2011 Report to the Community
Annual Report on Curriculum, Instruction, and Student Achievement Hopkins Public Schools
Our S chools More than 7,400 students and 1,200 employees strong A l i c e S m i t h El ementar y
952.9 8 8 . 4 2 0 0 • 801 Minnetonka Mills Road, Hopkins, MN 55343
E i s e n h owe r El ementar y + XinXing Academy 952.9 8 8 . 4 3 0 0 • 1001 Highway 7, Hopkins, MN 55305
G a te wo o d El e mentar y
952.9 8 8 . 5 2 5 0 • 14900 Gatewood Drive, Minnetonka, MN 55345
G l e n L a k e El e mentar y
952.9 8 8 . 5 2 0 0 • 4801 Woodridge Road, Minnetonka, MN 55345
M e a d ow b ro o k Elementar y
952.9 8 8 . 5 1 0 0 • 5430 Glenwood Avenue, Golden Valley, MN 55422
Alice Smith Elementary and Gatewood Elementary were honored with Bronze Awards by the Alliance for a Healthier Generation for fighting childhood obesity.
Eisenhower is home to the Young Scientists Club, an after-school group of 35 enthusiastic fifth and sixth grade students, that meets once a month to learn about a variety of science topics.
L . H . Ta n g l e n Elementar y
952.9 8 8 . 4 9 0 0 • 10901 Hillside Lane, Minnetonka, MN 55305
H o p k i n s N o r t h Junior H igh
952.9 8 8 . 4 8 0 0 • 10700 Cedar Lake Road, Minnetonka, MN 55305
H o p k i n s We s t Junior H igh
David Freeburg, a social studies teacher at North Junior High, is one of 76 teachers nationwide to be accepted into the 2011 Apple Distinguished Educator program.
Two Hopkins teachers, Ben Friesen (West) and Robb Trenda (Glen Lake), were recognized as TIES Exceptional Teachers. The TIES Exceptional Teacher award recognizes teachers who model the best practices in using technology in their classroom and engaging students in learning.
952.9 8 8 . 4 4 0 0 • 3830 Baker Road, Minnetonka, MN 55305
H o p k i n s H i g h S chool
952.9 8 8 . 4 5 0 0 • 2400 Lindbergh Drive, Minnetonka, MN 55305
H a r l e y H o p k i n s Family Center
952.9 8 8 . 5 0 0 0 • 125 Monroe Avenue South, Hopkins, MN 55343
District Office
952.9 8 8 . 4 0 0 0 • 1 0 0 1 H i g hw ay 7 , H o p k i n s, M N 5 5 305
The high school uses technology to generate excitement for rigorous courses like precalculus and geometry. One math classroom was featured in Minnpost for its innovative use of a Promethean ActivBoard to increase student learning.
H o p k i n s Co m munit y Education
Meadowbrook has several “active classrooms” designed to provide quick energizers that keep students moving and focused on academics.
952.9 8 8 . 4 0 7 0 • 1 0 0 1 H i g hw ay 7 , H o p k i n s, M N 5 5 305 Who we Serve We serve the city of Hopkins, most of Minnetonka, about half of Golden Valley, and portions of Eden Prairie, Edina, Plymouth, and St. Louis Park. Hopkins Public Schools Mission: Serving a community rich in culture and diversity, Hopkins Public Schools develops in all students the skills, knowledge, and passion for lifelong learning.
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A two-week shadow puppet artist-inresidency engaged the entire Tanglen student body. Students worked one-on-one with the artists to create their own shadow puppets and theater.
Preschool options are available at five Hopkins elementary schools.
Julie Boehmer-Winslow, a Title I coordinator for Hopkins Public Schools, is a recipient of the 2010-2011 Minnesota State Leadership Award.
Fro m o u r S u p e r i n te ndent Welcome to the 2011-2012 sch o o l ye a r ! It is with great joy and pride that I continue to serve as superintendent of Hopkins Public Schools — a richly diverse school community comprised of dedicated families and staff members. It is only through commitment and compassion from parents, teachers, staff members, and students that we can achieve: Excellence. Every school. Every student. Every day.
As I reflec t on the 2010-2011 s c h o o l ye a r, t h e re is much to be proud of. In November, our community rallied around education, delivering the energy necessary to pass the referendum, which provided important curriculum and technology resources for our learners. At all levels in the school system, our students continue to achieve and are engaged in numerous innovative and triedand-true learning opportunities. Standing at the front lines of learning are our teachers, who have always been our most valuable asset. I can’t speak enough of their dedication to our students and their talent for teaching. Parents and families play a prevalent role in supporting teachers by being vested in their student’s education and becoming a vibrant part of the school community. Looking ahead, our District will be paying close attention to 21st century tools that are constantly evolving and changing the way we communicate. In a relatively short period of time, smart phones, iPads, apps, websites, and virtual communities have become powerful communication vehicles capable of enhancing our ability to connect with an increasingly global world. We are harnessing the potential of these tools and embedding dynamic technology into the classroom. Despite our state’s current economic climate, our District is poised to deliver relevant and dynamic educational experiences for all learners. I am confident that we are paving the way to improve and reform how we teach our youngest learners, making it easier to navigate the new normal. The 2011-12 school year is filled with great possibilities. Let’s start learning!
John Schultz, Ph.D., Superintendent of Hopkins Public Schools
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Achie vement Our foundation and accountability Our Cur r icu l u m Hopkins Public Schools has a clearly-articulated, developmentally-appropriate curriculum that taps into the potential of all learners and encourages them to thrive. A multitude of electives, extra-curricular activities, pilot programs, and initiatives that reflect current trends and 21st century learning are regularly updated and implemented. A blend of traditional and exploratory learning experiences are designed to inspire students and invoke their curiosity.
Fo c u s e d o n S T E M Research tells us that students in the United States are vastly unprepared for careers in science, technology, engineering, and math. Hopkins Public Schools is responding to this by leading the way with its STEM (Science, Technology, Engineering, and Math) efforts. We have embedded STEM into our core curriculum at every level. Engineering is Elementary is enriching the elementary program. When learners transition to junior high and high school they seamlessly enter into more rigorous STEMbased Project Lead the Way courses. Because of these accomplishments, our District is recognized by the Minnesota High Tech Association for its STEM programs. [more about these STEM initiatives at right]
C h a l l e n gi n g o u r Youngest Lear ners Our elementary schools have “Challenge” — gifted and talented programing — available starting in kindergarten. Full Chinese immersion is available through XinXing Academy (K-6). Every classroom has wireless Internet and an interactive whiteboard, promoting dynamic and interactive learning.
