District 112 2010-11 Report on Curriculum, Instruction, and Achievement

Annual Report on Curriculum, Instruction, and Student Achievement 2010-11

Academic Services DepartmentDr. Lynn Scearcy, Assistant Superintendent/Chief Academic Officer

Cathy Gallagher, Director of Teaching and LearningNancy Thul, Secondary Curriculum/Instruction

Janet Kellner, Student Assessment/TestingOctober, 2011

11 Peavey Road/Chaska MN 55318952.556.6100/www.district112.org

Fall 2011 Student Achievement Report

Page 1 of 18

Works in progress . . . District 112 takes pride in our collective work to serve the students and families of our communities. In the last several years, we have embedded a continuous improvement expectation into virtually every aspect of our programs and services. This expectation meant that during the 2010-2011 school year, we continued the implementation of our Secondary Redesign Initiative, began serious work on implementation strategies for our elementary schools’ INSPIRE initiative, and engaged staff and community in dialogue to identify current strengths and future goals. Last year’s 2010 Student Achievement Report showcased work in the second year of implementation of our Secondary Redesign Initiative. During the 2010-2011 school year, the third year of our four-year implementation cycle, our teachers and support staff learned new content, methodologies and strategies; as we learned, we carefully reflected on our important work to monitor and adjust appropriately. New courses, new expectations within existing courses, new programs, and new opportunities for high school students emerged. Administrators and secondary curriculum review teams continued to monitor standards and develop Capstone opportunities within our four areas of study, and to gear up for even more exciting and engaging student learning. As we worked to develop critical thinking skills to meet the demands of our students’ post-high school lives, we kept a close eye on our own progress. Elementary administrators and teachers used information gathered in surveys and discussions in January 2010 to guide the work of committees charged with researching possible program additions for the elementary schools. These committees met in the summer of 2010 to study best practice and to craft recommendations for School Board consideration. Those recommendations were accepted by the board in November of 2010, and are described in this report. Each committee continued to work throughout the remainder of the year to be ready to pilot exciting new components to INSPIRE in Fall of 2011. As always, District 112 staff looked to the future while remaining firmly grounded in the important daily work of the present. We believe our students deserve our very best to reach their very best, and our promise to deliver an exceptional, personalized learning experience for every student is still foremost. Student achievement results data in the body of this report shows gains, suggests areas for improvement, and helps us plan our next steps. Gathering the data for this annual report affords a gift of reflection. When I see the collection of data and remember the enthusiasm and arduous work that collection chronicles, I am proud of our people---families, students, staff and our communities. You will find we are eager to share our news with you. If you have questions or comments regarding this report, please contact me at [email protected] I would welcome your insights about our work. We want each student to strive for his or her personal best, and we gratefully acknowledge your countless contributions to our efforts. Sincerely, Dr. Lynn Scearcy Assistant Superintendent/Chief Academic Officer

mailto:[email protected]


Page 2 of 18

Secondary School Redesign: Implementation continues…. In January, 2007, approximately 60 teachers, students, parents, administrators and community representatives came together to redesign learning for middle school and high school students in the Eastern Carver County Schools. The group combed national research and best practices to consider the components of a secondary program that would truly prepare learners for the 21st century. The School Board accepted the group‘s recommendations in November, 2007. Last fall, a little more than two and one half years after that first meeting, the first changes appeared within the secondary program.

At the High School Level— With our first year of implementation in 2009-2010 completed, staff worked in 2010-2011 to add the second phase of new courses, and continued work on the development of third year implementation plans including Capstone courses. A critical component for the second phase of implementation took place in the Physics First initiative. In 2009-2010, all ninth and tenth grade students took physics. In 2010-2011, all tenth graders took chemistry. Reinforcement of critical math skills through applications in science courses should enhance mastery of those math skills. Early indicators lead us to believe that the change in the sequence of science courses will have a ―value-added‖ component for our students‘ math achievement. As the change becomes routine, we anticipate that math scores will improve in spite of the fact that successive years see state-mandated increases in expectations.

