High School

We believe that literacy is thinking, and we strive to support the growth of our students as lifelong learners and critical thinkers. We are committed to building strong foundations in literacy for all of our learners through responsive instruction and early intervention while providing opportunities for choice, voice, and inquiry.

An effective language arts program supports learners in developing strategic actions in order to make meaning while engaging with a wide variety of texts, multiple perspectives and cultures, and collaborative learning experiences.  

Our instructional units are grounded in the Minnesota K-12 Academic Standards in English Language Arts concentrating on literature, informational text, writing, speaking, viewing, listening, media literacy and language.  

We believe language arts instructional practices should foster the joy of literacy while being responsive to the cultures, language, and experiences that learners bring to the classroom community.

Standards

• Minnesota K-12 Academic Standards in English Language Arts

Connecting mathematical experiences to the world around them, children are challenged to become increasingly sophisticated in dealing with mathematical concepts. The mathematics curriculum builds on students’ math understanding, skills, and proficiency at each grade level, as appropriate, by integrating concepts such as number and operations, algebra, geometry, measurement, and data analysis and probability. Students also engage in problem solving, reasoning, and communicating ideas while making connections to the world around them.

Standards

• Minnesota K-12 Academic Standards in Mathematics

Science is the active study of the natural and man-made world, including processes, structures, designs, and systems. Science students use their senses and tools to observe, record and analyze data about the world and make conclusions based on evidence. Scientifically literate young people can understand basic science concepts, use skills for doing scientific investigations, solve technical problems, and design technologies for today’s world.

Standards

• Minnesota K-12 Academic Standards in Science

We are committed to developing  future citizens who are informed and able to contribute to our democratic system.  The social studies curriculum provides the opportunity for each student to acquire knowledge; gain a deeper appreciation of the commonalities and the diversity which makes our national and world societies culturally unique, and develop skills necessary for responsible social, political and economic participation in a diverse, interdependent and changing world.  A variety of integrated experiences drawing on such disciplines as history, geography, economics, political science, sociology, psychology and anthropology enables students to function effectively and contribute constructively within society.

Standards

• Minnesota K-12 Academic Standards in Social Studies

• Dakota Hills Middle School
• Rosemount Middle School
• Apple Valley High School  (1-4/CIS)
• Eagan High School  (1-5/CIS)
• Eastview High School (1-5/CIS)
• Rosemount High School  (1-5/CIS)

• Apple Valley High School (1-4/CIS)
• Eagan High School (1-4/CIS)
• Eastview High School  (1-4)
• Rosemount High School (1-4/CIS)

• Apple Valley High School (1-4)
• Eastview High School  (1-4)

• Diamond Path School of International Studies (Magnet School)
• Rosemount Middle School
• Scott Highlands Middle School
• Eastview High School (2-5/CIS)
• Rosemount High School (1-5/CIS)

• Black Hawk Middle School
• Dakota Hills Middle School
• Diamond Path Elementary School (Magnet School)
• Falcon Ridge Middle School
• Rosemount Middle School
• Scott Highlands Middle School
• Valley Middle School
• Apple Valley High School  (1-5/CIS)
• Eagan High School  (1-5/CIS)
• Eastview High School  (1-6/CIS)
• Rosemount High School  (1-6/CIS/AP)
• School of Environmental Studies (3-5)

We believe that business education develops economically literate citizens who are ready for domestic and international venues.  Students build the interpersonal, teamwork and leadership skills needed to function in diverse business settings, including the global marketplace.  Business education shows students that the various functions of business are not separate but interrelated, and that each one impacts the others.  Through the study of business, students learn to apply the critical thinking skills needed to function in their multiple roles as citizens, consumers, workers, managers and business owners.

Business and Marketing Beliefs and Goals

Standards

• Minnesota Business and Marketing Education Standards
• National Standards for Business Education, 2013

The Career Development and Enrichment Opportunities Program offers a variety of courses designed to expose students to possibilities available in today’s and tomorrow’s workforce. These courses help students understand their interests and talents, select potential career fields for the future, and decide upon appropriate post-secondary learning and training opportunities. They incorporate unique field trip opportunities and partnerships within the community, and strong academic preparation.

The high school computer science curriculum also includes app development and AP computer science. Course descriptions and recommended course sequences are available on each high school website. Please visit your high school website for information specific to your child’s school and courses.

Science Curriculum Belief Statements and Goals

Standards

• Minnesota K-12 Academic Standards in Science

High school students have the opportunity to engage in a wide variety of outstanding courses. The core curriculum for high school students is closely aligned with state standards and includes math, science, social studies, and English-Language Arts. Students also have the opportunity to choose classes from a variety of elective areas beyond the core content areas, which are also aligned to state and national standards. All curriculum is reviewed regularly through a district-wide curricular review process.  We are committed to preparing future citizens who have infinite possibilities to thrive!