Ac h i e ve m e n t G o a l s Our achievement goals are to meet or exceed the Minnesota Academic Standards. This holds us to one of the highest standards in the nation and we are committed to these high expectations for our learners: • Each student will demonstrate academic growth in order to meet or exceed Hopkins Public Schools’ standards. • Hopkins achievement data will reflect growth that eliminates the demographic predictability and disproportionately of the highest and lowest achieving groups.
H ow We M e a s u re Standardized tests are given for a variety of reasons, including: reporting student progress and achievement; evaluating curriculum and instruction; identifying student strengths and weaknesses; comparing Hopkins Public Schools’ students with national, state, and other norms; and identifying students who may benefit from special programs. Below is a sampling of the most common tests we use for assessment: Test
Description
Main Uses
2010-11
MCA-II (Minnesota Comprehensive Assessments)
State-mandated to fulfill NCLB (No Child Left Behind) and measures of student progress in reading, math, science, and written composition.
• Student and schools progress reports
• Grades 3–8 reading and math
GRAD (Graduation Required Assessment for Diploma) Writing–9th grade
State-mandated measures of graduation standards in reading, math, and written composition.
• Certify students for graduation
MAP (Measures of Academic Progress)
District-purchased, computer-adapted tests with national measures in reading, math, and language arts.
To obtain the national comparison, instant response tests, and measures growth over time.
• Administered to students up to four times a year.
State-mandated to fulfill NCLB; computerbased with multi-media to measure students’ achievement in science.
To evaluate curriculum and instruction for science.
Students in grades 5, 8, and 10
R i g o r a n d C h o i ce Junior high students can choose from a wide selection of elective classes, allowing them to explore their interests and talents on a deeper level. Forensics, Culinary Arts, Technology of Electricity and Electronics, are just three examples of classes being offered in the junior high schools during the 2011-2012 school year.
Co m p re h e n s i ve AP Program
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Hopkins High School has one of the strongest AP (Advanced Placement) programs in Minnesota. In the 2010-2011 school year, 129 Hopkins students earned AP Scholar honors from the College Board in recognition of their exceptional achievement on the college-level AP exams. The AP program offers students the opportunity to earn college credit, advanced placement, or both for successful performance on the AP exams.
MCA-II Science
• Accountability
• Accountability
• Grade 10 reading • Grade 11 math • Writing test at grade 9, grade 10 reading, and grade 11 math. • Retests are given to students who did not pass in grades 10–12.
• District-wide test given in grades 3–6 in fall for reading and math.
In-depth: view all of our assessment tools at www.HopkinsSchools.org/annualreport
Engi n e e r i n g i s El e m e n t a r y
“
This curriculum and grant dovetail with our mission and strategic focus on science, technology, engineering, and math, and on preparing students for living, working, and thriving in the 21st century. — John Schultz, superintendent
”
The EiE (Engineering is Elementary) program is funded through a Cargill grant facilitated by the Science Museum of Minnesota. The multi-year program is designed to increase the quality and quantity of engineering education in the District’s six elementary schools. The grant extends through 2013. Currently, the curriculum starts in grade 3 and progresses through grade 5. In the final year of the grant, the curriculum will expand to grades 2 and 6. Grade 3: Just Passing Through: Designing Model Membranes. This unit is aligned with a science unit taught in grade 3. Grade 4: The Attraction is Obvious: Designing Maglev Systems. This unit is aligned with the science unit: Magnetism & Electricity. Coming in 2012: Grade 5: Marvelous Machines: Making Work Easier. This unit is aligned with the science unit: Levers & Pulleys.
Projec t Lead the Way PLTW (Project Lead the Way) is the leading provider of rigorous and innovative STEM education curricular programs used nationwide. At Hopkins, the curriculum is integrated in both the junior and senior high school. A sampling of PLTW Hopkins’ courses: • Civil and Architectural • Design and Modeling Engineering • Science of Technology • Architectural Design and Drawing • Intermediate Algebra and Physical Science • Electricity and Electronics • Carpentry and Building • Robotics Construction • Aerospace Engineering
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Achie vement Expectations: growing and excelling Our Elemen t a r y S c h o o l s [ K- 6 ] S p o t l i g h t : MA P Testing
I n our Chinese Academy, XinXi n g
In September and May of the 2010-2011 school year, Hopkins students in grades 3 through 6 were administered the MAP (Measures of Academic Progress) assessments in reading and mathematics.
XinXing Academy students are leading the way in Minnesota. Every single student passed the Youth Chinese Test (YCT), an international standardized Chinese proficiency test administered by the Minnesota Confucius Institute on May 20, 2011.
MA P Te s t i n g B a ck ground MAP tests are state-aligned adaptive tests that measure growth over time. The assessment is unique in that it adapts to the student’s ability, accurately measuring what a child knows and needs to learn. A growth target is provided for each child in reading and in math to identify the amount of expected growth individual students should achieve during the school year. In addition, MAP tests measure academic growth, independent of grade level or age. Most importantly, the results teachers receive have practical application to teaching and learning — they allow us to help students, families, and teachers more clearly identify areas to celebrate, and those that require additional attention.
Grade 2 XinXing students took the YCT3 test, which has two parts — listening and reading skills. The grade 2 students scored at least 50 points higher than the required passing score of 120. The grade 3 students took the YCT4. This is the highest level of the YCT test series, and measures listening, reading, and writing skills. The students scored 90 points higher than the passing score of 180. According to test publishers, students who pass the YCT4 have enough proficiency to be able to travel to China and handle most of the communications tasks they encounter. Students who pass the YCT3 test are able to conduct more basic and direct communication, but only on topics they are familiar with.
MA P 2 0 1 0 - 2 0 1 1 Student Growth R esults We are pleased to note that Hopkins students have exceeded the national norm of 50 percent of students in grades 3 through 6 achieving their growth targets from fall to spring. Individual student results help teachers determine which children may need additional enrichment, remediation, or ongoing high-quality instruction.
