ANNUAL REPORT on curriculum, instruction& student achievement

2009-2010

www.bloomingtonschools.info

table of contentsSuperintendent’s Message .... 1

Board of Education ................ 2

Our Students ......................... 3

Our Staff ................................ 6

Our Schools .......................... 8

Fund Allocation ..................... 9

School Property Taxes ......... 10

2009-10 Success Measures .............. 11

Parent Survey ...................... 13

Community Services ........... 14

Early Childhood Family Center ...................... 16

Gifted and Talented ............. 17

Curriculum Decisions........... 18

Curriculum Review .............. 19

Test Scores – GRAD ........... 21

Test Scores – MCA .............. 22

Test Scores – CALT ............. 24

Adequate Yearly Progress ... 27

Web site addresses .............. 29

Attribution.................back cover

OUR MISSION:The Bloomington Public

School District is an educational leader developing

in ALL of our learners the ability to thrive in a rapidly

changing world.

Bloomington Public Schools is pleased to present the 2009-10 Annual Report. As our community partner, we want to share with you our achievements – in and out of the classroom – and challenges we face educating the leaders of tomorrow.

As with most corporate annual reports, the primary intent of this publication is to update you on last year’s performance, but we also highlight some of the priorities of the current year. While we have included many different indicators of student and school performance, it is important to note that no report can adequately refl ect the depth and breadth of our students’ learning experiences.

We’re building strong leaders in our schools, implementing innovative programs and partnerships to keep our most at-risk students in classrooms and learning. We’re making signifi cant strides in our early childhood education programs, which we know plays a very important role in the proper development of children. Our community recognizes the importance of early childhood development and is working to support our youngest citizens and their families.

We are very encouraged about the improvement in scores at the high school level and that our new math curriculum will help improve our math profi ciency levels at all grades.

These are challenging times for schools. We will receive no new funding for another two years, and there is deep concern that the state’s long-term economic forecast may result in school cuts to balance the state budget. We must ensure we spend our limited resources wisely to protect our public schools and for the sake of our children’s futures.

Thank you for your support of Bloomington Public Schools. We look forward to partnering with you to ensure students learn today so they can lead tomorrow.

1

superintendent’s message

These are challenging

times for schools. . .We

must ensure we spend our

limited resources wisely to

protect our public schools

and for the sake of our

children’s futures.Les FujitakeSUPERINTENDENT

2

board of education

Community Engagement The Bloomington Public Schools Board of Education feels that

a strong supportive and involved community is necessary for

the success of our schools and students. Bloomington Public

Schools has a long-standing tradition of providing a quality

education because we are part of an outstanding community.

During the 2009-10 school year, the Board held public forums to

discuss a new facilities and boundaries realignment. In addition

to public meetings, Board members also visited schools and

classrooms on a regular basis and participated in numerous

school events and activities.

To contact the Board of Education,

please visittheir web page.Melissa Halvorson

Wiklund, Director

Mark HibbsDirector

Tim CulverDirector

Arlene BushTreasurer

Chuck WalterClerk

Maureen BartolottaVice Chair

Jim SorumChair

About the Board of Education

The Board of Education is the policy-making body for

Bloomington Public Schools. While the Board is responsible

for school programs and operations by law, it delegates some

portion of that authority to the Superintendent. The School Board

is governed by a Chair and a Vice Chair who are elected by the

School Board membership. The School Board meets on the

second Monday of the month at 7:00 p.m. in the Community

Room at the Educational Services Center, 1350 West 106th

Street Bloomington, MN. Public comment is welcome.

3

our studentsFamilies choose

Bloomington

The Bloomington community consists of 11,929 potential students. Overall, families select Bloomington Public Schools as their District of choice with 85% of the eligible student population enrolled in our District last year.

Bloomington Public Schools also attracts students from outside of Bloomington, which impacts the District’s net student enrollment gain - difference between non-resident students choosing BPS and resident students not choosing BPS. There are 500 non-resident students choosing the District, while 383 resident students attend school out of the District. This equals a net student enrollment gain of +117. Any positive gain in the net student enrollment provides additional funding.

Elementary (K-5) ....................................................4,480Middle School (6-8) ................................................2,228High School (9-12) .................................................3,362

We are proud of our diverse student community.Bloomington Public Schools’ student population is fi lled with many different ethnic and social backgrounds. In 2009, the District’s diverse student population (minority or students of color) grew from 38 percent to 39 percent diverse students.

American Indian/Alaska Native ................................1%Asian or Pacifi c Islander .........................................10%Black ........................................................................17%Hispanic....................................................................11%White .........................................................................61%Male...........................................................................52%Female ......................................................................48%

Students qualifying for free and reduced lunch ....36%Special Services Students ........................................12%English as a Second Language (ESL) Students .... 11%Non-Resident Students ...............................................5%

Total Student Enrollment ....................................10,070

student achievement

4

Adam DeGondaJEFFERSON HIGH SCHOOL

Sinchai Self PortraitKENNEDY HIGH SCHOOL

Victoria Dubose-BriskiKENNEDY HIGH SCHOOL

Bloomington Jefferson High School senior Adam DeGonda made school history as the fi rst Jefferson student to qualify for a national speech tournament in humorous.

