School District 197's Annual Report, 2012-13

2012-13

ANNUAL REPORT TO THE COMMUNITY

WELCOME District 197 community members, Each year we are pleased to provide you with an Annual Report of the district’s progress and achievements in the previous school year. On the following pages you will find information on our schools’ academic performance, districtwide program enhancements, recent school board initiatives and more. In addition, we’ve included financial information to demonstrate the ways in which we use our fiscal resources prudently and effectively.

Dr. Nancy Allen-Mastro, Superintendent

This past year, my first in District 197, was filled with many highlights. It has been a pleasure meeting and working with staff, parents and our community. From the start our conversations have centered on the need to raise student achievement, change the way we think about learning and transform the way we deliver instruction. There is wide agreement that we need a new model for education that is better suited to preparing all students to be successful in a 21st century workforce.

These early conversations led to a district-wide reading in the fall of 2012 of Tony Wagner’s, The Global Achievement Gap, which framed our conversation and provided a vision for the future. Then the thoughts and ideas of our stakeholders came together last spring when, with the help of the community, our School Board revised its Strategic Framework (see page 3) and set the district on a course for substantive and meaningful advancement.

It is an incredible time of growth in District 197, not only academically within our classrooms, but also in the number of students attending our schools. After a period of years in which our enrollment was decreasing, our schools are once again reaching capacity. Recent resident enrollment projections (see page 5) show that this trend will likely continue well into the future.

To address these changes in our schools, this fall our school board appointed a Facilities Task Force of parents and administrators (see page 12). The Task Force is considering options that will secure facilities for our expanding Early Learning (birth to age 5) programs and address security improvements and other potential site enhancements we are considering for our schools.

Our community will have important choices to make in the coming year. Our 10-year Capital Projects Technology Levy will expire in 2014, and we will ask voters to help sustain and enhance our district’s technology resources for students.

Thank you for making 2012-13 the successful year it was! Our future looks bright.

District 197 has an immense set of assets, and while there are many improvements we’d like to make, we begin from a position of strength and move forward confidently, knowing that what we do impacts the lives of our students and community for years to come.

Sincerely, Dr. Nancy Allen-Mastro, Superintendent

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Back row, from left: Joanne Mansur, Byron Schwab and Pat Barnum*.

Front row, from left: Dr. Dewayne Dill*, Brenda Corbett, David Koziol*, and Mark Spurr.

SCHOOL BOARD OF DISTRICT 197 The School Board of District 197 is comprised of seven members of the school community and is responsible for overseeing and setting the strategic direction of the District.

The School Board of District 197 meets two times per month, generally on the first and third Mondays. All meetings are open to the public unless otherwise noted. Agendas are generally posted online three days prior to The School Board is responsible for the meeting date.

overseeing and setting the strategic direction of the District.

The first meeting of the month is a Business Meeting during which the Board hears reports, discusses options and takes formal actions.

Before each Business Meeting, the board holds a Listening Session — an informal opportunity for parents, students and community members to talk with school board representatives and administrators about school issues. The board hopes this less formal setting will encourage more dialogue with community members from the school district.

The second meeting of the month is a Work Session. During these meetings, the Board has more in-depth discussions on particular topics; no formal actions are taken. Work Sessions include Public Comment Periods for members of the public to address the full board.

The public is invited to attend board meetings and contact members of the School Board with questions and concerns regarding School District 197 business.

Contact information for all school board members is available on the district website at www.isd197.org/schoolboard or by contacting the Superintendent’s office at 651-403-7002. *Denotes Board Members whose terms expire Dec. 31, 2013. All other Board Members’ terms expire Dec. 31, 2015.

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STRATEGIC FRAMEWORK STRATEGIC FRAMEWORK The work of District 197 is guided by the Strategic Framework. The components of the Framework include our mission and vision statements, core values and six strategic goals.

The process to revise the Strategic Framework began early in 2013. Initial planning meetings among the Board revealed that updates to the Strategic Framework were needed. Since the last update in 2010, new district priorities had been identified through the Strategic Redesign Advisory Committee (SRAC) and it was clear that the District’s goals needed to better reflect its focus on educating 21st century learners and increasing student achievement.

To gain input from the community the board held a series of three Stakeholder Engagement meetings in February, March and April. Teachers, parents and area residents, who signed up to participate by responding to an open invitation, met with administrators and the School Board to offer input and ideas regarding the current state of the District and what they felt should be changed in the future.

The Board then used their feedback to revise the District’s mission and vision statements, core values and goals.

To put the Strategic Framework’s words into action, all levels of goal-setting are connected to create an aligned goal structure throughout the District, linking the daily work of teachers in the classroom to the strategic objectives of the School Board.

Over the summer, administrators developed core strategies and created an implementation plan based on the district’s strategic objectives (goals within the Strategic Framework). This fall, all district departments This strategic planning and implementation will and school buildings will lead to positive impacts on student success and engage in Continuous Improvement Planning (CIP) to set goals that are resultsoriented and directly aligned . with the District’s strategic objectives. Goals set by teachers in their Collaborative Teams in September are directly connected to their department’s goals.

assure all District 197 graduates are prepared for college and careers in the 21st century

The Strategic Framework serves as a stable and consistent guide that keeps all members of the district — teachers, principals, support staff and administrators — focused on the same common goals and purpose. Continuous Improvement Planning is an annual process that ensures continued progress toward achieving those goals. Together, this strategic planning and implementation will lead to positive impacts on student success and assure all District 197 graduates are prepared for college and careers in the 21st century.

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Our commitment to student growth and achievement in District 197.