MA P Fa l l to Spr ing Growth Compar ison Reading 2010
Reading 2011
Math 2010
Percent of students meeting the growth target
85 68.5
75
63.6
62.8
69.7 59.5
62.4
77.3 71.3
68.2 62.7
64.2
62.9
62.5
50
Technic al and Creative — Hopk ins’ Lego League Team Places First in State
64.4
Six Alice Smith Elementary students, Brandon Dummer, Sophia Haley, Chris Kemp, Ian Twogood, Daniel Wallace-Jackson, and Grace Wallace-Jackson, participated in Minnesota’s first Lego League Tournament. Their team, ICU Lego Team, was one of 39 to make it to the state level. The students received first place in Creative Presentation. At the regional level, ICU Lego Team won first place in presentation and technical design, and second place overall.
25
0
6
78.5 70.5
Math 2011
Grade 3
Grade 4
Grade 5
Grade 6
Our Junior H i g h S c h o o l s [ 7 - 9 ] S p o t l i g h t : G R A D Testing The GRAD (Graduation Required Assessment for Diploma) is the statemandated measure of graduation standards in reading, writing, and math. The GRAD Test of Written Composition is administered to students in grade 9. It consists of a writing test that has a top score of 6. A score of 3 or more is passing. An analysis of 2010 Hopkins’ results reflects that: • Hopkins students did extremely well on the grade 9 Written Composition test. In spring 2011, 93.8 percent of Hopkins students passed. Hopkins student scores were very strong when compared against the state average of 89.1 percent.
G R A D Wr i t te n Composition Passing Status Hopkins
District similar in size and/or demographics and State 98.4
95%
97.9
97.3
94.7
93.8
90%
88.9
89.1 85.3
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A new course schedule is greeting junior high students in 2011-12, after years of extensive research, strategizing, and planning. In addition to offering an impressive array of course electives — including “Rigoro Forensics, Culinary Arts, and Technology of Electricity are the bu us couRsEs ilding and Electronics — the schedule will strengthen blocks o compre fa hensive teacher-student connections, increase expectations, Educ a t Io and deepen academic rigor. n.” Your gui de to 7th, 8th, and 9th grade.
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The new schedule is the result of a comprehensive secondary study that explored best practices for a 21st century learning environment. Starting this fall, the schedule shifts from alternating days to alternating terms. This change will cut down the number of students teachers manage by half — instead of teaching 180 students on the alternating-day schedule, teachers will teach 90 students each term, allowing stronger connections with students and families. Starting in grade 7, students will be able to take a full year (two terms) of world language. In addition, students will be required to complete two financial literacy courses prior to graduation.
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• Hopkins students maintained the second highest average score of 4 among the eight surrounding districts. When compared with west metro districts, the passing rate of Hopkins students is higher than that of Eden Prairie, Bloomington, St. Louis Park, and Robbinsdale, and very close to Minnetonka (96.9 percent) and Wayzata (96.8 percent).
Average S cores of G R A D 2 0 1 1 Wr itten Composition Test Hopkins
District similar in size and/or demographics and State
Hopkins Eden Prairie
3.8
Bloomington
3.5
St. Louis Park
3.5
Robbinsdale
4.1
Minnetonka
Early opp or tunities for advanced math Eligible students can tak e Algebra I as soon as grade 7 and inter mediate Algebra as soon as grade 9.
3.3
Edina
3.9
Wayzata State Average
Other districts
3.9
3.8 3.5
1
2
3
4
Essays are scored between 1 and 6
5
6
In-depth: View all of our GRAD test results at www.HopkinsSchools.org/AnnualReport
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Achie vement Ready for life, prepared for the world Hopk ins H i g h S c h o o l [ 1 0 - 1 2 ] Hopkins High School brings all of our students together for grades 10, 11, and 12 in a comprehensive program is designed for students with differing passions and dreams, including AP (Advanced Placement), College in the Schools, and honors classes, as well as vocational training opportunities, and foundations classes. Students may elect to participate in internships, mentorships, community-involvement programs, or independent study in addition to their regular coursework.
N u m e ro u s O p p or tunities to Lear n Broadly and Th i n k C r i t i c a l l y Hopkins High School offers approximately 250 courses in 15 subject areas. These courses are either one, two, three, or four terms in length in an innovative four-block schedule that offers our students maximum opportunities and choices. Here’s how:
AC T The ACT (American College Testing) is one of the most popular tests used to predict how well a student is prepared for the rigors of post-secondary life. Hopkins High School administers this voluntary test four times a year. Students in Minnesota more commonly take the ACT test, as the scores are frequently required for college admission in the Midwest. In 2011, 79 percent (455 out of 574) of Hopkins High School seniors took the ACT tests — a 7 percent increase from last year’s 72 percent participation rate. The composite score is 23.3, which is higher than the state average.
• Students take four 88-minute classes each of four terms, which means traditional year-long courses are completed in a semester. • Our students have 16 total credit opportunities each year, compared to only 12 in a traditional six-period schedule. • Students can fit in numerous AP and advanced courses while still being in one or more music groups, art classes, and other electives. • Students can take two levels of math, science, or world language in a single year, meaning many students take levels 5 and 6 of world languages and can also accelerate their math and science.
Le a r n i n g Co n t i nues B e yond the S chool Day Award-winning art and music programs, athletics, and clubs are available to meet students’ special interests, talents, and passions. • We have three levels of symphony orchestra, plus chamber orchestra; three levels of band, plus pep band and two jazz bands; and five choirs. • The theater program continues to earn regional SpotLight awards. • Hopkins Public Schools has won 73 state championships in its history. In 2010-11, Hopkins High School won three state championships — boys basketball, girls basketball, and girls track and field. We also won three adaptive titles — soccer, floor hockey, and softball. • We boast more than 40 after-school activities and clubs.
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79% of Hopkins senior high students took the ACT
AC T Co m p o s ite 2010 Hopkins Public Schools Students
2010 State & National Mean
36
Composite Mean
In addition to an extensive selection of AP courses, Hopkins is one of the few high schools that offers six levels of world languages.
GoalO r i e n te d
30
30 28
25 23.3
22.9 21.1
20
Hopkins All Students
Hopkins Top 100 Students
Hopkins Top 50 Students
State Average
National Average
SAT Last year, 11 percent of Hopkins seniors took the SAT. In general, fewer students take the SAT test, as it is more often a requirement of colleges and universities on the East and West coasts. The SAT reading test score average was 613, which is 20 points higher than Minnesota’s average of 593. The writing score was 614, a 17 point increase from the 2009-2010 school year, and far higher than Minnesota’s average of 577. Math scores were also very high this year. They rose from 606 to 632 — the highest score we have had in years. The score is also 24 points higher than the state’s average of 608.
