Newspaper Archive of
The Ortonville Independent
Ortonville, Minnesota
September 29, 1998     The Ortonville Independent
PAGE 23     (23 of 32 available)        PREVIOUS     NEXT      Full Size Image
PAGE 23     (23 of 32 available)        PREVIOUS     NEXT      Full Size Image
September 29, 1998

Newspaper Archive of The Ortonville Independent produced by SmallTownPapers, Inc.
Website © 2019. All content copyrighted. Copyright Information.     Terms Of Use.     Request Content Removal.

REPORT DEFINE BOARD EXPECTATIONS DEVELOPMENT. THEY INCLUDE GENERAL KNOWLEDGE, AND ] to effectively participate in activities, each learner will master: to lead a meaningful life, each will accumulate and apply and develop the understanding: to resolve issues and meet needs each learner will develop the and decision-making skills: D-H DEFINE BOARD EXPECTATIONS SOCIAL DEVELOPMENT. THEY AND DEALING WITH DIVERSITY, GROUP EFFORT, RESOLUTION, AND DEVELOPING AN PERSPECT]VF_] and understand the diversity of each learner will be able to: understand, and accept the of humankind, each learner will be to address human problems group effort, each learner will the knowledge, skills, and affect to: will be able to effectively conflicts with and among others by: learner will be able to act on events and issues with a of their historical origins: BOARD EXPECTATIONS FOR DEVELOPMENT OF STUDENTS. DEVELOPMENT OF A POSFI'IVE SETTING AND ACHIEVING GOALS, AND COPING WITH will develop a positive attitude serf, demonstrated through: to set and acquire personal goals, will develop the ability to: to cope with change, each learner the ability to: THE BOARD'S EXPECTATION LEARNING ABOUT HEALTH AND 3ELF.] lead a healthy, fulfilling life, each Will: DEFINES THE BOARD'S EXPECTATION LEARNING REGARDING ] to lead a productive life and Contribute to the economic well of our society, each learner will the work readiness skills of: Development Course Level OUTCOME DEVELOPMENT (ART) is working, according Io Ihe review cycle, to develop outcomes at the grade and for all curriculum areas. Our Visual was targeted for development and the review cycle was also i Special Education services were the administration and Special stall to insure thai the proper being provided. Ior the wdting of outcomes:the Several times with the curriculum and reviewed State Department, and content publications. This Ihe in requirements as )rofessional developments and in Visual Arts. - developed learner outcomes to knowledge, skills, and attitudes are expected to know and be the curriculum. These outcomes Used to focus on instructional provide for articulation and A copy of the mission statement, goals, and selected grade level listed below. A complete set of (at grade level) are the district olfice. prepared by: Pat Wojciechowsld, Stan Krogsrud, and Cathy Rada'mch00. ARTS PROGRAM at Bellingham District # 371, will give K-6 students opportunities through aesthetics, creativity, and production in a positive manner. These opportunities will challenge individuals t o achieve their highest potential, to attain personal fulfillment and to succeed within our changing world. We believe: 1. the field of art provides an opportunity for all students to express themselves in a creative way. 2. the field of art must provide hands on activities for students. 3. that the process is more important than the product. 4. the above statements are contingent on the support of the community and school board. The student will: 1. individually be able to express themselves through a variety of techniques and materials. 2 work independently and cooperatively in groups to accomplish assigned tasks. 3. demonstrate-an understanding of the relationship between art and the world community. 4. develop an appreciation of nature and one's environment. 5. think and solve problems to promote personal creativity and be able to evaluate and appreciate other's creative expression. 6. demonstrate increased hand-eye coordination. 7. demonstrate the ability to follow directions. In JJlZdgg the student will: 1. begin to express themselves with simple line drawings. 2. begin to recognize and name basic shapes: circle, square, triangle, rectangle, and oval. 3. be introduced to the primary colors. 4. begin to use color in an expressive manner in their artwork. 5. be introduced to texture and understand that texture is the way things feel and how they look (soft, hard, smooth, rough). ;work,ndependetly and jn, gr0uPS. 7. demonstrate and practice good safety rules andprocedures. 8. a/.Hi a knowledge of art-related careers. / in the student will: 1. continue to use line and color in an expressive way in their art work. 2. be introduced to the concept of base line and hodzon line. 3. continue to work with basic shapes in their artwork. 4. begin to leam that space is the area which you have to work with when creating art. 5. Recognize a correlation between colors and emotion. 6. begin to use texture in their artwork. 7. be Introduced to the concept of primary and secondary colors. 8. work Independently and in groups. 9. demonstrate and practice good safety rules and procedures. 10. acquire a knowledge of art-related careers. / In  the student will: 1. use lines, color, and texture in their artwork in creative ways. 2. demonstrate the idea of positive and negative space in their artwork. 3. continue to use shapes in creative ways in their artwork. 4. create artwork which expresses emotion with color. 5. work independently and in groups. 6. demonstrate and practice good safety rules and procedures. 7. acquire a knowledge of art-related careers. In ird Grade the student will: 1. demonstrate a knowledge of lines which form shapes through creative artwork. 2. continue to use line and color creatively. 3. use lines to show an illusion of proportion in their artwork. 4. be introduced to the concept the lines can give the Illusion of texture. 5. become aware of quadrilateral shapes. 6. be aware that man-made and natural forms are combinations of basic shapes. 