2011 Report to the Community

Annual Report on Curriculum, Instruction, and Student Achievement

Hopkins Public Schools

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More than 7,400 students and 1,200 employees strong

Al ice Smith E lementar y952.988 .4200 • 801 Minnetonka Mills Road, Hopkins, MN 55343

E isenhower E lementar y + X inXing Academy952.988 .4300 • 1001 Highway 7, Hopkins, MN 55305

Gatewood E lementar y952.988 .5250 • 14900 Gatewood Drive, Minnetonka, MN 55345

Glen Lak e E lementar y 952 .988 .5200 • 4801 Woodridge Road, Minnetonka, MN 55345

Meadowbrook E lementar y952.988 .5100 • 5430 Glenwood Avenue, Golden Valley, MN 55422

L .H . Tanglen E lementar y952.988 .4900 • 10901 Hillside Lane, Minnetonka, MN 55305

Hopk ins Nor th Junior H igh952.988 .4800 • 10700 Cedar Lake Road, Minnetonka, MN 55305

Hopk ins West Junior H igh 952 .988 .4400 • 3830 Baker Road, Minnetonka, MN 55305

Hopk ins H igh School952 .988 .4500 • 2400 Lindbergh Drive, Minnetonka, MN 55305

Har ley Hopk ins Fami ly Center952 .988 .5000 • 125 Monroe Avenue South, Hopkins, MN 55343

Dist r ic t O f f ice 952 .988 .4000 • 1001 H ighway 7 , Hopk ins , MN 55305

Hopk ins Communit y Educat ion952.988 .4070 • 1001 H ighway 7 , Hopk ins , MN 55305

Who we ServeWe serve the city of Hopkins, most of Minnetonka, about half of Golden Valley, and portions of Eden Prairie, Edina, Plymouth, and St. Louis Park.

Alice Smith Elementary and Gatewood Elementary were honored with Bronze Awards by the Alliance for a Healthier Generation for fighting childhood obesity.

Julie Boehmer-Winslow, a Title I coordinator for Hopkins Public Schools, is a recipient of the 2010-2011 Minnesota State Leadership Award.

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.

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.

Meadowbrook has several “active classrooms” designed to provide quick energizers that keep students moving and focused on academics.

The high school uses technology to generate excitement for rigorous courses like pre-calculus and geometry. One math classroom was featured in Minnpost for its innovative use of a Promethean ActivBoard to increase student learning.

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.

Preschool options are available at five Hopkins elementary schools.A two-week

shadow puppet artist-in-residency engaged the entire

Tanglen student body. Students worked one-on-one with the artists to create their own shadow puppets and theater.

Our Schools

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.

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From our Super intendentWelcome to the 2011-2012 school year !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 re f lec t on the 2010-2011 school year, there i s 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 tried-and-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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How We MeasureStandardized 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

• Accountability

• Grades 3–8 reading and math

• Grade 10 reading

• Grade 11 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

• Accountability

• 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.

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.

• District-wide test given in grades 3–6 in fall for reading and math.

MCA-II Science State-mandated to fulfill NCLB; computer-based with multi-media to measure students’ achievement in science.

To evaluate curriculum and instruction for science.

Students in grades 5, 8, and 10

Our foundation and accountabil ity

Achievement GoalsOur 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.

Our Cur r icu lumHopkins 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.

Focused on STEMResearch 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 STEM-based 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]

Chal lenging our Youngest LearnersOur 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.

R igor and ChoiceJunior 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.

Comprehens ive AP ProgramHopkins 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.

Achievement

In-depth: view all of our assessment tools at www.HopkinsSchools.org/annualreport

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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: • Design and Modeling• Science of Technology • Architectural Design and Drawing • Electricity and Electronics • Robotics• Aerospace Engineering

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.

“”

• Civil and Architectural Engineering• Intermediate Algebra and Physical Science• Carpentry and Building Construction

Engineer ing i s E lementar y

Projec t Lead the Way

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Our E lementar y Schools [K-6]Spot l ight : MAP Test ingIn 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.

MAP Test ing Back groundMAP 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.