College in t h e S c h o o l s a n d Advanced Co u r s e s Co l l e g e i n t h e S chools: In cooperation with the University of Minnesota, our College in the Schools classes allow students to earn college credits as well as Hopkins High School graduation credits. Sample offerings include: • Physiology and Anatomy • German 5 and German 6
• French 5 and French 6 • Spanish 5 and Spanish 6
H o n o r s & Ad v a nced Courses: • Perspectives in American Literature-Advanced • Advanced Global Literature • Wind Symphony • Concert Choir • Chamber Singers • Symphony Orchestra
• Chamber Orchestra • Honors Biology • Honors Chemistry • Honors Physics • Technology Education: A+ Certified Computer Technician • Advanced Television Production
I n-D epth Te s t R e s u l t s At the time of printing, full MCA-II data was unavailable from the Minnesota Department of Education. Results will be available in full at www.HopkinsSchools.org/annualreport as soon as they are released.
Hopk ins’ high school students have more than 250 classes to choose from
AP Classes Hopkins has one of the most extensive AP (Advanced Placement) programs in the state. AP classes prepare students for the rigors of college-level work. Students can earn college credit by scoring a 3 or better on AP exams. Students can test out of their first year of college by taking advantage of the extensive AP class selection our high school has to offer. In the 2010-2011 school year, 40 percent — 725 students — took at least one AP course. There were 129 Hopkins students who earned AP Scholar honors from the College Board in recognition of their exceptional achievement on the college-level AP exams. Fifty-eight students qualified for AP Scholar honors by scoring 3 or higher on three or more exams. Hopkins currently offers the following AP classes: • AP Drawing and Painting Portfolio • AP Ceramics Portfolio • AP Jewelry and Metalsmithing Portfolio • AP Language and Composition • AP Calculus AB • AP Calculus BC • AP Statistics • AP Biology • AP Chemistry
• AP Environmental Science • AP U.S. History • AP European History • AP World History • AP U.S. Government and Politics • AP Comparative Government and Politics • AP Macroeconomics
70% of Hopk ins stud ents who took AP exams ear ned college credit. 9
Progress & Pr iorAlways ities raising the bar Two strategies — achievement and communication — shaped our work in the 2010-2011 school year. These strategies serve as the fuel we need to accomplish our mission. Our strategies reflect what we are doing to support programs and schools — we made exciting progress in the 2010-2011 school year, and are continuing this work in the 2011-12 school year.
Strategy : Ac h i e ve m e n t We will focus upon core content, learning skills, and instructional tools in order to promote high rigor and achievement for all learners, as we prepare students for success in the 21st century. We accomplish this by concentrating in five areas.
I . Fo c u s o n S k i l l s Needed for the Future We are embedding our curriculum with STEM (Science, Technology, Engineering, and Math) concepts and increasing real-world applications that take learning well beyond the classroom.
Progress • In 2009-2010, we piloted exciting curriculum, funded by a generous grant from Cargill, called Engineering is Elementary. It started as a grade 3 pilot at two of our elementary schools, and has since expanded to all grades 3 and 4 in each of our six elementary schools. The expansion will continue through grade 6. • PLTW (Project Lead the Way) is continuing to grow at the junior high and high school levels. We also developed an innovative construction cohort, which allows students to gain hands-on experience in the trade of construction while applying principles of geometry.
I I . I n c re a s e E x p ec tations in M ath We continue to increase student proficiency in mathematics through continued articulation of math concepts, examination and refinement of curriculum, and delivery of effective instructional strategies.
Progress • In the 2010-2011 school year, we created programming focused on intervention and focused standards, curriculum, and professional development. We developed new standards for grades 7 and 8 and increased expectations for average students in grades 8 and 9. • In order to reach our achievement goals, we must have prepared teachers. Our high school teachers have completed training designed to increase student engagement in mathematics. In-depth: View the complete Strategic Improvement Plan at www.HopkinsSchools.org/AnnualReport
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III. I ncrease Student Proficienc y i n R eading and Wr iting Using a literacy approach that fosters explicit and systematic instruction, including the key components of reading and writing skills, application, comprehension, and motivation, we will raise the bar in reading and writing.
Progress • At the elementary level, we have integrated new curriculum, hired literacy coaches for each school, and fully implemented Response to Intervention programming. We are also increasing independent student reading. • The junior high rigor study will continue to shape our work as we review and implement an enhanced language arts curriculum. Courses at the high school are currently being evaluated to ensure they contain the appropriate level of rigorous work.
IV. Prepare Families for Post-S econdar y Achie vement We will provide students and families with the tools necessary to transition successfully across elementary and secondary education levels, in preparation for college-readiness and productive lives beyond high school.
Progress • College preparation starts well before senior year. Students begin assessing post-secondary opportunities in grade 9 when they take the EXPLORE test to determine career interests. This year, a new advisory program at the high school will strengthen student college-readiness skills by carving out time for students to meet with an adviser during the regularly scheduled school day. In these meetings, students will plan for college and seek guidance from staff members.
V. D efine Cultural Proficienc y As we progress into the 21st century, Hopkins Public Schools strives to seek cultural proficiency, which we define as: the ability to use knowledge, attitudes, skills, and practices that esteem all races and cultures, and lead to the academic achievement and personal development of all learners.
Progress • Equity remains one of our top priorities as we continue to prepare students to thrive in an increasingly global world. Equity specialists are in place at each of our nine schools and equity teams have been developed to highlight and replicate best practices.
Strategy : Co m m u n i c a t i o n s We will create a responsive and culturally sensitive communication system that allows us to inform, connect, and engage all stakeholders.
I n fo r m We inform all families and community members about Hopkins Public Schools’ academic excellence, culture of innovation, and how we nurture interests and passions of students and staff.
Progress • We expanded and more consistently use electronic messages to parents, students, and community members using the following mediums: website, Connect-Ed (phone and email), Facebook, and Moodle (teacher/class content and assignments). • Our District’s print newsletter, Update, now reaches a broader geographical area and contains stories that reflect 21st century teaching and learning occurring in every classroom. • We created and distributed to families and area realtors a comprehensive marketing folder about the individual schools, programs, and District.
Co n n e c t We collaborate with families and community members to establish an environment that welcomes involvement and fosters good will.