The Jefferson and Kennedy high school speech and debate team is among the top in the nation. The program was inducted in the National Forensics League’s 100 Club. The national recognition is reserved for the top 10 percent of high school speech and debate programs nationwide.

A record number of Jefferson and Kennedy high school students earned College Board designation as national scholars, scholars with honor, scholars with distinction, and scholars in recognition of exceptional achievement on the college-level Advanced Placement program exams. The designation was awarded to 118 scholars between the two schools.

Kennedy High School student Victoria Dubose-Briski was named one of 32 winners of the 2010 Minnesota ExCEL Award. ExCEL – Excellence in Community, Education and Leadership – is a unique recognition given annually to high school juniors who are leaders in their schools and who work voluntarily in their community helping others.

Oak Grove Middle School eighth grader Alexa Groenke took top honors at the Minnesota History Day competition. Groenke won fi rst place in the State for her 10 minute individual performance entitled, “The American Indian Movement: The Innovation, Impact and Change of American Indian Activation.”

Kennedy High School seniors Nantaporn Sinchai, Olivia Wood, Karin Johnson, Jen Silverman and Raeann Oxborough are recipients of awards in this year’s Minnesota Scholastic Art Competition.

5

Olson Elementary School

Jefferson Show ChoirJEFFERSON HIGH SCHOOL

Olson Elementary School students won highest honors in the WordMasters Challenge, a national language arts competition - encouraging growth in vocabulary and verbal reasoning. Competing in the diffi cult Blue Division of the Challenge the school’s fourth graders placed fi rst in the nation in the year’s fi rst meet.

A poem written by Shane Grant, an eighth grader at Valley View Middle School, was selected as one of the top 10 poems in his grade division by Creative Communication, a poetry and essay writing resource organization.

Bloomington Jefferson High School’s Jefferson Connection show choir was named Grand Champions at the 2010 National Show Choir Championships in Branson, MO. The varsity show choir earned fi ve other awards in the competition, including Best Combo, Best Choreography, Best Vocals, Best Show Design and Best Female Performer in Aimee Broman.

Students from Kennedy High School earned 22 medals at the A Vous la Parole oral French contest held at the University of Minnesota. The contest drew 1000 entries among students in grades 7-12.

student achievement continued

our staff

6

Our StaffBachelor’s Degree Only ......... 224 (29%)Master’s Degree .......................548 (70%)PhD ..............................................................6 (1%)

Total Number of K-12 Licensed Staff ......................................... 778Average Age .................................................. 41Gender ..........................................75% Female

25% MaleNumber of Diverse Staff ............38 (5%)

staff achievement

Liz Boeser, JEFFERSON HIGH SCHOOL Jefferson High School teacher Elizabeth Boeser won two national awards including the 2009 National Council of Teachers of English High School Teacher of Excellence award for the state of Minnesota and the 4th Annual Media Literacy Award.

Mary Jo Lang & Mary Klempke, OAK GROVE MIDDLE SCHOOL & WASHBURN ELEMENTARY SCHOOL Mary Jo Lang and Mary Klempke, media specialists at Oak Grove middle and Washburn elementary schools respectively, are this year’s TIES Exceptional Teachers. The award recognizes educators who model the best practices in using technology in the classroom and engaging students in learning.

Tamra Sieve, SOUTH HENNEPIN ADULT PROGRAMSTamra Sieve, director of adult learning for South Hennepin Adult Programs in Education (SHAPE) is Minnesota’s top community educator for 2009. The Minnesota Community Education Association honored Sieve with the award that recognizes outstanding contributions to the fi eld of community education.

Joan Maland, INDIAN MOUNDS ELEMENTARY SCHOOLThe Minnesota Elementary School Principal’s Association (MESPA) has named

Joan Maland, principal of Indian Mounds Elementary School, as one of its Leadership Achievement Award winners. The award honors principals for

leadership efforts to improve education.

Kelly Killorn, OLSON MIDDLE SCHOOLThe International Reading Association has named Kelly Killorn this year’s winner

of the Nila Banton Smith award for her outstanding leadership in the classroom and working with her peers at the school and district level. Killorn is a 6th grade reading

teacher and literacy leader at Olson Middle School.

7

8

our schools

Jefferson High School was selected as a National Blue Ribbon School of Excellence. The award honors public and private schools that have made signifi cant progress in student achievement under the No Child Left Behind Act.

Kennedy High School earned multiple awards for its fall musical theater production of The Wizard of Oz as part of the Hennepin Theater Trust’s Spotlight Musical Theatre Program.

Poplar Bridge Elementary School was named a Minnesota School of Excellence designee for for the second time. The Minnesota School of Excellence Program is a school improvement process that assesses six standards for quality elementary schools. The standards are leadership, vision, student learning, staff development, data and decision-making, and active community engagement.