MISSION - Our core purpose School District 197 provides a challenging educational environment that instills in each student a lifelong passion for learning, empowers all students to achieve their personal goals and academic potential, and prepares them to be responsible citizens in an interconnected world.

VISION - What we intend to create • Comprehensive and exemplary academic and co-curricular programs and services.

• Rigorous 21st Century curriculum and instruction based on current research and best practices.

• A safe and respectful learning community.

• A welcoming environment that embraces diversity.

• The leading educational choice in the community.

CORE VALUES - What drives our words and actions

Accountability: Upholding a shared commitment to achieving goals, producing measurable results, and ensuring transparent communication.

Collaboration: Engaging in partnerships founded on interdependence, trust and transparency.

Curiosity: Inspiring a lifelong desire to learn and grow.

Equity: Providing all students with equitable access to educational resources and opportunities.

Excellence: Setting high expectations and focusing on continuous improvement.

Innovation: Encouraging creative problem solving, critical thinking, and risk taking.

Respect: Demonstrating personal responsibility, holding high regard for self and others, and honoring individual gifts, talents and perspectives.

Stewardship: Allocating resources in a wise and sustainable manner to cost-effectively achieve our vision.

GOALS — How we focus the allocation of resources A. Achieve measurable growth and continuous progress for each student.

B. Narrow the achievement gap.

C. Personalize learning by offering multiple pathways and opportunities for students to explore individual interests and talents.

D. Prepare students to be career or college ready.

E. Deliver high impact early learning opportunities.

F. Transform teaching and learning through the innovative use of technology and other non-traditional methods and media.

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DISTRICT OVERVIEW District 197 is a close-knit community of schools with nearly 4,800 students, serving all or parts of the communities of Eagan, Inver Grove Heights, Lilydale, Mendota, Mendota Heights, Sunfish Lake and West St. Paul.

Five elementary schools (K-4) • Garlough Environmental Magnet School, Mendota Elementary, Moreland Arts and Health Sciences Magnet School, Pilot Knob STEM Magnet School and Somerset Elementary Two middle schools (5-8) • Friendly Hills Middle School and Heritage Environmental-STEM Magnet School One unified high school (9-12) • Henry Sibley High School STUDENT ENROLLMENT ON THE RISE

STUDENT ENROLLMENT, 2012-13

After a period of decline, the District has experienced an increase in students enrolling in our schools. From 2008-09 to 2013-14, the district’s enrollment has increased 9.5 percent.

Elementary (grades K-4)

1,856

Middle School (grades 5-8)

1,414

High School (grades 9-12)

1,391

District Total for 2012-13

4,661

This trend of enrollment increases is expected to continue. In the spring of 2012 the District contracted with Hazel Reinhardt, former Minnesota State Demographer, to assess the future of student enrollment. Reinhardt provided updated projections in the fall of 2013. Overall, Reinhardt reported that the outlook on resident student enrollment in District 197 is positive with increases projected through 2022.

SCHOOL DISTRICT 197 ENROLLMENT Projected enrollment

Actual enrollment as of Oct. 1

6000

4,000

4,394

4000

4,365

5,715

5,630

5,552

5,425

5,316

5,165

5,047

4,943

4,500

4,780

5,000

4,661

5000

4,536

4,713

5,500

4,379

Number of students enrolled, K-12

6,000

3,500

3000

20 21 -2 2

20 12 -1 3 20 13 -1 4 20 14 -1 5 20 15 -1 6 20 16 -1 7 20 17 -1 8 20 18 -1 9 20 19 -2 0 20 20 -2 1

2000

20 08 -0 9 20 09 -1 0 20 10 -1 1 20 11 -1 2

3,000

School Year

1000 5

District Goal: Personalize learning by offering multiple pathways and opportunities to explore individual interests and talents.

To best serve and accommodate these future students, the district underwent a comprehensive facilities study in 2012-13, and formed a Facilities Task Force in 2013-14 to explore changes to district facilities that would help meet programming needs.

State funding is directly tied to the number of students in our schools.

Increases in enrollment allow the District to maintain a stable budget and continue to provide a high-quality education to our community.

ENROLLMENT TRENDS Families have a wealth of choices when it comes to selecting the right school for their child. District 197 is making continual efforts to educate parents about programs and initiatives in our schools. As outlined in the District’s Strategic Framework, part of our vision is to be the leading educational choice in the community. The percentage of District 197 residents who attend our schools has increased from 61 percent in 2009 to 65 percent in 2013. This is a trend we expect will continue as more families move into our district and as those who previously attended private schools choose to enroll in District 197. of District 197’s District 197 schools also enroll a higher percentage students live of nonresident students than a typical metro area outside district boundaries. district. For the 2013-14 school year, School District These families, through open 197 has 861 open enrollment students, representing enrollment, have sought out approximately 18 percent of the student population. and enrolled in our schools.

Open enrollment students are financed by state funding and bring additional revenue to the District, allowing us to maintain optimal class sizes and avoid budget cuts.

18%

Recent additions to the District such as our Magnet Schools, the expansion of our preschool program and enhancements to our Gifted and Talented and music programs, to name a few, are all ways that District 197 works to ensure we are the schools of choice for area families.

CHANGING DEMOGRAPHICS

STUDENT DEMOGRAPHIC DATA, 2012–13

Ethnic Minority Students 43% Over the past decade, the percentage of School District 197’s minority students Students qualifying for free/reduced lunch 41% has increased from 20 percent in 2003 Students qualifying for English Second 13% to 43 percent today. Projections through Language services *36 different languages spoken by students 2014 show that the minority population density by race will continue to grow at Students qualifying for special education 17% approximately the same rate as it has in the past decade. Additionally, the district’s poverty rate, as indicated by free and reduced lunch counts, has grown at a similar rate.