Progress • We have continued to connect and engage non-English speaking families through the use of multi-lingual communication specialists, Connect-Ed messages in multiple languages, and translated documents as needed. • We’ve improved parent engagement by meeting parents in the community. • Our elementary schools have hosted a variety of parent/family dinners, dances, book fairs, imagination fairs, and culture nights. • We’ve hosted parent meetings and delivered podcasts about the changing junior high schedule.
Engage We nurture relationships with all families and community members to sustain connections that enhance our ability to achieve excellence.
Progress • In 2010, residents approved a referendum to enhance District curriculum and instruction with use of improved technology. Residents also approved health and safety improvements to school buildings. • We developed the Ready 4 K preschool, which prepares children for kindergarten and successful school performance, and engages parents in classroom and school experiences. • We expanded volunteers in the schools to support student learning. • Each Hopkins school engages parents in a variety of school activities, events, and projects to support student learning. • Parent/child tutoring on Saturday mornings in preparation of MCA tests.
Investing in our Staff Continual improvement in education is no small task, and we’re committed to investing in our staff to make sure we are serving students with the best education possible. In 2010-11, we concentrated on these staff development goals: Assessment and Data Enhance training on how to access, analyze, and utilize testing data to implement instruction that better meets the needs of all learners. Cultural Proficiency Increase awareness and understanding of institutional racism and other biases that serve as barriers to achievement. This includes relationship-building with our families, community, and schools. Curriculum and Standards Provide comprehensive staff development opportunities in core curriculum areas that support best practices in curriculum, instruction, and assessment. Mentorship Continue our mentorship model, designed to enhance the professional practice of all teachers. Technology Integration Support technology skill development and curriculum integration with staff development resources.
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Financials Our accountability is award-winning Financial M a n a g e m e n t Hopkins Public Schools is committed to fiscal responsibility and a balanced budget. We are careful stewards of the taxpayer dollar and our priority is on the classroom. The work we do with the budget ensures that maximum resources reach our classrooms, yet doesn’t create a structural deficit requiring a large correction in any given year.
Our R e venue Streams Budgeted Fiscal Year 2011-12 General Fund Revenue by Source Code (excluding Capital Fund revenue) Federal 5% Property Taxes 20%
Rental, Other 4%
Hopkins Public Schools has invested 89 percent of its General Fund resources in School-Level Education Services* (see graph below), with 7 percent spent on transportation of students and the remaining 4 percent spent on District-Level Administration.
Interest 0% Fees, Charges 1%
O u r E x p e n s e s by Program Area Budgeted Fiscal Year 2011-12 Consolidated Financial Report by Program Area of Expense
Transportation 7%
District-Level Administration 4%
State 70%
Our Expenses Budgeted Fiscal Year 2011-12 General Fund Expenses by Object Code (excluding Capital Fund expenses) Interest Expense 1%
Other Costs 1%
Equipment 0% Supplies 2%
School-Level Education Services* 89% * School-Level Education Services includes instruction, instructional support, operations and maintenance, and school-level administration.
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Purchased Services 16% Salaries and Benefits 80%
Co n s i s te n t l y R e cognized for Fiscal Leadership Hopkins Public Schools has been recognized for its financial excellence and maintaining a high level of financial accountability and transparency. • Hopkins Public Schools has received the Minnesota Department of Education School Finance Award for four consecutive years. • Hopkins Public Schools received its first Certificate of Excellence in Financial Reporting for the fiscal year ending June 30, 2010 from the ASBO (Association of School Business Officials International). Additionally, in March 2010, Hopkins Public Schools received a bond rating upgrade from Moody’s Investor Services from A2 to Aa2. There are only nine other school districts in Minnesota with a higher bond rating than Hopkins, according to Moody’s Investor Services bond rating scale.
B u d g e t S t a b i l i t y in Times of Uncer taint y Hopkins Public Schools has had to make only one major budget adjustment in the past seven years. The adjustment was necessary to start building a healthy fund balance, currently at 21.25 percent — well beyond the school board’s policy of 6 percent. This fund reserve has helped the District weather the last four years of state aid and tax shifts that have affected all Minnesota school districts. Hopkins has not had to borrow for cash flow purposes in the last four years. In addition, while building the healthy General Fund reserve, General Fund revenues have exceeded expenses for the past six consecutive years.
Hopk in s Pu b l i c S c h o o l s has not h a d to b o r row fo r cash f l ow p u r p o s e s i n the l a s t fo u r ye a r s.
Parent & Community Satisfaction We’re honored by the le vel of trust that our parents and taxpayers have ex tended to us. We are committed to k eeping this trust through transparenc y and frequent communication. Distr ic t residents have given solid ratings to the qualit y of their schools, t he per for mance of the school board, administrators, and especially teachers. R esidents also belie ve that Hopk ins Public S chools is a good investment for their tax dollars.
Parent/Communit y Sat i s f a c t i o n of Hopk ins Public S cho o l s 2008 Quality of Education
2009
2010
District Spends Dollars Effectively Job Performance: School Board Job Performance: Superintendent Job Performance: Teachers HPS is good value for investment 0
25
50
75
100
Pa re n t a n d c o m m u n i t y s u r ve y s c o n d u c te d by D e c i s i o n R e s o u rc e s. Ty p i c a l l y, 4 0 0 r a n d o m l y s e l e c te d h o u s e h o l d s a re c o n t a c te d i n t h e H o p k i n s Pu b l i c S c h o o l s a t te n d a n c e a re a , s u r ve y i n g b o t h p a re n t s a n d n o n - p a re n t s.
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Citizen Leaders Your neighbors working for you S chool B oa rd The Hopkins School Board is the governing authority of Hopkins Public Schools. The Board is focused on three areas: budget adoption, revenue management, and expenditure authorization. It is also responsible for superintendent selection, contract and evaluation, and establishing District policy. The board has seven members, including three officers — chair, vice chair, and treasurer — and four directors. Board members are elected to fouryear terms of office.
Th e 2 0 1 1 - 1 2 H o pk ins Public S chools B o a rd o f D i re c tors Chair: Yvonne Selcer, term expires in December 2011 Vice Chair: Betsy Scheurer, term expires in December 2013 Treasurer: Wendy Donovan, term expires in December 2011 Director: Irma McIntosh Coleman, term expires in December 2011 Director: Warren Goodroad, term expires in December 2013 Director: Ellen Dustman, term expires in December 2011 Director: Susan Wootten, term expires in December 2013 Board members welcome conversations with the public. Visit www.HopkinsSchools.org/board for contact information or call 952-988-4021.
