annual progress report - boarddocs...2015-16 annual progress report 2 annual progress report the...

1725 North Dodge Street Iowa City, IA 52245

Phone: 319-688-1000 Fax: 319-688-1009

Web: www.iowacityschools.org

Annual Progress Report Iowa City Community School District

2015-2016

2015-16 Annual Progress Report

1

Table of Contents

Board of Directors ........................................................................................................................ 2 List of Schools ............................................................................................................................... 3 District Demographics ................................................................................................................. 4 Mission & Beliefs .......................................................................................................................... 5 Ends Policies ................................................................................................................................. 6 Student Learning Goals ................................................................................................................ 7 Student Academic Achievement .................................................................................................. 8 No Child Left Behind Reporting Requirements and Data ............................................................ 8 Academic Indicators ................................................................................................................... 26 Student Behavior Statistics ........................................................................................................ 29 Iowa Youth Survey ...................................................................................................................... 36 Special Services ........................................................................................................................... 37 Learning Supports ....................................................................................................................... 38 Summer School ........................................................................................................................... 42 Curriculum and Instruction ........................................................................................................ 43 Professional Development ......................................................................................................... 44 Human Resources ....................................................................................................................... 45 Equity .......................................................................................................................................... 46 Information Services .................................................................................................................. 47 Nutrition Services ....................................................................................................................... 48 District Health Services............................................................................................................... 49 Safety and Security ..................................................................................................................... 51 District Finances ......................................................................................................................... 52 Facilities ...................................................................................................................................... 55 Partnerships ................................................................................................................................ 56

Non Discrimination Policy Statement

It is the policy of the Iowa City Community School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age, marital status, sexual orientation, gender identity and socioeconomic status in its educational programs, activities, or employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy, please contact Kingsley Botchway II, Director of Equity, 1725 N. Dodge St., Iowa City, IA 52245, 319-688-1000, [email protected].

mailto:[email protected]


2

Annual Progress Report

The Annual Progress Report serves to provide a summary of the State of the District for the 2015-16 school year. Additional information can be found on the district website.

Board of Directors

Name Position

Chris Lynch President

Brian Kirschling Vice-President

LaTasha DeLoach Member

Chis Liebig Member

Tom Yates Member

Phil Hemingway Member

Lori Roetlin Member

Stephen Murley Superintendent of Schools


3

Secondary Schools

City High 1900 Morningside Drive, Iowa City 319-688-1040

West High 2901 Melrose Avenue, Iowa City 319-688-1050

Elizabeth Tate 1528 Mall Drive, Iowa City 319-688-1080

North Central Junior High 180 E. Forevergreen Road, North Liberty 319-688-1210

Northwest Junior High 1507 8th Street, Coralville 319-688-1060

South East Junior High 2501 Bradford Drive, Iowa City 319-688-1070

Elementary Schools

Alexander Elementary 3571 Sycamore Street, Iowa City 319-688-1095

Borlaug Elementary 1000 Kennedy Parkway, Coralville 319-688-1155

Coralville Central 501 6th Street, Coralville 319-688-1100

Garner Elementary 80 Birch Street, North Liberty 319-688-1190

Hills Elementary 301 W. Main Street, Hills 319-688-1105

Hoover Elementary 2200 E. Court, Iowa City 319-688-1110

Horn Elementary 60 Koser Avenue, Iowa City 319-688-1115

Kirkwood Elementary 1401 9th Street, Coralville 319-688-1120

Lemme Elementary 3100 Washington Street, Iowa City 319-688-1125

Lincoln Elementary 300 Teeters Court, Iowa City 319-688-1130

Longfellow Elementary 1130 Seymour Avenue, Iowa City 319-688-1135

Lucas Elementary 830 Southlawn Drive, Iowa City 319-688-1140

Mann Elementary 521 N. Dodge Street, Iowa City 319-688-1145

Penn Elementary 230 N. Dubuque Street, North Liberty 319-688-1150

Shimek Elementary 1400 Grissel Place, Iowa City 319-688-1160

Twain Elementary 1355 DeForest Avenue, Iowa City 319-688-1165

Van Allen Elementary 170 Abigail Avenue, North Liberty 319-688-1185

Weber Elementary 3850 Rohret Road, Iowa City 319-688-1170

Wickham Elementary 601 Oakdale Boulevard, Coralville 319-688-1175

Wood Elementary 1930 Lakeside Drive, Iowa City 319-688-1180


4

District Demographics

Enrollment The district certified weighted enrollment for the 2015-16 school year was 13,671.17 students. District enrollment increased by 2.6% students from the previous year.

2015-16 Certified Weighted Enrollment

Enrollment Category Enrollment

Resident Public Students Attending 13,208.6 Resident Public Students Attending another Iowa Public School District 455.9 Non Public Shared Time & Competent Private Instruction Students Dual Enrolled for District Classes

6.2

Non Public Shared time & Competent Private Instruction Students Dual Enrolled for Post-Secondary Education Option Classes

.47

Actual Enrollment (Certified Weighted Enrollment) 13,671.17

Free and Reduced The free and reduced student count has increased by 6.3% over the past five years.

2011-15 Free and Reduced Lunch Rates Year Percentage of Enrollment

2015-16 35.7% 2014-15 33.7% 2013-14 35.4% 2012-13 33.7% 2011-12 29.4%

Race/Ethnicity The following chart summarizes the district’s race/ethnicity enrollment over the last five years.

2011-15 Race/Ethnicity Enrollment Trends

Year Black or African

American White Asian

Hispanic/Latino American Indian

or Alaska Native

2015-16 20.5% 63.8% 6.8% 8.4% 0.3% 2014-15 19.8% 64.5% 6.7% 8.4% 0.3% 2013-14 18.7% 66.0% 7.0% 8.3% 0.0% 2012-13 17.4% 66.5% 6.9% 8.6% 0.4% 2011-12 16.6% 67.1% 6.8% 8.9% 0.4%


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Mission Statement

The mission of the Iowa City Community School District is to ensure all students become responsible, independent learners cap able of making informed decisions in a democratic society as well as in the dynamic global community. This is accomplished by challenging each student with a rigorous and creative curriculum taught by a diverse, professional, caring staff strengthened by collaborative partnerships with families and the entire community.

District Belief Statements

We believe that:

Each person has intrinsic worth.

Working collaboratively with others promotes achievement and growth.

A democratic society depends upon the active participation of educated citizens.

Free exchange of ideas is essential to education and learning in our democratic society.

Self-esteem enhances personal motivation and achievement.

All people can learn.

Individuals learn in different ways.

Life-long learning improves the quality of an individual's life.

The entire community is responsible for education; the individual is ultimately responsible for learning.

Challenge is vital to achieving potential.

Expectations are directly related to performance.

The understanding of and respect for human diversity are fundamental to individual rights and enrich community life.

A supportive environment promotes risk-taking; risk is a part of growth.

Creative expression enhances people's lives.

The survival of our civilization depends upon a citizen's possession of a shared core of knowledge.

Each person has a right to be in a safe environment.


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Board of Directors Ends Policies

Reading Students will over time independently read increasingly complex text with understanding.

On average, yearly achievement will be as high as or higher than previous years for same grade groups.

On average, achievement will increase at a rate greater than the national average for cohort groups.

Performance of the average student in the bottom quarter of the distribution for all ICCSD students and for cohort groups wil l increase annually. The national standard score associated with this average will be reported each year.

Performance of the average student in the top quarter of the distribution for all ICCSD students and for cohort groups will b e maintained or will increase annually. The national standard score associated with this average will be reported each year.

Math Students will over time independently solve increasingly complex mathematical problems.



Performance of the average student in the bottom quarter of the distribution for all ICCSD students and for cohort groups wil l increase annually. The national standard score associated with this average will be reported each year.


Science Students will over time independently use increasingly complex scientific information and the processes of inquiry to constru ct scientific knowledge.



Performance of the average student in the top quarter of the distribution for all ICCSD students and for cohort groups will be maintained or will increase annually. The national standard score associated with this average will be reported each year.

Writing Students will over time independently write increasingly complex text with meaning, clarity, purpose and application of standard conventions.




Social Studies Students will over time develop the knowledge and the skills of the core discipline of social studies and apply this knowledg e to their lives as citizens.



Character Development Students will demonstrate knowledge and understanding of community accepted intrapersonal, interpersonal and civic values consistent with the ICCSD Equity Statement. Students will demonstrate acceptance and internalization of those values through their behav ior during the school day.

On average, positive Character Development outcomes will improve (or not decline) as measured on annual assessments.

Fine Arts Students will observe and/or participate in multiple fine arts experiences, representing a broad range of fine arts forms.

On average, the number of experiences and/or range of art forms will increase overtime.

On average, the number and percent of students from the sub group of poverty will increase in voluntary participation in one or more of the art forms.


7

Student Learning Goals

As a result of their education, all Iowa City Community School District graduates will be:

Fluent and Effective Communicators who listen, view, read and respond to other's messages and ideas as well as demonstrate the ability to communicate in reading, writing, speaking, listening, and who communicate mathematically, scientifically and artistically.

Collaborative Individuals who use skillful leadership and responsible social and group skills to develop and manage interpersonal relationships within culturally and organizationally diverse settings.