7. know the twelve colors which make up the color wheel. 8. begin to understand the concept of light and shadow. 9. begin to understand the concept of balance. 10. work independently and in groups. 11.demonstrate and practice good safety rules and procedures. 12. acquire a knowledge of art-related careers. In E.o./Jllb_Ca1 the student will: 1. demonstrate the concept that lines create shape. 2'. begin to understand that feelings can be expressed with color in artwork. 3. be introduced to the concept of perspective in artwork. 4. be introduced to the basic forms used in artwork (cube, cone, sphere, pyramid, & cylinder). 5. demonstrate a knowledge of warm and cool colors. 6. begin to work with three-dimensional forms of art (fibers, sculpture, ceramics). 7. understand and use the concept of textures to create shadows, etc. 8. work independently and in groups. 9. demonstrate and practice good safety rules and procedures. 10. acquire a knowledge of art-related careers. In EJJlb_Gr.ld the student will: 1. Demonstrate their knowledge of varied lines in their artwork. 2. be introduced to new concepts of color (value, and the concept of light). 3. begin to understand the use of line, color, and texture in creative ways. 4. work independently and in groups. 5. demonstrate and practice good safety rules and procedures. 6. acquire a knowledge . of art-related careers. In  the student will: 1. review all of the safety procedures in art. 2. create a line drawing which utilizes the concepts of perspecti',e, horizon, texture, depth perception, and repetition. 3. identify and draw a variety of quadrilateral shapes. 4 .demonstrate an understanding that different spaces are used for different purposes. 5. identify relationships between shape and form (i.e., triangle to cone). 6 .use colors to demonstrate an understanding of the color wheel (i.e., primary, secondary, and intermediate colors). 7. understand the role of light and shadow as applied to texture. 8. work independently and in groups. 9. demonstrate and practice good safety rules and procedures. 10. acquire a knowledge of art-related careers. ITEM # 6 Program Evaluation Information (test results) including results state ELO tests of the SUMMARY OF TESTING PROGRAM It is necessary to report the testing program to the State Department of Education on a periodic basis. The following chart gives the name of the test used, the grade tested, the objectives of the test and how the results are used. No changes are planned for the current program. Test results for 1997-98 focused on Mathematics (required), Science, and Health. TEST NAME Iowa Test of Basic Skills Stanford Achievement Test Benchmark Tests GRADES 1 to6 Kto 6 3 and 5 To assess student performance Ch.1/Title qualification AOM assistance Assess individual performance Assess student performance and progress USE OF RESULTS Student performance Program assessment Program participation Graduation process Ch. 1 Eligibility Student performance Program revision NOTE: No major changes in the current testing program are proposed but the standardized results will also be used to monitor student progress in meeting the Profiles of Learning through the grades. NOTE that state benchmark tests will be used when available. Iowa Test of Basic Skills (April, t 998)" Scores shown below are the Bellingham scores in Nalional Curve Equivalents (NCE's). Sludenls would be expecled Io score al aboul 50 lor each grade. The counts al the slarl ol each column indicale the number ot sludenls who were tested. Please note Ihal in almosl every instance performance at Betlingham exceeds Ihe national expeclalions and in mary cases lhe perlormance is significantly above Ihe national standards. Area/Grade Gr. 6 Gr. 5 Reading Total 55.5 59.7 Language Total 47.3 54.1 Math Total 62.1 69.6 Social Sludies 55.4 56.6 Science 56.1 63.3 Into. Total 58.6 65.1 Comprehensive 56.2 62.6 Gr. 4 Gr. 3 Gr. 2 Gr. 1 592 51.t 62.8 73.800 46.1 50.6 61.2 61.0 47.2 64.8 61.0 57.8 65.1 58.4 XXXX 63.0 49.0 60.0 XXXX 51.0 60.9 59.8 XXXX 57.1 54.8 63.0 68.2 Minnesota Basic Standards Test School Summary Report (Tested in April, 1997) This past spring Freshmen and 8 m Grade students were tested (at Ortonville and Lac Qui Parle) in reading and Mathemalics under the new Graduation Rule program. 37 Belllngham sludents were tested. Resulls and the range of scores are shown below. 9._9_" Gr. Reading 9" Gr. Math 8" Gr. Reading 8"' Gr. Math Passed Score Range 15 of 15 78-98 14 of 15 82-97 15 of 22 15-98 19 of 22 79-99 Failed L Score Range 59 38-73 49-69 Under the new Graduation Rule students are required to pass the tests with a score of 75 % or more. Bellingham students did very well in math but were about average in reading performance. Students who failed the test will be required to retake it before graduation. However it should be noted that those whose scores were below 75 % were still within stdking distance of passing and should make it on the next round. In all cases the students were within a few percentage points of passing. Minnesota Comprehensive Assessment Results Grades 3 & 5 ) Level I Level II Level. III Level IV Mathematics Gr. 5 2 3 4 2 Reading Gr. 5 4 1 4 2 Wdting Gr. 5 3 3 3 2 Mathematics Gr. 3 5 2 2 1 Reading Gr. 3 3 3 3 0 ITEM# 7 District Improvement Plan for 1998-99 and a follow-up on last year's D. I. P. for 1997-98 1997-98 District Improvement Plan Follow-Up 1. Our school has been working on implementation of the state Graduation Rule and the use of Benchmark testing as it becomes available. These goals have been completed. 2. We have worked to strengthen articulation between grades as we work on the development and use of performance packages in the classroom. Much more still needs to be done. 3. We did not use a survey to assess Language Arts programs due to time constraints. 4. The staff has reviewed the results of performance testing in Reading, Writing, and Math as these tests are given in Grade 8. These have been used in planning sessions. 29, 1998 INDEPENDENT Page 9b