ON CURRICULUM, INSTRUCTION, AND STUDENT ACHIEVEMENT

Rochester Public SchoolsINDEPENDENT SCHOOL DISTRICT #535

2007 – 2008

OUR MISSION IS TO CREATE AN ENVIRONMENT WHERE LIFELONG LEARNING IS VALUED, EXCELLENCE IS EXPECTED, AND IMPROVEMENT IS CONTINUOUS.

Rochester Public Schools has long demonstrated a commitment to providing high-quality education for our students, and the 2007-08 school year is an example of the success of our students and exceptional staff. This annual report illustrates the progress we have madeand our commitment to continuous improvement and closing the opportunity gap. In the2008-09 school year, we will use the District’s Five-Year Plan as the framework to focus on our three aims of High Student Achievement, Safe and Welcoming Learning Environment, and Efficient and Effective Operations, and we will continue our work to bring all students to proficiency. This can be accomplished with the support of parents and the community.

We appreciate all you have done to help ensure a successful future for every one of our students. We look forward to your continued partnership in this endeavor.

Thank you for your support,

Dr. Romain Dallemand, Superintendent of Schools

Continuous-Improvement Policy*Implementation of the principles and practices of continu-ous improvement will maintain a focus on the needs ofstudents and stakeholders and examine key student andstakeholder requirements to define the strategic directionof the District. Guided by this philosophy, District leader-ship will use data from a variety of sources including sat-isfaction and performance data to develop aims, goals,measures, and results.

The District will use the Malcolm Baldrige EducationCriteria for Performance Excellence as the criteria tomonitor the continuous improvement efforts of eachschool, classroom, and District-wide department. Allschools and departments will submit an annual improve-ment plan which will include data gathered from a year-ly self assessment.

*To view the complete policy, go to www.rochester.k12.mn.us/school85/sb, then

click BoardDocs and Policies & Procedures.

District-wide Goals* • All students will meet or exceed proficiency levels in

reading, mathematics, writing, and science.

• All students of all abilities will be challenged academi-cally and successfully earn a diploma.

• Parents/guardians and community members are val-ued and active partners in student achievement.

• Students and staff will understand and respect all indi-viduals.

• Ensure a high-performing workforce by incorporatingthe principles of continuous improvement at all levelsof the organization.

CONCEPTUAL FRAMEWORK FOR THE ROCHESTER

PUBLIC SCHOOLS FIVE-YEAR PLAN

*For a detailed description of the District’s Aims, Goals, and Measures, call (507)

328-3000 or go to www.rochester.k12.mn.us/school85/agm.

Student Results

Family and Community Engagement

WorkforceDevelopment

School Climate

Organizational and Educational Leadership

Management

Focus

High Student Achievement

Safe and Welcoming Learning Environment

Efficient and Effective Operations

Aim

LifelongLearning

Excellence

Continuous Improvement

Mission

District Testing PlanThe Office of Curriculum and Instruction and School Improvement and Accountability, formed the District AssessmentCommittee to conduct a state-required periodic review of the District’s testing program. The committee established thefollowing philosophy and purpose the District’s testing program.

Philosophy

We believe assessment is the key component in teaching and learning that helps students, parents, educators, andthe community monitor achievement, guide instruction, and analyze program effectiveness to meet student needs.

The Purpose of Assessment

• identify and meet the needs of all students

• guide instruction, includingsupport and enrichment

• monitor and evaluate the effectivenessof curriculum and instruction

• be accountable to our studentsand community

• demonstrate compliance with state and federal requirements

Recommendations

The District Assessment Committee met, developing several recommendations for improvement. The District’s Cabinetwill review the committee’s recommendations and implement those that are consistent with best practices in school-assessment programming. The chart on this page outlines the test administered to all students at each grade level.District results on most tests are available at www.rochester.k12.mn.us/school85/ra.

