About this report

The 2012-13 Annual Report on Curriculum, Instruction and Student Achievement is prepared
by the District 196 Teaching and Learning, and Communications Departments to inform
residents about developments in curriculum, instructional practices and student learning
throughout the district.
The report is reviewed by the districts Curriculum and Instruction Advisory Council
(CIAC) and is presented to the School Board for approval. A copy of this state-required report
is available on the district website at www.District196.org.
This report contains the following information and more from the 2012-13 school year:
Progress in updating and revising specific district curriculum areas;
Results on state and nationally norm-referenced tests, and
Responsibilities, activities and membership of the CIAC.
For more information about this report, call the Teaching and Learning Department at
651-423-7884.
The 2012-13 Annual Report
on Curriculum, Instruction
and Student Achievement
was approved by the
District 196 School Board
on Sept. 23, 2013.
Review process keeps
curriculum current
and effective . . p. 4
Review continues
for language arts,
begins for social
studies . . . . . . . p. 4
MAP computerized
assessments measure
learning during the
school year . . . . p. 9
District 196 students
top nation's ACT
state average . p. 11
District testing
schedule for
2013-14 . . . . . p. 13
Annual Report
On Curriculum, Instruction and Student Achievement
2012-13 School Year
Inside the Report . . .
Educating our students to reach their full potential
INDEPENDENT SCHOOL DISTRICT
Rosemount-Apple Valley-Eagan
Public Schools
#
196

REACHING OUR POTENTIAL
Thank you 2012-13
CIAC members
Thank you to the following
parents, residents, staff, students
and School Board members for
their service on the District 196
Curriculum and Instruction
Advisory Council (CIAC) during
the 2012-13 school year.
Annual Report 2012-13
2
Parents, staff and student members of CIAC advise
School Board on curriculum updates and assessment
The purpose of the Curriculum and Instruction Advisory Council (CIAC) is to ensure active
community participation in planning and improving instruction and district curriculum. The CIAC
also recommends districtwide education standards, assessments and program evaluations to the
School Board.
The CIAC provides an opportunity for community and school representatives to have input
on important curriculum-related issues and to become involved in reviewing what the district con-
siders most important to teach students.
Selection of CIAC members
Parents/residents and staff members may be recommended for service on the CIAC or may
submit an application themselves.
Students may be recommended by teachers or their principal, or may apply to a teacher or
principal.
People interested in serving on the CIAC are asked to complete and submit an application by
April 15 for terms beginning July 1, with meetings beginning in the fall.
From the applications received, the School Board Curriculum and Instruction Committee,
working with the CIAC, recommends to the full board applicants to be selected as members.
CIAC membership guidelines
The CIAC is made up of parents/residents, staff members, student representa tives from each
district high school and a district director. At least two thirds of the council are parents and/or
residents. In addition, up to three members of the School Board serve as ex-officio members.
Terms of parents/residents and staff members are for up to three years beginning in July and end-
ing in June. Student members serve one-year terms.
The district makes every effort to ensure that the CIAC membership represents the diversity
of district communities and learning sites, and is multicultural, gender-fair and disability sensitive.
Parents/residents and staff members are selected as follows: six from each high school atten-
dance area, with one person representing the high school, two people representing the mid dle
schools and three people representing the elementary schools within that high school atten dance
area. Parents represent the school level their child attends during the first year of their first term.
One student is selected to represent each high school.
For more information about CIAC membership, call 651-423-7617.
CIAC covered a variety of topics in 2012-13
The District 196 Curriculum and Instruction Advisory Council (CIAC) met four times during
the 2012-13 school year and covered a variety of topics at those meetings, including:
Roles and responsibilities of the council;
Review of the Annual Report;
Teaching and Learning initiatives;
Curriculum review topics;
No Child Left Behind (NCLB) and results from Minnesota Comprehensive Assessments and
Multiple Measurement Rating;
Minnesota English Language Arts Standards and Minnesota Social Studies Standards;
Early Learning Leadership Team;
Customizing and Enhancing Learning through Technology;
NCLB/Elementary and Secondary Education Act application reports;
State, national and district assessment schedules and results, and
CIAC membership information.
Annual Report 2012-13 Rosemount-Apple Valley-Eagan Public Schools
Professional development supports achievement goal
One of the district's teaching and learning goals for 2012-13 was to raise the achievement of
all students and reduce the racial predictability of student achievement by improving the quality
of the student day with curriculum and instructional practices that are aligned and up-to-date, and
assessments that guide instruction. Professional development is the means by which educators
acquire or enhance the knowledge and skills necessary to provide high levels of learning for all
students.
During 2012-13, the District Professional Development Committee comprised of teachers,
administrators and members of the CIAC met to discuss the districts progress on this goal.
Discussion topics included district professional development initiatives, progress on site plans,
Site Educational Improvement Planning Team responsibilities, state staff development reporting
and professional development leadership at the site level.
NORTH CLUSTER
Parents
Lori Hertzberg
Kathy Hilton
Jennifer Hubbs
Carol Meyer
Danna Steffen
WEST CLUSTER
Parents
Robyn Kim
Philip Monsen
Kris Roberts
Camille Sampers
CENTRAL CLUSTER
Parents
Jonathan Buckley
Joni Hagebock
Corrie Lapinsky
EAST CLUSTER
Parents
Kelli Linnerooth
Mary Ann McCann
Laurie Papaleo
Vitek Smoak
EX-OFFICIO SCHOOL BOARD
MEMBERS
Joel Albright
Art Coulson
Jackie Magnuson
Bob Schutte
FACILITATOR
Steven Troen, Director of Teaching
and Learning
CHAIRPERSON
Philip Monsen
Staff
Dana Ellingworth
Eric Schmidt
Student
Claire Dolney
Staff
Robin Sorenson
Students
Ian McKeag
Kellie Metzger
Staff
Holly Lofgren
Sandra Westrum
Student
Yordanse Solomone
Staff
Catherine Garrity
T. J. Reinartz
Student
Haley Zweber
3
REACHING OUR POTENTIAL
CIAC members
for 2013-14
Annual Report 2012-13
Annual Report 2012-13 Rosemount-Apple Valley-Eagan Public Schools
Teachers and nurses complete sixth year in Q Comp program
In fall 2012, the members of Dakota County United Educators, which represents District 196
teachers, nurses, and other licensed staff, began their sixth year of participation in the Quality
Compensation (Q Comp) program. Enacted by the Minnesota Legislature, Q Comp aims to
increase student achievement by providing teachers, nurses, and other licensed staff additional
professional development, collegial observations and support, and leadership opportunities.