Accelerated courses in English and science met student needs—Time becomes a variable for students with the ability to move more quickly through coursework. Students condensed a year-long class into a semester or incorporated additional deeper study into the class. These classes fulfilled graduation requirements and will allow students to select more electives in later years. After the second year of experience with these classes, Jamie Crannell, a science teacher who works with this program noted, ―It‘s amazing to see how fast these students can grasp content. They get the big concepts quickly and that enables them to move through a class faster. This approach works because our students are ready and able to take on the challenge. Our approach is unusual. Not many schools give a full year‘s credit for a half-year course.‖ Chris Lenius, Coordinator of Gifted Services for the High Schools, concurred: ―Accelerated classes tell students that the district cares about what you learn, not how many hours you sit in a classroom.‖


Page 3 of 18

Capstone course options introduced—In 2010-2011, high school staff completed early versions of Capstone courses, a graduation requirement for the Class of 2013. These courses were introduced to students in spring of 2011 as options for the 2011-2012 school year. Capstone courses ask students to apply what they have learned in their Program of Study. A Capstone course is a required, authentic, learning experience and performance assessment that allows a student to transition from the world of theory to the world of practice. These courses provide an opportunity to synthesize, extend, and showcase knowledge, skills, and talents in a Program of Study. Capstone courses have been developed in all four Areas of Interest, allowing students to experience this type of learning in

Arts & Communication Global Studies Health & Social Sciences STEM – Science, Technology, Engineering & Math

At the Middle Level— Middle School administrators and staff worked diligently in 2010-2011 to coordinate expectations to improve achievement for all middle level students. Using best practices of creating common expectations for students and common practice for teachers led to a concentrated focus on writing learning targets and developing common formative assessments to help teachers assess student success. Jim Bach, Principal of Chaska Middle School East said, ―This is the exciting part of moving from the planning phase of secondary redesign into implementation. We can focus on teaching and learning—not the stressors of transition. We believe in the ‗plan, do, study, act‘ method of raising student achievement, and it is energizing work.‖ Next steps meant, as Chaska Middle School West principal Sheryl Hough noted, that learning targets were ―translated into kid-friendly language‖ and posted daily in classrooms.

All three middle school staffs involved in common professional developments—Professional Learning Communities made up of teachers from Pioneer Ridge, East, and West middle schools met together as departments to ensure common expectations for all Eastern Carver County middle school students. This led, Hough explains, to having ―all three middle schools participate in common staff development, and as those targets are conscientiously embedded in curriculum maps for each class, the groundwork for development of formative assessments is established.‖

Electives Expanded—Middle school students found more opportunities to explore individual interests with the addition of encore classes in coursework correlated with the four Areas of Interest available at the high schools.


Page 4 of 18

At the Elementary Level— During the 2009-2010 school year elementary principals and site councils studied national best practice research to inform the INSPIRE initiative. As a result of parent and staff surveys, teams coalesced around four identified new directions for elementary programs. In November of 2010, the School Board heard the collective recommendations of the four teams, and endorsed moving ahead with plans to

Embed STEM (Science, Technology, Engineering, and Math concepts and strategies as a core in elementary schools with a simultaneous curriculum review in math and science (Programs to begin in Fall of 2011)

Initiate a Dual Language Spanish language program (K-1 Pilot to begin in Fall of 2012)

Nurture and build cultural competence focusing on the arts, specialists, and cross-curricular connections

Move toward a continuous progress instructional model that allows children to progress through curriculum as they are able, rather than a strict adherence to age/grade configuration (Full implementation by 2015)

In preparation for these programs, summer work in 2011 built scaffolding for each area. A team of 24 teachers, representing each school and grade level, trained at the Science House, the training institute of the Science Museum of Minnesota. Cathy Gallagher, Director of Teaching and Learning, noted that this team will be learning to integrate STEM concepts across disciplines, and emphasized that ―In the real world, these topics are interrelated.‖ Although the Dual Language program is not slated for implementation until fall of 2012, staff worked with the CARLA Institute at the University of Minnesota (Center for Advanced Research on Language Acquisition) to determine best practice in the area of Spanish language instruction. Work there also informed dialogue around the third focus area—building cultural competence through the arts, specialists, and cross-curricular connections. Implementation of the Continuous Progress Instructional model will begin this fall, and will allow a child to progress beyond their typical age/grade in math and reading at all elementary schools. Consistent with the District 112 premise of one elementary program at eight sites, goals developed in the 2010-2011 school year have an implementation timeline of five years, with all schools charged with meeting common expectations to advance students at their own rate with rigor and opportunity. The INSPIRE initiative is consistent with the School Board‘s commitment to providing world class elementary schools by enhancing student learning through innovation and a commitment to personalized learning.

