Annual Report on Student Achievement - Roseville Area Schools

DISTRICT 623 • ANNUAL REPORT ON CURRICULUM, INSTRUCTION, AND STUDENT ACHIEVEMENT • 2013 

A letter from the Superintendent 

October 2013 

Dear Friends: 

At the start of each school year, the staff of 

Roseville Area Schools spends workshop time 

planning for the arrival of the students and their 

families. The main focus of staff planning is to 

ensure that each and every student is well 

prepared for the upcoming school year and 

beyond. 

“Education is the passport to the future, for 

tomorrow belongs to those who prepare for 

it today.” — MALCOLM X 

• Advancement Via Individual Determination 

(AVID). The AVID program is a structured 

program designed to improve academic 

performance and provide direct support to 

students who are typically underserved. 

The students arrive at the school doors with unlimited 

potential and a wonderful array of talents. 

Roseville Area Schools embraces its responsibility 

to prepare each learner of today and shape their 

talents to meet the opportunities of tomorrow. 

During the school year, the staff reviews the 

performance of our students and looks for new 

and better ways of preparing each and every 

learner for the next phase of their academic career. 

After reviewing the data in our <strong>Annual</strong> <strong>Report</strong> on 

Curriculum Instruction and Student Achievement 

and the academic success stories below, it will be 

clear to you that Roseville Schools provides a 

number of methods and tools that allow students 

to explore new and exciting learning opportunities 

that will better enable our students to be prepared 

for tomorrow. 

INSIDE 

District Goals. . . . . . . . . . . . . . . . . . . . . 2 

Performance Highlights . . . . . . . . . . . . 3 

Graduation Tests . . . . . . . . . . . . . . . . . 7 

2010-11 Test Schedule . . . . . . . . . . . . . 7 

Building <strong>Report</strong>s . . . . . . . . . . . . . . . . . . 8 

• Reading Recovery Program. This program is 

designed to provide intense, individual intervention 

for first graders who are experiencing difficulties 

learning to read and write. 

• iPad Initiative. This program is a pilot initiative 

in progress at Roseville Area Middle School. The 

goals of the pilot are to increase student 

achievement and staff instructional skills. 

• Second Steps Program. This program for middle 

school students focuses on bullying, substance 

abuse, and violence prevention at this important 

time in our students’ lives. 

• Sheltered Content. This program delivers core 

academic instruction to our high school English 

Language Learners. 

Thank you for supporting Roseville Area Schools 

and allowing us the opportunity to work with the 

most important people in the world….your 

children. 

. 

Sincerely, 

Dr. John Thein 

Superintendent 

<strong>Annual</strong> <strong>Report</strong> on Curriculum, Instruction, and Student Achievement 1 Roseville Area Schools • 2013

Roseville Area Schools 

Mission Statement–Our Core Purpose 

Quality Teaching and Learning for All...Equity in All We Do 

OUR VISION 2015 

What we intend to create 

Roseville Area Schools, working in partnership 

with all families and the community, is a learning 

organization of engaged, motivated and high 

achieving lifelong learners. 

We demonstrate this Vision when: 

Each learner thrives in a safe, equitable, and 

respectful learning environment that fosters 

confidence, excellence and a sense of belonging 

while honoring difference. 

Each learner receives high quality, personally 

relevant instruction enhanced by all members of 

the learning community. 

Each learner studies a challenging academic 

curriculum, which enhances social, emotional, 

physical and ethical development. 

Each learner meets rigorous academic standards 

and is prepared for future learning and success 

in a multicultural society. 

CORE VALUES 

What drives our words and actions 

Equity 

Responsibility 

Integrity 

Respect 

Compassion 

Commitment 

Sense of Belonging 

Curiosity 

EQUITY VISION 

In alignment with the District Vision, Roseville Area 

Schools is committed to ensuring an equitable and 

respectful educational experience for every student, 

family and staff member regardless of: 

Race 

Gender 

Sexual Orientation 

Socioeconomic Status 

Ability 

Home or First Language 

Religion 

National Origin 

Age 

Physical Appearance 

STRATEGIC DIRECTIONS 

Our focused allocation of resources 

C 

L 

E 

AR 

Achievement Aligning systems, practices, and 

instruction to the individual’s 

needs, abilities and goals. 

Community Engaging and partnering with the 

whole community. 

Leadership Building a culture that nurtures 

the leadership potential in each 

member of the diverse learning 

community. 

Equity Ensuring each individual develops 

and thrives; eliminating systemic 

barriers to success. 

Resources Securing, managing and leveraging 

our human, financial, and physical 

capital responsibly and creatively. 