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DISTRICT STAKEHOLDERS Our teachers are the driving force behind our mission to empower students and prepare them to be responsible citizens in an interconnected world. Each day, qualified, caring teachers in all eight of our schools focus on the social, emotional and academic growth of each individual child.

Further, when district residents were asked in our annual survey what they like most about District 197, the answer most often given was “good teachers.”

STAFF PROFILE District 197 is proud of its highly qualified teachers and support staff who are committed to helping every child learn and succeed.

• 74 percent of our teachers have a master’s degree or higher • 58 percent of our teachers have 10 or more years of teaching experience in District 197

District 74% of197School teachers hold

a master’s degree or higher in their field.

PROFESSIONAL DEVELOPMENT In order to support teachers and school leaders, District 197 is committed to high-quality professional development. One aspect of District 197’s professional development plan is the Alternative Teacher Professional Pay System (ATPPS). The program pairs teachers with peer coaches who help teachers develop annual goals and action plans that address professional growth and student achievement.

Teachers in District 197 have reported that the ATPPS program has improved classroom instruction by helping them establish personalized goals, making them more conscious about instructional decisions and increasing their awareness of classroom best-practices.

NOTABLE 2012-13 STAFF ACHIEVEMENTS • Bethany Piety of Friendly Hills and Jethra Spector of Somerset Elementary were recognized as 2013 TIES Exceptional Teachers for technology integration.

• Garlough teacher Debbi Krohn was one of two Minnesota educators to receive the Outstanding Educator Award for Ethics in Education and $15,000 from the WEM Foundation and Synergy & Leadership Exchange.

• Heritage’s Dr. Craig Roble was selected for the 2013 Apple Distinguished Educator program.

• Garlough teacher Jennifer Parker was selected to participate in Fulbright Japan’s 2013 Japan-U.S. Teacher Exchange Program.

• A lesson by Henry Sibley Physics teacher Peter Bohacek, called “How does work…work?” was chosen by the nonprofit TED-Ed to be professionally animated for teachers around the world to use in the classroom.

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District Core Value: Excellence — ­ Setting high expectations and focusing on continuous improvement.

District 197 believes an engaged and committed partnership between parents, students, staff, administration, and the public is critical to the success of the school district as well as the vitality of the community.

COMMUNITY SURVEYS To measure progress in this area, District 197 conducts surveys and polls of its various stakeholder groups in an effort to assess constituent attitudes and beliefs about the operation of the school district.

As in years past, District 197 contracted Decision Resources, Ltd. (DRL) to conduct a scientific community survey of school district residents to help track community perceptions of the district.

The district continues to show improvement with residents on key factors: • Trustworthy – 85 percent of residents trust the School Board to do what’s right for students.

• Quality – 80 percent of residents rate the quality of education provided by District 197 schools as good or excellent.

say 88% oftheresidents community

receives a good value for its investment in its public schools.

• Safety – 88 percent of residents say District 197 provides a safe and secure school environment for students.

• Good Investment – 88 percent of residents say the community receives a good value for its investment in its public schools. This is an increase of two percentage points from last year’s survey and an approval rating that is among the highest in the metropolitan area, according to DRL. In addition to providing the School Board and administrators with valuable community feedback, the results of the survey are used as part of the district’s scorecard measurements for continuous improvement.

ADVISORY COMMITTEES School District 197 welcomes and appreciates input from parents, staff and community members through various advisory committees and parent groups.

These organizations help to create valuable school-community partnerships.

• Curriculum Advisory Committee • Parent-Teacher Associations / Organizations / Boosters • Parent Ambassador Network • Special Education Advisory Committee • Gifted and Talented Advisory Committee • TriDistrict Community Education Advisory Council

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CURRICULUM & ASSESSMENT The school board, administration and staff of District 197 are committed to high student achievement and continuous improvement for all students.

Student assessment data provides teachers and administrators with the information needed to improve instruction and is one way the District monitors student performance over time and within each subject area. Through standardized tests such as the Minnesota Comprehensive Assessments (MCAs) and Northwest Evaluation Association (NWEA) exams, the district is able to analyze student progress and curriculum and hold the district accountable for offering the best possible education for all students.

While assessment data is critical to measuring progress, it is important to remember that testing is just one of many tools used to improve instruction and increase achievement. District 197 believes that student achievement will also be enhanced through: • Continuous communication with parents, students and the community; • Challenging curriculum that reflects best practices; • Staff development opportunities designed to enhance the quality of instruction; • Adequate fiscal resources to maintain program stability, appropriate facilities and equipment; and • An ongoing review of curriculum instruction.

To be successful 21st Century Skills after graduation, students must learn • Critical thinking and problem solving to be critical thinkers, • Collaboration across networks and leading by influence communicators • Agility and adaptability and responsible • Initiative and entrepreneurialism citizens. Students • Effective oral and written communications must know how to • Accessing and analyzing information access, interpret and • Curiosity and imagination apply information - Tony Wagner, author of to solve the new “The Global Achievement Gap” problems of an increasingly complex world.

When academic standards are embedded into teaching methods and curriculum is aligned across grade levels, it will ensure that we are preparing students to thrive in the 21st century.

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District Goal: Narrow the achievement gap.

MINNESOTA COMPREHENSIVE ASSESSMENTS (MCAs) The MCAs are state tests used to assess school performance as required under federal No Child Left Behind legislation and used in identifying if schools are making Adequate Yearly Progress (AYP).