Left to right: Superintendent John Schultz, Ellen Dustman, Irma McIntosh Coleman, Yvonne Selcer, Warren Goodroad, Susan Wootten, Betsy Scheurer, Wendy Donovan.
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H o p k i n s Ed u c a t i o n Fo u n d a t i o n Since 1995, HEF (Hopkins Education Foundation), has provided extraordinary learning opportunities for students of Hopkins Public Schools. The non-profit foundation, independent from the District, is dedicated to providing resources for educational enhancements and innovations for the success of our students. Each year, HEF reviews grant applications from teachers and staff. Funds are allocated to programs at individual schools as well as to pilot projects that can be implemented throughout the District. Thanks to the community’s support, HEF has granted more than $1,900,000 to schools in the Hopkins Public Schools.
The 2010-11 Hopk ins Educatio n Fo u n d a t i o n B oard of Direc tors: President: Danny Kaplan Vice President: Jim Martin Secretary: Beth Timm Treasurer: Diane McDonnell At-Large Member: Ellen Cousins Past President: Kip Heegaard Trisha Bell Autumn Boos Rod Dummer Jelan Heidelberg Karlene Hutson LaToshia Jackson Patrick Jacobwith Al Johnson
Dan Johnson Mark Jones Eric Mintalar Todd Paulson Michael Pink Amy Roberts Linda Sedgwick Dave Shannon Jennifer St. Clair
ESAC M em b e r s ESAC (Educational Services Advisory Committee) provides advice, direction, and support to Hopkins Public Schools regarding the design, integration, implementation, and evaluation of curriculum, instruction, and assessment. ESAC members serve a term of three years and include a blend of parents, community members, and staff. ESAC members are representative of each school and of the broader school community.
2 0 1 0 - 1 1 E S AC Committee M embers: Diane Schimelpfenig, Director of Teaching & Learning Zhining Chin, Assessment, Evaluation, & Research Pat Douma, Assistant Director of Special Services Greta Evans-Becker, Meadowbrook Elementary Principal, term expires 2012 Paul Domer, Eisenhower Elementary Assistant Principal, term expires 2013 Shirley Gregoire, West Junior High Principal, term expires 2013 Patty Johnson, High School Principal, term expires 2013 Bonnie Hild, Literacy Coordinator, term expires 2012 Michele Luke, Mathematics Coordinator, term expires 2012 Warren Goodroad, School Board Delegate Karen Kreienbrink, Alice Smith, co-chair, parent, term expires 2013 Heather Adam-Bank, Gatewood, parent, term expires 2013 Katherine Gretsch, Glen Lake, parent, term expires 2012 Tony Washington, Tanglen, parent and teacher, term expires 2012 Jim Segal, Tanglen, parent, term expires 2011 Connie Perry, XinXing/Meadowbrook, parent, term expires 2011 Leilani LaBelle, North Junior High, parent, term expires 2011 David Abrams, High School/co-chair, parent, term expires 2013 Joyce Fiedler, High School, parent, term expires 2011 Joyce Kurus, Early Childhood Family Education, parent, term expires 2012 Kathryn Hernke, Gifted & Talented, parent, term expires 2012 Barbara Klass, At-Large Community Member, term expires 2011 Debbie Rosenthal, At-Large Community Member, term expires 2011 Emily Wallace-Jackson, At-Large Community Member, parent, term expires 2013 Over the 2010-11 school year, ESAC reviewed and provided valuable recommendations about Technology Integration and Standards, Junior High Rigor, Response to Intervention, 21st century learning, and more. Individuals interested in serving on ESAC should contact your school principal or Diane Schimelpfenig, Ed.D, Director of Teaching and Learning at 952.988.4037. In-depth: For a full synopsis of ESAC recommendations and ESAC member information, visit www.HopkinsSchools.org/AnnualReport.
ipads for all Communit y groups suppor t our classrooms in a var iet y of ways. All of our schools have access to iPads thanks to a collaboration bet ween the Distr ic t and the Hopk ins Education Foundation. Last year, Tanglen’s PTO raised enough mone y to equip t wo grades with Ac tiVotes, an easy-to -use remote that allows students to answer questions through a votinglik e system.
O u r Pa re n t a n d Co m munit y Vo l u n te e r s Hopkins Public Schools is fortunate to be part of a vibrant parent community that supports the schools in various ways. Parents volunteer their time both inside and outside the classroom, they chaperone field trips, and are part of fundraising groups. Without them, our schools would be a very different place. Each of our elementary schools has a PTO/PTA (parent teacher organization/ association) group that organizes community-building and fundraising events. Among other things, the PTO brings resources into the classroom that may otherwise not be available to the school. Our community volunteers contribute in countless ways. They tutor students — preschool through adult, are advisory committee volunteers, serve as academic mentors, assist with classroom and school activities, and develop career internships.
Volunteers contr ibute 900 hours of ser vice to our nine schools e ver y week . 15
Communit y
Building a great place to live — Hopkins Community Education
Who we se r ve Every year, more than 27,000 people use the services of Hopkins Community Education, a department of the Hopkins Public Schools. From the tiniest baby and her mother in our Early Childhood classes, to a retiree sparking a new love of painting in one of our Adult Enrichment classes, we serve the entire community.
Early Childhood E arly C hildhood J
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Early Childhood Family EduCation (ECFE), KalEidosCopE & stEpping stonEs prEsChools, and Kids & Company
Welcome! ¡Bienvenidos! Soodhawaada!
Tantrums? Taming them in children ages 1-8 page 8
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Learn anywhere! Online classes on page 10
New: Travel Solo – you can get out and see the world!
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Gluten-Free Cooking: go gluten-free and feel better page 12
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New: The Great Comeback: Get control of your life!page 24
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Building a great place to live
Hopkins Community Education
No matter where you are in life – a retiree, a young professional, a parent, an immigrant, or a recent empty nester, Hopkins Community Education welcomes you. We have Adult Enrichment classes where you can learn to cook, manage finances, explore hobbies and interests, gain support for transitional life events, or get healthy with fitness and lifestyle classes.