Critical Thinkers who understand and apply a core body of knowledge and skills to new tasks; who identify problems, use strategies to approach problems, and apply mathematical, logical and creative reasoning to solve problems and make appropriate decisions.

Technological Practitioners who use advanced technologies, including but not limited to the computer, to create, access, integrate and use information to communicate, reason, make decisions and solve complex problems in a variety of contexts.

Resourceful Learners who create a positive vision for themselves and their future, view themselves as lifelong learners, set priorities and achievable goals, create options for themselves, monitor and evaluate their progress and assume responsibility for their actions.

Quality Producers who create and appreciate intellectual, artistic, practical and physical products which reflect originality, high standards, and the use of advanced technology.

Responsible Citizens who demonstrate the knowledge, skills and motivation necessary to participate in the democratic process and to make wise decisions which reflect healthful living, interdependence and ethical behavior that contribute to society.


8

Student Academic Achievement

The Iowa Department of Education requires school districts to identify three annual improvement goals and then use standardized test results to monitor progress. The three goals are aligned with district ends policies.

District Ends Policies

Students will over time independently read increasingly complex text with understanding.

Students will over time independently solve increasingly complex mathematical problems.

Students will over time independently construct knowledge and use increasingly complex scientific information. Annual Improvement Goal The Iowa City Community School District has set annual improvement goals based on increasing the average national standard score (NSS) of students over a three year period, comparing 6th grade NSS averages to 8th grade NSS averages in reading comprehension, mathematics, and science as measured by the Iowa Assessments (IA).

No Child Left Behind Reporting Requirements and Data

Schools in the Iowa City Community School District use the Iowa Assessments (IA) as an accountability and improvement measure in reading and math for grades 3-8 and 11. While scores can be reported in multiple ways, the No Child Left Behind (NCLB) legislation requires that schools report proficiency rates. To be considered proficient, a student must score at a specific national standard score or higher, on the Iowa Assessments. The table below indicates the percent of students who scored proficient during the 2015-16 school year in reading and mathematics by grade level bands.

2015-16 Iowa Assessments Results % Proficient, National Norms, All Students

Reading Math

3rd – 5th grade 74.9 73.4

6th – 8th grade 75.2 76.5

9th-11th grade 82.7 80.2

No Child Left Behind also requires that schools report the percent of students that fall within certain achievement bands on the Iowa Assessments. The charts on the following pages show the 2015-16 Iowa City Community School District achievement levels and the State of Iowa achievement levels on the Iowa Assessments by percentage of students in Iowa that are either not proficient, proficient or above proficient by grade level and subgroup in reading, mathematics, and science. Note: If the n-count is less than 10 students there is an NA in place of the data for that sub group.


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No Child Left Behind Reporting Requirements and Data (continued)

2015-16 Iowa Assessments Results: ICCSD & State of Iowa Reading, Third Grade Students % Proficient, National Norms

Iowa City Community School District State of Iowa

Not Proficient

Proficient Above

Proficient Not

Proficient Proficient

Above Proficient

All Students 24 45 31 18 56 26

Male 29 44 27 20 56 24 Female 19 47 34 15 55 29 Asian 15 42 43 17 45 37

Black or African American 49 43 8 42 50 8

Hispanic/Latino 41 45 14 31 55 14 Native Hawaiian or Other Pacific Islander NA NA NA 73 23 5 Multi-Racial 26 56 18 21 59 19

White 15 45 40 15 56 28

American Indian or Alaska Native NA NA NA 8 83 8

ELL 65 33 2 56 42 2

Non ELL 20 47 34 16 56 27

FRL 44 45 10 31 56 14

Non FRL 12 45 42 12 56 33

Migrant NA NA NA NA NA NA

Non-Migrant 24 45 31 18 56 26

IEP 68 21 11 58 36 5

Non IEP 20 48 32 13 58 29

2015-16 Iowa Assessments Results: ICCSD & State of Iowa

Mathematics, Third Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 26 42 32 17 47 36




White 15 43 42 14 48 38


ELL 58 38 3 45 46 8

Non ELL 22 43 35 16 47 37

FRL 48 43 9 30 51 19

Non FRL 13 42 45 11 45 44


Non-Migrant 26 42 32 17 47 36

IEP 57 28 15 42 46 12

Non IEP 23 44 33 14 47 39


10


2015-16 Iowa Assessments Results: ICCSD & State of Iowa Science, Third Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 14 57 29 10 66 24




White 9 53 38 9 66 25


ELL 34 63 3 29 64 6

Non ELL 12 56 32 9 66 24

FRL 23 67 10 17 71 11

Non FRL 9 51 40 7 64 29


Non-Migrant 14 57 29 10 66 24

IEP 34 57 10 21 71 8

Non IEP 13 57 31 9 66 25


Reading, Fourth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 25 37 38 19 47 34




White 13 38 49 16 48 37


ELL 69 25 6 50 45 6

Non ELL 20 39 41 17 47 35

FRL 50 35 15 34 48 18

Non FRL 11 39 50 11 47 42


Non-Migrant 25 37 38 19 47 34

IEP 66 18 16 59 32 9

Non IEP 20 40 40 13 49 38


11


2015-16 Iowa Assessments Results: ICCSD & State of Iowa Mathematics, Fourth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 27 41 32 16 48 36




White 14 45 41 13 49 38


ELL 64 32 4 42 49 9

Non ELL 23 42 35 15 48 37

FRL 54 37 9 31 52 18

Non FRL 12 43 45 9 47 44


Non-Migrant 27 41 32 16 48 36

IEP 60 28 12 48 41 10

Non IEP 23 43 34 12 49 39


Science, Fourth Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 19 51 30 11 59 30




White 8 53 39 8 60 32


ELL 46 52 2 31 61 8

Non ELL 17 50 33 10 59 31

FRL 40 49 11 21 63 16

Non FRL 8 51 41 6 57 37


Non-Migrant 19 51 30 11 59 30

IEP 43 45 12 28 61 11

Non IEP 17 51 32 9 59 33


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2015-16 Iowa Assessments Results: ICCSD & State of Iowa Reading, Fifth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 26 37 37 20 44 36




White 15 37 48 17 44 38

American Indian or Alaska Native NA NA NA NA NA NA

ELL 76 24 0 63 34 3

Non ELL 20 39 41 18 45 37

FRL 48 39 13 33 46 21

Non FRL 14 36 50 14 43 43


Non-Migrant 26 37 37 20 44 36

IEP 64 22 14 61 33 7

Non IEP 21 39 40 14 46 40

2015-16 Iowa Assessments Results: ICCSD & State of Iowa Mathematics, Fifth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 27 37 36 19 45 35




White 12 42 46 16 46 37


ELL 71 28 1 56 40 4

Non ELL 21 38 41 18 46 37

FRL 51 34 15 34 47 18

Non FRL 13 39 48 12 45 43


Non-Migrant 27 37 36 19 45 35

IEP 59 26 15 56 37 7

Non IEP 23 38 39 14 47 39


13


2015-16 Iowa Assessments Results: ICCSD & State of Iowa Science, Fifth Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 22 49 30 15 59 26




White 11 50 39 13 59 28


ELL 57 43 1 45 53 2

Non ELL 17 50 33 14 59 27

FRL 41 48 12 25 60 15

Non FRL 11 50 40 10 58 32


Non-Migrant 22 49 30 15 59 26

IEP 47 37 16 37 55 8

Non IEP 18 51 31 12 59 29


Reading, Sixth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 26 38 36 22 47 31




White 14 39 47 19 48 33


ELL 77 23 0 66 33 1

Non ELL 22 39 39 21 47 32

FRL 51 38 11 38 46 16

Non FRL 13 38 49 15 47 38


Non-Migrant 26 38 36 22 47 31

IEP 66 26 8 66 29 5

Non IEP 21 40 40 16 49 34


14


2015-16 Iowa Assessments Results: ICCSD & State of Iowa Mathematics, Sixth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 23 36 40 18 46 36




White 11 39 50 15 47 38


ELL 78 21 1 61 35 4

Non ELL 19 38 43 17 46 37

FRL 51 35 15 34 48 17

Non FRL 9 37 54 11 45 44


Non-Migrant 23 36 40 18 46 36

IEP 65 22 13 61 30 8

Non IEP 18 38 44 13 48 40


Science, Sixth Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 23 59 18 17 63 20




White 12 66 22 14 64 21


ELL 78 22 0 59 40 1

Non ELL 19 62 19 16 64 20

FRL 46 49 4 30 60 10

Non FRL 11 64 24 11 64 24


Non-Migrant 23 59 18 17 63 20

IEP 59 32 9 47 47 6

Non IEP 19 62 19 13 65 22


15


2015-16 Iowa Assessments Results: ICCSD & State of Iowa Reading, Seventh Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 21 43 35 20 55 25




White 13 43 45 18 56 26


ELL 73 27 0 61 37 1

Non ELL 17 44 38 19 55 26

FRL 45 48 7 37 52 10

Non FRL 9 41 50 13 56 31


Non-Migrant 21 43 35 20 55 25

IEP 75 21 4 68 30 2

Non IEP 16 46 39 14 58 28

2015-16 Iowa Assessments Results: ICCSD & State of Iowa Mathematics, Seventh Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 19 41 40 13 55 32