Performance highlights 

Every year, leadership teams in each 

school in the district engage in the 

process of creating a school improvement 

plan and setting goals that are 

anchored in the Equity and 

Achievement VisionCards. During this 

process the team looks back at their 

data from the previous school year 

and evaluates their performance 

looking for areas of success and areas 

for improvement. The school teams 

develop detailed action steps they will 

follow in efforts to meet their goals, 

an assessment plan to measure 

progress, and the professional development 

that is needed to help achieve 

their goals. 

MAP Tests for 2012-13 

and Assessment Changes 

for 13-14 

The Measures of Academic Progress 

(MAP) tests provide teachers, students, 

and families with data used to set 

both individual and school goals. MAP 

is a set of computerized tests in 

reading and math which provide 

teachers accessible, informative, and 

instant results. The computerized 

system adjusts the difficulty level of 

questions based on the student’s 

pattern of correct/incorrect answers. 

Students in grades 2-8 take the MAP 

at least twice (once in the Fall and 

again in the Spring). When students 

take the MAP in the Fall a target 

growth score for each student is set 

based on national norms, and then 

the MAP is taken again in the Spring. 

The student’s scores from fall to 

spring are compared to provide the 

actual student growth to the target 

growth and staff are able to use these 

results immediately to inform their 

practice. The charts on page 4 show 

the average amount of growth made 

in RIT points, the scale used on the 

MAP. The blue bars indicate the 

average growth of Roseville students 

and the red squares indicate the 

national average. 

District 623 MAP test summary: 

• Our district instructional and assessment 

focus in 2012-13 has been on 

Test Primer 

Standardized tests are not the only method used to look at student progress. 

Teachers evaluate student achievement through a variety of other means throughout 

the year, and also consider the broad educational needs of children. However, standardized 

tests offer a measure for comparison across district, state, and national 

levels. Here is a brief primer about the standardized tests given in ISD 623. 

ACT/PLAN/EXPLORE: A series of national tests that helps assess a student’s preparedness 

for college. Students receive scores in English, Math, Reading and Science 

Reasoning, as well as a composite score. In addition, the PLAN test provides information 

that helps improve a student’s career preparation. The EXPLORE and PLAN are 

given to students in 8th and 10th grade. Students self-select to take the ACT. 

Typically, about 70% of Roseville students choose to take the ACT. 

COGAT: Designed to measure students’ reasoning abilities, the Cognitive Abilities Test 

(CogAT) is made up of three subtests: verbal, quantitative, and nonverbal (spatial). The 

test is administered to students in grade three and five in the Fall. 

MAP: A computerized adaptive assessment, Measures of Academic Progress (MAP) 

measures each student’s academic growth in reading, language use and mathematics. 

MAP tests align with state standards. Test results show a student’s strengths 

and weaknesses, allowing staff and parents to determine methods to help the student 

meet the projected growth for their age group. 

MCA-II/III: MCA is a statewide standardized achievement test that assesses student 

progress toward achieving Minnesota standards in reading, math and science. Test 

results are used to monitor trends in student achievement. 

GRAD: Graduation Required Assessments for Diploma (GRAD) measure whether 

students have mastered the skills in reading, math, and writing that are required to 

graduate by the State of Minnesota. Students must achieve a passing score in all 

three subjects to be eligible for a public school diploma. 

ACCESS for ELL: Tests given to students with limited English proficiency, developed by 

the WIDA consortium are designed to demonstrate growth in English from year to 

year. ACCESS is a reading, writing, listening and speaking assessment. 

reading and math proficiency and 

state standards with less emphasis 

given to NWEA MAP tests. This 

impacted our MAP test growth 

scores by showing moderate 

decreases in students meeting their 

typical growth score while at the 

same time we saw moderate 

increases in MCA proficiency. 

• Although our growth scores 

declined we continue to have high 

Spring Average RIT scores that are 

well above the national average. 

• ISD 623 will continue our instructional 

and assessment focus on 

state standards and MCA proficiency 

as these are our state and federal 

accountability measures. 

For the 2013-14 school year, 

Roseville Area Schools has some 

exciting changes to our assessment 

plan. At our elementary schools we 

are focusing our efforts on increasing 

student instructional time and 

decreasing the time spent testing. We 

are doing this in conjunction with a 

new more efficient testing system 

called FAST. FAST stands for Formative 

Assessment System for Teachers and 

was developed by researchers at the 

University of Minnesota. This system 

includes a one-on-one screening for 

students in reading and whole group 

adaptive tests in both reading and 

math. 


Students in K-6 will be screened this 

year by an assessment team made up 

of non-classroom building staff 

members who will administer the 

reading screening three times during 

the year—September, December, and 

March. This information will then be 

used to provide reading instruction to 

meet student needs and monitor their 

progress throughout the year. The 

screening reduces the time that 

teachers have used at the beginning 

of the year individually administering 

reading tests to all students in their 

classrooms, thus increasing the time 

that the teacher has for instruction. 

