be in alignment with the following goals:
• Improve student achievement of state and local education standards in all areas of the curriculum by
using best practices methods
• Meet the needs of a diverse student population, including at-risk children, children with disabilities, and
gifted children, within the regular classroom and other settings
• Provide an inclusive curriculum for a racially, ethnically, and culturally diverse student population that is
consistent with the state education diversity rule and the district’s education diversity plan
• Improve staff collaboration and develop mentoring and peer coaching programs for teachers new to the
school or district
• Teach and model violence prevention policy and curriculum that address early intervention alternatives,
issues of harassment, and teach nonviolent alternatives for conflict resolution
Board of Education Requirements
The next step is to align the district goals with the state goals. ISD 194’s Board of Education 2013 Strategic
Plan is directly aligned with the legislature and the Minnesota Department of Education’s expectations. Our
Board of Education set four strategic priorities, one of which is Academic Achievement. Within Academic
Achievement, the focus is job-embedded grade level or content specific professional learning communities
which focus on all aspects of teaching and learning to determine which instructional strategies are most effective to help all students reach success
District and Building Requirements
Once the district goals are aligned to the state goals, each building develops goals that contribute to the
broader state and Board of Education goals. The purpose for this alignment is to focus the work of the district to meet each goal. ISD 194 has a district Teaching and Learning Council to support and ensure that state,
Board and building goals are met. Additionally, each building has their own Teaching and Learning Council
(TLC) to determine how they will continuously improve their student achievement through purposeful, best
practice staff development activities. Each year, every district is required to submit the previous year’s plan
to the Minnesota Department of Education. There are five requirements for improving student achievement
through professional development activities:
1. Identify and deliver a guaranteed and viable curriculum with high expectations for all students.
2. Increase student participation in constructive activities and decrease participation in high-risk activities.
3. Increase students understanding of themselves and others while developing skills to live and work in a
diverse community and world.
4. Monitor student achievement using multiple assessment measures to identify individual and group
needs.
5. Use research-based techniques and resources to deliver quality instruction to improve the achievement
levels for all students.
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Professional Development Activities
Professional development includes all aspects of training for administrators, teachers, and support staff to
support the work each group does to help students learn at high levels. As new research and information
about the learning process is constantly being discovered, opportunities need to be provided for all educators
to increase their knowledge and improve their skills.
Individual buildings also conducted in-service training for their staff that met building needs. Each of the
trainings, noted below, was a district-wide goal for completion during the 2011-2012 school year.
Teaching and Learning Councils (TLCs)
Each campus in the district has a Teaching and Learning Council. The purpose of the council is to monitor
their site’s progress on reaching their academic site goals. As they monitor progress, their responsibility is to
determine what professional development is needed to improve the quality of instruction.
Each campus site has one member who serves on the district Teaching and Learning Council. The District
Teaching & Learning Council is a group representing all of the district’s sites and is made up of teachers,
administrators, Board of Education member, non-licensed staff, and parents. During 2011-2012, the group
continued to work as a professional learning community focused on curriculum and assessment topics,
professional development planning, and across-building collaboration and sharing.
During the 2012-2013 school year, the district TLC focused on ways to facilitate communication/collaboration
between the district-wide TLC and campus sites and analyzed how professional development and campus site
goals must align to improve student achievement. They focused on ways to communicate the teaching and
learning progression to faculty, components for classroom walk-throughs, systemic alignment of professional
development, the new professional development standards, ways to improve professional development
consistency across the district, training and consistency in how buildings implement weekly professional learning
communities, and the instructional strategies that have the highest potential for improving student learning.
Data Retreats
A number of grade-level teams and course-alike teams met with assessment staff during the 2012-2013
school year to learn how to better utilize assessment data as an instructional tool. Groups met throughout
the year to study various assessment results and identified program strengths and weaknesses. Teachers and
administrators received training on data-informed instruction and the use of assessments as learning tools.
Math and Science Teacher Academy (MSTA)
During the 2012-2013 school year, 9 teachers attended the year long Math and Science Teacher Academy.
Through the joint efforts of ISD 287, University of Minnesota, and the Science Museum of Minnesota, three
high school faculty learned how to teach physical science activities critical to improving our students
achievement in science. Six elementary teachers studied “Algebra Connected to Numbers.”