2008-09 DISTRICT TESTING SCHEDULEGrade Test Subjects Given

K Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Reading Fall/Winter/Spring

1 Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Reading Fall/Winter/Spring

2 Stanford Achievement Test Reading, Math, Language, Environment FallDistrict Math Math SpringCognitive Abilities Test Verbal/Non Verbal Winter (Starting 2008)

3 Minnesota Comprehensive Assessments (MCA-II) Reading, Math SpringDistrict Math Math Spring

4 Stanford Achievement Test/OLSAT Reading, Language Arts, Math, Science FallMinnesota Comprehensive Assessments (MCA-II) Reading, Math SpringDistrict Math Math Spring

5 Minnesota Comprehensive Assessments (MCA-II) Reading, Math, Science SpringDistrict Math Math SpringOrleans-Hannah Algebra Math Winter

6 Stanford Achievement Test/OLSAT Reading, Language Arts, Math, Science FallMinnesota Comprehensive Assessments (MCA-II) Reading, Math SpringDistrict Math Math SpringDistrict Science Science SpringDistrict Math Placement for 7th Grade Math SpringDegrees of Reading Power (DRP) Reading Spring

7 Degrees of Reading Power (DRP) Reading SpringMinnesota Comprehensive Assessments (MCA-II) Reading, Math SpringDistrict Math Math SpringDistrict Science Science SpringDistrict Writing Writing Spring

8 Degrees of Reading Power (DRP) Reading FallEXPLORE Assess Preparation for Post-secondary FallMinnesota Comprehensive Assessments (MCA-II) Reading, Math, Science SpringDistrict Science Science SpringDistrict Math Math SpringDistrict Writing Writing Spring

9 Stanford Achievement Test/OLSAT Reading, Language Arts, Math, Science FallGraduation Required Assessment for Diploma (GRAD) Writing Spring

10 PLAN English, Math, Reading, Science FallMinnesota Comprehensive Assessment (MCA-II) Reading SpringGraduation Required Assessment for Diploma (GRAD) Reading Spring

11 Minnesota Comprehensive Assessment (MCA-II) Math SpringGraduation Required Assessment for Diploma (GRAD) Math Spring (Starting 2008)

3-8, 11 Mathematics Test for English Language Learners (MTELL) Math Spring

3-12 ESOL Test of Emerging Academic English (TEAE) Reading, Writing Spring

3-12 ESOL Student Oral Language Observation Listening and Speaking SpringMatrix (MN SOLOM)

K-2 ESOL Check List Listening and Speaking Spring

3-8, 10 Special Education Minnesota Test of Academic Skills (MTAS) Reading Spring

3-8, 11 Special Education Minnesota Test of Academic Skills (MTAS) Math Spring

3,5 Special Education Minnesota Test of Academic Skills (MTAS) Science Spring

High School: Minnesota Comprehensive Assessments (MCA-II) Science SpringSpecial Education Minnesota Test of Academic Skills (MTAS) Science Spring Algebra I District final exam Algebra I SpringAlgebra II District final exam Algebra II SpringGeometry District final exam Geometry Spring

Rochester Public Schools Five-Year PlanDuring the 2007-2008 school year, staff and communitymembers participated in meetings which resulted in the devel-opment of the District’s Five Year Strategic Plan. The planhighlights the strategies and opportunities for improving theachievement and success of every student in the RochesterPublic Schools. The foundation of the Strategic Plan continuesto be the three District aims which have guided our districtsince 1995. Under each of the aims, the district has identi-fied primary areas of focus that will guide our efforts to createan educational environment where lifelong learning is valued,excellence is expected, and improvement is continuous.

Aim 1: High Student Achievement

• Focus on Results

• Focus on Family and Community Engagement

• Focus on Workforce Development

Aim 2: Safe and Welcoming Learning Environment

• Focus on School Climate

Aim 3: Efficient and Effective Operations

• Focus on Educational Leadership

• Focus on Management

Student Demographics*Enrollment: . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16,409