This fall students in grades 1-6 will 

also be taking adaptive tests in math 

(aMath) and reading (aReading). These 

tests are akin to the Measures of 

Academic Progress (MAP) tests that 

students in grades 2-8 have been 

taking for many years however, the 

aReading and aMath tests are much 

quicker in the time it takes for 

students to complete the test. The 

aReading and aMath tests, like MAP, 

adjust the level of difficulty based 

on how the student answers the 

question. 

Students in grades K-2 will take the 

aMath and aReading tests again in the 

spring so that we can measure their 

growth over the school year. Students 

in grades 3-6 will take the Minnesota 

Comprehensive Assessment (MCA) in 

Student Growth 

Measures of Academic Progress (MAP) 

Fall 2012 to Spring 2013 

ACT Results Over Time 

Average scale scores; based on scale of 36 points 

District 623 

% TAKING ENGLISH MATH READING SCIENCE COMPOSITE 

TEST 

REASONING 

2012-13 70% 22.8 22.8 23.3 23.1 23.1 

2011-12 70% 23.4 23.3 24.2 23.4 23.7 

2010-11 76% 23.3 23.7 23.6 23.3 23.6 

2009-10 73% 23.5 23.7 24.4 23.8 24.0 

2008-09 74% 23.4 23.7 24.6 23.9 24.0 

State 

2012-13 22.2 23.1 23.1 22.9 23.0 

2011-12 22.1 23.0 22.9 22.7 22.8 

2010-11 22.3 23.0 22.9 22.8 22.9 

2009-10 22.3 22.9 23.2 22.8 22.9 

2008-09 22.0 22.7 23.1 22.6 22.7 

National 

2012-13 20.2 20.9 21.1 20.7 20.9 

2011-12 20.5 21.1 21.3 20.9 21.1 

2010-11 20.6 21.1 21.3 20.9 21.1 

2009-10 20.5 21.0 21.3 20.9 21.0 

2008-09 20.6 21.0 21.4 20.9 21.1 

Math and Reading as their spring 

assessment. 

Some other changes to be aware of 

for 2013-14 are that students in 

Kindergarten will be tested using the 

FAST adaptive tests, however students 

in Kindergarten will not be testing 

until the winter testing window. 

Students in 6th grade will continue to 

take the MAP test for math as there is 

not an aMath test yet. 

ACT Test Results 

Roseville students continued to 

perform well on the ACT. The ACT is 

used by many colleges as an entrance 

exam. The percentage of students 

Mathematics 

20 

National Average 

Roseville Average 

Reading 

20 

RIT GROWTH 

15 

10 

RIT GROWTH 

15 

10 

5 

5 

0 

2 3 4 5 6 7 8 

GRADE 

0 

2 3 4 5 6 7 8 

GRADE 


taking the ACT remained high in 

2012-13 with 70% of the graduating 

class participating in the exam. The 

test includes English, Mathematics, 

Reading and Science. Roseville Area 

High School students remained above 

the state and national scores in 

almost every category, a particularly 

outstanding result considering the 

number of students that take the test. 

The composite score for Roseville 

students was 23.1 compared to 23.0 

for Minnesota, and 20.9 nationally. 

District 623 MCA Results 

Percent of Students Proficient in Reading 

GRADE LEVEL 3 4 5 6 7 8 10 

State 57.4 54.2 63.1 58.8 53.9 53.8 62.2 

District 55.0 50.8 59.8 62.9 51.4 50.8 67.1 

Percent of Students Proficient in Math 

GRADE LEVEL 3 4 5 6 7 8 10 

State 71.5 71.3 59.1 55.9 54.3 57.3 51.5 

District 71.7 63.2 54.8 60.0 48.9 49.1 47.4 

MCA Tests 

Districts throughout the state 

administer the Minnesota 

Comprehensive Assessments (MCA) 

each year to measure student 

performance against state standards 

and to assess the yearly progress of 

schools in meeting the federal 

requirements of the No Child Left 

Behind legislation. The MCAs are 

adjusted following the revision of the 

state’s standards in each discipline. In 

2012-2013, the reading test changed 

to a more difficult test that assesses 

more rigorous state standards. This 

test (MCA III) was administered to 

students in grades 3-8 and 10 in 

reading. Students in grades 3-8 

continued to take the online MCA III 

math test, which was introduced in 

2010-11. Students in grade 11 took the 

MCA II math test this year, however 

this test will change to the MCA III 

next year to align with state standards. 

The MCA III science test was 

administered to students in grades 5, 

8, and high school this year. 