Measures of Academic Progress Tests
The Lakeville Area Public Schools began using the Measures of Academic Progress (MAP) in the fall of 2006.
Since that time, a commitment has been made to provide strong professional development to support the use
of the assessment data to improve classroom instruction. Building leadership and teaching staff continued to
learn how to process, analyze, and utilize MAP data to improve instruction and increase student achievement
during the 2012-13 school year. Data Digs is our common term for teams of teachers coming together to
analyze the data and make action plans for their students.
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Professional Learning Communities (PLCs)
During the 2012-13 school year, Lakeville Area Public Schools continued to improve the effectiveness of
Professional Learning Communities in each of its schools. A Professional Learning Community (PLC) is a
team of teachers who focus on student learning, continually respond to student results, and then problem
solve solutions collectively. Professional Learning Communities (PLCs) allow teams of teachers to collaborate
with one another to meet the specific needs of all students. Teams first collaborate about what they expect
all students to know and be able to do. Then, they collectively create assessments that will tell them if the
students learned it. The data from these assessments is then used to inform future instruction so that all
students will learn.
South of the River Learning Academy
During the summer of 2012, a week-long summer academy was held in Lakeville for K-12 teachers. The
theme was “Driven to Learn.” This was the twelfth anniversary of the South of the River Learning Academy
initiated by Lakeville staff and now joined by other districts. 77 sessions were offered on topics including math,
reading, writing, effective instructional strategies, classroom management, cultural proficiency, technology,
differentiation strategies, behavior modification, and assessment. Participants chose sessions according to
their individual needs and the needs of their students. There were 462 participants from Lakeville and 80 other
districts from around the state who took advantage of this summer learning opportunity. Each participant
took an average of four classes.
Teacher Evaluation Process
Faculty new to the district in 2012-13 were trained in the district’s current evaluation process and in the
evaluation’s connection to high quality teaching and learning.
In addition, a committee entitled the Teacher Development and Evaluation Committee was formed. Its
purpose was to begin discussion regarding the state mandate for a new, rigorous teacher evaluation for
the 2015-2016 school year. The purpose of the evaluation system is to improve student achievement and
provide quality professional development aligned with building and individual goals. The new framework
requirements include teachers keeping an electronic portfolio with individual growth goals, documented peer
observations with reflection, professional development aligned with areas for growth, student engagement
surveys, and PLC Reflection on assessment data. Three buildings will pilot the new process in the 2013-2014
school year: Lakeville North High School, McGuire Middle School, and Cherry View Elementary.
Digital Learning-Professional Development and Coaching
Several professional development opportunities were offered to staff during the 2012-2013 school year for the
integration of digital learning tools. At the request of building administrators, the Digital Learning Team and/
or the media/tech specialists provided individualized and specific training at sites. These trainings included
the use of Google Apps for Education, iPad basics, using technology for formative assessment, and Schoology
(a learning management system). Additionally, the Digital Learning Team offered “Tech Tuesday” trainings on
using Google Forms for assessment, Web 2.0 tools for student creation, and YouTube for blended classroom
options. The Digital Learning Team scheduled rotating, weekly building visits to schools to support staff.
The Digital Learning team offered a variety of digital learning opportunities for staff during the summer of
2013. A total of 133 participants attended classes - offerings included Google Apps for Education (Google
Drive and Google Forms), Schoology, YouTube, iPad (Basics and Sharing/Assessments). Two guest presenters
offered training for Sophia and Apple’s Challenge Based Learning framework. Classes were free and
participants received CEUs for their participation. The offerings were based on staff-identified areas and the
goal of the sessions was to improve staff use of digital tools in the classroom to improve student learning.
Additional Professional Development Opportunities
Additional professional development was offered to staff in the areas of English Language Arts, PLC
implementation and effectiveness, Response to Intervention, and using the iPad as an instructional tool. In
addition, staff learned how to develop effective and rigorous hybrid online high school courses in which
students spend a portion of their time in class and another portion online outside of class.
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ISD 194 Program Highlights
Educational Equity and Excellence
ISD 194’s Educational Equity and Excellence department serves three purposes:
• to pursue racial and economic integration while increasing student achievement for all students
• to create equitable educational opportunities so that all students may excel at high levels
• to reduce academic disparities based on students’ diverse racial, ethnic, and economic backgrounds
One of ISD 194’s focus is providing a 7-12 program entitled AVID: Advancement Via Individual Determination.