High School (Grades 9-12): . . . . . . . . . . . . . . . .5,284

Middle School (Grades 6-8): . . . . . . . . . . . . . . .3,539

Elementary (Grades 1-5): . . . . . . . . . . . . . . . . . .6,074

Kindergarten: . . . . . . . . . . . . . . . . . . . . . . . . . . .1,299

Early Childhood . . . . . . . . . . . . . . . . . . . . . . . . . . . .213

Minority Enrollment: . . . . . . . . . . . . . . . . . . . .28.25%

Special Education: . . . . . . . . . . . . . . . . . . . . . . . . .11%

Low Income (Eligible for Free or Reduced-Priced Meals): . . .28.7%

English Language Learners: . . . . . . . . . . . . . . . . .14%

Languages Spoken: . . . . . . . . . . . . . . . . . . . . . . . . .65

Countries of Origin: . . . . . . . . . . . . . . . . . . . . . . . . .52

2006-07 Graduation Rate: . . . . . . . . . . . . . . . . . .92%

*Data current as of September 2008

Staff Demographics*Total District Staff: . . . . . . . . . . . . . . . . . . . . . . . .2,203

Teaching Staff: . . . . . . . . . . . . . . . . . . . . . . . . . . .1,182

Administrators: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Paraprofessionals: . . . . . . . . . . . . . . . . . . . . . . . . . .449

Support Staff: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .509

School Board: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Teachers with Training Beyond a Bachelor’s Degree: . . . . . . . . . . . . . . . . . . .86.36%

Teachers’ Average Classroom Experience: . . . . . . . . . . . . . .13.46 years

*Data current as of September 2008.

BST RESULTS: GRADE 10 WRITING

Percentage of students who passed:

2007

2006

2005

2004

2003

Referendum Expenditures UpdateIn 2001 the School Board gratefully accepted community support for our public schools in the form of a voter-approvedoperating referendum. The community renewed that support on November 7, 2006. As a result, the District was able tomaintain the following programs and improvements.

• Additional reading support at the elementary level and additional reading and math support at the middle-school level.

• Extended elementary-level class time and opportunities in music, art, and physical education.

• Enhanced high-school vocational and foreign-language options.

• Transportation for middle-school students participating in after-school tutoring and extracurricular programs.

• Increased technology help-desk staffing and attendance/records software support.

• Increased school-supply budget allocations.

• Additional administrative support at the elementary level.

The Changing Scope of School AccountabilityIn Minnesota accountability testing began long before the federal No Child Left Behind (NCLB) legislation waspassed. Prior to NCLB, the Minnesota tests were called the Minnesota Comprehensive Assessments (MCAs). TheMCAs tested students in reading and math in grades 3, 5, 7, and once in high school.

NCLB legislation requires each state to establish a system of consistent, statewide standards in math, reading, andscience and a statewide testing program that assesses student skills in those subjects. States must test all students inreading and math each year in grades 3-8 and at least once in grades 9-12. States must test all students in scienceat least once at each level—elementary, middle, and high school.

To meet the full requirements of the law, the state has re-aligned its standards and its tests, which are now called theMCA-II tests. The 2005-06 school year was the first year Minnesota students were tested in reading and math at allgrade levels as required. The 2007-2008 school year was the first year MCA-II science results were reported for students.

BST (2008 & 2009) / GRAD (2010) RESULTS

Class of 2008 2009 2010

Students enrolled 1098 1271 1201

MATH

Passing the math test 1039 1153 0

Passing a modified 16 0 0math test

Exempt from the 0 0 0math test

READING

Passing the 1061 1202 887reading test

Passing a modified 9 0 0reading test

Exempt from the 0 0 0reading test

WRITING

Passing the 1053 1183 1095writing test

Passing a modified 12 2 0writing test

Exempt from the 0 0 0writing test

* Students in the Class of 2010 will take the GRAD math test in spring of 2009.

21 students from the Class of 2008 failed to pass at leastone Basic Skills Test and were denied diplomas.

Basic Skills Test (BST)

Minnesota requires students to pass a competency test inreading, writing, and math in order to receive a high-school diploma. For the past several years, the state hasused the Minnesota Basic Skills Tests (BSTs) as a high-school graduation requirement. Beginning with the gradu-ating class of 2010, the state is phasing out the BSTs infavor of the Graduation-Required Assessment for Diploma,or GRAD. The GRAD consists of three components: a writ-ing test, a reading test, and a math test. In 2006-2007,9th grade students were the first to take the GRAD writingtest. In 2007-2008, 10th grade students were the first totake the GRAD reading test, which was embedded in the10th grade MCA-II reading test. In 2008-2009, thosesame students will be the first to take the GRAD math testas a part of the 11th grade MCA-II math test.