INSPIRE efforts move from plans to action…


Page 5 of 18

Surveys guide continued discussions on improvement….

Periodically, the Eastern Carver County School Board asks residents for feedback on the job we're doing educating the community's children. The most recent telephone survey, conducted by Decision Resources, Ltd., asked a random sample of residents for their opinions on everything from the quality of our programs to satisfaction with our communication efforts. "The results give us important insight into our community's perceptions and expectations," said Superintendent Jim Bauck. "We'll use the feedback to help shape planning for our future." In addition to 400 residents called at random, the Board asked for a larger sample of 'parents only' to provide additional depth in questions related to classroom experience. Survey highlights… When asked about the quality of education provided at Eastern Carver County Schools, District 112 consistently ranks high among the top school districts across the metro area and is viewed as highly innovative.

75% of all residents and 88% of our parents gave the district a grade of A or B. Strong majorities expressed satisfaction with the education students receive - 80% of

residents and 94% of parents were satisfied/somewhat satisfied. 80% of residents and 89% of parents rated instruction in reading, writing, math, science and

social studies as good or excellent. 75% of residents and 86% of parents rated innovation in curriculum and teaching as good or

excellent. 82% of residents and 93% of parents would recommend our schools to friends.

Over the past several years, District 112 has established a strong fiscal credibility rating in the minds of residents and parents. According to Bill Morris of Decision Resources, Ltd., "When we looked at fiscal responsibility, Eastern Carver County Schools received one of the highest ratings in the metro area." In the areas of finance and taxes:

64% of residents and 75% of parents said the Board and administration spends tax money effectively and efficiently.

87% of residents and 94% of parents believe the community receives a good value from its investment in our schools.

86% of residents and 92% of parents trust the Board and administration to do what is right for the children in our schools.

66% of residents and 81% of parents believe the district is honest about the ways tax dollars are spent.

56% of residents and 73% of parents rate the district's financial management as good or excellent.


Page 6 of 18

The District communicates with residents and parents in a variety of ways - publications, newsletters, emails, websites and social media.

96% of both residents and parents said they are receiving the information they want and need about our schools.

Both residents and parents identified the Community Report as the most credible source of information about the school district.

Residents and parents strongly support the exploration of advertising (i.e., scoreboards, publications and websites) as a way to generate new revenue.

In the area of personal experience with a child enrolled in our schools (asked of parents only): 90% felt their child is taught by teachers who care about them 82% believe their child's progress is adequately monitored Parents would like to see Spanish taught in the elementary schools (61%) and they would

prefer one period per day in the existing curriculum. The least favored approach to elementary language instruction was a full immersion program.

In the area of instructional technology: 85% of parents and 88% of residents rate the technology opportunities for students good or excellent. 92% of residents and 96% of parents believe a student's ability to use new technologies

effectively is very important or absolutely essential. Professional Development program supports teaching, learning, and assessments…… District 112‘s professional development efforts in 2010-2011supported redesign work at elementary and secondary levels.

Elementary administrators and teachers across buildings spent time and resources accessing best practice professional development to enhance implementation strategies for the elementary INSPIRE program elements. A team of 24 teachers with STEM focus participated in training through the Science Museum of Minnesota, while others worked with the University of Minnesota‘s CARLA (Center for Advanced Research in Language Acquisition) to dialogue about the Dual Language program and our focus on nurturing cultural competence. Continuous Progress teacher leaders collaborated to determine appropriate ―next steps‖ for individual buildings.

Middle school administrators pulled staff from the departments of all three buildings to engage in Professional Learning Communities (PLC‘s) designed to produce learning targets, to embed those targets in curriculum maps for all courses, to create formative assessments guiding adjustments to teaching and learning, and to generate ―I can….‖ statements couched in appropriate ―kid language‖ so daily goals were clear to students to raise student achievement.