District 623 MCA test summary: 

AYP GOALS MET/STUDENT GROUP 

Student Group Math Reading Attendance Graduation 

Participation/Performance Participation/Performance Rate 

All Students (avg.) Yes No Yes Yes Yes No 

American Indian * Yes * Yes Yes * 

Asian/Pacific Isl Yes No Yes Yes Yes No 

Hispanic Yes Yes Yes Yes Yes * 

Black Yes Yes Yes Yes Yes No 

White Yes Yes Yes Yes Yes Yes 

LEP Yes No Yes No Yes No 

Free/Reduc Lunch Yes Yes Yes No Yes Yes 

Special Education Yes No Yes No Yes No 

*Not sufficient number of students to meet the cell size minimum 

• In reading, state and district proficiency 

rates decreased significantly, 

although, in almost all grade levels 

the state decreased more rapidly 

than Roseville which resulted in 

the district gaining on the state. 

Last year our district wide average 

for all grades combined was 

slightly below the state and now 

we are approximately even with 

the state average. 

• In math, we increased moderately 

while the state dropped moderately 

(except in 11th grade where the 

state increased significantly and we 

increased moderately). Our trend 

of slight to moderate losses while 

the state gained in 2011-2012 has 

Reading 

Relative Proficiency Gains/Losses to State from 2011-12 to 2012-13 

Math 

Relative Proficiency Gains/Losses to State from 2011-12 to 2012-13 


turned around, although we still 

need a moderate increase in most 

grades (except grade 6) to catch up 

to the state. 

• On all of the state tests, the 

percentage of students achieving 

the highest level of performance 

remains (with a couple exceptions) 

at or above state averages. 

MMR and AYP 

The Federal No Child Left Behind 

(NCLB) Act requires that all schools in 

the nation make Adequate Yearly 

Progress (AYP) toward achieving the 

goal of all students being proficient in 

reading and math by 2014. In 2012 

Minnesota was granted a Waiver from 

the NCLB law. With the Waiver, the 

Minnesota Department of Education 

has set new accountability targets that 

focus on closing the achievement 

gaps by 50 percent over the next six 

years. Along with these targets the 

state created measures that monitor 

the progress in closing those gaps. 

This measurement system called the 

Multiple Measurement Rating (MMR) 

was introduced in 2011-12 school 

year. The MMR is being used to gauge 

performance in four areas including: 

1. Proficiency—did the school meet 

its performance goals? 

2. Growth—are students making 

expected progress? 

3. Achievement Gap Reduction—did 

the school make progress closing 

its overall achievement gaps? 

4. Graduation Rate (where applicable)—did 

the school meet its 

graduation rate targets? 

Schools can achieve up to 25 points 

in each area (where applicable) based 

on their percentile rank for that area. 

The overall MMR score is a 

percentage of the total points earned 

out of the total points possible. 

Schools and districts will no longer 

be labeled as failing or not failing, 

new designations for Title I schools 

have been created which include: 

• Reward Schools—The 15 percent 

of highest-performing Title I 

schools in the state. 

• Celebration Schools—Eligible 

schools are in the Top 25% of Title 

I schools that have not been designated 

as a Reward School. 

• Continuous Improvement 

Schools—The bottom 25% of Title 

I schools not identified as Priority 

or Focus Schools. 

DCAC 

The District Curriculum Advisory 

Committee (DCAC) plays an important role 

in improving student achievement. The 

DCAC advises the School Board and 

district administrators, ensuring active 

community participation in planning and 

improving instruction and curriculum. 

The DCAC reviews reports of curriculum 

study committees, results of student 

achievement tests, and other assessments 

of student learning. It also shares information 

with the community about student 

performance goals, test results, district 

improvement plans, and progress on 

previous improvement plans. 

The committee includes parent representatives 

and district staff members. The 

principal and parent groups help to recruit 

a representative. Thank you to current 

council members. 

Parent Representatives BUILDING TERM ENDS 

Mary Bachhuber Brimhall Elementary 2014 

Philip Belin Little Canada Elementary 2015 

Nancy Brown Emmet D. Williams Elementary 2016 

Joe Brown Thunder Falcon Heights Elementary 2013 

Erin Cronin Edgerton Elementary 2013 

Shana Crosson Roseville Area High School 2014 

Maria MacWilliams Roseville Area High School 2014 

Mimi Wong Parkview Center School 2014 

Brad Zenner Parkview Center School 2015 

Student Representative 

Katherine Allen Roseville Area High School 2013 

Monica Basabe Roseville Area High School 2014 

Chang Xiong Roseville Area High School 2014 

Staff Representatives 

Erin Azer School Board 2013 

Becky Berkas Edgerton Elementary 2013 

Jennifer Kohan Fairview Alt. High School 2015 

Todd Lieser Roseville Area High School 2014 

Kristen Smith Olson Parkview Center School 2013 

Jake Von De Linde Department of Teaching & Learning — 

Membership Criteria: 

Each K-6 building in the District has one representative to the DCAC; Parkview, Roseville Area Middle School, and the High School, 

each have two seats on the DCAC. Building representatives serve 3-year terms. Staff members represent various components of 

the District, both programs and sites. Composition of the DCAC voting membership is 75% citizens and 25% staff. Citizens interested 

in serving should contact their building principal or Jake Von De Linde. 