Bloomington Public Schools has earned a Local Government Innovation Award from the Humphrey Institute’s Public and Nonprofi t Leadership Center for its long-range fi nancial planning process – Budgeting for Success – which sought staff, parent and community input about how to ensure a sound fi nancial future for schools.

Early Childhood Family Centers (birth to 5years)Pond CenterSouthwood Center

Elementary (K-5)Hillcrest CommunityIndian MoundsNormandale HillsOak GroveOlsonPoplar BridgeRidgeviewValley ViewWashburnWestwood

Middle School (6-8)Oak Grove MiddleOlson MiddleValley View Middle

High School (9-12)Thomas JeffersonJohn F. Kennedy

Alternative Learning CentersBeacon High SchoolUnder 21 HS Diploma

19

fund allocation

Funds Received to Help Each Student Succeed State revenue has not kept pace with infl ation for funding school districts, leaving schools struggling to meet students’ needs. That’s why many Minnesota school districts turn to their local voters for additional support for programs and services through levies. In Bloomington, 19 cents of every district revenue dollar comes from local levies.

General operating fund revenue= $100,394,684 (2010-11)

Funds Spent to Help Each Student Succeed Seventy-three cents of every operating dollar spent directly supports classroom instruction, special education, and career and technical education services. Other funds pay for curriculum development, teacher training and school support that ensures a high-quality learning experience for students in all grades.

General operating fund expenses=$98,471,197 (2010-11)

*Indicates a $6,107,056 shift in funding from State to Federal to help balance the State’s budget.

Revenue DetailState: State formula for funding, special education and other revenues.

Federal: Title programs and Special EducationLevy: Operating Referendum, Safe Schools, Equity, Career Tech and other misc. levy items

Other: Fees, tuition, rental and other contributions

Expense Detail

Student Support: Assistant Principals,

Media Center, Staff Development,

Counseling, Health Services, Social

Workers and Curriculum Specialists.

Administration: Superintendent,

Assistant Superintendent, Principals,

Special Education Director, School

Board and Instructional Services

directors.

Operations & Maintenance: Custodial,

Maintenance and Utilities.

Business Support: Accounting,

Human Resources, Payroll,

Technology and Community Relations.

Other: Property and Casualty

Insurance and Fund Transfers.

State: $72,100,461

72%

Levy:$18,979,899

19%

Interest:$150,0000%

Federal:$6,580,673

6%

Other:$2,583,651

3%

Administrative:$5,228,530 5%

Student Support:$9,296,205 9%

RegularInstruction: $48,077,447

49%Special Ed & Vocational Services:

$23,330,968 24%

Operations & Maintenance:$7,981,639 8%

Business Support:$3,714,612 4%

Other:$841,795 1%

school property taxes

* The above figures do not include the impact of the homestead credit, which will decrease the school portion of property taxes by varying amounts.

907

925

953

957

972

993

1,041

902

944

$0 $200 $400 $600 $800 $1,000 $1,200

Bloomington

St. Louis Park

Hopkins

State Average

Edina

Richfield

Minnetonka

Wayzata

Eden Prairie

School Taxes Payable in 2010

10

Comparison to Other Districts

Success Measures is the District’s evaluation tool for the Strategic Plan. The measures document expected outcomes, performance results, and provide a basis for improvement of the Strategic Plan’s goals.

Success Measures are made up of fi ve “strategic directions” or goals, and outline specifi c measures and outcomes of performance - from concern to vision - to achieve the goals. The results in this second year of reporting follow, and include a highlighted area showing the measurement’s outcome and the (actual result):

Note: Data used for the Measures are found in reported results elsewhere in this year’s Annual Report.

Strategic Direction A: Maximize student achievement and eliminate the achievement gap.

Measures Concern Satisfactory Superior Vision

Gap in equivalent growth in CALT measures for NCLB groups

>20% (35.4%) 11-20% 5-10% <5%

Gap in profi ciency rates for NCLB groups >20%(47.5%) 11-20% 5-10% <5%

Gap in graduation rates for NCLB groups >30%(35.7%) 15-30% 5-14% <5%

Gap in percentage of report card grades of Ds & Fs for NCLB groups >30% 15-30% 5-14%

(14.1%) <5%

The percentage of beginning kindergarten students scoring at the "Ready to Learn" level <60% 61-80% 81-90%

(86.0%) >90%

The percentage of adult basic education ESL students advancing one level per year as measured by Federal National Reporting System (NRS) standards

<32% 32-38% 39-69%(56%) >69%

Strategic Direction B: Develop educational programs in response to research, best practices, and market conditions.

Measures Concern Satisfactory Superior Vision

Satisfaction with Academic Climate and Communications (percent of satisfi ed/highly satisfi ed from annual survey)

Parents <81% 81-85%(82.8%) 86-90% >90%

Students <81%(73.5%) 81-85% 86-90% >90%

Staff <81%(66.6%) 81-85% 86-90% >90%

Program Development/Review for new and existing programs

No programs enhanced or started

One program enhanced

One program started

Two programs

started

111

2009-10 success measures

2009-10 success measures continued

12

Strategic Direction C: Provide meaningful staff development for ALL staff, including competency with diverse populations.