The districts Q Comp plan supports an ongoing emphasis on student achievement through
school improvement plans, Individual Growth Plans (IGPs) for teachers, nurses, and other licensed
staff professional development, data-driven decision-making, and a commitment to continuous
improvement.
The Q Comp process begins each year when the School Board establishes district goals
for curriculum, instruction, and student achievement. Each school then identifies a specific goal
which aligns with the district goals and focuses on the needs of students at the school. The District
Educational Improvement Planning (EIP) team, the oversight committee for Q Comp, then reviews
and approves the achievement goals for each school. Finally, staff work in self-selected teams to
develop IGPs specific to the needs of the students in their classrooms and their own professional
growth.
Teachers, nurses and licensed staff members can earn up to $2,000 for successfully com-
pleting three observation cycles with their Q Comp Peer Leader, writing an approved IGP, and
meeting their classroom and school achievement goals.
Teaching and Learning implementing action plans
As part of the District 196 Strategic Planning Process, the Teaching and Learning Department
worked with an action team of building level administrators and teachers to strengthen, renew,
and expand the existing Curriculum, Instruction, and Assessment (CIA) action plans. Five goals and
corresponding action plans were developed in November 2011 under the Teaching and Learning
Strategy. The goals and action plans have served as a clear guide for the departments efforts dur-
ing the past year and a half, and will continue to guide the departments work in the future. This
past years professional development efforts centered on the development of effective teacher
Learning Teams, the common formative assessment process, comprehensive literacy assessments,
and developing a systemic response when students experience difficulty, in addition to profes-
sional development for secondary English-Language Arts teachers and social studies teachers
regarding changes and shifts in state standards.
District 196 Strategic Plan Strategy 1 (Teaching and Learning): Deliver a high-quality
instructional program that anticipates and meets the needs of all learners
Curriculum: Identify and implement essential learning in all content areas for early childhood
through grade 12 (E-12) which will be clearly aligned, viable, relevant, rigorous, and under-
stood by staff, students and parents
Instruction: Identify and implement effective and engaging instructional strategies that are
connected to a rigorous curriculum to maximize learning for all students
Assessment: Support learning for all students and guide instruction by designing and imple-
menting a balanced assessment program which is both summative and formative
Intervention and Enrichment: Develop a systematic process of intervention and enrichment at all
schools within a District 196 Response to Intervention (RtI) framework, ensuring every student
receives the time and support needed to master or exceed essential learning
Teacher Quality: Continue to ensure high-quality teaching staff through differentiated profes-
sional development, effective evaluation and support that promotes collaboration, continuous
learning, research-based instructional practices and growth in student achievement
During the 2012-13 school year, substantial planning and professional development occurred
for two major initiatives, aligned with the above goals:
District 196 completed the first phase of implementation for its comprehensive literacy plan, which
is aligned to the states Read Well by Grade Three requirements. The literacy plan follows
the Literacy Collaborative model and District 196 is working in cooperation with Ohio State
University and Lesley University with the implementation. The literacy plan incorporates indi-
vidual literacy assessment for all K-5 students prior to the school year, revised assessment
tools, progress monitoring software, coaching and support from a literacy lead teacher in
every elementary school, targeted instruction, and a calendar change that provides time for
focused and data-driven conversations for teacher teams.
At the secondary level, a structure, support, and protocols for common formative assessment were
developed for use by all content area teams. The initiative outlines a process for Learning
Teams to develop and administer assessments organized by learning targets, analyze and
discuss results, develop intervention and enrichment opportunities, and reflect on the
process. The initiative facilitates the use of relevant data for all teacher teams with the goal of
responding to student needs and continually improving core instruction.
To review the K-12 CIA vision, beliefs, goals and action plans contact the Teaching and
Learning Department at 651-423-7884.
NORTH CLUSTER
Parents
Lori Hertzberg
Kathy Hilton
Jennifer Hubbs
Carol Meyer
Danna Steffen
WEST CLUSTER
Parents
Robyn Kim
Paula Mickelson
Philip Monsen
Kris Roberts
CENTRAL CLUSTER
Parents
Jonathan Buckley
MaryAnn Choy
Corrie Lapinsky
EAST CLUSTER
Parents
Michael Crider
Sophia Lai
Laurie Papaleo
Kristin Wanken
EX-OFFICIO SCHOOL BOARD
MEMBERS
Joel Albright
Art Coulson
Jackie Magnuson
Bob Schutte
FACILITATOR
Steven Troen, Director of Teaching
and Learning
CHAIRPERSON
To be named
Staff
Dana Ellingworth
Laura McCrady
Student
Rachel Schornak
Staff
Mike Otto
Jen Engel
Student
Caroline Berg
Staff
Holly Lofgren
Sandra Westrum
Student
Katie McCreary
Staff
T. J. Reinartz
Carla Sinz
Students
Emily Severson
Liz Palmi
Soniya Somani
4
REACHING OUR POTENTIAL
Annual Report 2012-13
In 2012-13, 28 percent
of students attending
District 196 schools
were students of color,
23 percent received free
or reduced-price school
meals, 15 percent received
special education services
and 5 percent received
English Language (EL)
services. Those compared
to statewide averages of
26, 37, 15 and 8 percent,
respectively.
In 2012-13, District 196
was informed that during
the previous school year its
students who participated in
the College in the Schools
program earned 5,212
college credits valued at
more than $2.3 million.
