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 2020

The Minnesota K–12 Academic Standards in English Language Arts (ELA) represent the work of the ELA Standards Review Committee. This committee included K–12 teachers, administrators, college faculty, and representatives of educational and community organizations. The committee membership, timeline and assumptions that guided their work are found on the Minnesota Department of Education (MDE) ELA webpage (MDE > Districts, Schools and Educators > Academic Standards (K-12) > English Language Arts). During the 2019–20 school year, the ELA Standards Review Committee reviewed the 2010 Minnesota K–12 Academic Standards in English Language Arts, other states’ recently revised standards, current academic research, K–12 instructional best practices and public feedback. This review process followed the guidelines in Minnesota Statutes 2022, section 120B.021, subdivision 4e.

Minnesota Statutes 2023, section 120B.021, requires that there be statements of standards and benchmarks. Anchor Standards are a summary description of student learning. The kindergarten through grade 12 benchmarks identify the “specific knowledge or skill that a student must master to complete part of an academic standard by the end of the grade level or grade band” (Minnesota Statutes 2022, section 120B.018).

• 2020 Minnesota K-12 Academic Standards in English Language Arts (ELA)

Minnesota's English Language Arts Standards: A Family and Caregiver Guide to Supporting Your Child's Learning. 

This resource is designed to support parent and caregiver understanding of the state's revised ELA standards, which are required to be taught in all grades this school year (2025-26). The 2-page flyer explains key changes in the 2020 ELA standards, including enhanced media literacy, diverse perspectives, and increased student choice. It provides practical suggestions for families to support their child's literacy development.

The guide is available in four languages—English, Hmong, Somali, and Spanish—and is posted on the MDE ELA Standards implementation webpage (and linked below).

• Minnesota’s English Language Arts Standards: A Family and Caregiver Guide to Supporting Your Child’s Learning (English)

• Minnesota’s English Language Arts Standards: A Family and Caregiver Guide to Supporting Your Child’s Learning (Hmong)
• Minnesota’s English Language Arts Standards: A Family and Caregiver Guide to Supporting Your Child’s Learning (Somali)
• Minnesota’s English Language Arts Standards: A Family and Caregiver Guide to Supporting Your Child’s Learning (Spanish)

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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

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 support every child reading at​ or above grade level every year, beginning in kindergarten, and to support multilingual​ learners and students receiving special education services in achieving their individualized​ reading goals in order to meet grade level proficiency. As a district, we are dedicated to continuously improving our students’ level of success.

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.