• Reading tests are given to students in grades 3-8 and 10. With the change to the MCA reading test in the spring of 2013, the district saw a drop in proficiency just as the state did. The district performed slightly above the state average in grades 8 and 10.

• Math tests are given to students in grades 3-8 and 11. The district continues to perform below the state average at our middle schools on the math test; this is an area of great focus for the 2013-14 school year.

90% • Science tests are given to students in grades 5, 8 and in high school (biology). On the MCA Science test, the district continues to score above the state at all levels, most notably at the high school.

80%

Percent of students proficient

2013 MINNESOTA COMPREHENSIVE ASSESSMENTS RESULTS 70% 70%

60% 60%

50% 50%

40% 40%

30% 30%

Reading Math Science

Grade 3 Grade 4

Grade 5

Grade 6 Grade 7

Grade 8

High School

55.8 51.9 60.1 57.5 53.0 56.2 62.5 70.0 67.5 45.6 41.7 49.6 46.9 56.9 60.2 46.1 67.8

One of the ways School District 197 seeks to aid struggling students is through our new Alternative Delivery of Specialized Instructional Services (ADSIS) program. ADSIS, implemented during the 2013-14 school year, is a district-wide, targeted intervention program that provides academic support in math specifically to students who are considered not proficient on the MCAs. Other academic initiatives include an increased focus on using test data to inform instructional practices and providing support and professional development for teachers as they work with students and shift to new teaching methods. Furthermore, our Curriculum, Instruction and Assessment staff is working closely with building principals and teachers to re-evaluate our processes and ensure the proper intervention programs are put in place.

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SCHOOL BOARD INITIATIVES The District 197 School Board and administration believe that the community can help the district develop and evaluate long-term projects and programs, not only by contributing time and talent, but also because our choices must reflect the values of the community. The School Board established committees to explore six initiatives in 2012-13.

More information about each of these initiatives is available on the district’s website at www.isd197.org/schoolboard/initiatives.

BLENDED LEARNING This committee studied the further integration of Blended Learning, which utilizes both in-class and online instructional delivery methods in our middle and high school classrooms.

Teachers have made substantial strides in integrating technologyinfused curriculum into classrooms in the past several years and efforts are continually being made to increase blended learning throughout District 197.

MAGNET PROGRAM SUSTAINABILITY This committee examined the future of the federally funded magnet programs at Pilot Knob STEM Magnet, Moreland Arts & Health Sciences Magnet and Heritage E-STEM Magnet schools since the three-year federal grant that helped establish them as magnet schools was set to end in 2013. However, carryover funding from the federal magnet grant is available for the 2013-14 school year and will be used to sustain some programming.

School District 197 is committed to offering high-quality magnet programming for students and families. Magnet schools in District 197 — Garlough Environmental Magnet School, Pilot Knob, Moreland and Heritage — will Magnet schools in District 197 continue to be places where inquiry and hands-on will continue to be places where learning occur daily and technology, arts and health sciences, environmental education, and STEM principles are integrated across the curriculum. Learn more about the district’s plans for magnet sustainability on the district’s website.

inquiry and hands-on learning occur daily.

EARLY COLLEGE OPTIONS

This committee explored ways to increase college credit-earning opportunities at Henry Sibley High School. Offering credit-earning programs to high school students holds exciting possibilities because of their potential to expose more students to the rigor of college-level coursework, accelerate post-secondary training, offer the option to attain a degree while earning a high school diploma and save families money.

Currently, Henry Sibley students have opportunities to take college-level courses in programs such as College in the Schools (CIS), Advanced Placement (AP), Postsecondary Enrollment Options (PSEO), and Seniors to Sophomores. An additional opportunity for students through Inver Hills Community College’s Inver Prep program is projected to be available as soon as the 2014-15 school year.

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District Goal: Transform teaching and learning through the innovative use of technology and other nontraditional methods and media.

TECHNOLOGY INTEGRATION This committee began the process of developing a sustainable district technology plan, as well as defined options to support the transition to digital learning. District teachers and staff report that technology tools increase student engagement within the classroom and allowed for more personalized, self-directed learning. In short, classroom technology has enabled our students to connect, collaborate, create, and engage in learning that is relevant, contextual and experiential.

Technology has led to an

increase in student achievement and allowed for more personalized learning.

Work has begun on many of the committee’s recommendations. However, funding for many of the district’s technology initiatives is dependent on the voter-approved capital projects (technology) levy, which is set to expire in 2014. The School Board is currently in the process of determining whether the district will need to renew and/or increase the district’s capital projects levy.

LITERACY: BIRTH TO GRADE 3 / EARLY LEARNING This committee researched ways to increase access to the district’s early learning programs, align curriculum from pre-k to Grade 3 and develop age-appropriate facilities. Significant research exists about the benefits of early learning programs and their positive affect on a student’s longterm academic achievement. The District is confident that expanding its preschool program will ensure more students are prepared to succeed in kindergarten and reach critical literacy milestones by grade 3.

Among other recommendations, the committee’s identified that permanent, ageappropriate space for Early Learning is needed in the district to sustain and grow programming. The district’s early learning programs are currently located in three elementary schools, based on need and available classrooms. This recommendation is currently being explored by a Board-appointed Facilities Task Force (see below).

FACILITIES UTILIZATION COMMITTEE This committee conducted a study to better understand use of the district’s existing facilities to aid the School Board in planning for the future. The Facility Utilization committee presented their final report and recommendations in April 2013 and indicated that the two largest issues impacting space needs throughout the district were projected enrollment increases and growth in Early Learning programs. In August 2013, the School Board approved a Facilities Task Force to explore these issues. Follow the work of this task force at www.isd197.org/schoolboard/initiatives.