The intent is to take students in the academic middle who would be first generation college students to
participate. 100% of the students who participated in the program through their senior year attended postsecondary institutions during the last two years.
School Success Liaisons were in place during the 2012-2013 school year. The liaisons provided direct support
to students, families, and teachers across all grade levels as well as with community agencies to make sure
students and families who need it have proper supports in place. . Liaisons visited homes, provided mentoring,
and academic tutoring.
Several academic programs were put in place after school and during the summer. Some of these programs
were in schools, some were in community-based locations.
Professional development for our teachers and administrators was also a key part of the programming.
The department’s training focused on providing equity so all students achieve at high levels, improving
achievement and eliminating disparities, ensuring access for all students to high levels of programming, and
expecting excellence from all students. Administrators received training in analyzing data so as to devise
plans for reducing the achievement disparities among student groups. They also received training to improve
cultural responsiveness throughout each school, classroom and district. Professional development for all
staff included topics: communicating with various cultures, Somali culture, parent/family engagement, and
introduction to culturally responsive teaching.
Gifted Education Update
The 2012-2013 school year marks the first year of complete
program implementation of Ignite! Ignite! is a full-time
program for highly gifted learners housed at Oak Hills
Elementary School. The program is open to qualified third –
fifth students across the district.
Lakeville Area Publics Schools also offers the Discover program
at each of the eight elementary schools for identified third
– fifth grade gifted students not placed in Ignite! Discover is
offered as a small group seminar for 90 – 120 minutes a week.
The Discover curriculum has been revised and now includes
topics in language arts, social studies, science and engineering. New engineering units from the Boston
Science Museum will be piloted during the 2013-2014 school year.
The addition of the Ignite! program and the revised Discover curriculum are part of a three-year plan to
improve gifted services across the district. These are cost-neutral enhancements that have increased revenue
for the district by drawing ISD 194 families back to the district as well as attracting new families to Lakeville
Area Public Schools. Over the past three years, twenty new students have enrolled in ISD 194 due to these
program enhancements.
If you have any questions or comments, please contact Holly Traub, Gifted Education Coordinator at [email protected]. More information is also available at http://www.isd194.k12.mn.us/gifted.
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Spotlight on Innovation
Advanced Business Academy (ABA)
Advanced Business Academy is a high school Business, Marketing, and Technology (BMT) program at LNHS.
Instead of taking isolated BMT courses, this program is designed as a three-year cohort program with a
robust set of sequential courses, internships and concurrent college credit courses. The intent is to truly make
students college ready for selective schools.
Students participate in DECA as part of the program and earn certificates in financial literacy and sales.
Advancement via Individual Determination Program (AVID)
AVID just graduated its second class of students from LNHS and LSHS. Each of our secondary schools (6-12)
has AVID programming. Students must apply to enter the program. In this program, students participate in
a one-hour AVID class which assists them in developing the skills, disposition, and desire to achieve at high
levels in order to be college bound. Students must participate in Honors and Advanced Placement courses.
Students participate in tutorials to help them unlock difficult learning. College discussions run throughout the
program.
COBRA
COBRA is a high school Business, Marketing, and Technology (BMT) program at LNHS. COBRA is CareerOriented Business Ready Academy. This is also a three year cohort program but courses are designed as
quarter courses instead of a semester. In order to prepare students for a career after high school or for a two
year college program, students will participate in classes designed to give them the basics of business, job
shadowing experiences and certificates in customer service and sales.
iClass Update
iClass started in both high schools during the 2012-2013 school year - four hybrids were offered at both
high schools. A hybrid course is a blend of the best components of face-to-face instruction with meaningful
online instruction. iClass enabled students to learn individually at higher levels, to make deeper connections
with content, and to experience an important online learning opportunity in preparation for college and the
workplace. Student survey data reflected high levels of student satisfaction with the hybrid classes, student
satisfaction with the learning management system used to deliver online content, and high likelihood
that hybrid students would be interested in taking another hybrid and/
or recommending a hybrid class to a peer. Student achievement
data between hybrid students and students in traditional settings was
comparable. The iClass staff trained with the Digital Learning team
throughout the school year.