In 2012-13, 658 District 196
high school students were
recognized as AP Scholars
by the College Board for
earning a score of 3 or higher
(on a scale of 1 to 5) on
Advanced Placement course
exams they took as juniors
and seniors.
In 2012-13, District 196
students scored well above
state and national average
composite scores on the
ACT college-entrance exam.
Annual Report 2012-13 Rosemount-Apple Valley-Eagan Public Schools
Review process keeps curriculum current and effective
The districts curriculum serves as a guide that helps teachers plan day-to-day instruction.
The curriculum provides a clear description of how each area of study is organized and how it
connects with what is taught in other subject areas and classes. It also provides direction on what
is most important for students to learn.
Each subject area is reviewed on a regular, rotating basis to help ensure that the districts
curriculum remains current and effective, and that the intended curriculum is the curriculum which
is embedded in the classroom. The three phases of the process are known as program design,
implementation, and monitor and adjust, which are described below.
Program Design There are several steps to complete in this phase of the curriculum-review
process.
An internal review team collects and evaluates data to be used when the curriculum area
enters the review process.
A curriculum committee comprised of district teachers, administrators, curriculum staff and
Curriculum and Instruction Advisory Council (CIAC) members solicits input from staff and the
public, gathers research material, analyzes the subject area and develops recommendations
for changes to the curriculum. A public hearing is conducted during this stage of the process
to give residents an opportunity to comment on the curriculum. The School Board also has
an opportunity to provide input early in the process.
The recommendations of the curriculum committee are presented to the CIAC.
The recommendations of the CIAC are sent to the School Board for review and approval.
After board approval, curriculum maps or frameworks are developed that define the content
and skills students should learn for each grade level. The Minnesota Academic Standards and
national standards form the basis of the curriculum map/framework.
Implementation
Resources are selected to support the curriculum document.
Teachers are trained to effectively implement the new curriculum in their classrooms.
Monitor and Adjust As teachers use the curriculum in this next phase of the process,
they collect data about student performance to make sure the curriculum has a positive impact
on student achievement. If not, the curriculum is adjusted. This information, gathered during the
monitor and adjust phase, forms the foundation for the work of the internal review teams when
the curriculum begins the next review cycle.
Curriculum information available at District196.org
Parents and students can access information about curriculum content areas at different
grade levels by visiting the districts website at www.District196.org.
Click on Curriculum (K-12) under Student Services, select Curriculum Areas of Study, and from
there select a content area by elementary, middle or high school. The site presents an overview of
the content taught at each grade level, as well as resources for parents.
For more information about district curriculum, call 651-423-7617.
Review continues for language arts, begins for social studies
During 2012-13 the curriculum review process was initiated for grades 5-8 social studies.
During this phase of the curriculum cycle, called program design, committees review educational
research, academic standards, best practice instructional strategies, and programs used outside
the district to inform their decisions to update and enhance the curriculum map/framework for
their content areas. High school course groups will begin their work in spring 2013 for the remain-
ing high school courses.
Elementary teachers and middle and high school language arts teachers continued their work
with a focus on learning about and beginning development of Units of Study. Professional devel-
opment and curriculum development work to support implementation of the new language arts
standards will continue over the next three years.
Did You Know . . .
That in 2012-13, the districts property tax levy decreased by 2.72 percent from
the previous year and was less than the tax levy from five years earlier in 2008.
REACHING OUR POTENTIAL
Annual Report 2012-13
Curriculum content areas defined, regularly reviewed
Each curriculum content area is reviewed on a regular, rotating basis to help ensure it
remains current and effective, and that the intended curriculum is the curriculum which is taught
in the classroom. The content areas are defined below.
Business Education - Business education includes the introduction of economic concepts,
the presentation of business principles, practices and skills at the appropriate levels, and the
preparation of students for success in marketing and business occupations.
Family and Consumer Science - Family and consumer science helps students build, maintain and
strengthen interpersonal relationships, apply logical thinking skills in making living decisions and
develop effective life-management skills.
Guidance: Social Work and Counseling - A strong guidance (social work and counseling)
curriculum enables students to effectively manage societal changes, meet the expectations of high
academic standards, and become productive and contributing members of society.
Health - Health education which promotes lifelong wellness and personal health helps students
understand decision-making processes and activities that promote health, wellness and safety.
Language Arts - Literacy is essential to lifelong learning. The language arts curriculum
encompasses the areas of literature, informative texts, writing, listening, speaking and viewing,
media literacy and language skills.
Mathematics - Mathematics develops logical thinking and problem-solving skills which help
students understand and function in the world around them. Mathematics includes the study
of numeration, geometry, algebra, probability, statistics and measurement, and stresses the
development of processes such as written and mental computation, predicting and verifying
reasonable solutions through estimation, and interpreting charts and graphs.
Media - Access to information, the technology that delivers it and the skills to use it are essential
in our society. Information literacy is critical for lifelong learning and technology skills are an
essential part of being information literate.
Performing Arts - The performing arts (music, dance and theater) contribute to the lifelong
development of the whole person intellectual, social and emotional. An effective performing arts
program allows students to realize their creative potential.
Physical Education - Physical education contributes to the lifelong development of the whole
person and provides experiences that lead to a physically active life and long-term good health.
Science - An effective science program builds awareness that science, technology and
mathematics are interdependent; an understanding of key concepts and principles of science;
familiarity with the natural world, and recognition of the themes and variations of science.
Scientifically literate students apply scientific knowledge and scientific ways of thinking to issues
and problems related to self and society, and understand and interpret science in the media.
Social Studies - Informed participation in public life is essential to the health of our democratic
system. An effective social studies program promotes lifelong learning by providing historical
perspectives and social science foundations, as students gain knowledge and skills to become
active and responsible citizens in our increasingly diverse, interdependent and changing world.
Technology - Technology is the systematic application of knowledge, materials, tools and skills
to solve problems. The teaching of technology is concerned with the selection, application and
evaluation of technical means to extend human capabilities.