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PROGRAM ENHANCEMENTS District 197 is committed to comprehensive curriculum planning, assessment and an emphasis on differentiated learning to respond to the individual needs of students. Our curriculum is focused on results and a commitment to continually improve student achievement.

To that end, the following programs were added or enhanced in 2012-13, with many changes taking place in 2013-14:

MUSIC PROGRAM In 2012, based on the recommendations of a district-community Music Taskforce, School District 197 implemented several new initiatives to strengthen and grow music programming district-wide. The plan included: • Increasing the number of music faculty to support the curriculum.

• Developing an in-school lesson program to provide students with individual or small-group learning opportunities.

• Ensuring all elementary students receive 90 minutes of music instruction each week.

• Allocating $50,000 annually to district-owned instrument repair and replacement.

• Expanding the 4th grade music exploration program.

At the end of the 2012-13 school year, administrators and program leaders reviewed the progress of each initiative. Overall, results were very positive, with teachers and parents saying they felt the increases in district-level coordination, communication and funding, as well as the enhanced music opportunities for kids added noticeable improvements to the music program. Based on teachers’ input, some program adjustments will occur during the 2013-14 school year.

An underlying goal of the Music Taskforce was to increase participation at the secondary level and a review of current data shows that program enrollment is on the rise. At the high school, 27 percent of the student body is projected to participate in music in 2013-14, bringing numbers back up to 2009 levels.

COLLEGE READINESS Advancement Via Individual Determination (AVID) is a structured post-secondary preparatory system that aims to ensure all students — especially those who are in the academic middle — succeed. The program aims to have students access a rigorous curriculum; complete a rigorous college preparatory path; enter mainstream activities of the school; increase their enrollment in post-secondary institutions; and become educated and responsible participants and leaders.

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District Core Value: Respect — ­­ Demonstrating personal responsibility, holding high regard for self and others, and honoring individual gifts, talents and perspectives.

During the 2011-12 school year, AVID was offered as a 7th grade elective at Friendly Hills Middle School. For the 2012-13 school year, AVID expanded to 8th grade at Friendly Hills, 7th grade at Heritage E-STEM Magnet School and 9th grade at Henry Sibley High School.

MATH INTERVENTION Alternative Delivery of Specialized Instruction Services (ADSIS) is a program that provides instruction to assist students who need additional academic or behavioral support to succeed in the general education environment.

Within the ADSIS program, students who may have otherwise been referred for special education testing are given additional academic and/or behavioral support to succeed in the general education environment. The district expects that by implementing targeted interventions through ADSIS, inappropriate referrals to special education will be reduced. For the 2013-14 school year, ADSIS is in place at Garlough, Moreland, Friendly Hills, Heritage and Henry Sibley.

FOCUSING ON SCHOOL CULTURE Research shows that students perform better academically and make better behavior choices when their school environment feels positive and predictable. To help train teachers and principals to establish positive school environments, in 2012-13, staff from Moreland Arts and Health Sciences Magnet School and Friendly Hills Middle School pursued a grant for Positive Behavioral Intervention and Support (PBIS) training starting in fall 2013. The PBIS program also emphasizes the collection and analysis of data to help staff make decisions and solve problems. In Minnesota, the state’s Department of Education facilitates the PBIS training.

Schools in Minnesota that have implemented PBIS strategies have reported improved school culture, increased instructional time and fewer disciplinary incidents and suspensions.

Garlough Environmental Magnet School started its two-year PBIS training and implementation period in 2010 and has benefitted from setting consistent expectations and using a common language regarding behaviors.

Students perform better academically and make better behavior choices when their

school environment feels positive and predictable.

Similarly, Heritage E-STEM Magnet School adopted an initiative in 2012-13 called Heritage HABITS. The Heritage HABITS are guidelines that clearly lay out expectations for how students should behave in school, on the bus, and in the greater community. The list of HABITS was written by Heritage teachers after they discussed ways to better communicate with students about their expectations for good conduct. The themes of HABITS — Honesty, Attitude, Behavior, Integrity, Teamwork and Success — have helped students and staff create a respectful and orderly learning environment that helps encourage academic success.

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EDUCATIONAL OUTCOMES ACT

3.5

Composite ACT Score

3.0 23 2.5

2011

2012

National

State

District 197

National

0.0

State

0.5

District 197

1.0 21

National

1.5

State

2.0 22

District 197

District 197 high school students continue to score above both national and state averages on the ACT, a national college admissions examination consisting of subject area tests in English, mathematics, reading and science. In 2013, 202 Henry Sibley students took the ACT and averaged a composite score of 23.9.

ACT RESULTS

4.0 24

2013

On the ACT, District 197 high school students continue to

score above national and state averages.

ADVANCED PLACEMENT Last year, 237 students took 303 Advanced Placement (AP) tests in 13 different classes. Generally, a score of 3 or better (out of a total of 5) is regarded as an indicator of ability to do successful work at most colleges. Students who score at least a 3 on their AP exam often qualify for college credit.

AP classes offered at Sibley cover the following subjects: U.S. History, Calculus, Computer Science, Statistics, Biology, Chemistry, Physics, Psychology, Environmental Science, Music Theory, and English Language and Composition.

Of the tests administered at Henry Sibley during the 2012-13 school year, 81 percent received a score of 3 or higher, potentially saving families thousands of dollars in college tuition.