MAP 2010-2011 Student Growth Resul tsWe 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.

Expectations: growing and excell ing

I n our Chinese Academy, X inXingXinXing 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.

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.

85

75

50

25

0

Perc

ent o

f stu

dent

s mee

ting

th

e gr

owth

targ

et

Grade 5Grade 4Grade 3 Grade 6

MAP Fa l l to Spr ing Growth Compar isonReading 2010 Reading 2011 Math 2010 Math 2011

63.6 62.8

68.570.5

59.562.4

69.7 68.2

62.7 64.2

78.5 77.3

62.9 62.5

71.3

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.

Te c h n i c a l a n d Cre at i ve — Ho p k i n s’ Le g o Le a g u e Te a m P l a ce s Fi r s t i n St ate

Achievement

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E a rl y o p p o r t u n i t i e s fo r a d va n ce d m at h

El igib le s tudents can tak e Algebra I as soon as grade 7 and intermediate A lgebra as soon as grade 9 .

For information about open enrollment call 952-988-4003 www.HopkinsSchools.org

• Quality education for all students• A tradition of excellence, rigor, and high standards

• Award-winning schools, students, and staff

• Outstanding, caring, and committed teachers

• Lifelong learning opportunities for students

Hopkins Public Schools Offers:

Enroll In Excellence

H o p k i n s P u b l i c S c h o o l sNorth & West Junior High Course Catalog 2011-12

Registration information for students entering junior high in 2011-12

Your guide to 7th, 8th, and 9th grade.

“Rigorous couRsEs are the building blocks of a comprehensive EducatIon.”

Years of P lanning tak e E f fec t wi th New Schedule 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 Forensics, Culinary Arts, and Technology of Electricity and Electronics — the schedule will strengthen teacher-student connections, increase expectations, and deepen academic rigor.

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.

Our Junior H igh Schools [7-9]Spot l ight : GRAD Test ingThe GRAD (Graduation Required Assessment for Diploma) is the state-mandated 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.

• 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).

In-depth: View all of our GRAD test results at www.HopkinsSchools.org/AnnualReport

100%

95%

90%

85%

80%

75%

GRAD Wr i t ten Composi t ion Pass ing StatusHopkins District similar in size and/or demographics and State Other districts

Perc

ent P

assin

g

Hopkins

Bloomington

Eden Prai

rie

St. Lo

uis Park

Edina

Minnetonka

Robbinsdale

Wayza

ta

State Ave

rage

93.8

88.9

85.3

98.4 97.9 97.3

89.1

81

94.7

1 2 3 4 5 6

Hopkins

Eden Prairie

Bloomington

St. Louis Park

Robbinsdale

Edina

Minnetonka

Wayzata

State Average

Average Scores of GRAD 2011 Wr i t ten Composi t ion Test

Hopkins District similar in size and/or demographics and State Other districts

Essays are scored between 1 and 6

3.9

3.8

3.5

3.5

3.3

3.9

3.8

3.5

4.1

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Ready for l i fe, prepared for the world

AC TThe 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.

36

30

25

20

Com

posit

e M

ean

Hopkins Top 50

Students

30

Hopkins Top 100 Students

Hopkins All Students

State Average

National Average

28

23.322.9

21.1

2010 Hopkins Public Schools Students 2010 State & National Mean

AC T Composi te

Goal - Or iented

79% of Hopkins senior high

students took the ACT

Hopk ins H igh School [10-12]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.

Numerous Oppor tuni t ies to Learn Broadly and Think Cr i t ica l lyHopkins 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:

• 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.

In addition to an extensive selection of AP courses, Hopkins is one of the few high schools that offers six levels of world languages.

Learn ing Cont inues Beyond the School DayAward-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.

Achievement

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AP ClassesHopkins 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

SATLast 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.