White 10 40 50 11 55 34


ELL 58 36 5 37 58 5

Non ELL 15 41 43 12 55 33

FRL 42 50 8 26 62 12

Non FRL 7 36 57 7 53 40


Non-Migrant 19 41 40 13 55 32

IEP 67 27 6 51 45 4

Non IEP 14 43 44 8 57 35


16


2015-16 Iowa Assessments Results: ICCSD & State of Iowa Science, Seventh Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 20 54 26 16 64 21




White 10 58 32 13 65 22


ELL 72 28 0 56 43 2

Non ELL 16 56 28 14 64 21

FRL 46 49 5 31 60 9

Non FRL 7 56 36 9 65 26


Non-Migrant 20 54 26 16 64 21

IEP 62 34 4 49 47 4

Non IEP 16 56 28 11 66 23


Reading, Eighth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 27 44 29 20 52 27




White 14 47 38 18 54 29


ELL 84 16 0 76 22 2

Non ELL 23 46 32 19 53 28

FRL 54 38 8 38 49 14

Non FRL 12 47 41 13 54 33


Non-Migrant 27 44 29 20 52 27

IEP 76 21 3 68 30 2

Non IEP 21 46 33 15 55 30


17


2015-16 Iowa Assessments Results: ICCSD & State of Iowa Mathematics, Eighth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not

Proficient Proficient Above

Proficient

All Students 28 37 35 19 50 31




White 14 40 46 15 52 33


ELL 78 21 1 66 31 3

Non ELL 24 38 37 18 50 32

FRL 56 34 11 37 50 13

Non FRL 13 39 48 12 50 38


Non-Migrant 28 37 35 19 50 31

IEP 80 13 7 66 31 3

Non IEP 22 40 38 13 52 34


Science, Eighth Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 21 59 20 11 69 20




White 10 63 27 9 70 21


ELL 60 40 0 52 46 2

Non ELL 18 61 22 11 69 20

FRL 42 51 7 23 67 10

Non FRL 9 63 28 7 69 24


Non-Migrant 21 59 20 11 69 20

IEP 65 30 5 42 55 3

Non IEP 15 63 22 8 70 22


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2015-16 Iowa Assessments Results: ICCSD & State of Iowa Reading, Ninth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 17 46 37 13 58 29




White 7 47 46 11 58 31


ELL 59 41 0 56 44 0

Non ELL 15 46 39 12 58 30

FRL 38 50 12 24 62 13

Non FRL 7 44 49 8 56 36


Non-Migrant 17 46 37 13 58 29

IEP 56 39 5 53 44 3

Non IEP 12 47 41 8 59 33

2015-16 Iowa Assessments Results: ICCSD & State of Iowa Mathematics, Ninth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 25 46 28 18 61 21




White 13 53 34 16 63 22


ELL 81 19 0 69 30 1

Non ELL 22 48 30 17 61 21

FRL 51 41 8 35 58 7

Non FRL 13 49 38 12 62 26


Non-Migrant 25 46 28 18 61 21

IEP 68 30 2 64 34 2

Non IEP 20 48 31 13 64 23


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2015-16 Iowa Assessments Results: ICCSD & State of Iowa Science, Ninth Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 22 50 28 18 61 21




White 12 52 36 15 62 22


ELL 69 31 0 67 33 0

Non ELL 19 51 30 17 62 21

FRL 45 49 6 32 61 7

Non FRL 11 51 39 13 61 26


Non-Migrant 22 50 28 18 61 21

IEP 55 41 4 54 43 2

Non IEP 18 51 31 14 63 23


Reading, Tenth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 15 49 36 12 61 27




White 6 47 46 10 62 28


ELL 71 29 0 66 33 1

Non ELL 12 50 38 11 62 27

FRL 35 55 10 23 64 12

Non FRL 6 46 48 8 60 32


Non-Migrant 15 49 36 12 61 27

IEP 53 41 6 52 45 3

Non IEP 11 50 39 8 63 29


20


2015-16 Iowa Assessments Results: ICCSD & State of Iowa Mathematics, Tenth Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 19 49 32 14 60 26




White 9 49 42 11 61 27


ELL 67 33 0 63 35 2

Non ELL 16 50 34 13 61 26

FRL 44 50 6 29 62 9

Non FRL 7 49 44 8 59 32


Non-Migrant 19 49 32 14 60 26

IEP 59 36 5 55 43 2

Non IEP 15 51 34 10 62 28


Science, Tenth Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 19 50 31 16 64 20




White 8 51 41 13 66 22


ELL 71 28 2 62 37 1

Non ELL 16 52 33 15 65 21

FRL 44 48 9 29 62 8

Non FRL 7 51 41 10 65 25


Non-Migrant 19 50 31 16 64 20

IEP 54 39 7 53 45 2

Non IEP 15 51 33 11 66 22


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2015-16 Iowa Assessments Results: ICCSD & State of Iowa Reading, Eleventh Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 20 55 24 18 67 16




White 11 59 30 15 68 16


ELL 89 11 0 74 26 0

Non ELL 17 57 25 17 67 16

FRL 45 48 6 32 61 7

Non FRL 10 58 32 13 69 19


Non-Migrant 20 55 24 18 67 16

IEP 64 30 5 70 29 1

Non IEP 16 58 26 12 70 17

2015-16 Iowa Assessments Results: ICCSD & State of Iowa Mathematics, Eleventh Grade Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 15 45 40 13 58 29




White 7 45 48 11 58 31


ELL 72 26 3 56 40 4

Non ELL 12 46 41 12 58 30

FRL 37 50 12 25 64 11

Non FRL 6 44 51 9 56 35


Non-Migrant 15 45 40 13 58 29

IEP 47 45 8 51 48 2

Non IEP 12 46 42 9 59 32


22


2015-16 Iowa Assessments Results: ICCSD & State of Iowa Science, Eleventh Students % Proficient, National Norms


Not Proficient

Proficient Above

Proficient Not


Above Proficient

All Students 18 44 38 18 57 26




White 8 44 48 15 57 27


ELL 72 28 0 65 34 1

Non ELL 16 45 40 17 57 26

FRL 42 46 12 31 58 11

Non FRL 8 43 49 13 56 31


Non-Migrant 18 44 38 18 57 26

IEP 49 45 5 58 40 2

Non IEP 15 44 41 13 58 28


23

No Child Left Behind Reporting Requirements and Data (continued) No Child Left Behind also requires that districts disaggregate achievement data by the different student subgroups in grade level bands of third through fifth grade, sixth through eighth grade, and 11th grade for reading and math. The purpose of doing this is to track progress on closing the achievement gap between the different groups of students. The Iowa Department of Education (Department) continues to work on transition planning as the state moves from regulations under the No Child Left Behind Act (NCLB) to the newly authorized Every Student Succeeds Act ( ESSA) in 2017-2018. As a result, the Department of Education has not provided districts with data in a similar format as was provided in the past. The 2015-2016 data in this table reflect the results of ALL students, whereas the data in previous years reflected results from only those students who were in the district for a Full Academic Year prior to the testing date.

2015-16 Iowa Assessments Results % Proficient, National Norms by Grade Level Bands, All Students Tested

Grades 3-5 READING Grades 3-5 MATH 2011-

12 2012-13

2013-14

2014-15

2015-16

2011-12

2012-13

2013-14

2014-15

2015-16

All students 74.7 78.0 78.5 79.3 74.9 All students 77.0 78.6 79.7 78.9 73.4 FRL 51.3 53.4 57.7 58.1 52.7 FRL 53.9 56.0 57.7 55.1 48.9 IEP 42.8 43.8 42.4 39.9 33.8 IEP 49.6 49.8 48.3 41.1 40.9 ELL 52.1 53.5 43.7 39.9 30.0 ELL 50.5 61.6 46.7 45.8 35.5 Black or African American 46.1 47.4 52.2 51.8 50.1 Black or African American 48.5 48.0 49.5 44.4 44.0 Asian 86.1 87.2 94.6 94.7 90.3 Asian 91.3 94.6 95.8 96.1 91.1 Hispanic/Latino 51.0 58.7 57.5 58.9 53.3 Hispanic/Latino 56.8 61.6 61.8 59.8 49.6 American Indian or Alaska Native --- --- --- --- --- American Indian or Alaska Native --- --- --- --- --- White 83.4 86.6 86.7 88.1 80.2 White 85.1 86.7 88.4 88.8 79.5 Multi-Racial 72.6 83.6 75.9 81.7 60.0 Multi-Racial 66.7 80.3 74.3 79.8 55.8

Grades 6-8 READING Grades 6-8 MATH 2011

-12 2012-13

2013-14

2014-15

2015-16

2011-12

2012-13

2013-14

2014-15

2015-16

All students 71.6 70.7 77.6 78.0 75.2 All students 80.2 78.2 80.7 79.0 76.5 FRL 43.4 45.6 55.2 54.1 50.2 FRL 56.2 53.0 58.6 53.3 50.7 IEP 25.8 25.1 39.3 33.7 28.1 IEP 38.7 32.8 43.9 31.5 29.6 ELL 70.0 --- 43.8 40.2 22.1 ELL 70.0 --- 56.2 49.6 28.9 Black or African American 39.1 39.1 49.8 49.4 46.7 Black or African American 49.7 44.9 52.3 45.7 46.5 Asian 89.0 84.4 87.8 89.2 91.2 Asian 96.3 95.5 93.9 96.2 92.8 Hispanic/Latino 43.6 46.2 56.0 60.5 58.4 Hispanic/Latino 60.9 58.6 63.2 60.1 60.3 American Indian or Alaska Native --- --- --- --- 79.4 American Indian or Alaska Native --- --- --- --- 73.5 White 80.4 80.1 86.9 86.8 82.0 White 87.7 87.0 89.6 88.8 84.0 Multi-Racial 72.6 71.1 80.6 86.7 64.8 Multi-Racial 80.4 80.0 77.6 83.7 66.7