Measures Concern Satisfactory Superior Vision

Professional Learning Community (PLC) Satisfaction (% of teachers satisfi ed/very satisfi ed with professional growth results from PLCs)

<70% 71-80%(71%) 81-99% 100%

Staff Development Satisfaction (% of staff with positive responses to three levels of professional development application)

<60% 61-90%(85%) 91-99% 100%

Strategic Direction D: Strengthen partnerships that expand learning opportunities and enhance our image.

Measures Concern Satisfactory Superior Vision

Faith Community Partnerships No Change Add 1 partnership

Add 2 partnerships

Partnerships w/ all faith community

Business Community PartnershipsNo

Change(30 current)

Add 2 partnerships

Add 3 partnerships

Partnerships w/ all

businesses

Net Enrollment Gain (difference between non-resident students choosing BPS and resident students not choosing BPS)

> 50% 51-100% 101-200%(+141)

> 200%(+104)

Overall Student Retention (percent of resident students choosing to remain in BPS) < 75% 75-82% 83-85%

(83.3%) > 85%

Strategic Direction E: Increase our funding base and maximize our use of existing resources.

Measures Concern Satisfactory Superior Vision

General Fund Balance (less Transportation and Capital) - Achieve 5% Goal < 2 years 3 years 4 years > 5 years

Other Fund Balance (including Transportation, Capital, Food Service and Community Education)

< $1.0 M > $1.0 M > $1.2 M > $1.5 M

Budget Management (variation between budget and actual) > 2.2% 2.2% - 1.8% < 1.8% < 1.0%

Annual revenue increase per pupil < 1.5% 1.5% - 2.0% > 2.0% > 3.0%

113

Bloomington Parents Support Schools, DistrictParents are a child’s fi rst and best teacher, but teachers and other adults in a school are part of a team helping to educate their children. When parents are involved in schools and education, children have higher grades and standardized test scores, improved behavior at home and school, and better social skills and adaptation.

Bloomington Public Schools embrace and encourage parent involvement in schools. We measure parent satisfaction through an annual spring survey that focuses on academics, climate and safety, and communication. The survey results are considered “convenience sampling” as the data comes from how many parents actually complete the survey.

The tables below show overall survey results (strongly agree/agree responses) at each level and by survey content area. For a more detailed review of the survey results by question, please go to the Testing & Evaluation website.

N = Number of survey respondents

Survey Results for Academics (strongly agree/agree by percentage):

Level Survey Areas 2010 ResultsN = 2.539

2009 ResultsN = 3,030

2008 ResultsN = 2,099

2007 ResultsN = 1,819

District Academics 84.2 91.1 87.8 88.6

District Climate & Safety 82.9 88.2 84.3 84.4

District Communication 81.2 89.7 85.3 85.7

N = 2.539 N = 3,030 N = 2,099 N = 1,819High School Academics 66.4 64.6 72.5 75.2

High School Climate & Safety 63.0 61.3 69.7 70.8

High School Communication 62.2 64.0 70.8 76.4

N = 446 N = 542 N = 259 N = 273Middle School Academics 85.6 79.7 78.0 83.6

Middle School Climate & Safety 82.6 77.1 75.7 76.5

Middle School Communication 79.8 74.2 75.2 77.2

N = 1,614 N = 1,950 N = 1,538 N = 1,143Elementary Academics 91.3 91.4 92.5 93.5

Elementary Climate & Safety 89.7 88.5 88.6 90.3

Elementary Communication 89.2 90.2 89.8 90.2

parent survey

community services

14

Community Services Programs

Youth Programs are meant to provide additional learning and development opportunities for kids of all different ages. These programs are meant for kids who need additional help with the curriculum or for working families who would like a safe and fun learning environment for their child after school. The specifi c programs offered include: • Early Learners Academy• Galaxy Youth Center• Kids’ SAFARI• Musical Avenues• Summer Spectrum• Targeted Services• Volunteer Connection

Learn more about Youth Programs.

Adult Basic Education provides instruction in the basic skills of reading, writing and mathematics to adult learners in order to prepare them for transitioning into the labor market or higher academic or vocational training. ABE Courses are provided through South Hennepin Adult Programs in Education (SHAPE).

In 2009-10, SHAPE served 2,688 adult students and 162 students in the ALC Alternative High School program. The SHAPE program test results showed excellent student progress by meeting all 10 of the National Reporting Standards learner level gain goals set by the Minnesota Department of Education. Last year, the SHAPE program was ranked the highest on the State Report Card of all the large ABE programs in Minnesota. In 2009-10, SHAPE also awarded 97 High School Diplomas, and 59 students completed their GED.

Jefferson and Kennedy Activity Centers are a cooperative operation between Community Services and Bloomington’s two high schools. Both centers opened in 2002, adding another 150,000 square feet of recreational space for Bloomington Public Schools. Community members benefi t by using the facilities to maintain active fi tness lifestyles. Learn more about the Activity Centers.