Visual Arts - Art education develops creative problem-solving and critical-thinking abilities;
teaches sensitivity to beauty, order and other expressive qualities; gives students a deeper
understanding of multicultural values and beliefs, and reinforces what students learn in other
subjects.
Work Experience - Work experience helps students prepare for gainful employment and
citizenship by providing a variety of employment skills and experiences.
World Languages - World languages provide students with the opportunity to acquire
communications skills in other languages and cultures, develop awareness of cultural differences,
understand the many contributions of different cultures and acquire the skills to function
collaboratively and competitively in an interdependent global marketplace.
5
In 2012-13, the districts
Food and Nutrition Services
employees served more
than 2.8 million school
meals, including breakfast
and lunch, and expanded
their use of locally grown
foods.
In 2012-13, District 196
students won four of 13 first-
place titles and 23 of the 104
total medals awarded at the
State Speech Tournament
for Class AA schools.
Thirty-five of the 39 state
tournament qualifiers were
from District 196.
In 2012-13, District 196
students won 11 of the 19
student production awards
presented at the video
competition for high school
students sponsored by the
Upper Midwest Emmy
Chapter/Foundation.
In 2012-13, Destination
ImagiNation teams from
Diamond Path Elementary
School of International
Studies, Woodland
Elementary School and
Dakota Hills Middle School
competed at the state
tournament and earned a
spot at the Global Finals.
Annual Report 2012-13 Rosemount-Apple Valley-Eagan Public Schools
6
Annual Report 2012-13 Rosemount-Apple Valley-Eagan Public Schools
REACHING OUR POTENTIAL
Annual Report 2012-13
In 2012-13, the Eastview
High School wrestling team
was named academic state
champion.
In 2012-13, an Eastview High
student and an Eagan High
student were named Region
3AA award recipients for
the Arts, Athletics and
Academics award.

In 2012-13, 20 District 196
students qualified for the
State Debate Tournament.

In 2012-13, Blackhawk,
Dakota Hills, Scott
Highlands and Valley middle
schools all received team
awards from the state
Future Cities competition.
One team from Scott
Highlands Middle made the
final round and presented at
the state competitions final
award ceremony.
In 2012-13, eight District
196 elementary school
students were winners
of the Dakota County
Attorneys crime prevention
poster contest.
Continuum of services help gifted students reach potential
Services for gifted and talented (GT) students continue to help students reach their full poten-
tial. Four levels of service are provided in elementary and middle schools.
Level 1 services are intended for all students. Examples include schoolwide enrichment
opportunities and differentiated curricular options offered by classroom teachers which incorpo-
rate creative and critical thinking.
Level 2 services are intended for many students who self-select enrichments in areas of
strength or interest. Examples include academic competitions, enrichment classes/clubs, theater
and music productions sponsored by the district.
Level 3 services focus on identified gifted and talented students, Young Scholar students
and others who meet criteria. Examples include pull-out, cluster, advanced and accelerated classes
as well as affective sessions aimed at meeting the social/emotional needs of GT students.
Level 4 services are for students who need highly individualized services. Examples include
single subject and grade acceleration, distance learning in math, dual enrollment, mentoring and
access to the University of Minnesota Talented Youth Math Program.
High schools offer gifted students an array of rigorous coursework as well as Advance
Placement classes, College in the Schools and Post-secondary Enrollment Options. There are also
numerous academic extra-curricular opportunities.
At the elementary level, a full-day classroom option is available for GT students in grades 3, 4
and 5 housed at Pinewood Elementary. The goals of the GT classrooms are to increase rigorous
opportunities in science and social studies as well as increased classroom time with like learners.
The Young Scholars Program, a part of the gifted and talented programming, is a districtwide
program that seeks to identify and serve elementary students from historically underserved popu-
lations. Small group pull-out service during the school day, grade-level and family field trip oppor-
tunities, and summer day camp are examples of the additional supports afforded to students.
In 2012-13, district middle schools offered blended social studies courses to a small group of
seventh and eighth grade gifted students districtwide. Students were selected based on a cognitive
assessment, reading achievement scores, and the ability to work independently and excel without
direct teacher supervision. Using the state standards, students acquired advanced knowledge and
skills via an online environment.
The Gifted/Talented Advisory Council (GTAC) ensures community participation in the districts
gifted and talented programming and provides input to the Curriculum and Instruction Advisory
Council and administration. Members include parents, high school students, district and school
staff, community business representation and a School Board member. This group meets four
times a year.
Magnet schools offer rigorous and relevant curriculum
During 2012-13, all three District 196 magnet schools once again
received national recognition from Magnet Schools of America for
their exceptional programming. The teachers in the magnet schools
focus on providing rich curriculum experiences through the themes
of STEM (Science, Technology, Engineering and Math), International
Studies or Arts and Science. Each school continues to develop community partnerships to expand
the hands-on learning opportunities for students in theme-based instruction.
Development of STEM pathway continuing in Apple Valley
Cedar Park Elementary STEM School, Valley Middle School of STEM, and Apple Valley High
School are aligning programs to develop a K-12 STEM pathway. Students and teachers will be
engaged in inquiry-based learning and curriculum created collaboratively by teachers and external
partners and resources. Project Lead the Way, an education curricular program, is one example
of a resource that will help provide authentic STEM inquiry experiences to secondary learners. All
District 196 schools offer a range of strong STEM learning experiences, with the STEM pathway
offering additional opportunities for students to be immersed in STEM on a daily basis.
7
Annual Report 2012-13 Rosemount-Apple Valley-Eagan Public Schools
Learning and technology task force developing vision
What might a District 196 students educational experience look like if that experience,
enhanced by technology, was as engaging and dynamic as the world around them? What
topics, issues or key questions need to be addressed to make this a reality?
In April of 2013, a task force of 37 members engaged in dialogue around the above
questions as they began a visioning process regarding learning and technology in District 196.
The task force included classroom teachers, media specialists, technology coordinators, building
administrators, community education staff, special education staff, technology staff, and district
administration. The group held several meetings between April and June 2013, and the groups
work will form the foundation of a plan to guide the district in the future. The next phase in this
process will involve conversations with the superintendents cabinet and School Board in the fall
of 2013, and then will move into an action planning process that will involve parents, students
and staff.