Grade 11 READING Grade 11 MATH 2011-

12 2012-13

2013-14

2014-15

2015-16

2011-12

2012-13

2013-14

2014-15

2015-16

All students 86.2 86.9 80.6 80.9 79.9 All students 87.8 87.4 86.7 86.0 85.3 FRL 66.5 64.3 58.0 55.3 55.1 FRL 68.1 67.8 69.3 66.3 62.9 IEP 50.0 48.0 51.8 37.1 35.5 IEP 57.7 53.3 60.0 56.3 52.7 ELL --- --- --- --- 11.4 ELL ---- --- --- --- 28.2 Black or African American 65.2 57.3 50.8 44.6 49.7 Black or African American 64.6 59.2 58.3 58.4 61.1 Asian 93.0 85.4 91.4 96.1 93.9 Asian 95.4 91.7 97.1 96.1 97.1 Hispanic/Latino 72.2 75.4 55.9 56.5 69.7 Hispanic/Latino 74.1 71.9 67.7 68.1 77.3 American Indian or Alaska Native --- --- --- --- --- American Indian or Alaska Native --- --- --- --- --- White 91.4 93.8 89.6 90.4 87.3 White 93.5 94.1 94.6 93.5 91.2 Multi-Racial --- --- --- 80.0 75.9 Multi-Racial --- --- --- 82.9 82.6

Key FRL=Free & Reduced Lunch IEP = Individualized Education Program ELL = English Language Learner --- = #in sub group is less than 30

Standard Error of Measurement A test score is an estimate of a student’s true test performance. A standard error of measure is an estimate of possible error associated with an individual student’s test score. The standard error of measure can be described as a band of error. It indicates that a reasonable chance exists that a student’s true score may be slightly higher or slightly lower than what is reported. For Iowa Assessments, the standard error of measure is presented as a range of scores, indicating the student’s true score would likely fall somewhere within the range.


24


The No Child Left Behind legislation established accountability standards for all students based on student achievement, attendance, testing participation, and graduation. A school that does not meet these standards is placed on the Watch List the first year. If the building does not meet the standards during year 2, it is placed on the School in Need of Assistance List (SINA). To be removed from the SINA list a building must meet accountability standards for two consecutive years. The Iowa Department of Education (Department) continues to work on planning as the state moves from regulations under the No Child Left Behind Act (NCLB) to the newly authorized Every Student Succeeds Act (ESSA) in 2017 -2018. The Department has elected to freeze the AYP status of all districts and schools in the state for the 2016-17 school year. This effectively gives each district and school the same AYP status for the 2016-17 school year that the district or school had during the 2015-16 school year. This also means that any designation of district or school in need of assistance (DINA/SINA) because of AYP status will remain the same as it was in 2015-16.

Site Area Participation Rate Annual Measurable Objective District Reading Met DINA 9

Math Met DINA 9 City Reading Met SINA 6

Math Met SINA 6 West Reading Met SINA 9

Math Met SINA 2 Tate Reading Met SINA 9

Math Met SINA 9 NCJH Reading Met SINA 4

Math Met SINA 3 NWJH Reading Met SINA 11

Math Met SINA 9 SEJH Reading Met SINA 12

Math Met SINA 11 Borlaug Reading Met REM-Watch

Math Met REM-Watch Coralville Central Reading Met SINA 4

Math Met SINA 5 Garner Reading Met Delay 2

Math Met SINA 3 Hills Reading Met Delay 2

Math Met SINA 3 Hoover Reading Met Delay 2

Math Met Delay 1 Horn Reading Met SINA 1

Math Met SINA 1 Kirkwood Reading Met SINA 7

Math Met SINA 7 Lemme Reading Met SINA 4

Math Met SINA 4 Lincoln Reading Met Met

Math Met Watch Longfellow Reading Met REM-SINA

Math Met Watch Lucas Reading Met SINA 6

Math Met SINA 7 Mann Reading Met Delay 1

Math Met SINA 2 Penn Reading Met SINA 6

Math Met SINA 5 Shimek Reading Met SINA 1

Math Met Watch Twain Reading Met SINA 8

Math Met SINA 7 Van Allen Reading Met Delay 3

Math Met Met Weber Reading Met SINA 1

Math Met SINA 1 Wickham Reading Met Watch

Math Met Watch Wood Reading Met SINA 7

Math Met SINA 7

* DINA (District in Need of Assistance) * SINA (School in Need of Assistance) * REM (Removed)


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Only schools receiving Title One funds are subject to NCLB sanctions due to SINA designation. The buildings that are designated as a School In Need of Assistance must develop an action plan that is approved by the Iowa Department of Education. The plan addresses the need for professional development for teachers and administrators in the areas of reading and mathematics.

National Assessment of Educational Progress The National Assessment of Educational Progress (NAEP) is the only nationally representative, continuing assessment of what s tudents in the United States know and can do in various subject areas. Since NAEP assessments are administered uniformly using the same sets of test booklets across the nation, NAEP results serve as a common metric for all states and selected urban districts. The asses sment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time. The following tables show the most recent results of NAEP for Iowa in reading and mathematics th at were available at the time this document was released. Additional information on NAEP can be found at: http://nationsreportcard.gov/.

NAEP mathematics and reading results for grades four and eight are reported on a 0–500 scale. Because NAEP scales are developed independently for each subject and for each content area within a subject, the scores cannot be compared across subjects. In addition to the scale scores and based on recommendations from policymakers, educators, and members of the general public, specific achievement levels are set for each subject area and grade. Achievement levels are performance standards showing what students should know and be able to do. They provide another perspective with which to interpret student performance. NAEP results are reported as percentages of students performing at the Basic, Proficient, and Advanced levels.

Basic denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at a given grade.

Proficient represents solid academic performance. Students have demonstrated competency over challenging subject matter.

Advanced represents superior performance.

Note that the cut point for the Basic level on NAEP is the best comparison to the Proficient level on the Iowa Assessments. *The data reported below is for the 2014-15 school year. At the time of this reporting the 2015-16 data was not yet available.

National Assessment of Education Process (NAEP) 2015: Average Scale Score and Percent of Students at Each Achievement Level for Iowa and the Nation

Average Score Below Basic Basic Proficient Advanced

Reading Grade 4 Iowa 224 29% 34% 29% 9% National Public 221 32% 33% 27% 8% Reading Grade 8 Iowa 268 19% 45% 33% 3% National Public 264 25% 42% 29% 3% Mathematics Grade 4 Iowa 243 16% 40% 36% 9% National Public 240 19% 42% 32% 7% Mathematics Grade 8 Iowa 286 24% 39% 28% 9% National Public 281 30% 38% 24% 8% SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Assessment. NOTE: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant.

Inclusion Rates: Percent Included in the NAEP 2015 Assessment

Jurisdiction

Grade 4 Reading

Grade 4 Mathematics

Grade 8 Reading

Grade 8 Mathematics

Students with Disabilities Iowa 93% 94% 91% 92% Nation 88% 90% 88% 90% Limited English Proficient Students Iowa 96% 92% 97% 89% Nation 93% 95% 90% 92%

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Assessment


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Academic Indicators

American College Test (ACT) The American College Testing Program (ACT) is the college entrance exam usually taken by students who intend to go to college. The majority of college bound students in the Iowa City Community School District take the ACT. Their scores consistently rank above both the State of Iowa and the nation. A score of 20 or higher on the 36-point scale for the test indicates probable success in college. The class of 2016 had an average composite score of 25.4. Out of the 601 ACT-tested 2016 ICCSD students, the percentages of students scoring at or above an ACT score of 20 are listed below:

Class of 2016 ACT Results % of students scoring 20 or higher

ACT Composite

ACT English

ACT Math

ACT Reading

ACT Science

District 85% 82% 80% 81% 85%

Iowa 67% 63% 57% 68% 73%

Nation 55% 53% 48% 57% 58%

National Merit Scholars Recognition as a National Merit Semi-finalist was received by 30 students. Twenty-five of these students were named National Merit Finalists.

Graduation Rate The ICCSD graduation rate was 93.0% in 2014-15. The statewide graduation rate was 90.8% for 2014-15.

Postsecondary Plans The class of 2016 was surveyed about their postsecondary intentions.

Class of 2016 Postsecondary Plans Intention Number of Students Percent of Students

Postsecondary School 732 86% Other Training 18 2.1%

Employed 30 3.5% Military 17 2.0%

Unknown 58 6.8%


27

Academic Indicators (continued)

Reading The Development Reading Assessment (DRA) is administered to students in grades K-6. The results of the assessment for the past three years have been sorted into three proficiency levels with the percent of students who score in each category listed in the tables below.