93%

GRAD RESULTS: GRADE 9 WRITING

Percentage of students who passed:

2008

2007

87%

GRAD RESULTS: GRADE 10 READING

Percentage of students who passed:

2008 79%

89%

93%

95%

92%

92%

*

General Fund Revenue Sources*

*Data taken from the District’s 2008-09 proposed budget.

Minnesota Comprehensive Assessments (MCA-IIs)

The MCAs are used to comply with federal testing requirements under NCLB. During the 2005-06 school year,Minnesota shifted its accountability tests from the MCA to the MCA-II. In the 2006-07 school year, Minnesota addedthe Mathematics Test for English Language Learners (MTELL) as an accommodated version of the MCA-II mathematicstest for ELL students and the Minnesota Test of Academic Skills for special education students with severe cognitivedisabilities. Approximately 10,000 District students took the MCA-II/MTELL tests in reading, math, and science inApril and May. Approximately 100 students took the MTAS version of the MCA-II tests. The charts below show thepercentage of Rochester students meeting or exceeding standards, with MCA-II and MTELL results combined.

2006-07 MCA-II READING RESULTS BY SUBGROUP

73.2%68.2% 68.7%54.9%

46.1%42.8% 41.6%40.3%

District State

ALL STUDENTS

District State

ASIAN PACIFIC ISLANDER

District State

HISPANIC

District State

BLACK

District State

WHITE

District State

LIMITED ENGLISH PROFICIENT

District State

SPECIAL EDUCATION

District State

FREE/REDUCED PRICE LUNCH

80.4%74.8%

36.1%30.4% 36.4%31.7%48.8%48.2%

Post-Secondary Preparation

The ACT Assessment is the most widely used national col-lege-entrance exam taken by high-school students and theDistrict’s best indicator of which students will go to college.It assesses students’ general educational development andtheir ability to do college-level work. The test includes fourmultiple-choice tests that cover English, math, reading, andscience for a total of 215 questions. Each test is scored ona scale of 1-36. A perfect score of 36 is very rare.

Sixty-six percent of the class of 2008 took the ACT. Theaverage score of District students was 24.3, significantlyhigher than Minnesota’s average score of 22.6 and thenation’s average score of 21.1. Rochester PublicSchools’ composite score has exceeded both state andnational averages for more than 15 consecutive years.

ACT results clearly show that students who challengethemselves with rigorous coursework are more likely toachieve a higher ACT score. All students are encour-aged to enroll in challenging coursework that will pre-pare them for post-secondary education. The number ofstudents who take Advanced Placement (AP) exams isincreasing, and more students are taking honors coursesor enrolling in post-secondary program options.

Future graduation requirements will include more rigorousmath and science coursework at the high-school level, whichwill ensure that all students are ready for a more competitiveand more technologically advanced global environment.

2003 2004

345374

427409 430

584

2005 2006 20082007

2004

2005

2006

2007

23.622.2

20.9

200824.3

22.621.1

23.622.3

20.9

23.722.3

21.1

24.122.5

21.2

ACT RESULTS

ADVANCED PLACEMENT (AP)NUMBER OF STUDENTS TAKING AP TESTS

71.5% 73.2% 68.2% 65.8% 58.0% 71.4%60.6%

District State District State2006-072005-06

District State2005-06

District State2006-07

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

DISTRICT-WIDE MTAS RESULTS:

2005-06 TO 2007-08

2003 2004

208 213 222217 235178

2005 2006 20082007

POST-SECONDARY

ENROLLMENT OPTION (PSEO)NUMBER OF STUDENTS ENROLLED IN PSEO

READING MATH

District Minnesota National

Local: 11%

Federal: 5% Other: 3%

State: 81%

General Fund Expenditures*

*Data taken from the District’s 2008-09 proposed budget.