• 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

Col lege in the Schools and Advanced CoursesCol lege in the Schools : 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 • French 5 and French 6• German 5 and German 6 • Spanish 5 and Spanish 6

Honors & Advanced Courses :• Perspectives in American Literature-Advanced• Advanced Global Literature• Wind Symphony• Concert Choir• Chamber Singers• Symphony Orchestra

Hopk ins’ h igh school

s tudents have more than 250

c lasses to choose f rom

• Chamber Orchestra• Honors Biology• Honors Chemistry• Honors Physics• Technology Education: A+ Certified Computer Technician• Advanced Television Production

70% of Hopk ins s tudents who

took AP exams earned col lege credi t .

I n-Depth Test Resul tsAt 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.

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Always 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 : AchievementWe 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 . Focus on Sk i l l s Needed for the FutureWe 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 ncrease Expec tat ions in MathWe 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.

I I I . I ncrease Student Prof ic ienc y in Reading and Wr i t ingUsing 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 Fami l ies for Post-Secondar y AchievementWe 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. Def ine Cul tura l Prof ic ienc 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.

Progress & Pr ior i t ies

In-depth: View the complete Strategic Improvement Plan at www.HopkinsSchools.org/AnnualReport

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Strategy : Communicat ionsWe will create a responsive and culturally sensitive communication system that allows us to inform, connect, and engage all stakeholders.

I n form 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.

Connec 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.

EngageWe 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.

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 DataEnhance training on how to access, analyze, and utilize testing data to implement instruction that better meets the needs of all learners.

Cultural ProficiencyIncrease 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 StandardsProvide comprehensive staff development opportunities in core curriculum areas that support best practices in curriculum, instruction, and assessment.

MentorshipContinue our mentorship model, designed to enhance the professional practice of all teachers.

Technology IntegrationSupport technology skill development and curriculum integration with staff development resources.

Investing in our Staff

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Our accountabil ity is award-winning

Financia l ManagementHopkins 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.

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.

Our Revenue St reamsBudgeted Fiscal Year 2011-12General Fund Revenue by Source Code (excluding Capital Fund revenue)

Our Expenses by Program AreaBudgeted Fiscal Year 2011-12Consolidated Financial Report by Program Area of Expense

School-Level Education Services*

89%

District-Level Administration

4%Transportation

7%

* School-Level Education Services includes instruction, instructional support, operations and maintenance, and school-level administration.

State70%

Property Taxes20%

Federal5%

Rental, Other4%

Fees, Charges

1%

Interest0%

Our ExpensesBudgeted Fiscal Year 2011-12General Fund Expenses by Object Code (excluding Capital Fund expenses)

Salaries and Benefits

80%

Other Costs1%

Supplies2%

Interest Expense1%

Equipment0%

Purchased Services

16%

Financia ls

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Hopk ins Publ ic Schools

has not had to bor row for

cash f low purposes in

the last four years .

Cons is tent ly Recognized for Fi sca l LeadershipHopkins 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.

Budget Stabi l i t y in T imes of Uncer ta int yHopkins 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.

We’re honored by the leve l o f t rust that our parents and taxpayers have ex tended to us . We are committed to k eeping th is t rust through t ransparenc y and f requent communicat ion .

Dist r ic t res idents have given so l id rat ings to the qual i t y of the i r schools , the per formance of the school board, administ rators , and especia l ly teachers . Res idents a lso bel ieve that Hopk ins Publ ic Schools i s a good investment for the i r tax dol la rs .

Parent & Community Satisfaction

Quality of Education

District Spends Dollars Effectively

Job Performance: School Board

Job Performance: Superintendent

Job Performance: Teachers

HPS is good value for investment

Parent and communit y sur veys conduc ted by Decis ion Resources . Typica l ly, 400 randomly se lec ted households are contac ted in the Hopk ins Publ ic Schools at tendance area , sur vey ing both parents and non-parents .

0 25 50 75 100

2008 2009 2010

Parent/Communit y Sat i s fac t ion of Hopk ins Publ ic Schools

14

Hopk ins Educat ion Foundat ionSince 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 Educat ion Foundat ion Board of Di rec tors :President: Danny Kaplan Vice President: Jim MartinSecretary: Beth TimmTreasurer: Diane McDonnellAt-Large Member: Ellen Cousins Past President: Kip HeegaardTrisha BellAutumn BoosRod DummerJelan HeidelbergKarlene HutsonLaToshia JacksonPatrick JacobwithAl Johnson

School Board 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 four-year terms of office.