Ignite!
Ignite! was started in the fall of 2011 for grades 3 and 4. In 2012, it
expanded to fifth grade. It is a comprehensive high-potential program
for grades 3-5. In preparation for the students going to all three middle
schools, the honors classes were analyzed for their focus to engage Ignite!
students. The middle level gifted specialists and principals will monitor the
students and the level of rigor in the programming during the 2013-2014
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iLearn Research Summary
In an effort to improve student achievement, to increase engagement, and to better prepare our Lakeville
students for the future, iLearn 194 was launched in December 2011. Lakeville Area Public School teachers had
an opportunity to apply for an in-district competitive grant to acquire iPads for the classroom and to receive
professional development for technology integration. A total of 32 grants were awarded; over 100 Lakeville
teachers comprise these grant teams. During the 2012-2013 school year, teams conducted action research
in their classrooms. Our results found twenty-three of thirty-two iLearn 194 grants reported an increase in
student engagement due to iPads in the classroom, twenty-four of the thirty-two iLearn 194 grants reported
increased student motivation, and twenty-one of thirty-two iLearn 194 grants reported increased student
learning as a result of iPad use in the classroom. Additionally, our iLearn grant teams found that we achieved
greater technology integration when students had daily access to devices. Lastly, the role of the teacher was
paramount in successful technology integration - including preparedness and training with digital learning
tools. The iLearn teams met with the Digital Learning team for training, research support and digital learning
integration in the classroom.
Impact Academy
Impact Academy is a K-3 program located within Orchard Lake Elementary. It emerged over the last two years
through the dedication of a team of faculty who designed it. The program is an alternative to the current
elementary program in which personalized learning, integrated studies and project-based learning are the key
components. Students work at their instructional level in reading and math moving along specific pathways.
Following reading and math, they will be with their grade level peers for the rest of the day. Due to the strong
interest in the program, student selection was through a lottery process. 108 students will participate in 20132014. The next steps for expansion of the program will be determined by the ISD 194 Board of Education.
LinK12 Lakeville Update
During the 2012-13 school year, Lakeville Area Public Schools applied to and was approved by the Minnesota
Department of Education to open a K-12 statewide, online school option for students called LinK12 Lakeville.
This option was developed to meet the individual needs of students and families. Students who meet all state
and local graduation requirements will earn an ISD 194 diploma. This is a tuition-free, public school option
in which full time students will have access to high quality, rigorous academic programming, as well as extracurricular and support services (sports and activities, college planning, counseling, etc). Courses are taught
by Minnesota licensed highly qualified teachers and all curriculum meets and/or exceeds the Minnesota
academic standards and local essential learnings. The goal of LinK12 Lakeville is the achievement of all
students. This achievement will be measured by mastery of the curriculum standards, state standardized tests,
as well as formative and summative course assessments. Currently, the program has enrolled approximately
eight students.
Science, Technology, Engineering and Math Program (STEM)
STEM is an emerging program at LSHS. Two science classes with a specific focus on STEM will begin in
September 2013. Additional courses will be determined during the 2013-14 school year for implementation
in 2014-2015. The first course entitled Technology Engineering and Science is the study of the science
behind electronic hardware and software technology: the tools, troubleshooting procedures, and problem
solving. The primary units of study include online applications, the science of electromagnetic radiation
leading to wired and wireless computer networks, networked video games and servers, handheld and tablet
digital device operating systems and digital communication. The second course entitled Engineering Your
Future is the study of all four STEM disciplines woven cohesively and purposefully into powerful real-world
lessons, activities, and design problems. The primary units of study include engineering design, engineering
fundamentals, robotics, bionics, prosthetics, biomimicry, and environmental.
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Stakeholder Surveys
During the 2012-13 school year, the Lakeville Area Public Schools conducted surveys of our parents, students,
and staff to determine stakeholder performance benchmarks for the district. These benchmarks are used
by school and district leadership to identify strengths and opportunities for improvement. Areas in need
of improvement are being identified and the leadership team is working to implement action plans for
continuous improvement. The surveys will be conducted again in the Spring of 2014 to measure progress and
inform future continuous improvement efforts.
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