Sixty-five Henry Sibley students were recognized for their achievements (a score of 3 or higher on a 5-point scale) on the spring 2013 Advanced Placement Exams: • 28 students were named AP Scholars for completing three or more AP Exams with scores of 3 or higher.

• 15 students were named AP Scholars with Honor for scoring an average of at least 3.25 on all AP Exams taken, and scoring 3 or higher on four or more exams.

• 20 students were named AP Scholars with Distinction for scoring an average of at least 3.5 on all AP Exams taken, and scoring 3 or higher on five or more exams.

• 2 students were named National AP Scholars for scoring an average of at least 4 on all AP Exams taken, and scoring 4 or higher on eight or more exams.

COLLEGE IN THE SCHOOLS In addition to Advanced Placement courses, Henry Sibley also partners with the University of Minnesota (U of M) and Minnesota State University, Mankato in offering College in the Schools (CIS) courses in Spanish and French, which allows students to earn college credit in courses taught by specially trained Sibley teachers and potentially save thousands of dollars in college tuition. See more on page 11 about the district’s exploration of ways to expand Early College Options for Sibley students.

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95%

of students in the Class of 2013 said Henry Sibley offered enough advanced or college-credit earning courses to fit their needs.

District Goal: Prepare students to be career or college ready.

POST-SECONDARY PLANS Recognizing that the educational journey of our students does not end with high school graduation, a profile of Henry Sibley High School graduates indicates the majority of students in the Class of 2013, 88 percent, planned to go on to some form of

2013 Henry Sibley 90% ofgraduates said they felt fully prepared for the transition from high school to college, work or the military.

post-secondary education:

• 73 percent planned to attend 4-year colleges • 90 percent said they felt fully prepared for the transition from high school to college, work or the military.

Some of the colleges students in the Class of 2013 planned to attend include: American Military University School of the Art Institute of Chicago Augsburg College Seton Hall University Aveda Institute Southwest Minnesota State University Bemidji State University St. Cloud State University Bethel University St. Mary’s University Boston University St. Olaf College Century College St. Paul College Concordia College The College of St. Scholastica Cottey College United States Military Academy Dakota County Technical College University of Colorado - Boulder Drake University University of Colorado - Denver Hamline University University of Indiana Indiana University - Bloomington University of Iowa Inver Hills Community College University of Minnesota - Duluth Iowa State University University of Minnesota - Morris Lewis and Clark College University of Minnesota - Twin Cities Luther College University of Minnesota - Rochester Macalester College University of Missouri Miami University University of North Dakota Minneapolis Business College University of St. Thomas Minneapolis Community and Technical College University of Tampa Minneapolis College of Art and Design University of Wisconsin - Eau Claire Minnesota School of Cosmetology University of Wisconsin - Madison Minnesota State University - Mankato University of Wisconsin - Milwaukee Montana State University - Bozeman University of Wisconsin - Stevens Point Northwestern College University of Wisconsin - Stout Pace University University of Wisconsin - La Crosse Pensacola Christian College Wartburg College Purdue University Westminster College San Diego State University Winona State University

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OPERATIONS & TECHNOLOGY SUSTAINABILITY LIVEGREEN is the district-wide sustainability program that has been in place since 2003. LIVEGREEN promotes energy saving and recycling initiatives and has enabled the district to avoid more than $1.6 million in utility costs, including just under $150,000 in 2012-13 alone. The district has also maintained Energy Star ratings in all eight school buildings.

2012-13 LIVEGREEN Team Susan Bomberg, Mendota Katie Carter, Henry Sibley Steph Casmer, Moreland Staci Dreelan, Heritage Lisa Johnson, District Jessalin Karsnia, Pilot Knob Jennifer Regan, Garlough Dan Reed, Friendly Hills Perry Tinjum, Somerset

During the 2012-13 school year, the district launched a two-year “Recycling Reboot” campaign to increase recycling in all buildings. In the first year alone, recycling was increased by 15 percent. The efforts will continue into increase recycling during the 2013-14 school year, with the goal of recycling 67 percent of all waste.

CHILD NUTRITION The District 197 Child Nutrition staff is committed to providing nutritious, high-quality meals that appeal to children, help them stay healthy and give them the energy they need to be successful in the classroom.

Following the passage of the Healthy, Hunger-Free Kids Act, in 2012 the U.S. Department of Agriculture made the first major changes to school meal requirements in 15 years.

In the fall of 2012, USDA’s new nutrition guidelines for school lunches took effect. In addition to previous total fat, trans fat, and saturated fat restrictions, the new guidelines included updated calorie ranges, gradual sodium restrictions, and new meal pattern requirements.

New, healthier menus for school breakfasts were also implemented during the 2012-13 school year. The six schools in District 197 that offer breakfast now include only grains that are “whole grain rich,” only white skim and 1 percent milk at the elementary and middle schools, salad bars with fresh fruit choices, and lower-sugar alternatives for cereals and granola bars. In addition, each item on the menu was analyzed to ensure it fits within the new USDA regulations.

2012-13 Wellness Committee Jenna Amundson Steven Goldade Aimee Gonzalez Laura Grulkowski Rebecca Hesse Amie Hohenstein Emily O’Keefe Stacie O’Leary Thomas Orth Mike Petrasek Michelle Phillips Roberta Tichy Jill Verchota Tracy Westman Jeffery Wolfer Jo Zimmel

These improved guidelines make sure that schools’ meals are healthy and “right-sized” for kids based on their age, and also help parents know that schools are offering healthy foods. All menus can be viewed online at www.isd197.org/services/childnutrition.