Administration/District Support:9%

Sites/Buildings/Equipment: 13%

Transportation: 6%StudentServices: 3%

Instruction/InstructionalServices: 69%

2006-07 MCA-II READING RESULTS BY SUBGROUP

73.2%68.2% 68.7%54.9%

46.1%42.8% 41.6%40.3%

District State

ALL STUDENTS

District State

ASIAN PACIFIC ISLANDER

District State

HISPANIC

District State

BLACK

District State

WHITE

District State

LIMITED ENGLISH PROFICIENT

District State

SPECIAL EDUCATION

District State

FREE/REDUCED PRICE LUNCH

80.4%74.8%

36.1%30.4% 36.4%31.7%48.8%48.2%

2006-07 MCA-II READING RESULTS BY SUBGROUP

73.2%68.2% 68.7%54.9%

46.1%42.8% 41.6%40.3%

District State

ALL STUDENTS

District State

ASIAN PACIFIC ISLANDER

District State

HISPANIC

District State

BLACK

District State

WHITE

District State

LIMITED ENGLISH PROFICIENT

District State

SPECIAL EDUCATION

District State

FREE/REDUCED PRICE LUNCH

80.4%74.8%

36.1%30.4% 36.4%31.7%48.8%48.2%

71.5% 73.2% 68.2% 65.8% 58.0% 71.4%60.6%

District State District State2006-072005-06

District State2005-06

District State2006-07

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

77.5

%

DISTRICT-WIDE MCA-II/MTELL RESULTS:

2005-06 TO 2007-08

READING MATH

New Chart TK New Chart TK

New Chart TK

New Chart TK

New Chart TK

2007-08 Community Curriculum and Instruction Advisory CouncilOne of our District goals is to include community membersin decisions regarding what is taught in our classrooms.The Community Curriculum and Instruction AdvisoryCouncil (CCIAC), meets monthly throughout the schoolyear. Comprised of approximately two-thirds communitymembers and one-third District staff, the CCIAC reviewsthe content and practices of a curricular area or program,researches best practices, and makes recommendationsfor improvement to the School Board. Following is a list ofprograms the CCIAC has recently studied.

Members of the council are selected each fall based onpersonal interest. The council includes at least six at-largecommunity positions. Vacant positions are advertised in thePost-Bulletin newspaper in the fall. Below are the membersof the 2007-08 CCIAC and their term expiration.

Curriculum and Instruction Department Staff: Randy Nelson, Ann Miller, Deb Sime,

Lynn Dosch, and Dr. Paul Gustafson

A Year’s Education for One Student*

Total: $9,529$6,575

• Classroom teachers

• Special-education teachers

• Special-area teachers formedia, art, physical edu-cation, and music

• Supplies including work-sheets, tests, maps, andtextbooks

• Assistant principals

• Athletics and extracurric-ular activities such asyearbook, MathMasters,Knowledge Bowl, andChess Club

$528

• Transportation of students

$907

• Operation of buildings

• Heating, cooling, andlighting of buildings

• Snow removal and siteupkeep

• Health and safety contracted services

• Phone and data lines

• Maintenance staff

$254

• Health services

• Guidance and counseling services

• Psychological services

• Attendance and social-work services

$865

• Accounting, purchasing,and fixed assets

• Human resources

• Annual software licenses

• Support staff

• Principals

• Property and liabilityinsurance

• School board and superintendent

$400

• Equipment purchases

• Facility modifications

• Technology equipment

*Data taken from the District’s

2008-09 proposed budget.

Shauntae Bullard (student)

Darren Couillard (staff)

Holly Evans (staff)

Chris Fogarty (staff)

Julie Garnett (staff)

Linda Hull (2009)

Ann Hutton (2008)

Jess Ihrke (2009)

Rob Kostinec (2010)

Mary Leppala (2008)

Carol Lucido (staff)

Sandra Luecke (staff)

Ann Miller (staff)

Jennifer Munoz (2010)

Dan Nelson (2009)

Brett Ness (staff)

Robert Newshutz (2010)

Klaudia Perry (staff)

Apratim Sanyal (student)

Tim Seelinger (2009)

Deb Sime (staff)

Gary Smith (2009)

Sandy Soltis (appointed)

Paul Gustafson (Ex Officio)

Randy Nelson (Ex Officio)

Kristen Asleson (2009)

Endia Clark (student)

Kate Johansen (2009)

Al Mannino (2009)

Mike Mullen (2009)