Charge Statement:
Technology continues to change at an exponential rate, creating a dynamic world around
us. As educators, we need to work to ensure that our schools and classrooms are as dynamic
and engaging as the world in which our students live, and as dynamic as the world of post-
secondary education and careers for which they are preparing. The Learning and Technology
Vision Task Force will establish a vision for learning and technology in District 196. The task force
is charged with identifying and reviewing relevant issues, engaging in dialogue around essential
questions, establishing a broad vision for learning and technology in District 196, and developing
recommendations that will best serve the students in District 196.
Responsibilities:
Identify and review relevant issues and questions surrounding learning and technology
Engage in substantial dialogue around essential questions
Establish a broad vision for learning and technology in District 196
Develop recommendations and a general timeline framework for the District 196 School
Board that will serve to guide the district towards the vision
Steering Committee Membership - A total of 37 members, including representatives
from:
Teachers
Media Specialists
School Technology Coordinators
Principals and Assistant Principals
Teaching and Learning Department
Technology Department
Cabinet
Special Education
Community Education
Facilitators / Vision Steering Team: Steve Troen, Director of Teaching and Learning; Renee Ervasti,
K-12 Curriculum Coordinator; Jenny Huling, Elementary Curriculum Specialist; Ed Heier, Technology
Coordinator; Rob Franchino, Assistant Principal Eastview High School
REACHING OUR POTENTIAL
Annual Report 2012-13
In 2012-13, 15 District 196
high school seniors were
named National Merit
Scholarship finalists (top
1 percent of seniors
nationwide), 36 seniors
were named commended
students (top 5 percent) and
one student was named a
semifinalist in the National
Achievement Scholarship
Program.
In 2012-13, Apple Valley,
Eagan and Eastview high
schools were among the 20
schools selected as Speech
Schools of Excellence at
the National Forensic
League Speech and Debate
Tournament. In addition,
four students advanced to
the finals and five advanced
to the semifinal rounds.
In 2012-13, the Rosemount
High School Marching Band
was selected to perform in
the 125th Rose Parade on
January 1, 2014 in Pasadena,
California.
In 2012-13, six students
from Eagan and Eastview
high schools had first-place
finishes at the Minnesota
Science Olympiad State
Finals.
Did You Know . . .
that in 2012-13, District 196 received the Certificate of Excellence in
Financial Reporting from the Association of School Business Officials (ASBO)
International for the 11th year in a row.
REACHING OUR POTENTIAL
Annual Report 2012-13
8
In 2012-13, the districts
bus drivers traveled
approximately 2.6 million
miles transporting more
than 23,000 students to and
from school each day.
In 2012-13, District 196
celebrated 20 years
of Reading Recovery.
District 196 was the first
school district to offer
Reading Recovery services to
first-grade students reading
below grade level; today,
more than 30 Minnesota
school districts offer the
program.
In 2012-13, three
District 196 juniors received
Certificates for Superior
Writing in the National
Achievement Awards
in Writing competition
sponsored by the National
Council of Teachers of
English. They were three
of only four juniors in
Minnesota and 155 in the
nation selected to receive
an award based on writing
samples they produced early
in their junior year.
Annual Report 2012-13 Rosemount-Apple Valley-Eagan Public Schools
Graduation requirements for District 196 students
In order to graduate from any high school in District 196, students must:
1) Satisfactorily complete 66 credits of coursework at the high school level, grades 9-12
inclusively, as specified below:
English/language arts four years (12 credits);
Social studies four years (12 credits) encompassing U.S. history, geography, world
history, economics and government/citizenship;
Science three years (nine credits) including biology and chemistry or physics;
Mathematics three years (nine credits) including an algebra II credit or its equivalent;
Arts one course (one credit) as determined by each high school's registration guide;
Health two courses (two credits);
Physical education four courses (four credits);
Safety education one course (one credit), and
Other 16 credits, of which not more than 12 credits of instrumental and/or vocal music
may be applied toward fulfillment of the graduation requirements.
2) Students first enrolled in grade 8 through 2009-10 (classes of 2013 and 2014) will meet or have
met GRAD requirements in written composition, reading, and mathematics by: achieving pro-
ficiency on high school Title I assessments; passing GRAD retest and/or meeting GRAD alter-
nate routes
1
OR will take or have taken ACT/WorkKeys/Compass/Accuplacer/Armed Services
test .

1
GRAD alternate routes refers to mathematics alternate pathway, individual passing score,
ELL exemption, and pass other state (reciprocity).
Assessment summary of District 196 students enrolled
during the 2012-13 school year
Of the 2,108 9th grade students who tested in Writing:
1,990 (94.4 percent) passed the writing requirement;
0 students passed the writing requirement with an English Language Learner exemption;
and
26 students passed using the alternate assessment.
Of the 2,206 10th grade students who tested in Writing in their high school career:
2,190 (99.3 percent) passed the writing requirement;
59 passed writing using an alternate assessment; and
7 passed the writing test at the individual level as specified in their Individual Education
Plan (IEP).
Of the 2,124 10th grade students who tested in Reading:
1,607 (75.7 percent) passed the reading requirement;
0 passed the reading requirement with an English Language Learner exemption;
24 passed reading using the Minnesota Test of Academic skills; and
26 passed the reading test at the individual level as specified in their Individual Education
Plan (IEP).
Of the 2,148 11th grade students who tested in Writing in their high school career:
2,139 (99.6 percent) passed the writing requirement;
25 passed writing using an alternate assessment ; and
19 passed the writing test at the individual level as specified in their Individual Education
Plan (IEP).
Of the 2,216 11th grade students who tested in Reading in their high school career:
2,129 (96.1 percent) passed the reading requirement;
1 passed the reading requirement with an English Language Learner exemption;
26 passed the reading using the Minnesota Test of Academic Skills;
17 passed the reading test at the individual level as specified in their Individual Education
Plan (IEP).