Application Date: 

The first meeting is typically mid-late September; the goal is to have established membership before that first meeting. If membership 

is not complete by the first meeting, District staff will continue to seek the full slate of members until the roster is filled. 


• Focus Schools—The 10 Percent of 

Title 1 schools showing the largest 

achievement gaps in the state for 

one or more groups of students. 

• Priority Schools—The bottom 5 

percent of Title I schools on the 

MMR. 

In Roseville we had 3 schools that 

had been given designations for the 

2012-13 school year. Central Park is a 

Focus School and is working with the 

District, The Regional Center of 

Excellence, and the Minnesota 

Department of Education (MDE), to 

monitor and adjust their school 

improvement plan. Little Canada was 

identified last year a continuous 

improvement school and worked with 

District staff to create a school 

improvement plan. Finally, Brimhall 

was a Celebration eligible school 

which means they were eligible to 

apply for the Celebration School 

designation. 

MMR results will be released 

publicly by the Minnesota Depart - 

ment of Education on October 1st. 

Graduation Tests 

All students graduating in Roseville Area Schools take the 

Graduation Required Assessments for Diploma (GRAD) 

test. The writing test is taken for the first time in 9th grade, the 

reading test in 10th grade, and the mathematics test in 11th 

grade. The content of the tests reflect the state’s graduation 

standards. Students who did not pass have multiple opportunities 

to retake each test; however they must have a minimum of 

six weeks for remedial instruction before their next test. 

Students who do not pass the math GRAD are still eligible to 

receive a diploma if they have completed/passed all required 

coursework, have participated in prescribed remediation, and 

have re-taken the GRAD math test at least twice. However 

legislation was passed at the end of this year that changed 

graduation requirements for students. The new legislation 

allows students who have taken a college or career readiness 

test (ACT, Compass, WorKeys, Accuplacer, or SAT) to graduate if 

they have also completed all of their required course credits. 

Because of these changes the writing test will be eliminated in 

2013-14 and there will also be no required remediation for 

students who did not pass the GRAD. During the 2014-15 

school year the state will be phasing in a new College and 

Career Readiness test for grades 10 and 11. 

In 2012-13, passing rate after first test administration 

included 85.1% of Roseville 9th grade students passing the 

GRAD writing test (compared to 87.8% state wide), and 64.4% 

of Roseville 11th grade students passing the GRAD math test 

(compared to 66.4% state wide). In reading this year the MCA 

III eliminated the GRAD embedded portion of the test and 

making proficiency the new measure for meeting the GRAD 

standard. Students in Roseville scored 67.1% proficient on the 

MCA III reading test compared to 62.2% state wide. 

Test Schedule for 2013–14 

ALTERNATIVE ASSESSMENTS 

Grade 3-11 MTAS Reading and Math March 17–May 9 

Grades 5, 8 and High School MTAS Science March 17–May 10 

NNAT 

Grades 3 & 5 October 21–25 

EL TESTS 

Grade K-12 ACCESS February 3–March 21 

MCA AND MCA MODIFIED 

MCA and MCA Modified Math & Reading Online 

Grade 3–8 March 31–May 1 

MCA Science Online 

Grade 5 & 8 May 5–9 

RAHS 

Grade 9-12 who have completed Biology by Tri 2 March 24–April 4 

Grade 9-12 who will complete Biology in Tri 3 May 12–May 16 

FAHS 

Grade 9-12 who have completed Biology May 12–May 16 

MCA/GRAD AND MCA MODIFIED 

Grade 10 Reading & Grade 11 Math Segments 1, & 2 April 15 

Grade 10 Reading & Grade 11 Math Segments 3, & 4 April 16 

NWEA MAP 

Grade 6 (Math)–8 and some HS September 16–October 4 

Spring MAP May 12–30 

FAST (K-6) 

Fall October 29–November 16, 2013 

Winter January 13–31 

Spring May 1–17 

OTHER TESTS 

Grade 8, EXPLORE, RAMS (AVID) November 19 

Grade 10, PLAN November 27 

Grade 11, PSAT October 16 

Grade 10–12, ACT Sept. 21, April 12, and June 14 


Moving Forward 

Brimhall 

Academic Goal: Our 2012-2013 

Achievement Goal indicated that we 

would work to increase our MCA proficiency 

rating in math from 68% to 

72.8%. 

Results indicated that we met and 

exceeded this target goal by obtaining 

a proficiency rating of 76.1%. 