Kim Schroeder (2009)

Sandy Simar (2008)

Rabbi Michelle Werner (2010)

Jake Ziegler (student)

Year Program

2007-08 Guidance Counseling Program

2006-07 Career and Technical Education

2005-06 Library-Media Services

2004-05 English for Speakers of Other Languages (ESOL)

2003-04 Physical Education

Adequate Yearly Progress (AYP)

A fundamental goal of the federal NCLB legislation is toensure that all students are proficient in reading and mathby 2014. NCLB requires each state to use statewide test-ing to measure progress toward this goal. The state calcu-lates a baseline for each school site, and then determinesthe progress necessary each year to meet the 2014 goal.The statewide tests, or MCA-IIs, are used each year todetermine if schools have met their annual goals. This iscalled Adequate Yearly Progress (AYP). The federal lawrequires states to impose consequences for any schoolthat does not meet its annual AYP targets.

The chart below shows which Rochester schools have notmade adequate yearly progress based on the 2007-08test results:

2007-08 SCHOOLS NOT MEETING AYP.School Subject Areas Cited Subgroup(s)

All Schools Math Hispanic, SPE

Reading Hispanic, LEP,SPE, FRP

Bamber Valley Reading SPE

Franklin Math Hispanic

Jefferson Reading LEP

Longfellow Math Hispanic

Pinewood Reading Hispanic, FRP

Riverside Math Black, FRP

Reading Black, LEP, FRP

Century Math SPE, FRP

John Marshall Math LEP, SPE, FRP

Mayo Math SPE, FRP

Reading FRP

Rochester ALC Math All Students

Bridge ALC Reading All Students

Willow Creek Math Hispanic, Black, LEP, FRP

Reading Hispanic, Black, LEP, SPE, FRP

Kellogg Math SPE

Reading LEP, SPE, FRP

RAMS ALC Math/Reading All Students

LEP: Limited English Proficient, FRP: Free and Reduced-Priced Meal

Program, SPE: Special Education

“I AM SATISFIED WITH THE EDUCATION I AM

RECEIVING AT MY SCHOOL.”

“I AM SATISFIED WITH THE EDUCATION MY CHILD

IS RECEIVING IN ROCHESTER PUBLIC SCHOOLS.”

Parent and Student SatisfactionEach year the District surveys students in grades 3-12 and 1,000 randomly selected parents/guardians to gaugeour performance. Surveys include roughly 40 questions about learning, classmates, and the school environment.We use survey feedback in classroom, site, and District-wide planning, and to help students develop an awarenessof what they’ve learned and how that knowledge will help them outside the classroom. For detailed results of the2007-08 satisfaction surveys, contact the Office of Research and Assessment at (507) 281-6027.

STUDENTS PARENTS/GUARDIANS

Strongly Agree Agree Disagree Strongly Disagree

40%50%

57%

31%

6%10%

3%4%

Rochester Public SchoolsIndependent School District #535615 Seventh Street SWRochester, MN 55902www.rochester.k12.mn.us

ECRWSSPostal Patron

NON-PROFIT ORG. U.S. POSTAGE

PAIDROCHESTER, MN

PERMIT 1000

RPS07030

Innovative Partnerships 2007-08 was a year of successful partnerships between Rochester Public Schools and the Rochester Community. Here are some of the results.

• The Century High School-Mayo Clinic Pilot Program is afirst step in implementing a comprehensive career and edu-cation development plan that meets the needs of studentsthat fall inside the achievement gap. The pilot program,called STEEP (Student & Teacher Education EnhancementProgram) introduced students from Century High School toMayo Clinic personnel and resources to help instill a pur-pose to their educational careers. Century teachers wereintroduced to technology, research methods and resourcesthat they have taken back to their classrooms. Our goal isexpand this program in future summers, and include stu-dents from all three Rochester high schools.

• The Boys and Girls Club have partnered with the GageASA (After School Academy) to support students in theclassrooms by working in collaboration with teachers togive students more individualized attention after school.At the end of the ASA day (5:30p.m.) some studentsremain in the building participate in a variety of otheractivities with Boys and Girls Club until 7:00 p.m. Thispartnership helps kids who may be going home to anempty house and kids who need more adult assistance.