2014-16 DRA Proficiency Levels Spring 2014 Spring 2015 Spring 2016 Below At Above Below At Above Below At Above Kindergarten 18.3 33.0 48.7 16.9 30.6 52.4 15.5 31.3 53.2 1st Grade 30.6 37.1 32.3 30.0 36.6 33.4 26.9 42.8 30.3 2nd Grade 26.0 44.5 29.5 25.3 46.2 28.5 26.8 49.2 24.0 3rd Grade 26.0 57.5 16.5 22.0 53.5 24.4 22.4 62.5 15.1 4th Grade 22.6 61.5 15.9 22.4 59.8 17.8 22.9 59.4 17.7 5th Grade 23.7 60.0 16.3 22.7 60.3 17.0 21.6 56.8 21.5 6th Grade 20.8 55.6 23.6 17.7 61.3 21.0 17.3 57.6 25.0

Mathematics The ICCSD Developmental Math Assessment is administered to all 4th grade students. The results of the assessment have been sorted into three proficiency levels with the percent of students who score in each category listed in the table below. In spring 2016, the test administered was a different test than in prior years.

ICCSD Developmental Math Assessment 2014-16 Proficiency Levels Spring 2014 Spring 2015 Spring 2016 Below At Above Below At Above Below At Above

4th grade 29 41 30 22 51 27 37 50 13

Science The ICCSD Developmental Science Assessment is administered to all 4th grade students. It is a norm-referenced assessment with a selected response format. The assessment is aligned with district standards and curriculum. The table represents the percent of students who scored at each of the three proficiency levels over the last three years.

ICCSD Developmental Science Assessment 2014-16 Proficiency Levels Spring 2014 Spring 2015 Spring 2016 Below At Above Below At Above Below At Above

4th grade 24 56 21 23 56 21 24 56 20


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Academic Indicators (continued)

Rigorous Core Program Students who complete a rigorous program of required and elective courses in core areas generally score substantially higher on college entrance exams. ICCSD changed the definition of a core program in the 2006-07 school year by adopting the ACT definition. A rigorous core program is identified as four years of English, three years of social studies, three years of math which must include Algebra 1, Algebra 2 and Geometry and three years of science which must include Biology, Chemistry and Physics. Of the 881 graduates in the class of 2016, 82% completed the rigorous core program.

Rigorous Core Program % Completed

Year Number of Graduates

% Completion Core Program

2016 881 82% 2015 840 79% 2014 844 59% 2013 823 54% 2012 791 53% 2011 791 48%

College Preparation and Dual Credit Courses The district identifies four programs that offer more rigorous college preparation courses, articulation agreements with coll eges, and dual credit – Honors courses, Advanced Placement courses, Post-Secondary Enrollment Option (PSEO) courses, and Career Academies. The table below summarizes student participation in these four options.

2015-16 College Prep Participation Course Number of Courses Number of Registrations

Honors 18 1,828 Advanced Placement 40 2,049

Post-Secondary Enrollment Option 56 114 Career Academies 99 144

Advanced Placement City and West High Schools offer 40 Advanced Placement classes in the areas of language arts, social studies, science, mathematics, and world languages to students in grades 10-12. Most four-year colleges in the United States give students credit, advanced placement or both for students who score 3 or higher on AP exams. The table below summarizes participation in Advanced Placement courses.

2015-16 Advanced Placement Program Participation Number of students who took AP Exams 1,011 Number of Exams taken 1,741 Number of Exams receiving 3 or higher 997 Percentage of Exams receiving 3 or higher 57%


29

Student Behavior Statistics

The Iowa City Community School District tracks statistics regarding behavior that may put a student at risk for graduation. The data is summarized in the following tables.

Dropout Rates Of the 5,611 students in grades 7-12 in 2014-15, 83 students dropped out during the school year. The percentage of dropouts has remained at 1.5% as compared to 2013-14. The percentage of dropouts by comparison subgroups is summarized in the following tables.

2014-15 Dropout Comparison Data

Gender # of 7-12 Students % of 7-12 Students # of Dropouts per

2 Subgroups % of Dropouts per

Subgroup % of Dropouts per

Total Subgroup

Male 2,892 52% 49 59% 1.7% Female 2,719 48% 34 41% 1.3% Total 5,611 100% 83 100%

Ethnicity # of 7-12 Students % of 7-12 Students # of Dropouts per



Total Subgroup

White 3,481 62% 29 35% 0.8% Black or African American

1,008 18% 35 42% 3.5%

Hispanic/Latino 566 10% 18 22% 3.2% American Indian or Alaska Native

14 <1% 0 0% 0%

Asian 311 6% 0 0% 0% Multi-Racial 225 4% 1 1% 0.4% Not Reported 6 <1% 0 0% 0% Total 5,611 100% 83 100%

IEPs # of 7-12 Students % of 7-12 Students # of Dropouts per



Total Subgroup

IEP 614 11% 11 13% 1.8% Non IEP 4,997 89% 72 87% 1.4% Total 5,611 100% 83 100%

ELL # of 7-12 Students % of 7-12 Students # of Dropouts per



Total Subgroup

ELL 279 5% 8 10% 2.9% Non ELL 5,332 95% 75 90% 1.4% Total 5,611 100% 83 100%


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Student Behavior Statistics (continued)

Suspensions Students may receive school suspension for infractions of district rules that threaten the safety of other students. The table below summarizes the number of in-school and out-of-school suspensions for K–12 for the 2014-15 and 2015-16 school years.

Number of In-School Suspensions Number of Out-of-School Suspensions

Offense 2015-16 2014-15 Offense 2015-16 2014-15

Abusive/inappropriate language – profanity

31 21 Abusive/inappropriate language –

profanity 45 12

Defiance/Disrespect / Insubordination

137 82 Defiance/Disrespect/

Insubordination 27 44

Disruption 0 43 Disruption 0 28

Fighting/Physical aggression 226 226 Fighting/Physical aggression 291 211

Forgery/Theft 13 21 Forgery/Theft 17 18

Harassment/Bullying 35 31 Harassment/Bullying 25 19

Inappropriate location/Out of bounds area

0 3 Inappropriate location/Out of

bounds area 0 4

Lying/Cheating 0 0 Lying/Cheating 0 0

Other Behavior 0 29 Other Behavior 0 11

Peer Conflict 0 1 Peer Conflict 0 4

Property damage/Vandalism 4 1 Property damage/Vandalism 4 5

Skip class/Truancy 35 51 Skip class/Truancy 0 0

Tardy 0 0 Tardy 0 0

Technology violation 0 1 Technology violation 0 1

Use/Possession of Alcohol 0 3 Use/Possession of Alcohol 3 19

Use/Possession of Combustibles 1 0 Use/Possession of Combustibles 5 0

Use/Possession of Drugs 3 4 Use/Possession of Drugs 28 14

Use/Possession of Tobacco 8 5 Use/Possession of Tobacco 9 5

Use/Possession of Weapons 9 8 Use/Possession of Weapons 18 20

Bomb Threat/False Alarm 0 0 Bomb Threat/False Alarm 2 2

Cell Phone Violation 0 0 Cell Phone Violation 0 1

Grand Total 502 530 Grand Total 474 418

Expulsions The number of expulsions per year remains low. In 2015-16 there were 0 cases of student expulsions.

2011-2015 Expulsions

Year # of Expulsions

2015-16 0 2014-15 0 2013-14 0 2012-13 6 2011-12 0


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2015-16 In and Out of School Suspensions: Disaggregated Data

Ethnicity Gender IEP Status Lunch Status ELL Status

Offense Total A B H W F M IEP Non IEP

FRL Non FRL

ELL Non ELL

Arson (Total) 7 0 3 0 4 1 6 5 2 4 3 0 7

ISS 1 1 1 1 1 1

OSS 6 3 3 1 5 4 2 3 3 6

Controlled Substances (Total)

51 1 24 2 24 7 44 45 6 37 14 0 51

Use Possession of Alcohol (Total)

3 0 1 0 2 1 2 3 0 1 2 0 3

ISS

OSS 3 1 2 1 2 3 1 2 3

Use/Possession of Drugs (Total)

31 1 19 1 10 5 26 27 4 24 7 0 31

ISS 3 1 2 2 1 3 1 2 3

OSS 28 1 18 1 8 3 25 24 4 23 5 28

Use/Possession of Tobacco (Total)

17 4 1 12 1 16 15 2 12 5 0 17

ISS 8 2 6 1 7 8 6 2 8

OSS 9 2 1 6 9 7 2 6 3 9

Criminal Mischief (Total)

8 0 2 2 4 1 7 4 4 3 5 0 8

ISS 4 1 1 2 1 3 3 1 1 3 4

OSS 4 1 1 2 4 1 3 2 2 4

Disorderly Conduct/Assault (Total)

593 5 404 41 143 148 445 377 216 485 108 55 538

Fighting 242 3 196 12 31 67 175 174 68 214 28 29 213

ISS 95 3 77 3 12 25 70 70 25 84 11 14 81

OSS 147 119 9 19 42 105 104 43 130 17 15 132

Physical Aggression (Total)

264 2 155 22 85 49 215 154 110 206 58 24 240

ISS 128 88 7 33 25 103 82 46 106 22 12 116

OSS 136 2 67 15 52 24 112 72 64 100 36 12 124

Verbal Aggression (Total)