Of the 2,185 11th grade students who tested in Math:
1,755 (80.3 percent) passed the math requirement;
1 passed the math, reading and writing requirement with an English Language Learner
exemption;
16 passed math using the Minnesota Test of Academic Skills; and
16 passed the math test at the individual level as specified in their Individual Education
Plan (IEP).
REACHING OUR POTENTIAL
Annual Report 2012-13
9
In 2012-13, all three
elementary magnet
schools in District 196
were recognized as schools
of distinction by Magnet
Schools of America.
In 2012-13, Eagan High
School robotics Team #2220
qualified for the FIRST
Championship national
competition for the second
year in a row.
In 2012-13, four Eastview
High School students
and one Rosemount High
School student were named
state champions at the
Distributive Education Clubs
of America International
Career Development
Conference.
In 2012-13, the Eastview
High School one-act
play earned a starred
performance at the State
One-Act Play Festival for
Class AA schools.
In 2012-13, 12 District 196
middle school students
were named to state honor
choirs sponsored by the
American Choral Directors
Association of Minnesota.
Annual Report 2012-13 Rosemount-Apple Valley-Eagan Public Schools
MAP assessments measure yearly learning progress
The Measures of Academic Progress (MAP) are computerized assessments developed by
Northwest Evaluation Association (NWEA) to measure individual student progress during the
school year. In fall 2011, MAP assessments in reading and math were administered to students in
grades 2 through 7. These same students took the assessments again in fall 2012. The results and
the growth from fall to fall were shared with principals, school staff and parents.
The MAP assessments are different from criterion-referenced tests, like the Minnesota
Comprehensive Assessments (MCAs). MAP is a nationally norm-referenced, computerized adaptive
test. The difficulty of each test is adjusted to the students performance. The difficulty of each
question is based on how well the student answered the questions up to that point. As the student
answers correctly, the questions become more difficult. If the student answers incorrectly, the
questions become easier. The students score depends on how many questions are answered
correctly and the difficulty of each question.
Student performance on the MAP assessments is measured in Rasch Unit (RIT) scores. RIT
is a unit of measure that uses individual item difficulty values to estimate student achievement.
Instead of percentiles, MAP results for individual grade levels are reported as fall RIT scores,
growth mean, mean growth projection and growth index. Growth mean is the average change in
RIT scores from fall to fall. Mean growth projection is the average amount of RIT growth from
fall to fall observed in the most recent NWEA. Growth index is the amount by which the student
exceeded the target RIT, fell short of the target RIT or exactly met the target RIT.
Baseline results for MAP assessments given in fall 2011 and fall 2012 are listed below. The
percentage of students meeting their mean growth projection is the percentage of students in the
grade that met their individual growth projection, which is established for fall from the previous
fall's administration of MAP for students in grades 2-7.
Mathematics
As a whole, at each grade level at least 48 percent of the students who were tested met or
exceeded their mean growth projection in fall 2012.
The percentages of students who met or exceeded their mean growth projection in math were
as follows:
2nd Grade No data because grade 2 students do not test in grade 1;
3rd Grade 1,226 out of 1,763 students (70 percent);
4th Grade 1,181 out of 1,862 students (63 percent);
5th Grade 1,141 out of 1,721 students (66 percent);
6th Grade 854 out of 1,800 students (48 percent), and
7th Grade 1,210 out of 1,915 students (63 percent).
Reading
As a whole, at each grade level at least 59 percent of the students who were tested met or
exceeded their mean growth projection in fall 2012.
The percentages of students who met or exceeded their growth targets in reading were as
follows:
2nd Grade No data because grade 2 students do not test in grade 1;
3rd Grade 1,105 out of 1,749 students (63 percent);
4th Grade 1,172 out of 1,856 students (63 percent);
5th Grade 1,146 out of 1,717 students (67 percent);
6th Grade 1,067 out of 1,803 students (59 percent), and
7th Grade 1,256 out of 1,913 students (66 percent).
Did You Know . . .
that in 2012-13, District 196 surpassed the $3 million mark in energy-
cost savings during its first five years participating in an energy reduction
program.
REACHING OUR POTENTIAL
Annual Report 2012-13
10
In 2012-13, fifty students
from Eagan and Eastview
high schools qualified
to compete at the state
leadership conference of the
Business Professionals of
America.
In 2012-13, nearly nine of
10 school-aged children
who lived in District 196
attended District 196
schools. The districts
87 percent capture rate
is considered to be among
the highest in the state.
In 2012-13, Apple Valley
High Schools EaglEye
news show won first- and
second-place awards and
one honorable mention
in the National Scholastic
Press Associations 2012
Broadcast Story of the Year
Contest.
In 2012-13, five District 196
elementary schools were
named Celebration
Schools by the Minnesota
Department of Education.
The five schools are
Echo Park, Glacier Hills,
Greenleaf, Parkview and
Rosemount elementary
schools.
Annual Report 2012-13 Rosemount-Apple Valley-Eagan Public Schools
2013 MCA Math Percentage of Students Proficient or Better
Grade 3 4 5 6 7 8 11
District 196 76 77 68 66 67 63 68
Statewide 71 71 60 57 56 59 52
Difference +5 +6 +8 +9 +11 +4 +16
2013 MCA Reading Percentage of Students Proficient or Better
Grade 3 4 5 6 7 8 10
District 196 64 63 74 67 65 65 75
Statewide 57 54 64 59 54 54 62
Difference +7 +9 +10 +8 +11 +11 +13
2013 MCA Science Percentage of Students Proficient or Better
Grade 5 8 High School
District 196 66.4 50.9 67.6
Statewide 59.7 43.8 53.0
Difference +6.7 +7.1 +14.6
Proficiency exceeds state averages in math, reading and
science tests
The percentage of District 196 students who scored proficient on the state reading, math and
science tests exceeded the statewide averages for all eight grades tested in spring 2013, accord-
ing to results of the Minnesota Comprehensive Assessments (MCAs) released by the Minnesota
Department of Education August 27.