• Rochester Public Schools sponsors the Black DataProcessors Association Southern Minnesota Chapter, atechnology based organization. Rochester Public Schoolsprovides a meeting location at Century High School onSaturdays for the Youth Computer Training Program; whichteaches 7th through 12th graders web programming tech-niques. An additional benefit of the partnership is that 9ththrough 12th graders can receive a high school semestercredit for Computer Science I class, by obtaining at least a75% in the Youth Computer Training Program.

• Workforce 2020, a coalition comprised of the Rochester AreaChamber of Commerce and a number of community partnerscommitted to promoting a globally competitive educationaland workforce system for all and will work to ensure our com-munity is a world class leader in education and workforceinnovation. Examples of initiatives supported though the coali-tion are Educators in the Workforce and the STEM Summit.Educators in the Workplace Institute is a program for educa-tors to develop connections with area businesses. The STEMSummit is to connect students with science, technology, engi-neering and math opportunities and future success.

Message from the School BoardDear Parents and Community Members,

It is our privilege to present this annual report and sharehow Rochester Public Schools continue to provide astrong academic experience for our children.

This District is committed to providing the best educationpossible for our students and we are excited to beginimplementing the District Five-Year Plan. There are manyinitiatives that provide academic challenges and supportfor our students in a wide variety of areas, and at everyability level. From Read 180 to Advanced Placement(AP) strategies in middle schools, to more AP/Honorscourses and opportunities offered at our high schools,we continue to challenge all of our students.

We are proud that we have been able to provide ourstaff with the training and support necessary to facilitatethe academic growth of our students. Our staff has par-ticipated in a wide-variety of trainings, such asCourageous Conversations, Positive Behavior Supports,Instructional Technology and Efficacy, to name a few.

Additionally, many of our parents and community mem-bers have received coaching in Parent Efficacy. We arehappy to be able to offer this outstanding opportunityand encourage everyone to attend one of the many ses-sions that will be offered this school year.

A special thanks to the staff members who dedicatedmany hours to writing curriculum over the summer. Ourstudents will be positively impacted by your efforts.Finally, this message to our community is not completewithout us taking the time to express sincere gratitude allof our staff and community members who coordinated,volunteered, and attended the Education Summit held onSeptember 6th. It was a huge success!

We thank the Rochester Community for their continuedsupport of our District, staff, and students.

Sincerely,

Breanna Bly

Rochester School Board Chair

Closing the Opportunity GapFor over a decade, the aims of the Rochester Public Schools have been to ensure high student achievement, a safe and welcominglearning environment, and efficient and effective operations. Most recently, the district aims have provided the foundation necessaryto develop the Five-Year Plan to close the opportunity gap. As a district, we are committed to creating the opportunities that our stu-dents need to be successful—regardless of race, gender, ethnicity or socioeconomic status. The Five-Year Plan clearly defines ourgoals, identifies strategies to meet our goals, establishes measures to gauge our progress, and establishes clear targets and timelines.

Early data suggests we are making progress toward closing the gap in achievement for all students. In fact, the gapbetween majority and minority students has narrowed in all subcategories in math and in nearly all subcategories in reading(i.e., with the exception of non-special education/special education and White/American Indian students) as measured bythe MCA-II. The efforts made by students, staff, parents and community members have been instrumental in our success.

GAP ANALYSIS MCA-II READING DIFFERENCE

IN PERCENTAGE PROFICIENT BETWEEN MAJORITY

AND MINORITY POPULATIONS

Bar length represents the achievement gap with respect to proficiency onthe MCA-II reading test. Ethnicity gaps were calculated by the differencein percent proficient between each ethnicity group and the white sub-group. FRP, ELL, and Spec. Ed. were all calculated as the difference inproficiency between the “N” subgroup and the “Y” subgroup. For exam-ple, in 2006-2007 the gap in proficiency between black and white stu-dents was 38.8%. In 2007-2008, the gap was reduced to 33.9%.

100%90%80%70%60%50%40%30%20%10%0%

Minority Black Hispanic Asian Am.Indian

FRPLunch

ELL Spec.Ed.

2006-072007-08