We believe that FACS education builds students’ twenty-first century skills, including problem-solving and decision-making.  The needs of learners are met through experiential learning opportunities that have real-life applications and align with core instruction and science, technology, engineering and math (STEM) initiatives.  FACS education supports college and career readiness skills by exploring career possibilities and emphasizing positive work ethics.  FACS education strengthens relationship and communications skills enabling students to be productive members of family and society.

Family and Consumer Science (FACS) Beliefs and Goals

Standards

• Minnesota Family and Consumer Science Standards
• Knowledge and Competency Framework for Early Childhood Professionals
• National Standards for Family and Consumer Sciences

Our dance curriculum is a critical component of our performing arts program that contributes to the lifelong development of the whole student – intellectual, physical, social, and emotional.  Dance provides sequential experiences in creating, analyzing, and performing that are an integral component of a quality, comprehensive education.  Dance gives students the opportunity to develop their own creative potential while exploring world cultures and one another’s diverse backgrounds.  Dance serves as an important form of communication that reflects and affects society, culture, and history.

Performing Arts Curriculum (Music, Dance and Theater) Beliefs and Goals

Standards

• Minnesota K-12 Arts Education Standards
• Minnesota K-12 Academic Standards in the Arts, 2008

Our instrumental music curriculum is a critical component of our performing arts program that contributes to the lifelong development of the whole student – intellectual, physical, social, and emotional.  Instrumental music provides sequential experiences in creating, analyzing, and performing that are an integral component of a quality, comprehensive education.  Instrumental music gives students the opportunity to develop their own creative potential while exploring world cultures and one another’s diverse backgrounds.  Instrumental music serves as an important form of communication that reflects and affects society, culture, and history.  

Performing Arts Curriculum (Music, Dance and Theater) Beliefs and Goals

Standards

• Minnesota K-12 Arts Education Standards
• National Standards for Music Education, MENC

Our theater curriculum is a critical component of our performing arts program that contributes to the lifelong development of the whole student – intellectual, physical, social, and emotional.  Theater provides sequential experiences in creating, analyzing, and performing that are an integral component of a quality, comprehensive education. Theater gives students the opportunity to develop their own creative potential while exploring world cultures and one another’s diverse backgrounds.  Theater serves as an important form of communication that reflects and affects society, culture, and history.

Performing Arts Curriculum (Music, Dance and Theater) Beliefs and Goals

Standards

• Minnesota K-12 Arts Education Standards

Our vocal music curriculum is a critical component of our performing arts program that contributes to the lifelong development of the whole student – intellectual, physical, social, and emotional.  Vocal music provides sequential experiences in creating, analyzing, and performing that are an integral component of a quality, comprehensive education.  Vocal music gives students the opportunity to develop their own creative potential while exploring world cultures and one another’s diverse backgrounds.  Vocal music serves as an important form of communication that reflects and affects society, culture, and history.

Performing Arts Curriculum (Music, Dance and Theater) Beliefs and Goals

Standards

• Minnesota K-12 Arts Education Standards
• National Standards for Music Education, MENC

We believe that physical education is an integral component of a student’s education.  Our physical education curriculum is designed to contribute to the lifelong development of the student by providing opportunities that positively impact and increase the intellectual, social, emotional and physical fitness of the student.  It enhances social development by emphasizing personal achievement, character, and integrity through individual and team activities and sports.  Physical education promotes respect for the uniqueness and dignity of self and others through physical activities.

Physical Education Curriculum Beliefs and Goals

Graduation Requirements

Four physical education courses (four credits) are required for graduation.

Standards

• Minnesota K-12 Academic Standards for Physical Education
• Goals adapted from: Moving into the Future: National Standards for Physical
• Education, 2nd Edition, NASPE 2004

We believe technology, engineering, and manufacturing are essential life skills for all students so they may confidently use, manage, assess, and understand technology. Technology, engineering, and manufacturing education provides the fundamental knowledge and technical skills students will need to participate in society.  It enhances the opportunities for students to develop college and career readiness skills with direct and significant employment opportunities.  Technology, engineering, and manufacturing education develops an understanding of how technology is changing the human-made world and the natural environment and develops students’ pride in accomplishments that benefit personal, community, and global quality of life.

Technology, Engineering and Manufacturing Beliefs and Goals

Standards

• Minnesota K-12 Academic Standards in STEM
• ITEA Standards for Technological Literacy, 2007

Our visual arts curriculum makes valuable connections to the individual, to society, and to culture.  The growing complexity of our contemporary culture requires of every individual a capacity for visual analysis and critique.  In the production and in the contemplation of artworks, we are helped to understand ourselves and the world around us.  Learning through the visual arts develops creative problem-solving skills as students face problems which often have multiple solutions.  Art brings individuals together to share feelings, beliefs and values and develop a sense of community.

Arts (Visual) Curriculum Beliefs and Goals

Graduation Requirements

One art course (one credit) is required for graduation.

Standards

• Minnesota K-12 Arts Education Standards