High school teachers refined new course curriculum integral to the four areas of study, fleshed out Capstone course requirements, and completed curriculum maps for all courses. Implementation of core elements of the Secondary Redesign continued, including the Physics First initiative and electives in the four Areas of Interest. Proficiencies were defined and a common assessment system was designed to ensure all students master critical foundational skills in Math (Algebra 1 and Geometry), World Language (levels 1 and 2), and Science (Physics and Chemistry).


Page 7 of 18

Eastern Carver County’s Assessment Plan guides decisions…. The District 112 Assessment Plan is designed to ensure accountability. It uses multiple measurements to assess student achievement. The plan is reviewed annually. Objectives for Testing Program:

Assess student achievement on state standards and district outcomes Evaluate curriculum and instruction

Use of Test Results Develop focused instruction and interventions for increased student achievement Examine data for instructional planning Design and implement staff development programs to meet specific academic areas

What do these tests measure? The Measures of Academic Progress (MAP) is a computer-based test that measures student

progress in local math and reading curriculum over time. The Minnesota Comprehensive Assessment II (MCAII) evaluates student achievement on

the high state standards in math, reading, and after 2007-08, science. GRAD tests replace the State's Test of Basic Skills. The BST disappeared with the

graduating Class of 2009. Beginning with the Class of 2010, students must now pass the GRAD test to receive a diploma from a Minnesota high school. The GRAD tests are embedded in the MCA II tests.

The IDEA identifies student interests that may help choose course work in school. Additional teacher-created classroom assessments also serve an important function in

measuring progress and achievement but are not included in this chart.


Page 8 of 18

Elementary Testing Program

District Reading Assessment Grade 1 Fall/Spring

MAP Testing Grades 2-5 Spring

MAP Testing Grades 1 Winter/Spring

MCA II - Math and Reading Grades 3-5 Spring

MCA II - Science Grade 5 Spring

Middle School Testing Program

MAP Testing Grades 6-8 Spring

MCA II - Math and Reading Grade 6-8 Spring


IDEA Interest Inventory Grade 8 Fall

High School Testing Program

MAP Testing Grade 9 Spring

GRAD Test -Writing Grade 9 Spring

MCA II - Reading Grade 10 Spring


GRAD Test - Reading Grade 10 Spring

Optional - PLAN Test Grade 10 Fall

MCA II - Math Grade 11 Spring

GRAD Test - Retakes Grade 10-12 Fall/Winter/Spring

Optional ACT, SAT, PSAT, AP Grade 11-12 Fall/Winter/Spring


Page 9 of 18

2010-2011 Test Score Results Results of the Reading MCA II tests show Eastern Carver County students continue to outperform their Minnesota peers in proficiency on high state standards by 7-12 percent. The results, released September 14, show that at the elementary level, students exceed state proficiency averages by 7-10 percent. In secondary schools, middle school students exceed state proficiency averages by 10-12 percent while high school students exceed state proficiency by 13 percent. The chart below shows the percentage of students at each level who scored as proficient or above on state high standards.

Reading Test Results DISTRICT 112 STATE

3 88.4% 78.5% 4 84.1% 75.2% 5 87.5% 80.3% 6 87.1% 75.1% 7 79.6% 69.6% 8 80.2% 68.1% 10 88.9% 75.3%


Page 10 of 18

Percentages of students scoring proficient on the state reading standards at each school by grade:

School Grade School DISTRICT STATE

BCE 3 83.5% 88.4% 78.5% BCE 4 92.2% 84.1% 75.2% BCE 5 86.5% 87.5% 80.3% CES 3 89.5% 88.4% 78.5% CES 4 72.6% 84.1% 75.2% CES 5 85.5% 87.5% 80.3%