The 2011-12 Hopk ins Publ ic Schools Board of Di rec torsChair: 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. Dan Johnson

Mark JonesEric MintalarTodd PaulsonMichael Pink Amy RobertsLinda Sedgwick Dave ShannonJennifer St. Clair

Your neighbors work ing for youC i t i zen Leaders

Left to right: Superintendent John Schultz, Ellen Dustman, Irma McIntosh Coleman, Yvonne Selcer, Warren Goodroad, Susan Wootten, Betsy Scheurer, Wendy Donovan.

15

ESAC MembersESAC (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.

2010-11 ESAC Committee Members :Diane Schimelpfenig, Director of Teaching & LearningZhining Chin, Assessment, Evaluation, & ResearchPat Douma, Assistant Director of Special ServicesGreta Evans-Becker, Meadowbrook Elementary Principal, term expires 2012Paul Domer, Eisenhower Elementary Assistant Principal, term expires 2013Shirley Gregoire, West Junior High Principal, term expires 2013Patty Johnson, High School Principal, term expires 2013Bonnie Hild, Literacy Coordinator, term expires 2012Michele Luke, Mathematics Coordinator, term expires 2012Warren Goodroad, School Board DelegateKaren Kreienbrink, Alice Smith, co-chair, parent, term expires 2013Heather Adam-Bank, Gatewood, parent, term expires 2013Katherine Gretsch, Glen Lake, parent, term expires 2012Tony Washington, Tanglen, parent and teacher, term expires 2012Jim Segal, Tanglen, parent, term expires 2011Connie Perry, XinXing/Meadowbrook, parent, term expires 2011Leilani LaBelle, North Junior High, parent, term expires 2011David Abrams, High School/co-chair, parent, term expires 2013Joyce Fiedler, High School, parent, term expires 2011Joyce Kurus, Early Childhood Family Education, parent, term expires 2012Kathryn Hernke, Gifted & Talented, parent, term expires 2012Barbara Klass, At-Large Community Member, term expires 2011Debbie Rosenthal, At-Large Community Member, term expires 2011Emily 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.

Our Parent and Communit y VolunteersHopkins 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.

i p a d s fo r a l lCommunit y groups suppor t our c lassrooms in a var iet y of ways .

A l l o f our schools have access to iPads thanks to a co l laborat ion bet ween the Dist r ic t and the Hopk ins Educat ion Foundat ion .

Last year, Tanglen’s PTO ra ised enough money to equip t wo grades with Ac t iVotes , an easy-to -use remote that a l lows s tudents to answer quest ions through a vot ing- l i k e system.

In-depth: For a full synopsis of ESAC recommendations and ESAC member information, visit www.HopkinsSchools.org/AnnualReport.

Volunteers contr ibute 900 hours of

ser v ice to our n ine schools ever y week .

16

Building a great place to l ive — Hopkins Community EducationCommunit y

Who we ser veEvery 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.

AdultsNo 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.

Our 2010-11 Adult Programming Achievements • 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.

Ear ly Chi ldhoodEarly 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 Chi ldhood Achievements• 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.

J a n u a r y - J u n e 2 0 0 7

Enrichmentadultadult

Enrichment

H o p k i n s C o m m u n i t y E d u C a t i o nH o p k i n s C o m m u n i t y E d u C a t i o n

New: Travel Solo – you can get out and see the world!

Gluten-Free Cooking: go gluten-free and feel better

The Great Comeback: Get control of your life!

page 12

page 24

Learn anywhere! Online classes on page 10

S e p t e m b e r - d e c e m b e r 2 0 1 1

New:

page 20

Hopkins Community EducationBuilding a great place to live

Check out our

photography classes! p. 21

EarlyEarlyChildhoodChildhood

J u n E 2 0 1 1 - J a n u a r y 2 0 1 2

Hopkins Community EduCationHopkins Community EduCation

Welcome! ¡Bienvenidos! Soodhawaada!