Bloomington Public Schools supports lifelong learning for residents of the Bloomington and Richfi eld community. The mission of Bloomington-Richfi eld Community Services is to bring together school and community resources to meet each individual’s unique needs by:• Facilitating development of lifelong learning for all;• Encouraging citizen involvement and participation in education and community development;

• Building partnerships and promoting maximum cooperation and coordination of programs, services, and resources.

community services continued

15

Summer Programs are provided through Community Services, including:• GRASP, a nine-week correspondence program for K-8 students to help maintain their reading and math skills.• Operation Adventure is a program of outdoor education providing students the opportunity to observe, study and enjoy the environment through camping, canoeing, kayaking and hiking.• Summer Musical is a unique musical theater experience for students entering eighth grade through graduating seniors. Opportunities are available for dancers, orchestra, singers, set builders and technical crew.• Kids’ SAFARI offers a full-day summer program.• Summer Spectrum is a collaborative summer enrichment program for students in fourth through eighth grade, and is designed by Community Services, Bloomington Park and Recreation, and the Bloomington Art Center. • Youth Galaxy Center offers a summer of service for middle school youth.• Summer Academic Support is available for students qualifying for additional help in reading and math.

early childhood family center

Early Childhood Services Bloomington Public Schools provides a high-quality educational experience for students in Kindergarten through grade twelve, and early learning opportunities for children from birth through age fi ve.

During the 2009-10 school year, the center supported:

• 1480 families in Early Childhood Family Center classesECFE classes help parents meet the challenges of parenting and help young children (birth to 5 years) develop socially, physically, emotionally, and intellectually.

• 1254 children from ages three to six in Early Childhood ScreeningEarly Childhood Screening helps identify children who may benefi t from early childhood services before they enter school and connects them with the appropriate resources and programs.

• 488 children in Family Center PreschoolsFamily Center preschools help children develop learning readiness skills so they will have the confi dence, independence, and social abilities to become successful learners.

• 28 families in Family Literacy Family Literacy programs partner with SHAPE to offer courses in English and parenting education through the SHAPE Family School program.

16

The Early Childhood Family Center’s mission is to

strengthen families through quality education and

support in parenting and parent-child relationships.

Questions?

For more information on

ECFE or early childhood

education in general

visit Bloomington Public

School’s Early Childhood

Family Center website.

17

Gifted and Talented Programs Challenge Students

Gifted, talented, and creative students are effectively served in every Bloomington school. Three levels of programs and services are provided to these students to help them reach their learning potential:

Level 1 — Differentiation of Curriculum focuses on expanding, extending and enhancing learning opportunities for all students in the regular classroom. These opportunities are provided within the school’s curriculum by the classroom teacher.

Level 2 — Enrichment and Extensions are student-selected activities that extend enrichment or expansion of experiences beyond the exploration provided through the regular classroom curriculum. Gifted and Talented specialists work with schools to develop greater choices at this level.

Level 3 — Individualized Services provide comprehensive learning plans for those students with unique, advanced educational needs not met by Levels 1 or 2 instruction. These services include Gr. 3-5 cluster classrooms; middle school Honors classes; Honors, Advanced Placement (AP) and College in the Schools classes in the high schools.

gifted & talented

For more information about these programs please visit the

Gifted & Talented website.

Elements/Dimensions AcademyThe Elements and Dimensions Academy programs are designed to meet the needs of students grades 2-3 (Elements) and 4-5 (Dimensions) who have exceptional academic skills. The programs are designed to meet the unique educational and emotional needs of gifted students who have exceptional academic skills. Highly rigorous curriculum is provided at an accelerated pace.

Current Student Enrollment: Total enrollment ....................47Non-resident ............17 (36%)

Current Student Enrollment: Total enrollment ..................164Non-resident .............57 (35%)

Retention to High School:Residents ......................... 100%Non-residents .................... 22%

18

curriculum decisions

2010-11 Offi cers:Gene Andreotti, ChairpersonDawn Stiegauf, Vice ChairFred Alonzi, Secretary

Parent and Community Representatives:Mindy Henrickson, Hillcrest Community SchoolKyle Elbert, Indian Mounds Elementary SchoolRochelle Gibbs, Normandale Hills Elementary SchoolStacy Wells, Oak Grove Elementary SchoolRenee Fetzer, Olson Elementary SchoolSteve Rosenberg, Poplar Bridge Elementary SchoolMarcia Sytsma, Ridgeview Elementary SchoolTracey Dotter, Washburn Elementary SchoolJoan Robertson, Westwood Elementary SchoolLarry Frost, Oak Grove Middle SchoolWayne Terry, Oak Grove Middle SchoolDon Bouchier, Olson Middle SchoolMary Chapman, Valley View Middle SchoolSharon Mrozek, Valley View Middle SchoolFred Alonzi, Jefferson High SchoolCindy McInroy, Kennedy High SchoolDawn Stiegauf, Jefferson and Kennedy high schools

Jim HouldingMike Jones

Tim Anderson, District DirectorJim Angermeyr, District Director

Chuck Walter, School Board representative

Curriculum Decisions Come From the CommunityThe community’s voice is heard in the curriculum review process through the

District Curriculum Advisory Committee.This district-wide advisory committee recommends

educational standards, assessments and program evaluations to the School Board.