CHAN 3 89.9% 88.4% 78.5% CHAN 4 87.0% 84.1% 75.2% CHAN 5 88.8% 87.5% 80.3% CRE 3 90.7% 88.4% 78.5% CRE 4 87.1% 84.1% 75.2% CRE 5 89.5% 87.5% 80.3% EUE 3 93.1% 88.4% 78.5% EUE 4 78.6% 84.1% 75.2% EUE 5 78.1% 87.5% 80.3% JES 3 87.6% 88.4% 78.5% JES 4 84.9% 84.1% 75.2% JES 5 85.2% 87.5% 80.3% VES 3 86.6% 88.4% 78.5% VES 4 81.5% 84.1% 75.2% VES 5 90.6% 87.5% 80.3%

CMSE 6 84.8% 87.1% 75.1% CMSE 7 78.6% 79.6% 69.6% CMSE 8 82.3% 80.2% 68.1% CMSW 6 91.6% 87.1% 75.1% CMSW 7 81.1% 79.6% 69.6% CMSW 8 81.4% 80.2% 68.1% PRMS 6 84.6% 87.1% 75.1% PRMS 7 79.1% 79.6% 69.6% PRMS 8 77.0% 80.2% 68.1% CNS 10 90.5% 88.9% 75.3% CHS 10 91.1% 88.9% 75.3%

Students in grades 3-8 took the new, more rigorous Mathematics MCA-III which is aligned to higher standards designed to prepare all students to be career and college ready. This was the first administration of the MCA-III assessment that is aligned to 2007 Minnesota Mathematics Academic Standards and College-and Career-ready internationally benchmarked standards. It was also the first time students experienced the new online format. Eastern Carver County students performed above their peers in Minnesota at all grade levels. Students in grades three through eight exceed state proficiency averages by 2-17 percent. The chart on the following page shows the percentage of students at each level who scored as proficient or above on state high standards.


Page 11 of 18

Grade DISTRICT STATE 3 76.1% 70.1% 4 71.8% 67.2% 5 55.3% 53.6% 6 62.9% 50.3% 7 66.4% 51.7% 8 70.5% 53.2%

Percentages of students scoring proficient on the state mathematics standards at each school by grade:

School Grade School DISTRICT STATE BCE 3 64.9% 76.1% 70.1% BCE 4 78.5% 71.8% 67.2% BCE 5 52.9% 55.3% 53.6% CES 3 79.0% 76.1% 70.1% CES 4 72.6% 71.8% 67.2% CES 5 49.5% 55.3% 53.6%

CHAN 3 76.8% 76.1% 70.1% CHAN 4 74.1% 71.8% 67.2% CHAN 5 60.6% 55.3% 53.6% CRE 3 79.1% 76.1% 70.1% CRE 4 74.0% 71.8% 67.2% CRE 5 58.3% 55.3% 53.6% EUE 3 93.3% 76.1% 70.1% EUE 4 75.0% 71.8% 67.2% EUE 5 43.8% 55.3% 53.6% JES 3 80.7% 76.1% 70.1% JES 4 68.2% 71.8% 67.2% JES 5 56.3% 55.3% 53.6% VES 3 68.1% 76.1% 70.1% VES 4 65.1% 71.8% 67.2% VES 5 57.4% 55.3% 53.6%

CMSE 6 62.0% 62.9% 50.3% CMSE 7 58.1% 66.4% 51.7% CMSE 8 74.5% 70.5% 53.2% CMSW 6 66.5% 62.9% 50.3% CMSW 7 70.7% 66.4% 51.7% CMSW 8 68.0% 70.5% 53.2% PRMS 6 59.8% 62.9% 50.3% PRMS 7 69.6% 66.4% 51.7% PRMS 8 68.7% 70.5% 53.2%


Page 12 of 18

We are particularly pleased with the very strong new baseline for the Mathematics MCA-III established by our middle schools. Middle school students exceeded state proficiency by 12-17 percent. Nancy Thul, Secondary Curriculum Coordinator, credits ―secondary redesign and the efforts of our secondary Mathematics and English teachers for their success‖. Thul also reflected on the significant increase over prior year performance in 6th grade Reading MCA-II and 10th grade Reading MCA-II at Chaska High. Eleventh grade students continue to take the Mathematics MCA-II test. Eastern Carver County Schools exceed state proficiency averages by 9 percent.