The MCAs are given each year to students statewide in grades 3-8 (reading and math),
grades 5, 8 and high school (science), grade 10 (reading) and grade 11 (math). In District 196, more
than 13,000 students took the MCAs last spring. Results for individual students will be mailed to
parents in the fall.
The MCAs measure student performance on the Minnesota Academic Standards, which
define what students should know and be able to do in a particular grade. Students earn a score
that falls into one of four achievement levels: 1) does not meet the standards; 2) partially meets
the standards; 3) meets the standards, and 4) exceeds the standards. Students who meet or
exceed the standards are considered to be proficient in the subject area.
The following tables show the percentages of District 196 students who scored proficient on
the reading, math and science MCAs in 2013 compared to the statewide averages. District 196
exceeded the statewide averages for each grade tested.
Equity and achievement gap work remains priority
The Integration and Educational Equity Department continues to support the district in
providing all students with the resources and opportunity to succeed. Efforts to close the
achievement gap, while raising achievement for all students remains a top priority. The district
continued to review its practices in order to achieve and maintain racial equity by providing
additional and differentiated resources to support the success of all students. In addition,
opportunities were offered to staff to increase their cultural competence and gain skills in
culturally responsive teaching. This work is necessary to serve a diverse student body well and
prepare every student to navigate and compete in a culturally rich society and global economy,
now and into the future.
Did You Know . . .
that in 2012-13, the School Board approved a bond refunding that will
save District 196 taxpayers an estimated $1.5 million in future debt-service
payments.
REACHING OUR POTENTIAL
Annual Report 2012-13
11
In 2012-13, the percentage
of District 196 students
who scored proficient or
better on state science tests
given the previous spring
exceeded state averages for
all three grades tested.
In 2012-13, 920 students
in District 196 middle
schools earned Presidents
Academic Awards.

In 2012-13, an Eagan High
student and a Rosemount
High student were two of
only 32 juniors statewide to
receive the Excellence in
Community, Education and
Leadership (ExCEL) Award.
The award recognizes
high school juniors who
are active in fine arts and
athletic activities, who
demonstrate leadership
qualities and who are model
citizens in their community.

In 2012-13, 58 District 196
high school students were
selected for all-state
band, choir and orchestra
groups sponsored by the
Minnesota Music Educators
Association.
Annual Report 2012-13 Rosemount-Apple Valley-Eagan Public Schools
District tops nation's best ACT state average
District 196 high school students scored a full point higher than the nation-leading Minnesota
average on the ACT college admissions test in 2013, according to test results released Aug. 21.
The ACT average composite score for District 196 students is 24.0 compared to 23.0 for the
state. For the eighth consecutive year, Minnesota had the highest average score among states
where more than half of all graduates took the test. The national ACT average composite score for
2013 is 20.9 out of a possible 36.
In District 196, the ACT average composite score is based on the results of 1,666 students
who took the test last year. That represents approximately 75 percent of the graduating class
of 2013, approximately the same percentage as took the test statewide. The ACT is the primary
admissions test for students attending college in the Midwest; the SAT is the primary test for
colleges located in the eastern and western states.
ACT Average Composite Scores, 2007-2013
Year District 196 State National*
2013 24.0 23.0 20.9
2012 24.1 22.8 21.1
2011 24.0 22.9 21.1
2010 24.0 22.9 21.0
2009 23.9 22.7 21.1
2008 23.8 22.6 21.1
2007 23.8 22.5 21.2
*Highest average score nationally among states where more than half
of all graduates took the ACT.
Average composite scores for individual District 196 high schools in 2013 are as follows:
Apple Valley High School 22.9
Eagan High School 25.4
Eastview High School 23.8
Rosemount High School 23.2
School of Environmental Studies 23.9
Elementary students take summer literacy assessments
For the second year in a row, two weeks before the 2013-14 school year started, more than
10,000 elementary students went to school to meet their teacher and take a series of literacy
assessments. The summer literacy assessments were held August 20 and 21, 2013, at all 18
elementary schools in the district. While their children were being assessed, the parents who
accompanied them to school were able to ask questions of staff and fill out paperwork that
needed to be completed at the start of the school year.
The purpose of assessing all elementary students is to give teachers the achievement data
they need in order to target their instruction from the first day of the school year. In years past it
could take several weeks before teachers completed the assessments when trying to give them
during the school day. This practice was disruptive for classes at the start of the year and delayed
teachers' ability to target instruction based on the needs of individual students.
The summer literacy assessments are one of the two calendar changes that continue from
this past school year that were approved by the School Board. The other change affected all
grades K-12. It converted three days of instruction to days when teachers can analyze data,
collaborate with colleagues and receive the professional development and support they need to
align instruction with the needs of their students.
Superintendent Jane K. Berenz, who recommended the calendar changes to the board, said
data, collaboration and support provide a three-pronged approach to personalized learning in
District 196 schools. "These changes are about working smarter using the data to drive decision
about instruction." Berenz said, "It is supporting the work of our teachers in a way that will benefit
the achievement of all our students."
REACHING OUR POTENTIAL
Annual Report 2012-13
District 196 Mission
Educating our students to reach
their full potential
District 196 Beliefs
Students come first
All students can learn
High expectations inspire students
and staff to excel
Learning is maximized in a
safe, respectful and inclusive
environment
A well-rounded education includes
opportunities in academics, the
arts and athletics
Learning is a lifelong pursuit
Effective management of
resources is critical
Partnerships and collaboration
enhance educational programming
A culture of innovation and
continuous improvement prepares
students to be college and/or
career ready
An informed and engaged
community guides effective
decision-making
District 196
School Board
Rob Duchscher, Chairperson
Jackie Magnuson, Vice Chairperson
Gary Huusko, Clerk
Art Coulson, Treasurer
Joel Albright, Director
Mike Roseen, Director
Bob Schutte, Director
Jane K. Berenz, Superintendent
District 196 does not engage in unlawful
discrimination on the basis of race, color, creed,
religion, national origin, sex, marital status,
disability, status with regard to public assistance,
sexual orientation, membership or activity in a
human rights commission or age. The School
District Attorney, 3455 153rd Street West,
Rosemount, MN 55068, (651) 423-7883, has
been designated to respond to inquiries regarding
the non-discrimination policies, including inquiries
under Title IX.