76 0 49 6 21 26 50 45 31 58 18 2 74

ISS 31 19 2 10 12 19 19 12 23 8 2 29

OSS 45 30 4 11 14 31 26 19 35 10 45

Assault (Total) 11 0 4 1 6 6 5 4 7 7 4 0 11

ISS 3 1 1 1 2 1 2 1 3 3

OSS 8 3 5 4 4 2 6 4 4 8


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2015-16 In and Out of School Suspensions: Disaggregated Data (Continued)



FRL Non FRL

ELL Non ELL

Bullying/Harassment (Total)

60 0 26 6 28 15 45 48 12 42 18 6 54

Bullying (Total) 15 0 9 1 5 5 10 11 4 11 4 2 13

ISS 14 9 1 4 5 9 10 4 10 4 2 12

OSS 1 1 1 1 1 1

Harassment (Total) 45 0 17 5 23 10 35 37 8 31 14 4 41

ISS 21 10 3 8 3 18 18 3 18 3 3 18

OSS 24 7 2 15 7 17 19 5 13 11 1 23

Theft (Total) 30 0 19 4 7 9 21 20 10 25 5 5 25

ISS 13 8 1 4 4 9 9 4 11 2 1 12

OSS 17 11 3 3 5 12 11 6 14 3 4 13

Weapons (Total) 28 2 8 5 13 2 26 15 13 20 8 4 24

ISS 9 3 1 5 1 8 6 3 5 4 1 8

OSS 19 2 5 4 8 1 18 9 10 15 4 3 16

DIN-DD (Total) 164 0 106 13 45 42 122 138 26 136 28 9 155

ISS 137 89 12 36 41 96 117 20 112 25 6 131

OSS 27 17 1 9 1 26 21 6 24 3 3 24

Truancy (Total) 35 0 15 5 15 11 24 31 4 22 13 1 34

ISS 35 15 5 15 11 24 31 4 22 13 1 34

OSS

Grand Total 976 8 607 76 283 236 740 683 293 774 202 80 896

ISS 502 3 323 37 139 133 369 379 123 403 99 42 460

OSS 474 5 284 41 144 103 371 304 170 371 103 38 436

Unduplicated count of students and infractions: In and Out of School Suspensions 2015-16



FRL Non FRL

ELL Non ELL

Unduplicated Students

507 6 303 40 158 129 378 358 149 383 124 44 463

ISS 312 2 199 22 89 80 232 231 81 244 68 26 286

OSS 195 4 104 18 69 49 146 127 68 139 56 18 177

507 students account for the 976 suspension behavior infractions. 150 are elementary students and 357 are secondary students.

Key ISS=In School Suspension OSS=Out of School Suspension DIN-DD=Defiance, Insubordination/Non-Compliance, Disrespect, Disruption A=Asian B=Black or African American H=Hispanic/Latino W=White F=Female M=Male IEP=Individualized Education Program Non IEP=Students not on an Individualized Education Program FRL=Free and Reduced Lunch Non FRL=Students not on Free & Reduced Lunch ELL=English Language Learner Non ELL=Students not English Language Learners


33


Office Referrals The table below summarizes the number of office referrals for K–12 for the 2015-16 school year.

2015-16 Office Referrals

Offense Asian Black or African

American

Hispanic/ Latino

American Indian or

Alaska Native

Native Hawaiian or Other Pacific

Islander

White Total

Abusive / inappropriate language - profanity 18 549 49 1 469 1086

Arson 3 3 6

Bomb Threat/False Alarm 2 1 3

Cell Phone Violation 39 10 32 81

Defiance / Disrespect / Insubordination 57 2,439 285 8 2 1,697 4,488

Disruption 24 725 99 4 495 1,347

Dress code violation 3 1 4

Fighting / Physical aggression 105 1924 204 4 2 1,662 3,901

Forgery / Theft 1 7 2 3 13

Harassment / Bullying 7 232 38 1 166 444

Inappropriate display of affection 4 11 1 12 28

Inappropriate location / Out of bounds area 79 14 36 129

Lying / Cheating 2 58 7 38 105

Other Behavior 30 556 73 1 443 1,103

Peer Conflict 1 42 1 13 57

Property damage / Vandalism 8 92 15 101 216

Skip class / Truancy 10 139 78 1 174 402

Skipped Detention 13 2 5 20

Tardy 11 75 46 97 229

Technology violation 25 7 23 55

Theft 4 106 12 1 58 181

Use / Possession of Alcohol 1 2 3

Use / Possession of Combustibles 1 1 2

Use / Possession of Drugs 1 22 1 11 35

Use / Possession of Tobacco 4 1 15 20

Use / Possession of Weapons 2 8 5 11 26

Verbal Aggression 1 196 17 38 252

Grand Total 286 7,351 968 20 5 5,606 14,236


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Attendance Data The table below summaries the K-12 district average daily attendance rate by building for the 2015-16 school year.

2015-16 K-12 Average Daily Attendance

Elementary School FIRST

TRIMESTER SECOND

TRIMESTER THIRD

TRIMESTER FINAL AVERAGE

Alexander 96.59% 95.21% 95.31% 95.70%

Borlaug 97.51% 96.12% 97.00% 96.88%

Coralville Central 96.04% 94.63% 95.72% 95.46%

Garner 96.96% 95.88% 96.02% 96.29%

Hills 96.18% 95.68% 95.21% 95.69%

Hoover 96.49% 95.61% 95.69% 95.93%

Horn 96.20% 95.90% 95.70% 95.93%

Kirkwood 96.18% 95.52% 95.37% 95.69%

Lemme 97.11% 96.22% 96.39% 96.57%

Lincoln 97.30% 96.06% 96.69% 96.68%

Longfellow 96.49% 94.54% 95.71% 95.58%

Lucas 95.60% 94.40% 94.90% 94.97%

Mann 96.38% 94.76% 95.95% 95.70%

Penn 97.50% 96.20% 96.36% 96.69%

Shimek 97.02% 95.48% 96.46% 96.32%

Twain 96.61% 95.39% 95.23% 95.74%

Van Allen 97.52% 96.58% 96.04% 96.71%

Weber 96.73% 96.02% 96.42% 96.39%

Wickham 96.58% 95.77% 95.87% 96.07%

Wood 96.46% 95.14% 95.63% 95.74%

Junior High School

North Central 96.61% 94.83% 93.93% 95.12%

Northwest 97.45% 96.77% 96.21% 96.81%

South East 95.83% 94.84% 94.37% 95.01%

High School

City 93.68% 91.91% 90.96% 92.19%

West 95.40% 95.00% 94.43% 94.94%

Tate 80.13% 84.34% 86.68% 83.72%


35


Mobility and Stability Mobility represents the number of entering and exiting incidents divided by the total number of students in the building. If a studen t enters and exits within the same year, the student is counted as two incidents. This data reflects student turnover within a building. Stability represents the number of students who were in the building for one calendar year divided by the total number of students in the building. This data reflects the percentage of students who have been in the building for one calendar year. The following table represents the Mobility and Stability rates by building for the 2015-16 school year.

2015-16 Mobility and Stability by Building

Building Mobility Stability

City High 17.3% 93.6% West High 13.3% 95.2% Tate High 105.1% 62.7% North Central JH 7.7% 98.2% Northwest JH 18.3% 93.3% South East JH 13.7% 97.0% Alexander 34.2% 89.9% Borlaug 33.4% 88.2% Coralville Central 30.6% 91.2% Garner 17.7% 94.7% Hills 17.4% 92.9% Hoover 8.1% 96.3% Horn 30.8% 87.6% Kirkwood 42.0% 89.5% Lemme 25.6% 93.7% Lincoln 27.2% 91.2% Longfellow 15.7% 94.7% Lucas 39.4% 86.0% Mann 22.5% 94.6% Penn 13.0% 95.5% Shimek 11.8% 96.2% Twain 27.5% 92.4% Van Allen 10.7% 95.6% Weber 17.5% 94.8% Wickham 13.0% 94.9% Wood 42.8% 81.9%


36

Iowa Youth Survey Data

Every 2-3 years, in Iowa, the Iowa Youth Survey is conducted by Iowa Department of Public Health's Division of Health Promotion, Prevention, and Addictive Behaviors, Iowa Department of Education, Office of Drug Control Policy, Iowa Department of Human Rights, Criminal and Juvenile Justice Planning and Statistical Analysis Center, and Iowa Department of Human Services. In the fall of 2010, 2012, and 2014 students in the 6th, 8th, and 11th grades across the state, answered nearly 200 questions through an online survey about their attitudes and experiences regarding substance abuse and violence, and their perceptions of their peer, family, school, and co mmunity environments. In the alternate years (in 2011 and 2013), students in the 6th, 8th, and 11th grades in our district completed a shorter, online version of the Iowa Youth Survey. This interim version of the survey targets the issues of school climate, school connectedness, substance u se, and perception of risk. Data from the 2010-2014 Iowa Youth Surveys are included in the following table. In 2015, students in the 6th, 8th and 11th grades in our district completed an alternate survey, the Student Climate Survey. This data was reported to the board in spring of 2016.