Grade DISTRICT STATE 11 58.0% 48.6%

Percentages of students scoring proficient on the state mathematics standards at each school:

School School DISTRICT STATE CNS 67.4% 58.0% 48.6% CHS 49.8% 58.0% 48.6% ALP 7.1% 58.0% 48.6%

It is important to remember that the results of the MCAs are only one measure of achievement. Student growth is measured in multiple ways throughout a school year. Graduation-Required for Diploma (GRAD) Test Results The state requirements for earning a diploma are tested through the MCAs each year. Students must pass GRAD tests in reading and math that are embedded within the MCAs as well as the 9th grade writing assessment. The chart below shows the percentage of district students meeting the state requirements on the 2011 spring assessments.

Grade/Test DISTRICT STATE

9th Grade Writing 93.8% 89.1% 10th Grade Reading 90.1% 78.7%

11th Grade Mathematics 71.4% 59.2% Each school in the district is busy analyzing their MCA data and creating improvement plans to ensure curriculum is aligned to Minnesota Academic Standards and to prepare students for future assessments. ―Students apply the knowledge and skills they learn every day in their daily lives and we need to be sure they also demonstrate that knowledge in required assessments,‖ said Cathy Gallagher, Director of Teaching and Learning.


Page 13 of 18

Eastern Carver County science proficiency scores exceed state’s across grades 5 and 8 Results of the MCA II science tests show Eastern Carver County students continue to outperform their Minnesota peers in proficiency on high state standards by 8-16 percent. The results, released August 15, show that at the elementary level, students exceed state proficiency averages by 16%. In middle school, students exceed state proficiency averages by 8% The state science tests are taken by students in grades 5, 8, and those in high school biology. The chart below shows the percentage of students at each level who scored as proficient or above on the state high standards.

Science Test Results District 112 State

5th grade 62.73% 46.50% 8th grade 53.40% 44.70%

High School * 81.82%*

Only 11 students tested in the district.

53.9%

*The high school percentage of 81.82% is based on the results of 11 students. Minnesota requires students to complete instruction in life science to be eligible to take the MCA Science test. This is a transition year in our high schools to Physics First. Students who traditionally would have taken biology took physics in 9th grade, chemistry in 10th grade and will take biology this year. The students will be eligible to test spring of 2012.

Percentages of students scoring as proficient on the state science standards at each school:

School Percent Proficient Bluff Creek Elementary 57.41% Chaska Elementary 56.52% Chanhassen Elementary 72.22% Clover Ridge Elementary 56.53% East Union Elementary 62.51% Jonathan Elementary 68.00% Victoria Elementary 65.89% Chaska Middle School East 46.96% Chaska Middle School West 56.38% Pioneer Ridge Middle School 56.86%

In addition, the elementary and middle level science curriculum continues its review cycle this year along with math. Elementary STEM initiative in INSPIRE will begin the first stage of implementation this year. Middle school science initiated the curriculum review process in early 2011with a goal of implementation in 2012 Teachers are focused on strengthening an already strong curriculum in order to prepare students for continued success in high school.


Page 14 of 18

Optional Testing chronicles improvements

Optional testing at the high schools includes the PSAT (Preliminary Scholastic Achievement Tests), SAT (Scholastic Aptitude Test), ACT (formerly known as American College Testing), and Advanced Placement tests. These tests are of significant importance to students and their families, influencing college acceptance, available scholarships, and credit for learning (reduced tuition costs). Eastern Carver County Schools are proud of our students‘ achievements on these tests. Data about our students‘ improvements made over time on these scores is worth noting.

ACT data shows scores trend upward

ACT trend data needs explanation since we have added a second high school. Data for both Chanhassen and Chaska is given as a composite for 2007, 2008, 2009, and 2010. Data for 2011 reflects results separately for each school.