19

Science: Sixth through Twelfth GradeScience completed the fi rst year of their curriculum revision process during the 2009 – 2010 school year. The Science Steering Team examined best practices and new state standards as they evaluated their program. In the 2010 – 2011 school year, writing teams will place and prioritize state standards into Bloomington Public Schools courses. Based on the steering team’s work, writing teams will focus on creating inquiry-based classes where students use higher order thinking skills and a variety of appropriate technologies. Teams will also focus on integrating new engineering standards into Science courses. Instructional materials that further those goals will also be selected. In 2011 – 2012, the new standards and materials will be implemented and common assessments will be written.

curriculum reviewCurriculum Review Cycle Ensures Continuous ImprovementBloomington Public Schools uses an ongoing curriculum

review process to ensure students are always exposed to the best information and benefi t from the latest knowledge in all subject areas. Each curriculum area goes through a fi ve-step review process:• Determine the best practices in teaching and learning;• Evaluate the current curriculum and alternative options;• Select the curriculum materials to meet new standards and goals;• Implement the new curriculum, including staff training and support; and• Assess how well the new curriculum is being used.Each step in the review process takes one year, and

subjects are up for review every eight years. In Fall 2010, two subject areas will implement new curriculum and resources: World Language seventh through twelfth grade, and Language Arts for sixth through twelfth grade. The areas of Science, Business and Reading will begin the process this year and adopt new curricula and materials the next one-two years.

curriculum review continued

20

World Language: Seventh through Twelfth GradeThe World Language Steering Team completed its revision of the curriculum in grades seven through twelve. The Steering Team examined research-based practices and current national standards as they evaluated and articulated their program.

The mission of the World Language program in the Bloomington Public Schools is to teach students to communicate in a language other than English and to build their cultural awareness and sense of connection to the rest of the world. The study of a world language contributes to students’ general global competence, an important skill in today’s world. Thanks to the power of technology, students in World Language classrooms connect to authentic resources from the many countries whose language they are studying.

While the importance of learning specifi c skills in listening, speaking, reading and writing remains constant, our world language program emphasizes applying those skills in order to communicate authentically. Students are encouraged to continue their study of language over a number of years. World Language is an academic discipline that is sequential and skill-based in nature, and these skills must be developed over time.

Most Bloomington middle school students select either French or Spanish, and high school students may choose among French, German, Japanese, Latin, and Spanish.

Language Arts: Sixth through Twelfth GradeThe Language Arts Steering Team completed its revision of the curriculum in grades six through twelve. Like the World Language Steering Team, the Language Arts Team examined research-based practices and current national standards as they evaluated and articulated their program.

The vision of the Language Arts Department of the Bloomington Public Schools is to provide literacy skills and knowledge, with a focus on critical reading, analytical reasoning, effective speaking, and lucid writing, so that each student can receive, access, process, and produce information as required to communicate successfully in the 21st century.

As expected, the State has adopted the Common Core standards in English and Language Arts, and has added some additional wording and specifi c standards in digital literacy. In addition, there are reading and writing standards for social studies, history and science that must be taught by those departments in their curricula. Because of the release of these new MN Language Arts Standards, we will do some updating to the curriculum we developed last year. We are scheduled to write Language Arts assessments in the spring.

A Look Ahead

This year, the District Curriculum

Advisory Committee will develop

recommendations regarding

the following curricula for the

2011-12 year: Science for grades

6-12. To learn more about the

newly revised standards, course

descriptions, or expanded

curriculum guides, visit the

Curriculum website.

21

Minnesota Graduation Required Assessments for Diploma (GRAD)Basic reading and math skills are needed to function in adult life. They are essential skills for employment, further education, and functioning in society. The Basic Skills in Reading, Mathematics, and Written Composition are part of the graduation requirements in Bloomington. Students must pass these tests, as well as earn passing grades in specifi c courses in order to receive a high school diploma.

For Reading and Math, the assessments are embedded within the Minnesota Comprehensive Assessments – 2nd Edition that students take in grades 10 (Reading) and 11 (Math). The Written Composition requirement is administered to students in grade 9. Students in all grades who have not yet passed the GRAD requirements will continue to be assessed each year until they pass. For some special education students or some students with extenuating medical conditions, schools have the option of setting an alternative, individual passing score that would be lower than the state score.

Table 1 below shows the status of all students enrolled at the end of the 2009-10 year on the tests they had taken.