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District Vision: Innovation — Encouraging creative problem solving, critical thinking and risk taking.

TECHNOLOGY District 197 is constantly integrating new technology that allows our students to take their learning to new levels and prepares them for life beyond the classroom. Our schools are committed to exposing students to emerging technology, and empowering our teachers to use technology to accelerate learning and aid instruction — all of which help students develop the skills needed to succeed in the 21st century.

In District 197: • The ratio of computers to students is 1 to 2, with 1,780 student computers in the district.

• There are 1,980 devices — iPads and iPods — available to students.

• There are 185 electronic white boards used by teachers throughout the eight schools in the district.

• All buildings have wireless Internet access.

In order to keep pace with the changing needs of 21st century learners, District 197 has made substantial investments, through grant and levy funding, in technology in recent years:

90%

of District 197 residents say they consider the ability to use computers and other technologies for student learning as either “absolutely essential” or “very important.”

• The integration of equipment such as Promethean and SMART Boards (interactive white boards), laptops and hand-held devices in our classrooms have enhanced learning.

• Online course management systems such as Moodle and WebAssign have given students greater access to course materials before, during and after lessons.

• The availability of search engines such as Google and video sharing sites such as YouTube have allowed for more interesting, diverse, and up-to-date learning materials in a wider variety of formats (print, video, etc.).

• Digital applications and presentation software have provided opportunities for students to demonstrate understanding through pictures, sound, text and beyond.

With technology, innovative instructional practices can be implemented to: • Promote problem‐solving, which requires critical, creative and analytical thinking skills.

• Facilitate engaging learning environments that support and encourage inquiry and experimentation.

• Increase student achievement.

• Provide for personalized learning.

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RESOURCE MANAGEMENT District 197 is committed to focused and transparent stewardship of its resources.

Doing so ensures that the district is able to remain fiscally responsible, meet its educational goals, and direct maximum resources to the classroom.

In a 2013 community survey, 60 percent of district residents agreed that the District spends money effectively and efficiently.

DISTRICT 197 PER PUPIL EXPENDITURES 2012-13 Instruction

71%

Maintenance, Food Service, Transportation, other

24%

Administration (principals, superintendent, school clerical staff, etc.)

3%

District Support (HR, Benefits and Payroll, Business Services, etc.)

2%

REVENUE BY SOURCE, 2012-13 Other local sources, 3%

EXPENDITURES BY CATEGORY, 2012-13 Capitol outlay, 5%

Federal, 9% Property taxes, 22%

State, 66%

• State Aid - general education formula, compensatory revenue, special education reimbursement, etc.

• Property Taxes - combination of voter approved levies (operating levies, bonds) and non-voter approved levies (health and safety, early childhood, community education, etc.)

• Federal - consists of special education, Title, magnet and various other grant programs • Other Local - student fees, interest earnings, facility use rentals, etc.

Supplies, 4%

Purchased services, 12% Benefits, 20%

Salaries, 59% • Salaries and Benefits = 79 percent of costs (schools are a people-centered business) • Purchased Services - utility costs (natural gas, electricity, diesel fuel, etc.)

• Supplies - instructional materials, office and cleaning supplies • Capital Outlay - textbooks, furniture, equipment, some technology

Each year, district financial reports are compiled as part of an auditing process conducted by an independent auditing firm. During last year’s audit of the 2011-12 budget, the independent auditing firm Malloy, Montague, Karnowski, Radosevich & Co., PA, (MMKR) gave the district a “clean opinion” of district finances. A clean opinion is the highest rating an auditor can give. MMKR officials also praised the district’s good record keeping and financial accounting.

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District Value: Stewardship — Allocating resources in a wise, sustainable manner to cost-effectively achieve our vision.

The amount of school taxes paid by District 197 homeowners is less than comprable suburban districts and other Dakota County districts: COMPARING SCHOOL TAXES, 2013 2013 total school levy on a home with an estimated market value of $250,000

$1,767

Fridley Farmington

$1,723 $1,380

South St. Paul

$1,356

Burnsville Hastings

$1,300

Lakeville

$1,228

Inver Grove Heights

$1,107

Hopkins

$1,105

State Average

$1,078

District 197

$1,038

0

0

$1,246

$200

$200

$400

$400

$600

$600

$800

$800

Source: Pay 2013 School Tax Report

District 196

$1,078

$1,000

$1,200

$1,400

$1,600

$1,800

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

2000

During the 2011 election, voters approved a referendum to increase funding for the district’s operating budget, which makes it possible for the district to innovate and develop new educational programs, hire staff, pay energy bills, cover buildings and grounds maintenance, and much more. The funds from that levy did not go into effect until the 2012-13 school year.

Area voters approved this increase out of concern for our schools. They invested in our students and schools by voting yes for the operating levy, making our budget more secure in the years to come. We are committed to continuing to be good stewards of our district’s resources.

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POINTS OF PRIDE The 2012-13 school year was full of accomplishments throughout the district. Here are some of the notable accomplishments of our students and staff: ACADEMICS AND ACTIVITIES • Fourth graders at Garlough helped document Minnesota’s dragonfly and damselfly population for a first-of-its-kind statewide identification survey.

• Sibley 9th grade students Kaelyn Johnson, Emi Almanza Lopez and Christina Zaine were featured in the national PBS science television show, “SciGirls”.

• Forty-eight Henry Sibley students earned Advanced Placement (AP) Scholar Awards recognition.

• Three teams of Friendly Hills 7th and 8th graders competed in the 2013 Future Cities Competition, all of them placing within the top 10.