Five Year Trends-Average ACT Scores--Chaska

Total Tested English Mathematics Reading Science Composite Grad Year

School State School State School State School State School State School State

2007 452 43,534 21.9 21.8 22.1 22.5 22.6 22.8 22.4 22.5 22.4 22.5 2008 474 44,863 22.3 21.9 22.8 22.6 23.0 23.0 22.5 22.5 22.8 22.6 2009 455 43,642 23.2 22.0 24.0 22.7 23.7 23.1 23.4 22.6 23.7 22.7 2010 520 44,323 23.0 22.3 23.8 22.9 23.9 23.2 23.5 22.8 23.2 22.9 2011 224 44,952 22.4 22.3 23.5 23.0 23.1 22.9 23.3 22.8 23.2 22.9

Five Year Trends-Average ACT Scores--Chanhassen

Total Tested English Mathematics Reading Science Composite Grad Year

School State School State School State School State School State School State

2007 0 43,534 21.8 22.5 22.8 22.5 22.5 2008 0 44,863 21.9 22.6 23.0 22.5 22.6 2009 0 43,642 22.0 22.7 23.1 22.6 22.7 2010 1* 44,323 22.0 22.3 20.0 22.9 31.0 23.2 23.0 22.8 24,0 22.9 2011 297 44,952 23.9 22.3 24.8 23.0 23.5 22.9 23.9 22.8 24.2 22.9 *Students can take the ACT at an earlier age, but are reported as seniors. One student at Chanhassen took the test prior to his senior year at Chanhassen.

Advanced Placement program earns district high schools a spot on Washington Post’s 2011 High School Challenge list

For several years, The Washington Post has calculated the ―Challenge Index‖ for high schools, defined as the total number of Advanced Placement (AP) exams administered divided by the number of graduating seniors.

A list of schools scoring 1.00 or higher (giving more AP exams than they have graduates) is published each spring. While not the only measure of the overall quality of the schools, the rating can reveal the level of a high school‘s commitment to preparing average students for college. Chaska


Page 15 of 18

High School made the list of 1900 top American high schools in 2011 as ranked by the Washington Post. Only seven percent of all of the U.S. public schools made the list. The High School Challenge calculates scores based on the previous year‘s data. Because Chaska and Chanhassen High Schools shared many AP students and teachers in the 2009-2010 school year, the 2011 ranking reflects combined data from both schools published under the name Chaska High School—where our senior attended that year.

Chaska High School‘s 2011 Challenge Index of 1.662 ranked 18th in Minnesota, up from 1.101 and 28th place in 2010. This 51% growth was the largest of any Minnesota school that made list both years. ―Preliminary data from Spring 2011 shows that both high schools will have Challenge Index scores well above the 2010 data,‖ said Chris Lenius. Lenius also noted that ―enrollment in AP courses as of September 2011 was up 30% at Chanhassen High School and up 67% for Chaska High School in just one year.‖

One of the School Board‘s continuing goals has been to increase the number of high school students enrolling in Advanced Placement classes and taking the year-end exams. Advanced Placement classes are college-level courses taught by teachers trained to present the challenging coursework. Students may choose to take exams in the spring and, if successful, can earn college credit.

In 2007, 691 AP courses were taken by Chaska High students, and students both took and passed 245 AP Exams. In 2011, those numbers had risen to 1250 AP courses, and 739 exams passed. This represents an increase of 37% in passed exams in the past year, and more than three times as many as four years ago.

―The increase in the number of CHS students enrolling in Advanced Placement classes coupled with the rising number of students taking the year-end exams relates directly to the recognition The Washington Post list brings to our school,‖ said Principal David Brecht. ―One of the primary goals of the redesign of our secondary program was to increase rigor in our classrooms and better prepare our students for post-secondary programs. Increased enrollment in AP classes and more students earning passing scores are indications that we are on the right track.‖

Eastern Carver County Schools believes offering AP opportunities to students is critical. We believe that teachers who teach those courses need and deserve the specific training to optimize these opportunities for our students; we also believe it is highly beneficial for teachers who do NOT directly teach the courses to attend training. In 2009, we started encouraging training for all teachers in departments that offer AP courses (Art, English, Math, Music, Science, Social Studies, and World Languages). In 2009-2010, 13% of teachers in those departments had attended an AP Summer Institute (week-long, arduous sessions) within the past five years; for 2011-2012, 59% will have done so.


Page 16 of 18

We believe our commitment to AP courses has paid off. Using the tuition cost at the University of Minnesota to approximate the value of college credits, we estimate that students passing AP exams in 2011 have saved our families over $1.3 million in college tuition. We are proud of that fact!