Table 1: Spring 2010 Status of Graduation Required Assessments for Diploma (GRAD)

2009-10 Grade

Enrolled with Test Record Subject

Number Passing at State Standard

Number Passing at Individual Standard

9 838 Writing 761 (91%) 0

10 830 Writing 764 (92%) 1

Reading 643 (78%) 0

11 831 Writing 785 (95%) 6

Reading 722 (87%) 8

Math 494 (59%) 0

12 886 Writing 876 (99%) 8

Reading 844 (95%) 22

Math1 661 (75%) 21

1 In 2009, the Minnesota legislature amended the state GRAD rule for Math to allow students who otherwise met all other course requirements and who retested a minimum of two times and who participated in a district’s remediation programs to earn a diploma even if they did not reaching the passing score on the GRAD. The data reported in the table refl ects actual passing rates on the test rather than the proportion who met this alternative requirement.

test scores - grad

Students in all grades who have not yet passed the GRAD requirements will continue to be

assessed each year until they pass.

test scores - mca

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Measuring students’ progress against state standardsThe Minnesota Comprehensive Assessments, Second Edition (MCA-II) are tests that measure how well a student has mastered the state’s academic standards, which defi ne what a student should know and be able to do at each grade level. All grade 3 – 8 students take these tests in reading and math. In addition, grade 10 students take a reading test and grade 11 students take a math test.

Students do not pass or fail the MCA-II, but are considered “profi cient” if they either meet or exceed the state standards. These tests are part of Minnesota’s educational accountability system. Schools use MCA-II results to:• chart progress over time • generate information for school improvement and school accountability • allow for comparison of schools and districts in Minnesota

Teachers and parents can use the results as a tool to make decisions that will help improve student achievement. The state uses MCA-II results to identify schools or districts where groups of students are not making adequate yearly progress (AYP) as defi ned in the federal No Child Left Behind legislation. A school or an entire school district can be identifi ed as not making AYP if any one of nine groups of students fails to reach the state-defi ned performance target. These nine groups include all students, fi ve racial/ethnic groups, special education students, students receiving limited English profi ciency services, and students receiving subsidized or free lunch.

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Figure 1 shows the percentage of students who scored as profi cient (meets or exceeds state standard) on the MCA-II in reading for Bloomington and the State. Figure 2 shows the same information for math. Math profi ciency rates decrease at higher grade levels, particularly in math. This refl ects the increased diffi culty of the state standards at the higher grade levels.

Figure 2: 2010 MCA-II MATH Proficiency Rates for Bloomington and Total State

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Figure 1: 2010 MCA-II READING Proficiency Rates for Bloomington and Total State

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test scores - mca continued

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Figure 3: 2010 MCA-II SCIENCE Proficiency Rates for Bloomington and Total State

2010 was third year that MCA-II Science tests were given. These innovative measures are taken by students on computers, which allow signifi cantly more variation in the types of test questions that are asked. For example, students not only answer traditional multiple-choice and short-answer items, but also use computer tools to label graphs, drag-and-drop elements on the screen, and click on a various parts of graphics to select their answers.

The Science test is taken by all students in grades 5 and 8 and in high school by all students who have completed a biology course during the school year. Science is a required test under the No Child Left Behind federal requirements; however, the scores are not used in the Adequate Yearly Progress (AYP) calculations.

Figure 3 below shows the performance of Bloomington students compared to the state in these three grade levels tested.

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test scores - mca continued

Additional information about the

MCA-II results, including results from

individual buildings, is available on the

Testing & Evaluation website.

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Computerized Achievement Level Tests in Reading and Mathematics

The Computerized Achievement Level Tests (CALT) in Reading and Mathematics have been used in the District since 1999 to assess student progress from year to year, as well as to evaluate program effectiveness. Like other standardized achievement measures, CALT scores can give comparisons to national or state results. Figure 1 gives the spring 2010 CALT average scale scores in Reading, the most recent data from district-wide testing. Scale scores are designed to show change from one grade to the next, and the graphic gives an indication of the developmental growth of students’ reading skills as they move through the grades. The scores also show that Bloomington students perform above the average of the national sample of students who have taken these measures. Figure 2 shows the same information for the math tests.

In order to evaluate the effectiveness of our curriculum and instruction, the District uses the CALT scores to measure how students’ Reading and Math skills improve from one year to the next compared to what is typical for students across the nation with similar achievement levels. Looking at student growth for the same group of students is the single most effect way to evaluate whether instructional programs and district wide curricula are effective. The data in Tables 1 and 2 show the annual growth in scores for the students who were enrolled for a full year and tested in the spring of the 2009-10 school year and also in either the fall of last year or the prior spring. As the data in the tables show, our students show better than average growth at all but grade 3 in Reading. Growth in Math is better than similar performing districts in grades 2, 4 and 5, but again slightly lower than expected in grade 3 and also lower than expected in middle school. Additional information about the CALT results, including results from individual buildings, is available from the Testing & Evaluation website.

Figure 1: Spring 2010 Average Scale Score by Grade for CALT Reading

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Figure 2: Spring 2010 Average Scale Score by Grade for CALT Math

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Table 1: Annual Gains in Reading CALT for 2009-10

Grade Pre-Test Score Spring Score Average Gain Expected Gain

2 177.7 194.7 17.4 13.7

3 194.1 203.1 9.0 9.3

4 204.2 211.5 7.3 6.7

5 213.2 220.0 6.8 4.9

6 216.5 222.1 5.6 3.9

7 220.8 225.8 5.0 3.4

Table 2: Annual Gains in Math CALT for 2009-10

Grade Pre-Test Score Spring Score Average Gain Expected Gain

2 185.2 200.9 15.7 12.8

3 201.8 210.4 8.6 10.9

4 211.3 221.0 9.7 9.3

5 222.6 231.0 8.4 7.5

6 227.2 232.3 5.1 5.8

7 232.5 237.6 5.0 5.7

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Adequate Yearly Progress ResultsBloomington Public Schools continues to work to meet the federal Adequate Yearly Progress (AYP) requirements of the No Child Left Behind (NCLB) Act.