Students completing the survey

2010-15 # of Students Completing the Iowa Youth Survey

Grade/Subgroup 2010 2011 2012 2013 2014 2015 6th 845 831 906 842 898 NA 8th 737 763 831 865 914 NA 11th 685 703 691 710 746 NA Male 50% 52% 50% 51% 49% NA Female 50% 48% 50% 49% 51% NA White 69% 68% 68% 66% 62% NA African American 16% 16% 15% 17% 14% NA Native American 1% 1% 1% 1% 0% NA Asian/Pacific Islander 6% 7% 7% 7% 6% NA Hispanic/Latino 8% 8% 8% 9% 7% NA Other 0% 0% 0% 0% 10% NA


37

Special Services

Special Education In accordance with the Individuals with Disabilities Education Act and Iowa eligibility standards, the Iowa City School District serves eligible individuals as directed by the student's Individualized Educational Plan. There was a decrease of 0.7% in the number of eligible individuals in the 2015-16 school year as compared to the 2014-15 school year.

2011-15 Special Education Enrollment Year Students Percent of Enrollment

2015-16 1,199 8.8% 2014-15 1,259 9.5% 2013-14 1,365 10.3% 2012-13 1,385 10.8% 2011-12 1,419 11.4%

English Language Learners ELL enrollment in the Iowa City Community School District continues to increase. In the past year, the district has experien ced an influx of students from Central America, the Democratic Republic of Congo, Sudan, and other African countries. The predominant languages in the ICCSD are Spanish, Arabic, French, Swahili, and Chinese. More than 70 different languages are spoken by students and families. Students are eligible for ELL services until they demonstrate proficiency in both English language skills (reading, writing, speaking, and listening) and academic performance. Proficient students are exited from services and monitored by the district for two years.

2011-15 English Language Learners Enrollment Year Number of ELL Students

2015-16 1,344 2014-15 1,099 2013-14 979 2012-13 501 2011-12 483

Extended Learning Program The Iowa City Community School District serves students who qualify for gifted education services according to Iowa Code 281. 59. In the 2015-16 school year, 1,233 students were enrolled in gifted education services. Programming includes cross-curricular units of study, enrichment in math and language arts, independent studies, and career development counseling services.

Preschool Education The Iowa City Community School District serves preschool aged students using the following funding sources: Statewide Voluntary Preschool Program (SWVPP) funds, Shared Visions Grant, and private tuition. The ICCSD was a recipient of the SWVVP funds the first year (2007-08) it was offered by the Iowa Department of Education. The district has partnered with community preschool programs to increase the number of children served through SWVVP. The number of children the district can serve with statewide funding has grown from 44 students in the first year to 409 students during the past year. The preschool enrollment is summarized in the table below.

2011-15 Preschool Program Enrollment

Year Students

Funded by SWVPP Students

Other funding Students

Total

2015-16 409 46 455 2014-15 399 73 472 2013-14 344 40 384 2012-13 271 47 318 2011-12 203 67 270


38

Learning Supports

ICCSD recognizes that some students have barriers to learning, or risk factors, which require additional support. The Youth and Family Development Department partners closely with families and the community so that all students can overcome barriers to learning and reach their full potential. The Iowa City Community School district utilizes a Multi-Tier System of Supports (MTSS) that consists of three levels of intervention. Tier 1 interventions are universal, serving all students in the district. If Tier 1 interventions are implemented with fidelity, fewer students will need additional supports. Tier 2 interventions are for students who are experiencing some barriers to learning and early interventions are needed for them to gain skills to be successful. Finally, Tier 3 interventions are for students who have significant bar riers to learning and intensive supports are needed for the students to have academic success.

Tier 1 activities include the following

Universal Program Description Audience

Positive Behavioral Intervention Supports (PBIS)

Proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environment.

All elementary and junior high buildings and Tate High School

Classroom guidance/Steps to Respect -Bullying Prevention

School-wide intervention to identify and prevent bullying behaviors.

All elementary buildings

Second Step Elementary Guidance Curriculum

School-wide substance abuse prevention program.


Behavior Analysts Professional development to build teacher capacity to manage challenging behaviors.


Instructional Design Strategists Professional development to build teacher capacity to assist struggling learners.


Mental Health Coordinator Professional development to build expertise to support children and families with mental health issues.

All K-12 buildings


39

Learning Supports (continued)

Tier 2 Interventions

Program Name Description Number served

K-12

Joan Buxton’s School Children’s Aid Support for medications, clothing, eye glasses, and eye exams.

772

School-based Health Clinic

Accessible health care to underserved and uninsured populations.

330

Elementary

Academic Supports Intensive reading and math support for elementary students.

143

Extended Day/Extended Year After school program for students not proficient in reading and math.

309

PBIS Tier II Check-in and check-out. 155

Secondary

Success Center Individual tutoring, teaching organizational skills and self-advocacy skills.

730

Intensive Reading Support Additional course for students who are not proficient in reading.

256

City High I-Jag and West High Career Center Career exploration and skill development, work experience opportunities.

145

Credit Recovery-High School /Summer School On-line credit recovery during the school year and summer for students who have failed one or more classes.

166

9th Grade Prep Program Summer skill building classes for students who have failed classes in Junior High.

50

Academic Mentoring Program Adult mentor and case management services for students who are not connected to school as demonstrated by poor attendance/failing grades.

71


40


Tier 3 Interventions

Program Name Description Number served

K-12

Student and Family Advocates/ Case Management (Family Resource Centers)

Liaison between school, parents and community to address barriers to learning and access resources. 1,188

On-site Mental Health Services On-site therapy and psychiatric services at the school-based health clinic.

413

Homeless Support

Identification of homeless students and connecting students and families to district and community resources, (i.e. transportation, food, clothing, academic support).

493

Elementary

Behavior Supports

Intensive support to students who have highly disruptive behaviors. Strategies for classroom teachers to promote positive behaviors.

194

Secondary

TREC -Theodore Roosevelt Educational Center

Intensive support for students coming from residential facilities or referred from one of the secondary schools because of significant behavior issues. Individual plans developed which may include therapy, social skills groups, and individual counseling.

69

Tate Alternative High School

Students who have not connected to traditional schools, as indicated by excessive absences, failing grades and behavior issues. Individualized support and a flexible schedule in a smaller learning environment.

235

Juvenile Court Liaison/ART

Aggression Replacement Training and intensive life skills development for students involved with juvenile court to avoid residential placement.

35

Behavior Supports/Student Advisory Center Coordinators

Individualized support to students who have been removed from class because of significant behavior issues. Interventions at the Junior Highs for Check-in and Check-out.

104


41


2015-2016 Learning Supports Funding

2014-15 Funding Sources Amount

Dropout Prevention & Required Match $5,671,508

Supplemental Weighted Funding $372,947

6th Juvenile Court Office $60,000

McKinney - Vento Homeless grant $36,000

SAVE (SILO) $600,000

21st Community Learning Center grants $447,000

United Way/Community Foundation $138,418

City of Coralville, Hills, North Liberty $101,000


42

Summer School

Extended Year Special Education The Iowa City Community School District 2016 summer school program included extended year special education programming for eligible special education students. Enrollment and attendance is summarized in the table below.

Extended Year Special Education Program

Credit Recovery High school students had the opportunity to attend summer school during the summer of 2016 for the purpose of credit recovery. A summary of the program is provided in the following table.

Credit Recovery Participation Data Location Student Enrollment Classes Completed Dropped/Did not receive credit

South East JH Lab 74 99 9 students Northwest JH Lab 92 164 2 students

Elementary 21st Century Community Learning Centers (CCLC) Summer Program 2016 The 21st CCLC summer learning programs in the ICCSD operated at seven sites and provided extended learning opportunities for students who were not proficient in reading and/or math. Students from Alexander, Kirkwood, Lemme, Lucas, Mann, Twain, and Wood participated in the program that included (1) literacy and math instruction and support; (2) a wide variety of enrichment programs provided by community partners; and (3) social skills support. The district was able to serve a total of 375 students. The primary goal for the 9-week program was to help participating students decrease the loss of reading skills that often occurs during the summer months.