Eastern Carver County Schools update AYP results… The Minnesota Department of Education states, "Adequate Yearly Progress (AYP) is a means of measuring, through standards and assessments, the achievement of No Child Left Behind's (NCLB) goal. The goal of NCLB is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments." As background, AYP is calculated in four areas among all schools and sub-groups within schools. For example, each school has 18 opportunities in each of these areas to meet/not meet AYP. The same students can be counted multiple times. The areas calculated are:

Participation Attendance Graduation (District and High School) Proficiency

Schools and districts receiving Title I funds that do not make Adequate Yearly Progress (AYP) as defined by the federal No Child Left Behind Act (NCLB) are classified as In Need of Improvement. Schools and districts in this status are required to develop an improvement plan. 2011 AYP Results for District 112

All of our schools met AYP for participation, attendance and graduation in all cells. The ALP (Alternative Learning Program) was below the target for attendance.

Although the state raises the bar (called the index rate) for proficiency every year we continue to hit that mark for most of our students. We are addressing sub-group needs, continuing to focus our energies through specific interventions. All schools are committed to continuous improvement to maximize each child's learning.


Page 17 of 18

The Proficiency results are strong. All cells were met except for the following areas:

District - Hispanic/LEP Math Bluff Creek Elementary - Special Ed Reading Victoria Elementary - Hispanic/LEP Math, Special Ed Reading Chaska Middle School West - LEP Math Chaska High School - Free/Reduced Lunch Math Chanhassen High School - Special Ed Reading

The District and Chaska Elementary, Jonathan Elementary and Clover Ridge Elementary are receiving Title 1 funds for 2011-12. The District was cited for Hispanic/LEP Math. All three of the elementary schools met AYP in all areas this year! Last year, while all Jonathan students took the tests and were proficient, the state believes it did not receive all answer sheets. An appeal to the state was not approved and it was placed on AYP. While they are proficient again this year, the 2 year minimum requires that they still be placed on AYP.


Page 18 of 18

Thank you to our Advisory Council! We thank the following members of the Curriculum Advisory Council for their service to

the students of Eastern Carver County.

2010-2011 CURRICULUM ADVISORY COUNCIL (CAC)

PARENTS Term Expires

Lynn Dana, Chanhassen High 2012 Connie Chapin, Chaska Elementary 2012 Marya Lydeen, Victoria Elementary 2013 Angelica Fernholz, Chaska Middle West 2012 Rhonda Krenos, Jonathan Elementary 2012 Joan Reesor, Clover Ridge Elementary 2013 Ann Smith, Chanhassen Elementary 2012 Laura Theis, Pioneer Ridge Middle 2012

STAFF

Rachel Alrick, Chaska Middle West 2011

Dawn Dammann, Victoria Elementary 2013

Molly Gove, Chanhassen Elementary 2011 Janet Johnson, Chaska Elementary 2012

Catherine Martens, Chaska High 2012 Connie Nuss, Chanhassen High 2012 Laura Porter, Pioneer Ridge Middle 2012

Mary Schoen, Jonathan Elementary School 2013

Jennifer Shinn, Clover Ridge Elementary 2011 Cindy Yokiel, Bluff Creek Elementary 2011

ADMINISTRATORS Ranell Johnson, Community Education --- Kathy Jungerberg, Special Education --- Matt Dorschner, Elementary Administrator 2011

Judy Nagel, Secondary Administrator 2011

Lynn Scearcy, District Administrator --- Chris Lenius, Gifted Education Coordinator --- Arlene Borner, Secondary Professional Development, Teacher on Special Assignment

---

AT-LARGE Pat Scheuble, Community Member 2011

STUDENTS Kelsey Krocak, Chanhassen High 2012 Kayla Peters, Chaska High 2012 Zachary Lindquist, Chanhassen High 2011

SCHOOL BOARD

Lisa Anderson, Director 2013

District 112 2010-11 Report on Curriculum, Instruction, and Achievement

Documents

Transcript of District 112 2010-11 Report on Curriculum, Instruction, and Achievement