We have events and performances open to the public throughout the year at our facilities, from jazz bands, to beading bazaars, to a Home Remodeling Fair, to various theatre productions. Parents will find great resources to help them parent in an ever-changing world, whether you have a baby, preschooler, or school-age children. Interested in volunteering? We have many opportunities throughout the district – working with youth or adults. Our ABE (adult basic education program), Adult Options In Education, offers adults English-language learning, GED preparation and testing, basic skills classes in math, reading, and writing, and a workforce education program.
O u r 2 0 1 0 - 1 1 Ad ult Programming Achie vements • At a time when adult enrichment participation is declining throughout the state, Hopkins Adult Enrichment enrollment number remain steady and are up 2.5 percent from 2009-10. • Enrollments at Adult Options In Education are up 4 percent, coupled with a 19 percent increase in average enrollee hours. • Empty Bowls 2011 raised over $100,000 in March. These funds go to support the work of ICA, our local foodshelf, and ResourceWest.
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Plus: Looking for Preschool? We have summertime and school-year options pages 12-14
Summer infant and new multiples classes are here!page 4 Come For Your Child...Stay For Yourself! Building a great place to live
Hopkins Community Education
Early childhood is a crucial time of development for our youngest community members. We understand how important the early years are, and support families during this amazing time. Parents are their child’s first and most important teacher. Our affordable ECFE (Early Childhood Family Education) classes can help with that role. We offer both weekly and special topic classes.
Preschool can be vital in preparation for kindergarten. We offer two quality preschool options: a full-day, year-round option at Stepping Stones Preschool and a flexible half-day, part-week option at Kaleidoscope Preschool. Both options are located at several sites throughout the District.
Our 2010-11 Ear ly Childhood Ac h i e ve m e n t s • We’ve increased enrollment in preschool opportunities. We’ve added our Ready 4 K program at Alice Smith Elementary and Eisenhower Elementary. To accommodate growing demand, we’ve added a new Kaleidoscope Preschool at Glen Lake Elementary, along with an additional Stepping Stones Preschool room at Meadowbrook Elementary. • We’ve planned two new collaborations: with West Suburban Teen Clinic to offer a parent education class to our young moms at the high school; and with Adult Basic Education to provide mentorship to childcare staff. • Our ECFE class offerings have expanded to include classes for: multiples (parents with twins and triplets), working parents with infants, and summer classes for parents with infants.
Fa cilities Hopkins Conference & Event Services, a program of Hopkins Community Education, arranges for appropriate usage of the District’s facilities when they are not in use by Hopkins Public Schools’ classes and programs. Usage of District facilities is open to the community on a sliding-fee basis. During the 2010-11 school year, there were more than 3,600 District and community events and meetings in our facilities.
Community Education Financials Youth Y outh Enrichment p arentEducation S
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Our programs for youth are varied, and concentrate on ensuring children are supported in their learning, engaged during out-of-school time in safe and supportive environments, and able to develop a myriad of interests.
Funding for Community Education programs and services is a combination of fees for activities, local levies, grants, and state and federal aid. Programs and services are all self-supported in Community Education, with no financial support from the District General Fund (K-12 teachers and programs funding).
Communit y Education R e venue S t re a m s Budgeted Fiscal Year 2011-12
Youth Enrichment classes offer the chance for youth to try out and develop new interests in a fun environment. For Parents r To day ! Some of our popular before- and after-school, or summertime classes include art, science, chess, sports, drama, music, lego blocks, languages, dance, and more. Young Scientists: Hands-on learning for 3-12 year olds
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Get ready to hit the slopes: Sign up now for Junior High Ski & Snowboard Club page 10
Beyond Elementary: Parenting Teens page 12
Levies 15%
Building a great place to live
Hopkins Community Education
Kids & Company is Hopkins Public Schools’ premier nationally accredited before- and after-school childcare program, operating at each of the District’s six elementary schools from 6:45 a.m. to 6 p.m. Also open on school vacation days and during the summer, the fee-based Kids & Company’s daily programs enhance literacy and language development.
Fees 57%
Miscellaneous Revenue 12%
O u r 2 0 1 0 - 1 1 Yo uth Programming Achie vements • Kids & Company enrollment was higher than projected with 859 children participating in our before- and after-school childcare program. • Increased enrollment in enrichment classes at the elementary schools, before and/or after school. Drawing, chess, Spanish, Chinese, Red Cross babysitting, and elementary athletics are a few of the most popular choices. • Grants from Park Nicollet Foundation, Kiwanis Club of Edina, and School & Community in Partnership have supported many scholarships and programming for the afterschool programs. • The junior high afterschool program has grown to include a variety of enrichment classes/activities, such as chess, badminton, open swim, ski/ snow board club, step dancing, and open gym. • Junior High students participated in many volunteer and service projects. They have persuaded the cities of Hopkins and Minnetonka to adopt a tobacco ordinance at city parks. Coordinated alcohol awareness activities with local liquor stores. Initiated a Rally for Youth Day. Planned and maintained a community garden. And established a Face2Face project with the Hopkins and Minnetonka Police department. • Student-formed clubs include Animé, Altered Book Club, Step Club, and Dance Crew.
State/Federal Aid 16%
Communit y Education Expense s Budgeted Fiscal Year 2011-12
Adult Enrichment Program 5%
Volunteer & Family Involvement Programs 5%
Tuition-based Administration Kindergarten Programs 8% 4% Communications & Marketing 4%
Adult Basic Education and English-Language Learning 15%
Kids & Company (school-age childcare program) 31%
Community use of School Facilities 4% Early Childhood Programs 10% Youth Programs 14%
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D efining I nnovation
Taking our high expectations to the next level
S etting a Fo u n d a t i o n fo r Lear ning Le a r n i n g S t a r t s B efore K indergar ten Hopkins Public Schools has preschool programs available in five of its six elementary schools. Two schools have half-day Ready 4 K Preschool programs offered to a subset of families who would otherwise not be able to afford a preschool experience. Children who start behind often stay behind, and the expectation is that Ready 4 K can close the achievement gap before kindergarten begins.
H e a l t hy C h o i c e s, Healthy Lear ners If you are what you eat, Hopkins Public Schools strives to be a well-balanced meal. The District has taken great strides when it comes to nutrition, from serving locally-grown produce and unprocessed food, to eliminating soda from the vending machines. Recently we have gone further to become even healthier. • We are participating in a Farm-to-School program that links children to nearby small- and mid-size farms and ranches that produce fresh, healthy, and minimally processed foods that are served at their schools. • At the elementary level, schools are holding recess before lunch to ensure that students have enough time to eat and return to the classroom ready to focus and learn. • Active classrooms with stability balls for chairs allow students to bounce and wiggle. Research has shown that constant movement can increase brainpower. Additionally, active classrooms have “brain breaks” that allow students to perform quick energizer activities every half an hour.