• Six Henry Sibley seniors were named National Merit Commended Students: Christine Egan, Ellen Kinney, Benjamin Sather, Aaron Thomas, Brianna Wilde, Joshua Brinkman.

• Eighth grader Nick Crary was the Friendly Hills 2013 Geography Bee champion.

• Heritage 6th graders Bryson Halsey, Logan Finkel, Aiden Jacobs and Peter Dean Mckenzie competed at the Minnesota FIRST® LEGO® League State Tournament.

• Six Garlough students participated in the 2012 U of M Odonata (Dragonflies and Damselflies) Insect Fair and received an “Outstanding Display” award.

• Nearly 50 students showcased their work during the 2013 Mendota Project Fair.

• Eight members of the Henry Sibley Math Team participated in the State Tournament: Mark Dosh, LilyAnn Gapinski, Connor O’Leary, Bin Guo, Isaac Cortes, Kellen Overvig, Sarah Yotter and Adrian Rocke.

• In March, Pilot Knob students read more than 5 million words, far surpassing their goal of 3 million.

• Odyssey of the Mind teams from Somerset and Garlough qualified for the OM World Finals.

• Sylvia Taylor was the 2013 Geography Bee Champion at Mendota Elementary.

• Friendly Hills’ Anna Dupont was the 2012 District Spelling Bee winner and went on to compete in the regional and seven county metro tournaments.

• The Friendly Hills 6th and 7th grade Chess Team of Thomas Miranda, Magnus Nordby and Anton Priborkin won the State 7th Grade Chess Championship.

• Sixty juniors and seniors from Henry Sibley participated in the West St. Paul Mendota Heights Rotary Club Ethics Workshop.

RECOGNITIONS AND GRANTS • Friendly Hills received a grant from Flint Hills Resources that made it possible for more than 170 5th graders to participate in an overnight field trip to the Science Museum.

• Moreland Arts and Sciences Magnet School was awarded a grant from the MN Arts Board to bring the performance group Z Puppets Rosenschnoz to their school for ongoing arts programming.

• Apple designated Heritage E-STEM Magnet School as an Apple Distinguished School. Moreland Arts and Health Sciences Magnet School and Pilot Knob STEM Magnet School received Apple Distinguished Program honors.

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District Mission: Prepare students to be responsible citizens in an interconnected world.

• The Minnesota Department of Education gave School District 197 a 2013 School Finance Award for accurate budget reporting and good fiscal health.

• Moreland Arts and Health Sciences Magnet School received a grant from Action for Healthy Kids to help improve access to healthy foods at school.

• The ISD 197 Education Foundation awarded eight grants totaling $13,050 to support educational programs across the district.

• Moreland Arts and Health Sciences Magnet, in conjunction with the YMCA, received a $40,000 grant from the St. Paul Foundation to provide after-school activities in the arts, health and fitness and academics.

• Heritage E-STEM Magnet School was named a 2013 Green Ribbon School.

• Pilot Knob was named a Magnet School of Excellence and Moreland and Heritage were named Magnet Schools of Distinction by Magnet Schools of America.

ATHLETICS • Alicia Olsen was named Henry Sibley High School’s 2013 Athena Award recipient.

• Sibley Senior Adam Heussner surpassed the 1,000-career points mark in Basketball.

• Sibley wrestlers Jose Rodriguez, Taylor Beaman, Alberto Ramirez and Garrett Beaman earned the opportunity to compete in the State Tournament.

• The Henry Sibley Girls Swimming & Diving Team was undefeated and earned a conference championship.

• Henry Sibley junior Kate McKay set the Warrior Girls Basketball single season scoring and rebound records.

• Sibley boys swimming team members Matt Kuckler, Jason Lucas, Maks Kapustin, Forrest Benson and Spencer Heino competed in the State Tournament.

• Throughout the year, more than 70 Sibley athletes have earned All-Conference athletic honors.

ARTS • More than 140 students from across the district participated in the Henry Sibley production of “Joseph and the Amazing Technicolor Dreamcoat.”

• Twenty-one Henry Sibley students were selected for a 2013 All-Conference Concert Band, Jazz Band or Choir: Jett Roeser, Graham Smith, Jake Jaeger, Ori Riouthieaux, Emma Alley, Kirsten Haukness, Harlan Lee, Liat Paradise, Erik Santo, Sarah Records, Matt Foman, Evan Devine, Callie Judnick, Bennett Van Bogart, Kurt Pogose, Alex Mager, Elliott Stern, Christine Egan, Kenna Pasquale and Taylor Bagley.

• Sibley band students Kirsten Haukness, Jake Jager and Harlan Lee earned Superior Ratings — the highest rating possible — at this year’s Solo and Ensemble contest.

• The Henry Sibley Winter Drumline placed 2nd at their State Tournament. The Henry Sibley Winter Color Guard for placed 1st at their State Tournament, becoming the Regional A State Champions.

• The Henry Sibley High School Marching Band finished first in the Class AA State Championship in 2013. The group, which had 42 student members and was directed

by Amy Powers and several other advisors, also won best winds, best percussion and best color guard at the Championships in Alexandria.

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www.isd197.org/enroll .

651-403-7000

g for n i l l o r n Now e -15!

2014

in an interconnected world

• Prepare graduates to be successful

problem-solvers and criticial thinkers

• Challenge students to be creative

technology tools and resources

• Enhance curriculum with the latest

• Personalize each student’s education

Our highly-qualified, caring teachers:

West St. Paul-Mendota Heights-Eagan Schools

Office of Communications 1897 Delaware Avenue Mendota Heights, MN 55118 www.isd197.org 651-403-7000

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