12
Variety of tests used to assess student achievement
District 196 uses a variety of tests to measure student achievement and performance,
determine student ability and evaluate curriculum. The following is a list of tests the district uses
and what each measures.
q Assessing Comprehension and Communication in
English State to State (ACCESS for ELLs) This
large test addresses the academic English language
proficiency (ELP) standards at the core of the World-
Class Instructional Design and Assessment (WIDA)
Consortiums approach to instructing and evaluating the
progress of English Language Learners (ELLs).
q Cognitive Abilities Test (CogAT) The CogAT
measures students learned reasoning abilities in the
three areas most linked to academic success in school: verbal, quantitative and nonverbal.
q Fountas and Pinnell Benchmark Assessments The Benchmark Assessments, which are
part of the Summer Survey Assessments, are accurate, research-based assessments which
help target instruction for student success.
q EXPLORE - A test which prepares students for high school coursework and post-high
school choices. EXPLORE includes four multiple-choice tests covering English, mathematics,
reading and science.
q Graduation-Required Assessment for Diploma (GRAD) tests Students first enrolled in
grade 8 through 2009-10 (classes of 2013 and 2014) will meet or have met GRAD requirements
in written composition, reading, and mathematics by: achieving proficiency on high school
Title I assessments; passing GRAD retest
1
and/or meeting GRAD alternate routes OR will take
or have taken ACT/WorkKeys/Compass/Accuplacer/Armed Services test .

1
GRAD alternate routes refers to mathematics alternate pathway, individual passing score,
ELL exemption, and pass other state (reciprocity).
q Measures of Academic Progress (MAP) This assessment is unique in that it is
administered on a computer and adapts to the students ability, accurately measuring what
a child knows and needs to learn. In addition, MAP measures academic growth over time,
independent of grade level or age.
q Minnesota Comprehensive Assessments (MCAs) The MCAs are state-developed tests in
reading for all students in grades 3-8 and 10, math for all students in grades 3-8 and 11, and
science for students in grades 5, 8 and high school. The MCAs are used to measure individual
student achievement and there are no passing score requirements.
q Minnesota Comprehensive Assessments Modified (MCA-M) The MCA-M is based on
modified achievement standards. The MCA-M is designed for a small group of students whose
disability has precluded them from achieving grade-level proficiency.
q Minnesota Test of Academic Skills (MTAS) The MTAS, which is based on alternative
achievement standards, is part of the statewide assessment program designed to measure
the extent to which students with significant cognitive disabilities are making progress in the
general curriculum.
q Naglieri Nonverbal Ability Test: Second Edition (NNAT2) The NNAT2 uses progressive
matrices to allow for a culturally neutral evaluation of students nonverbal reasoning and
general problem-solving ability, regardless of the individual students primary language,
education, culture or socioeconomic background.
q Physical Education Fitness Test These tests are developed by district elementary and
middle school physical education teachers and given to students in grades 1-8 twice a year.
q PLAN - A test that serves as the midpoint check of academic progress in high school. It is
designed to improve students preparation for education, training and work after high school
while they still have time to adjust their high school courses.
Annual Report 2012-13 Rosemount-Apple Valley-Eagan Public Schools
Annual Report 2012-13
13
District 196 schedule of student assessments in 2013-14
Annual Report 2012-13 Rosemount-Apple Valley-Eagan Public Schools
District 196 Assessment Schedule for 2013-14
District196 Graphics/Curriculum Services/Testing Matrix/13-14 testing matrix.indd/9-4-13
Test(s) Grade(s) Date(s)
Assessing Comprehension and Communication in English State to
State (ACCESS for ELLs)+
K-12 February 3 - March 21
Cognitive Abilities Test (CogAT) 3 and 5 December 3 17
EXPLORE 8 September 24 October 16
Graduation-Required Assessment for Diploma (GRAD) Writing
Retest
10 12 November 6; November 12 (make-up);
April 15; April 22 (make-up)
Measures of Academic Progress (MAP) 2 7 September 16 October 16
Minnesota Comprehensive Assessments (MCAs) Math 3 8
11
11
April 23 - May 9
April 15 and 16
April 23 and 24 (make-up)
Minnesota Comprehensive Assessments (MCAs) Reading 3 - 8
10
10
April 15 - April 16
April 15 and 16
April 23 and 24 (make-up)
Minnesota Comprehensive Assessments (MCAs) Science 5, 8 and
high school
March 31 May 16
Minnesota Comprehensive Assessments Modied (MCA-M)
Math^
5 8 and 11 April 23 May 9
Minnesota Comprehensive Assessments Modied (MCA-M)
Reading^
5 8 and 10 March 31 - April 18
Minnesota Test of Academic Skills (MTAS) Reading^ 3 8 and 10 March 17 May 9
Minnesota Test of Academic Skills (MTAS) Math^ 3 8 and 11 March 17 May 9
Minnesota Test of Academic Skills (MTAS) Science^ 5, 8 and
high school
March 17 May 9
Naglieri Nonverbal Ability Test: Second Edition (NNAT2) 1 December 3 - 17
Physical Education Fitness Test 1 8 Fall/Spring
PLAN 10 September 24 October 16
Benchmark Assessment System - Literacy K-5 Summer/Fall/Winter/Spring - Cohort 1
Summer/Winter/Spring - Cohort 2 (unless
they choose to do the testing four times)
+Note: For all English Language Learner (ELL) students
^Note: For some Special Education students
3455 153rd Street West Rosemount, Minnesota 55068 651-423-7700
www.District196.org
Published September 2013
INDEPENDENT SCHOOL DISTRICT 196
Rosemount-Apple Valley-Eagan
Public Schools
Educating our students to reach their full potential