Teachers Simply put, our teachers are amazing. They are our most valuable assets. Our teachers are well educated and hold the skills necessary to provide a world-class education for all of our learners — 84 percent of Hopkins teachers have a master’s degree or higher. In addition, our teachers have earned state and national honors for their knowledge and professionalism. According to a 2010 resident survey, nearly 80 percent of the community strongly support Hopkins teachers.
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Educ ation of our Teachers
84% of Hopkins E-12 teachers have master’s degrees or higher.
Te c h n o l o g y Powered by G oogle In February of 2010, Hopkins Public Schools launched Hopkins Apps Powered by Google, a free, web-based server that allows students and staff to access their work from anywhere in the world and share it with anyone in the world. Hopkins Apps is a lineup of documents, spread sheets, presentations, and forms. It is similar to word processing software, except that it’s web-based, meaning it is not connected to a personal computer. Work created by students is hosted on the web — sometimes referred to as “the cloud” — and is always available for retrieval. Lost homework, damaged memory sticks, and compatibility issues between operating systems are all a thing of the past.
iPads B ecome I ntegrated A 2010-2011 iPad pilot program revealed that iPads provide a more personalized learning experience for all students. Many of the education apps available have different levels of difficulty, making it possible to address the specific learning needs of each child. This year, iPads will be available at every school. We have also added iPads in grades 7 and 8 science as an alternative to the adoption of a new hardcopy textbook.
The Ac tivclassroom We continue to install Activboards (interactive whiteboards) in the classrooms throughout the District. All classrooms in kindergarten through grade 9 are equipped with Activboards. Teachers can take extended training to deepen their expertise in using the board to promote best practices within the classroom. Classrooms are becoming increasingly interactive because of an ActiVotes device. These devices promote student engagement and provide teachers with real-time data. Using ActiVotes, teachers can poll students throughout a lesson. Students respond anonymously, allowing teachers to monitor student participation and subject knowledge.
Prepar ing Students for Post-S econdar y Life: College Fair Every year, over 50 colleges and universities come to Hopkins High School to meet students, answer questions about college entrance requirements, explain costs and financial aid, and explore major programs and extracurricular opportunities. High School counselors are also available to answer students’ questions and help them with the “Get Connected Portfolio” system.
Pro P E L In 2010-11, 19 students had unique mentorships through ProPEL, a mentorship program that pairs students with real-world mentors and career experiences. In the first part of the year, students focused on how to “work,” which included team-building exercises, résumé writing, stress management, interview skills, and other skills that prepare students for life after high school. In the second half of the year, students chose a career path they wanted to explore and established their mentorships by contacting prospective mentors. They then spent five hours or more a week immersed in the internship-like mentorship, at organizations such as: • University Minnesota • Bio Fuels Lab • Hopkins Center for the Arts • Minnesota Timberwolves • Mall of America • 3M • Caplan & Tamburino Law Firm
• KARE 11 • HGA Architects and Engineers • Gillette Children’s Specialty Healthcare • Rogue Set Media (Film Production) • Children’s Hospitals and Clinics of Minnesota (Radiology)
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Nonprofit Org. U.S. Postage PAID Permit No. 160 Hopkins, MN 55343
Building upon our tradition of excellence Kindergarten Reminder Our Teachers Hopkins Public Schools
For children 5 years of age by September 1, 2011
Hopkins Public Schools Kindergarten Program:
Our teaching staff is backed by experience — 14 years on average. The genuine DON’Tin Hopkins Public excellence FORGET! Your neighborhood school— Schools is a testament to a clear advantage. our talented, dedicated teachers. Our community enjoys a long tradition of supporting teachers and public education. This support fosters the strong connections between 2011-2012 Calendar teachers and students.
• Kindergarten classes have instructional assistants that maintains student-to-staff ratios at approximately 15:1. • A Challenge (gifted and talented) coordinator in each school ensures that enrichment opportunities are provided in core areas. • An Engineering is Elementary (EiE) curriculum promotes science, technology, engineering, and math (STEM). • Our elementary schools have received national awards for nutrition and wellness. Almost all meals are made from scratch with local foods.
Registration deadline for Full-Day Kindergarten is January 18, 2011
No deadline for Half-Day Kindergarten
• Bus service to and from school or safe walking/biking routes available. • Before- & after-school child care in each school. • Community Education Youth Enrichment Programs offered in each school. • Greater sense of community and stronger neighborhood relationships.
1001 Highway 7 Hopkins, MN 55305 www.HopkinsSchools.org Time Value
Residential Postal Patron ECRWSS
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H O P K I N S
Kindergarten Roundup Learn About Your School Kindergarten Roundup is an exciting time for children. There are activities for both parents and children. Your child will spend some time with you and some time with the kindergarten teachers in classrooms. While your child is busy, you will meet the principal and others from the school. As this is the beginning of the registration process, a packet of information will be given to you. If you are not able to attend, call the school and ask if there is a time when you and your child could have a short visit. Gatewood Glen Lake L.H. Tanglen Meadowbrook Eisenhower & XinXing Alice Smith
March 8, 5:30 p.m. March 1, 6:30 p.m. March 3, 5:30 p.m. March 11, 10 a.m. and 2 p.m. March 17, 6:00 p.m. March 22, 6:00 p.m.
Attendance at this event is strongly recommended
www.HopkinsSchools.org/kinder
Hopkins Public Schools
. ation of and ps hips. e
Pre p a r i n g S t u d e n t s fo r t h e Fu t u re
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Where real excellence meets real learning.
We are preparing students for jobs that currently don’t exist. Using innovation, imagination, and a solid educational foundation as our base, Hopkins Public Schools provides students with a world-class education infused with technology, collaboration, flexibility, and academic rigor. We are focused on preparing students to thrive globally. Within our hallways, we offer students the world. Our diversity is one of strongest assets.
O ur Program The program at Hopkins Public Schools is exceptional and is designed to help all learners reach their potential. Our curriculum is academically rigorous, and rich with options at every level. A variety of realworld experiences are blended into the core curriculum to enrich learning and provide options for all learners.