Academic Standards – Grades K-5

Lakeville Area Schools adhere to academic standards set by the Minnesota Department of Education. These are a blend of national and state-developed standards. See the curriculum areas below for more information on specific academic standards. 

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English Language Arts Standards 2010

English Language Arts (ELA) is all of the communication, language skills, and processes people use every day to receive and send information. We receive information through listening, viewing, and reading, and we send information through writing, speaking, facial expressions, body language, and auditory and visual representations. We use language to learn, to question, to share feelings, to help others, and to be part of civilization. The ability to use and understand language, both spoken and written, is critical to every aspect of students’ lives.

Students learn and apply knowledge of the English language by gathering, comprehending, evaluating, synthesizing, and reporting information and ideas, by conducting original research in order to answer questions and solve problems, and by analyzing and creating a range of print and non-print texts in old and new media. They also explore the literature of several cultures and historical periods and create their own literature, learning how purpose, audience, and cultural perspective impact one’s use of language along the way.

• MN Academic Standards in English Language Arts

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Mathematics Standards 2007

The Minnesota Academic Standards in Mathematics set the expectations for achievement in mathematics for K-12 students in Minnesota. This document is grounded in the belief that all students can and should be mathematically proficient. All students should learn important mathematical concepts, skills, and relationships with understanding. The standards presented here describe a connected body of mathematical knowledge that is acquired through the processes of problem-solving, reasoning and proof, communication, connections, and representation. The standards are placed at the grade level where mastery is expected with the recognition that intentional experiences at earlier grades are required to facilitate learning and mastery for other grade levels.

The Minnesota Academic Standards in Mathematics are organized by grade level into four content strands: 1) Number and Operation, 2) Algebra, 3) Geometry and Measurement, and 4) Data Analysis and Probability. Each strand has one or more standards.

• MN Academic Standards in Mathematics

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Science Standards 2019

The 2019 Minnesota K-12 Academic Standards in Science (Standards) set the expectations for achievement in science for grades K-12 students in Minnesota. The Standards are grounded in the belief that all students can and should be scientifically literate. Scientific literacy enables people to use scientific principles and processes to make personal decisions and to participate in discussions of scientific issues that affect society (NRC, 1996). Graduates should be prepared for career and college opportunities. The Standards describe a connected body of science and engineering knowledge acquired through active participation in science experiences. These experiences include hands-on inquiry activities rooted in science and engineering practices. The Standards are based on current science education found in A Framework for K-12 Science Education (Framework) (NRC, 2012), which emphasizes the inclusion within science standards, curriculum, and instruction of three dimensions: Scientific and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas.

• View the Framework at the National Academies Press
• MN Academic Standards in Science

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Social Studies Standards 2011

Social Studies is the interdisciplinary study of citizenship and government, economics, geography, history, and other disciplines in the social sciences and humanities in which students develop the content knowledge, skills, and dispositions necessary to be informed and engaged citizens in the contemporary world. According to the National Council for the Social Studies, the purpose of social studies is to develop civic competence and ‘help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.’

The state uses the diagram below to show the four primary disciplines in social studies curriculum, the substrands of study within each, and the learning skills students will use in the course of their studies.

• MN Academic Standards in Social Studies

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Specialist | Physical Education Standards 2018

The Minnesota Department of Education adopted the K-12 Academic Standards in Physical Education in 2018. In addition, each school district is required to develop local standards for health education.

• MN Academic Standards in Physical Education

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Specialist | Arts Standards 2018

The Minnesota Department of Education adopted the K-12 Academic Standards in Art Education in 2018. The interrelationship of artistic knowledge and processes defines artistic literacy. Engaging Students in the Arts can help educators bring the arts into the classroom, allowing students to integrate arts with other subject areas.

• MN Academic Standards in Arts Education

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Source: Minnesota Department of Education Standards, Curriculum, and Instruction

Local Literacy Plan

Lakeville Area Schools believes that literacy is the foundation for all future learning. We support the development of competent readers at every level in partnership with our students, families, and community. The purpose of the Local Literacy Plan is to inform the community about Lakeville Area School’s progress in preparing all students to read at or above grade level by the end of third grade. As a district, we are dedicated to continuously improving our students’ level of success so that all students are reading well by the end of third grade.

The district’s Local Literacy Plan may be found here:

• Local Literacy Plan

Lakeville Area Schools has adopted a standards-based Continuous Progress Report for elementary students. In striving to provide a rigorous, student-centered, and engaging learning experience for every student, the district has revised the manner in which we report on student progress. Reporting of final grades will occur in June.

Why are there changes to the new progress reporting tool?

In striving to provide a rigorous, student-centered, and engaging learning experience for every student, the district has revised the manner in which we report on student progress. This progress will be directly aligned with the MN State Academic Standards, which outline what every child should know, and be able to do, in each subject area and grade level.  We measure progress toward these standards using Learning Targets.

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What are learning targets?

Written as “I can" statements from the students’ point of view, a Learning Target describes what the student will know or can do by the end of a specific lesson. Learning Targets are directly aligned with the MN State Academic Standards, which outline what every child should know, and be able to do, in each subject area and grade level.

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Progress Reporting

Our Continuous Progress Report will support the reporting of what a student should know and be able to do at the end of each grade level in the content areas. We firmly believe that this progress report is an effective tool for communicating student growth within the grade-level learning standards.

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Progress/Academic Growth Level Indicators

Progress reporting uses growth indicators that measure and describe growth/progress over a defined period of time. An indicator of “M” is the expected goal for students, which indicates that the student independently meets the grade-level Learning Targets.  The expectation is that most students will achieve an “M” by the end of the year for each grade-level learning standard.

M = Meets Learning Targets: an “M” indicates that the student independently met grade-level Learning Targets.  The student requires no additional support or assistance in successfully demonstrating grade-level skills and concepts learned and mastered.

D = Developing Toward Learning Targets: a “D” indicates that the student is developing foundational skills to master the grade-level Learning Targets.  The student's current level of progress/growth is characterized as requiring consistent teacher support to ensure progress/growth.

N = Not Meeting Learning Targets: an “N” indicates that the student has not developed the foundational skills necessary to master grade-level Learning Targets.

X= Not Assessed or Taught at this Time – An “X” indicates that the Learning Target(s) has not been introduced. All Learning Targets on grade-level progress reports will be taught by the end of the school year.  An “X” may also indicate an accommodation for a special education student with progress being documented through the IEP progress report in lieu of a mark on the Continuous Progress Report.