Going into the 2012-2013 school year, 

our MCA math disparity for Hispanic 

students was 24%. Our 2012-2013 goal 

was to increase their proficiency by 

3.6% or more. As a result, the achievement 

gap in math would shrink to 

20.4%. The goal of our achievement gap 

should be a decrease of 3.6% or more. 

Results indicate that we increased 

proficiency by 6.4%. Thus, we 

exceeded our projected proficiency 

goal. 

Going into the 2012-2013 school year, 

our MCA math disparity for Black 

students was 34%. Our 2012-2013 goal 

was to increase their proficiency by 

5.1% or more. As a result, the achievement 

gap in math would shrink to 

28.9%. The goal of our achievement gap 

should be a decrease of 5.1% or more. 

Results indicate that our Black 

students increased proficiency by 

14.2%. Thus, we exceeded our 

projected proficiency goal. 

Equity Goal: Our current non-duplicated 

referrals for Black students is 69%. In 

the 2012-2013 school year, non-duplicated 

referrals for Black students will be 

reduced by 44%. The goal of non-duplicated 

referrals for Black students will be 

25% or less. 

Results: At the end of 2012-2013, the 

results indicated that we reduced nonduplicated 

referrals for Black students 

to 39%. 

SWIS data indicated that 36.46% our 

African American students have been 

referred to the office one or more times 

in 2011-2012, as compared to 25.23% of 

our White students. Our goal is to 

reduce our African American referrals to 

less than 25% in 2012-2013. 

Results: In 2012-2013, 28% of students 

who were sent to the office were 

African American. 

Central Park 

Achievement Goal: The percentage of 

all students enrolled October 1st in 

grades 3-6 at Central Park Elementary 

who earn achievement levels of Meets 

the Standards or Exceeds the Standards 

on the Math MCA III will increase from 

34.8% in 2012 to 37.8% in 2013. 

Results: 33.8% of Central Park 

students earned achievement levels of 

Meets the Standards or Exceeds the 

Standards on the Math MCA III; the 

goal was not met. 

Equity Goal: As of June 2013, Central 

Park will reduce by 30% the overrepresentation 

of Black/African American 

students in regards to office referrals 

relative to discipline (from 91% overrepresentation 

in 2011-2012 to 61% in 

2012-2013 and will reduce overrepresentation 

of Hispanic/Latino students by 

30% from 41.1% to 11.1%). This will 

place Central Park at Baseline and 

progressing, respectively, on the Vision 

Card. SWIS student information system 

will be used to collect data. 

Results: In June 2013, the goal of 

reducing overrepresentation of 

Black/African American students in 

regards to office referrals relative to 

discipline was not met; the overrepresentation 

increased from 91% to 

131%. However, the goal of reducing 

overrepresentation of Hispanic/Latino 

students in regards to office referrals 

relative to discipline was met; the overrepresentation 

decreased from 41.1% 

overrepresentation to -8.0 underrepresentation 

placing CP at vision for 

Hispanic/Latino students in this area. 

Edgerton 

Achievement Goal: Edgerton 

Elementary will improve proficiency in 

Math for all students grades 3-6 as 

measured by the MCA III from 48% to 

55% proficiency. (This is a 7% increase 

and will bring Edgerton from Level 1 to 

Level II on the RAS Vision Card (A5). 

Results: Forty-seven percent of our 

students were proficient in Math as 

measured by the MCA III. 

Edgerton did not reach their goal 

target yet remain encouraged by the 

continued progress students are 

showing in growth related to math. 

This is demonstrated by the number of 

students who grew from does not meet 

to partial proficiency. Recognizing the 

need to get students to proficiency on 

state standards will be the focus of the 

work at Edgerton in the coming year. 

Teachers are aligning their instruction 

and assessment based on the state 

math standards. Our goals for 2013- 

2014 focus on student proficiency. 

Equity Goal: Currently Edgerton is a 

level 1(intervene) with a 39.7% disparity 

in reading. In 2012-2013 Edgerton will 

increase the achievement of all students 

and reduce the racial disparity to less 

than 14-19% difference (Baseline) as 

measured by the MCA in reading. 

Results: With the introduction of new 

state reading standards and a subsequent 

new assessment, MCA III, 

Edgerton saw a drop in reading proficiency. 

This was common throughout 

the district and state. The racial 

disparity in reading did not change as 

we had expected. The difference 

between our students of color and our 

white students was 39.7%. Edgerton 

did show strong progress in the math 

achievement gap however. We will 

continue to focus on meeting the individual 

learnin g needs of our students 

and we will reduce racial disparity it 

from 24.7 to 21%. For some student 

groups and will remain very focused 

on supporting the unique needs of EL 

students. 


Edgerton will continue to address 

teaching and learning style differences 

of teachers and students and will work 

to reduce this disparity. Using a more 

standardized progress monitor measure 

to predict proficiency will be an important 

tool for teachers as we work collaboratively 

to meet the needs of all 

students. 