Early Childhood Family EduCation (ECFE), KalEidosCopE & stEpping stonEs prEsChools, and Kids & Company

ECFE lottery registrations must be

in by Thursday, April 21

Early Childhood Family EduCation (ECFE), KalEidosCopE & stEpping stonEs prEsChools, and Kids & Company

Welcome! ¡Bienvenidos! Soodhawaada!

Hopkins Community EducationBuilding a great place to live

Come For Your Child...Stay For Yourself!

Plus:

Tantrums? Taming them in children ages 1-8

Looking for Preschool? We have summertime and school-year options

Summer infant and new multiples classes are here!

page 4

page 8

pages 12-14

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.

Fac i l i t ies

17

YouthOur 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.

Youth Enrichment classes offer the chance for youth to try out and develop new interests in a fun environment. Some of our popular before- and after-school, or

summertime classes include art, science, chess, sports, drama, music, lego blocks, languages, dance, and more.

Kids & Company is Hopkins Public Schools’ premier nationally accredited before- and after-school child-care 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.

Our 2010-11 Youth Programming Achievements• 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.

Enrichment

S e p t e m b e r - D e c e m b e r 2 0 1 1

Enrichment

For Parents

Young Scientists: Hands-on learning for 3-12 year olds

Beyond Elementary: Parenting Teens

page 12

YouthYouthparentparentEducationEducation

H o p k i n s Co m m u n i t y E d u C a t i o nH o p k i n s Co m m u n i t y E d u C a t i o n

page 5 & 14

Register Today!

Get ready to hit the slopes: Sign up now for Junior High Ski & Snowboard Club page 10

Hopkins Community EducationBuilding a great place to live

Fees57%

Levies15%

State/Federal Aid16%

Miscellaneous Revenue

12%

Communit y Educat ion Revenue St reamsBudgeted Fiscal Year 2011-12

Communit y Educat ion ExpensesBudgeted Fiscal Year 2011-12 Tuition-based

Kindergarten Programs4%

Communications & Marketing

4%Adult

EnrichmentProgram

5%

Volunteer & Family

Involvement Programs

5%

Kids & Company(school-age

childcare program)31%

Youth Programs14%

Early Childhood Programs

10%

Adult Basic Education and

English-Language Learning

15%

Administration8%

Community use of School

Facilities 4%

Community Education FinancialsFunding 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).

18

Sett ing a Foundat ion for Learn ingLearning Star ts Before K indergar tenHopkins 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.

Healthy Choices , Heal thy LearnersIf 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.

TechnologyPowered by GoogleIn 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 Become I ntegratedA 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 t ivc lassroom 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.

TeachersSimply 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.

Taking our high expectations to the next level

Educat ion of our Teachers

84% of Hopkins E-12 teachers have master’s degrees

or higher.

Def in ing I nnovat ion

19

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 extra-curricular opportunities.

High School counselors are also available to answer students’ questions and help them with the “Get Connected Portfolio” system.

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)

ProPEL

Prepar ing Students for Post-Secondar y L i fe : Col lege Fa i r

Nonprofit Org.U.S. Postage

PAIDPermit No. 160Hopkins, MN

55343

1001 Highway 7Hopkins, MN 55305www.HopkinsSchools.orgTime Value

Residential Postal PatronECRWSS

Building upon our

tradition of excellence

Prepar ing Students for the FutureWe 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.

Our ProgramThe 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 real-world experiences are blended into the core curriculum to enrich learning and provide options for all learners.

Our TeachersOur teaching staff is backed by experience — 14 years on average. The genuine excellence in Hopkins Public Schools is a testament to our talented, dedicated teachers. Our community enjoys a long tradition of supporting teachers and public education. This support fosters the strong connections between teachers and students.

Campaign: Genuine HopkinsTag: Where real excellence meets real learning.

Logos:

Hopkins Public Schools is providing unique, real-world opportunities for students who have an interest

in the arts. An artist-in-residency program with the High School Orchestra; and a student written and produced play are just two opportunities that demonstrate the dedication of staff and students.