A school and district’s AYP status is determined by aggregating the results of academic achievement measures in reading/language arts and math, student participation rates in these assessments, graduation rates, and for elementary and middle schools, the attendance rates. Many times tested subgroups at a school level are not large enough to meet the minimum group size at an individual school level. However, when all of the data is compiled into one report at the district level the number will, in many cases, reach or surpass the minimum group size, and thus, possibly identify the district as not making adequate yearly progress.

In 2010, four Bloomington schools reached the necessary requirements to achieve AYP: Olson Elementary, Ridgeview, Hillcrest Community School, and Westwood. The remaining 11 schools not making AYP included Kennedy and Jefferson High Schools; Oak Grove Middle, Valley View Middle, and Olson Middle; Valley View Elementary, Normandale Hills, Indian Mounds, Poplar Bridge, Oak Grove Elementary and Washburn.

While the District met the profi ciency standards for reading and math for the total student population, it did not make AYP in 2010 because it did not meet profi ciency targets for the following student groups: Hispanic, Black, Limited English Profi cient (LEP), Special Education, and Economically Disadvantaged (students who qualify for free and reduced lunch). The District was among the more than 300 districts in Minnesota not making AYP this year.

adequate yearly progress

adequate yearly progress continued

The following Table provides the 2010 District AYP Math results:

Group Total Students Math Profi cient Target IndexProfi cient AYP

Status

All Students 5375 76.37 75.48 Yes

Am. Indian 56 67.31 65.32 Yes

Asian 542 83.17 73.88 Yes

Hispanic 637 58.33 75.12 No

Black 927 55.36 74.5 No

White 3213 84.43 74.52 Yes

LEP 539 57.01 76.65 No

Sp. Ed. 766 56.79 75.13 No

F/R Lunch 2050 61.27 75.7 No

The following Table provides the 2010 District AYP Reading, attendance and graduation results:

GroupTotal

StudentsReading

Profi cientTargetIndex

Profi cientAYP Status

AttendanceRate

GraduationRate

All Students 5403 83.37 80.84 Yes 95.40 96.99

Am. Indian 62 77.19 71.5 Yes 93.37 100.00

Asian 546 82.8 78.79 Yes 96.71 100.00

Hispanic 656 62.89 79.11 No 95.26 77.78

Black 947 71.03 79.38 Yes 94.44 93.10

White 3192 91 80.46 Yes 95.50 98.13

LEP 563 59.26 79.67 No 96.25 64.29

Sp. Ed. 773 64.05 75.59 No 93.67 87.84

F/R Lunch 2095 69.98 80.3 No 94.47 93.80

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The 2009-10 Annual Report was published as an online publication and will not be distributed in print by Bloomington Public Schools. If you would like to print this report for personal use,

a list of the links provided in the report are listed below for your reference:

Page 2 – Board of Education school-board.departments.bloomington.schoolfusion.us

Page 13 – Parent Surveyhttp://department.services.bloomington.schoolfusion.us/modules/cms/pages.phtml?pageid=176994

Page 14 – Youth Programs http://department.students.bloomington.schoolfusion.us/modules/cms/pages.phtml?pageid=201202

Page 14 – Activity Centershttp://cs.bloomington.schoolfusion.us/modules/cms/pages.phtml?pageid=186082

Page 16 – Early Childhood Family Centerhttp://cs.bloomington.schoolfusion.us/modules/cms/pages.phtml?pageid=176028

Page 17 – Gifted and Talentedhttp://department.services.bloomington.schoolfusion.us/modules/cms/pages.phtml?pageid=176974

Page 20- Curriculumhttp://department.services.bloomington.schoolfusion.us/modules/cms/pages.phtml?pageid=199133

Page 24- Testing and Evaluation - MCA II Results http://department.services.bloomington.schoolfusion.us/modules/cms/pages.phtml?pageid=177409

Page 25- Testing and Evaluation - CALT Resultshttp://department.services.bloomington.schoolfusion.us/modules/cms/pages.phtml?pageid=176994

web site addresses

For more information about BloomingtonPublic Schools, please visit our web site at www.bloomingtonschools.infoHave a comment or concern?

Write us at: commrelations@bloomington.k12.mn.us

The 2009-10 Annual Report is published by

Bloomington Public Schools1350 W. 106th Street

Bloomington, MN 55431-4126

Editor: Rick J. Kaufman, APR

Executive Director of Community Relations (952) 681-6403

Writer:Jaclyn Swords

Communications Specialist

Copy Reader:Nancy EidemDeb Bunkholt

Photos:Jeff Olson