Emmet D. Williams 

1. During the 2012/2013 school year the 

proficiency rate of 3-6 grade students 

will increase from 59.4 to 70% as 

evidenced by MCA test scores. 

Not Achieved. The students experienced 

a growth of 3.1% in Math 

performance to a level of 62.5% 


achievement gap between white and 

black students in the subject area of 

math will be reduced by 20% from 

51% to 31% as evidenced by student 

performance on the MCA III Math 

assessment in the spring of 2013. 

Not Achieved. The achievement gap 

was decreased by 3.6% to a level of 

47.4% 


achievement gap between white and 

hispanic students in the subject area 

of math will be reduced by 10% from 

29% to 19% as evidenced by student 

performance on the MCA III Math 

assessment in the spring of 2013. 

Not Achieved. The achievement gap 

actually increased to a level of 39.9% 


over-representation of unduplicated 

Black student referrals will decrease 

by 68.8% from 138% to 69.2% as 

evidenced by referral reported in 

district Synerygy student management 

system. 

Not Achieved. The over-referral rate 

actually increased. 


over-representation of unduplicated 

Hispanic student referrals will 

decrease by 34% from 67% to 33% 

as evidenced by referral reported in 

district Synerygy student management 

system. 

Achieved. 

Fairview Alternative 

Learning Center and High 

School 

Achievement Goal: The percentage of 

all students in grades 9-12 at the 

Fairview Alternative High School who 

take the NWEA MAP Reading test and 

score under 230 by October 17th and 

meet or exceed 150% of their fall to 

spring individual RIT growth projection 

will increase from 47.0% in spring 2012 

to 60% in spring 2013. 

Results: 62% of FAHS students made 

150% growth in Reading on the NWEA 

MAP Test. 

Achievement Gap Reduction Goal: By 

spring 2013, 30% of all students of color 

will be proficient on the MCA Reading 

test, which will be an increase of 10% 

from 2012 MCA results. 

Results: This goal was not achieved, 

partly due to a significant increase in 

the reading test’s rigor. We will carefully 

examine the new standards in 

order to improve performance in 2013- 

14. 

Equity Goal: In the spring of 2013, our 

school will focus on reducing the 

number of referrals of our black 

students from Level 1 Intervene to Level 

II High Concern on the district’s E2: 

Vision Card. 

Results: There was a reduction of classroom 

referrals however, we are still at 

Level 1 Intervene. 

Falcon Heights 

Achievement Goal: Through the development 

and implementation of systemic 

strategies, the percent of students in 

grades 3-6 who meet or exceed proficiency 

on their 2013 MCA math test will 

be at least 72%. 

Results: FHES students in grades 3-6 

2013 MCA math scores reflect proficiency 

of 78.9%. Reflecting 6.9% over 

the target goal. 

Equity Goal: The percentage of black 

and Hispanic students referred for discipline 

issues will decrease as compared 

to white students. The goal area will be 

measured by end of year discipline data. 

Results: We had been at Intervene and 

results show we continue to be in 

Intervene cell for Black students. 

However, for our Hispanic students we 

have moved from Intervene to 

Progressing cell. 

Little Canada 

2012-2013 Site Overarching achievement 

goal-math: In the spring of 2013, 

the percentage of 3rd-6th grade students 

meeting or exceeding the state 

Mathematics performance standards will 

increase from 53% to 60 % as measured 

by the MCA III. 

Results: Little Canada met our achievement 

SMART goal in 2013 by achieving 

60.2% proficiency on the 2013 MCA III 

math test. 

2012-2013- Equity goal: By May 2013 

Little Canada will reduce the number of 

behavioral referrals for black students 

from 58% to 40%. 

Results: Little Canada did not meet it’s 

equity goal in 2013. Our data shows 

that we had 42% over representation 

of unduplicated office referrals and 

78% of duplicated office referrals for 

our black students. Both of these are at 

the vision card level of intervene. 

However Little Canada Elementary 

School was at Level 5-Vision for total 

proportionate distribution of both 

duplicated and unduplicated office 

referrals for All Students of Color, 

Hispanic students, and Asian Students. 

Parkview Center School 

Achievement Goal: Within three years 

(2012 – 2015), 82% of all students will 

meet or exceed proficiency in math as 

measured by MCA III mathematics test, 

moving Parkview Center Schools 

students from Level 03 Baseline to Level 

04 Progressing on our district VisionCard 

metrics. In 2012 – 2013, Parkview 

Center School will maintain Level 03 

Baseline and increase the percent of 

students proficient on the MCA III mathematics 

test from 71.9% to at least 

75.7%. 


Results: In the spring of 2013 Parkview 

Center School students maintained 

level 03 Baseline and increased 3.8% 

from 71.9 to 75.7% of all students 

meeting or exceeding proficiency as 

measured by the MCA II. 