Orchestra artist-in-residency program In preparation for the February 11 concert, the High School Orchestra collaborated for weeks with singer/songwriter John Hermanson, who sang and played acoustic guitar. Hermanson is a member of the nationally acclaimed acoustic duo Storyhill, and has had numerous songs featured on MTV, HBO, and ABC. The concert included many of Hermanson’s original songs, with string arrangements added by orchestra director Andy Bast and student composer Cody Bursch.

“Our students have been learning about song-writing, arranging, and performing together,” said Bast. “This experience is rounding out their music education in terms of the variety of music we will have studied this year.”

‘The In Between’ —a play written and produced by Hopkins students The students who were involved in the February theatre production were particularly passionate about it. After all, they wrote it. The In Between is the product of several

improv exercises. Theatre director, Mark Hauck, challenged the student to identify strong emotions that define adolescence and “go with it.” The end result is an eclectic parody of high-school life filled with ghosts, video games, and virtual reality.

“It’s a really funny show,” said Hauck. “It deals with dark stuff in a way that is engaging, funny, and joyous.”

Art education starts in elementary Hopkins students are exposed to art from an early age. Every elementary student receives art and music education delivered by certified specialists, and over 75 percent of 5th and 6th graders participate in the orchestra and band program. According to Merry, band and theatre groups are a place where students often form life-long friendships. Furthermore, students who are part of such groups are more likely to make positive choices and have an academic edge.

“Research shows that students who participate in the arts perform higher on standardized tests and are less likely to engage in risky behaviors,” said Merry. “The creative aspect of art connects both sides of your brain, and it’s when both sides talk to each other that your brain is really working.”

Breaking the mold: how Hopkins Public Schools is shaping creative minds

H o p k i n s P u b l i c S c h o o l s

UpdateMarch 2011The community’s guide to the District

K-12

Concert Choir featured at Minnesota Music Educators Association ConferenceThe Hopkins Concert Choir was one of four high school choirs selected statewide to perform at this year’s Minnesota Music Educators Association Conference. Hopkins was selected through a rigorous audition process.

“This is an extremely high honor for the choir program, as many choirs never get selected for a performance of this nature,” said Philip Brown, Hopkins High School choir director.

Hopkins visual arts curriculum is top notch Each year, Hopkins students win multiple visual arts awards in numerous competitions at the regional, state, and national level. Every March, the artwork of over 250 students is displayed at the Hopkins Center for the Arts. Student work is also displayed in galleries at the state capital, and in larger cities like Philadelphia and New York City.

Our Achievements

“Hopkins has a long-standing reputation for

having an outstanding fine arts program,” said

Sandy Merry, fine arts curriculum coordinator for

the district. “Our parents and community really

value the arts.”

“The creative aspects of art connects both sides

of your brain, and it’s when both sides talk to each

other that your brain is really working,” said Merry.

Whether it is choir, band, orchestra, or drawing, painting, or ceramics; Hopkins students excell at technique and creativity everyday in and out of the classroom.

Where real excellence meets real learning.

H o p k i n s P u b l i c S c h o o l s

For children 5 years of age by September 1, 2011 Kindergarten Reminder

Learn About Your SchoolKindergarten 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 March 8, 5:30 p.m. Glen Lake March 1, 6:30 p.m. L.H. Tanglen March 3, 5:30 p.m. Meadowbrook March 11, 10 a.m. and 2 p.m. Eisenhower & XinXing March 17, 6:00 p.m. Alice Smith March 22, 6:00 p.m.

Attendance at this event is strongly recommended

Kindergarten Roundup

DON’TFORGET!Registration deadline for Full-Day Kindergarten is January 18, 2011No deadline for Half-Day Kindergarten

Hopkins Public Schools Kindergarten Program:

• 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.

Your neighborhood school—a clear advantage.

• 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.www.HopkinsSchools.org/kinder

GENUINE H O P K I N S

Creative Examples:

H o p k i n s P u b l i c S c h o o l s

2011-2012 Calendar

Where real excellence meets real learning.