Parkview Center School met the 2012- 

2013 academic achievement goal. 

Gap Reduction Goal: In 2012 – 2013, 

the difference across all student groups 

(achievement gap) on the MCA, Parkview 

Center School will maintain or improve 

Level 05 Vision for all students of color 

in reading (8% disparity) and mathematics 

(8.7% disparity), although, we 

will intervene for our black students 

(who have at 34% disparity in reading 

and 32% disparity in mathematics) 

increase the MCA proficiency rate in 

reading from 56% to 62% and in mathematics 

from 42% to 50.7%. 

Results: In the spring of 2013 Parkview 

Center School increased math proficiency 

of our black students from 42% 

proficient to 53% proficient. The 

achievement gap between Black 

student and White students decreased 

from 32.3% to 21.6%. In reading, the 

achievement gap for black students 

when compared to white students was 

reduced from 34% to 32.1%. Parkview 

Center School did not meet the 2012- 

2013 equity goal. We did meet part of 

the goal reducing the achievement gap 

of black students when compared to 

white students in both math and 

reading. We also met our goal in math 

with a black students proficiency 

moving from 42% proficient to 53% 

proficient. 

Equity Goal: By June 2013, the overrepresentation 

of students of color will 

decrease from Level 02 high concern 

(21%) to Level 03 baseline (at most 19%) 

on our VisionCard metrics as reported in 

the student information system 

(Synergy). 

Results: We increased our office 

referral for our black students from 

21% to 34%. Parkview Center School 

did not meet the 2012-2013 equity 

goal. 

Roseville Area Middle 

School 

ATPPS Goal: In spring of 2013, the 

percent of students in grades 7-8 at 

RAMS, who are proficient as measured 

by the MCA Math test will be at least 2 

percentage points higher than it was in 

the spring of 2012. (move from 47.8% to 

49.8%) 

RAMS did not reach the goal. Our 

proficiency rate was 46.2%. 

Overarching Goal: In spring of 2013, the 

percent of students in grade 7-8 at 

RAMS who are proficient as measured 

by the Math MCA test will be at least 7.8 

points higher than in spring 2012. 

(47.8% to 55.6% or a 14 % increase) 

RAMS did not reach the goal. Our 

proficiency rate was 46.2%. 

ATPPS Achievement Gap Reduction 

Goal: In 2012-2013 the disparity in the 

math MCA test for our Black and 

Hispanic students will decrease by 10%: 

from 41.0% to 36.9% for our Black 

students and 40.2% to 36% for our and 

Hispanic students. 

RAMS did reach the goal for our Black 

students. Our disparity rate for our 

Black students was 34.8%. 

RAMS did reach the goal for our 

Hispanic students. Our disparity rate 

for our Hispanic students was 30.4%. 

In 2012-13 the disparity in the reading 

MCA test for our Black and Hispanic will 

decrease by 10%: from 34.7% to 31.2% 

for our Black students and from 37.9% 

to 34.1% for our Hispanic students. 

RAMS did not reach the goal for our 

Black students. Our disparity rate for 

our Black students was 35.7%. 

RAMS did not reach the goal for our 

Hispanic students. Our disparity rate 

for our Hispanic students was 39.5%. 

Equity Goal: By June 2013, the 

percentage of overrepresentation of 

Hispanic and Black students with regard 

to office referral will decrease by 10% 

from 63% and 117% respectively, to 

57% and 105% respectively. 

RAMS did not meet the goal for our 

Hispanic students. The goal was to go 

to 57% overrepresentation and we 

went up to 85%. 

RAMS did meet the goal for the Black 

students. The goal was to go to 105% 

overrepresentation and we went down 

to 95%. 

Roseville Area High School 

Achievement Goal: RAHS will increase 

MCA 10th Grade Reading Proficiency 

from 76% (2011-2012) to 79.6% (2012- 

2013). 

Results: With the implementation of 

the new MCA III 10th grade Reading 

test, RAHS experienced a decline of 

6.9%. We were encouraged by outachieving 

the State (-14%). 

2012-2013 Achievement Gap Reduction 

Goal: RAHS will decrease the racial 

achievement disparity between our 

White Students and Students of Color 

from 29% to 24.7% as measured by 

MCA 10th Grade Reading Proficiency. 

Results: RAHS didn’t achieve our goal 

of narrowing the achievement gap. 

2012-2013 Equity Goal: RAHS will move 

from Level 1 to Level 2 on the District 

VisionCard in relationship to Discipline 

Referrals and the Over-Representation of 

Students of Color. 

Results: RAHS didn’t achieve our goal 

of decreasing the over-representation 

of Students of Color and discipline 

referrals.

Annual Report on Student Achievement - Roseville Area Schools

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