Location Student Enrollment Student Days Student Absences Total Days Attended

City High and Wickham 54 822 130 692


43

Curriculum and Instruction

The Iowa City Community School District reviews curriculum for the purpose of 1) meeting the state requirement of reviewing curriculum, and 2) to guide the development of the district Comprehensive School Improvement Plan (CSIP). The curriculum review process provides a systematic procedure to study existing curriculum areas and programs relative to internal and external standards. Each year, at the district-wide level, a self-study committee is appointed for the areas under study for that particular school year. Membership of the committee is composed of teacher representatives of grade levels and/or courses, administrators, parents and community representatives. The Self–Study Committee has the responsibilities of carrying out the K-12 curriculum review process for each curriculum area. Within an eight-year period all curricular or support areas are evaluated. (Please note that due to budget reductions, the 2014-15 curriculum cycle was not fully implemented). The curriculum review cycle is as follows:

2014-23 Curriculum Review Cycle

2014-15 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023 Year 1: Collect Data

Gifted Education; Science

Library and Media Info (Technology and Literature); Gifted Education

Library and Media Info (Technology and Literature)

World Language

Language Arts Music; Art; Social Studies

PE Guidance; Career Educ; Special Educ

Mathematics; ELL; Health

Year 2: Conduct Review


Science Gifted Education; Science


World Language



Year 3: Implement Improvement Plan

Guidance; Career Educ; Special Educ





World Language

Language Arts

Music; Art; Social Studies

PE

Year 4: Implement Improvement Plan and Monitor Progress


Guidance; Career Education; Special Educ




World Language




PE PE Guidance; Career Educ; Special Educ




World Language

Language Arts








World Language


World Language Language Arts Language Arts Music; Art; Social Studies







World Language World Language Language Arts Music; Art; Social Studies





44

Professional Development

The intent of the ICCSD professional development program is to provide teachers with training that is focused, collaborative, and directly supports the Comprehensive School Improvement Plan goals for student achievement and/or the curriculum review improvement plan. Professional development activities are scheduled during Thursday early release days, workshop days and the one in-service day. Professional development, based on the Iowa Professional Development Model, is driven by the district’s Comprehensive School Improvement Plan (CSIP) to improve student achievement. The priorities in the plan were:

Literacy

Common Core Standards

Phonics Instruction

Early Literacy Implementation (ELI)

Safe and Connected Schools

Positive Behavioral Interventions and Supports (PBIS)

Cultural Competency/Implicit Bias

Socio-emotional and mental health skills

Math

Universal Screening Administration and Interpretation

Envisions-Elementary Mathematics Implementation

Multi-Tier System of Supports

Implement Tiered Instruction

Use Data Team Protocols

Use Common Formative Assessments

Administration and teacher leadership

Administration and teacher mentoring

Professional Learning Communities (PLC’s)

Comprehensive review of standards, benchmarks and grade level objectives (essential skills)

Explicit instruction strategies

Differentiated Instruction

Multi-Tier System of Supports (MTSS)

Curriculum Review

Understanding by Design

Funding Sources The content of professional development is aligned with building and district Comprehensive School Improvement Plans. General fund, categorical funds including Title I, Title II, Title III, Perkins, mentoring funds, Teacher Quality funds, Iowa Core Curriculum funds, School in Need of Assistance (SINA) funds and other grant funding supported professional development. Funds for professional development programs are allocated from multiple funding sources at the local, state and federal levels. The largest sources were:

2015-16 Professional Development Funding Sources

Teacher Quality Program $618,793 Title I SINA $75,803 Iowa Core Curriculum $262,987 General Fund $124,377 Title I $193,093 Title II $41,470


45

Human Resources

Staff Profile

Administrator Staff Profile Teacher and Professional Staff Profile Support Staff Profile

Educational Services Center 11 Elementary Classroom Teachers 418 Paraeducators 373 Principals/Assistant Principals & Athletic Directors

40 Secondary Classroom Teachers 265 Food Service 99

Other Classroom Teachers 148 Physical Plant 129 Guidance Counselors 35 Secretaries 110 Teacher Librarians 27 Off Schedule 34 Other Professional Staff 70 Technical/Supervisory 25 TLC 35 Grants 43

Affirmation Action Plan The district is continually trying to diversify its staff so it is more reflective of the demographics of the student populat ion that it serves. For the 2015-16 school year, minority students made up over 35.4% of the total student population in the Iowa City Community School District. The district’s Equal Employment Opportunity and Affirmative Action Plan reports the current status of the efforts to diversifying the workforce and the strategies to be implemented to do so. The district prides itself in hiring the most qualified applicants for open positions, but if all things are equal, the hiring process encourages principals/supervisors to select the candidate that wil l move the district forward towards the goal of diversifying staff. This commitment is also embedded in the district’s mission statement and in Board policy. The district employs approximately 1,862 staff members. As of October 1, 2015, the percentage of minority employees in each employment group are as follows:

Support staff – 16.65% Administrators – 12.00%

Female Administrators—50.00% Teaching staff – 5.25%

Building principals seek candidates that have had life/career experiences working with diverse populations of students. Even if the number of the district’s minority students was not increasing, hiring a diverse staff is the right thing to do, because it reflects the world in which the district’s students will live and work.


46

Equity

The Iowa City Community School District is committed to providing programs that promote Educational Equity and Multicultural/Gender Fair approaches to instruction and curriculum. The Equity Office is charged with ensuring that equitable practices exist and that equal opportunities are available for all participants regardless of race, creed, sex, color, religion, national origin, age, marital status, sexual orientation, gender identity, veteran status, disability, or socioeconomic status. Working collaboratively with students, par ents, district, staff and community members with our diverse school community, the Equity Office serves the district in the following areas:

1. Investigate in-house complaints of bullying/harassment/discrimination from students, staff and parents including but not limited to:

a. Gender Complaints b. Hostile Environment c. Racial Discrimination d. Sexual Harassment e. Bullying/Harassment/Discrimination f. Religious Concerns/Discrimination g. Disability Discrimination h. Sexual Orientation Discrimination

2. Provide professional development.

a. Sexual Harassment b. Bullying/Harassment c. Conflict Resolution d. Compliance Issues e. Cultural Proficiency f. Diversity in the Work Place g. District Policies

3. Cooperate with civil right complaints filed outside of the district with the Local and State Civil Right Commission, Office of Civil Rights and Equal Employment Opportunity Commission.

4. Collaborate with the University Of Iowa College Of Engineering which provides tutors for students each Tuesday night through the Multi-Ethnic Engineering Student Association (MESA).

5. Facilitate the Equity Advisory Committee that includes community members who advise the Equity Office and the MC/GF Committee on Equal Employment Opportunity and when promoting diversity within the district.

6. Facilitate the MC/GF Committee whose membership includes a staff member from each school. These staff members are responsible for assisting the Equity Director in collecting and disseminating information to district staff. The teachers and administrators on the MC/GF Committee provide leadership in the development of building equity plans.

7. Facilitate Teacher Leadership Compensation (TLC) Grant Cultural Competency Committee whose membership includes a teacher from each school. These teachers are responsible for building capacity in the building around cultural competency and cultural responsive practices in their schools.

8. Facilitate mediation meetings.

9. Complete federal compliance reports.


47

Information Services

The Information Services Department provides technology support and services to all schools, off -site programs, Physical Plant, and the Educational Services Center. The Department supports a wide variety of technology, including computers for staff and students, SMART Boards, multimedia projectors, document cameras, and curricular and non-curricular systems. Every student and employee is impacted by the work of the Information Services Department in some way, every day. Some key information is shared below.

State of technology in the district In the 26 schools:

The students per computer ranged from 1.5 to just under 3.3.

The percent of teaching stations with a projector installed or scheduled to be installed was 100%.

The percent of teaching stations with a document camera installed or scheduled to be installed was 100%.

The percent of teaching stations with a SMART Board installed or scheduled to be installed was 100%.

All but two schools were on the district’s fiber-optic network.

Projected 2016-17 initiatives

Continue and expand classroom/instructional technology professional development.

Develop direct lines of bi-directional communication between the classrooms and the Information Services Department.

Plan for a 1:1 Chromebook implementation beginning in 2017-18.


48

Nutrition Services

The Nutrition Services Department provides school lunches to all 26 school sites plus 2 offsite programs (TREC and the Transitions Program at Eastdale Plaza). School breakfast is offered at all schools. Listed below are the total numbers of meals served for the last five years. Average daily participation (ADP) for lunch was approximately 7,000 meals per day.

2011-2015 Total of Meals Served for Breakfast

Breakfast 2011-12 2012-13 2013-14 2014-15 2015-2016

Elementary 133,875 130,786 183,618 201,902 228,815

Secondary 62,630 75,209 73,866 85,008 92,504

Total 195,505 205,995 257,484 286,910 321,319

2011-2015 Total of Meals Served for Lunch

Lunch 2011-12 2012-13 2013-14 2014-15 2015-2016

Elementary 741,762 745,901 784,560 820,356 827,338

Secondary 453,874 461,585 483,275 493,791 494,605

Total 1,195,636 1,207,486 1,267,835 1,314,147 1,321,943

2011-2015 Total of A la Carte Sales

A la Carte 2011-12 2012-13 2013-14 2014-15 2015-2016 $721,043 $736,921 $754,739 $787,910 799,405

With a total revenue of approximately $5.5 million dollars, food expenditures are just over $2.6 million dollars. Meals are always planned with nutrition as the number one priority. Lunches include the following: daily choices for entrees, vegetables and fruits; vegetable varieties including choices from the five required sub-groups; daily whole grain choices; skim or 1% milk options; while keeping total calories from fat at 30% or less. Purchasing is done utilizing a prime, single source vendor for the majority of food. In addition, buying in partnership with the University of Iowa helps control supply costs. USDA foods are another source of food for scho ol lunches. Sources of funding include federal and limited state student reimbursement for breakfast and lunch, meal sales to students and staff, revenue from a la carte sales, and USDA foods. As far back as 2003, the Department has offered a summer feeding program, partnering for many years with Neighborhood Centers of Johnson County. This year all types of meals (breakfast, lunch, snack or supper) was served at eleven (11) different sites. Afterschool snack is also offered at Hills and Kirkwood Schools. Six schools (Alexander, Hills, Kirkwood, Lucas, Twain and Wood) provide fresh fruit and vegetable snacks through a USDA Fresh Fruit and Vegetable Grant.


49

District Health Services

The district health services staff works with students, families, staff and the community to ensure that children's health needs are met so that they can attend school and be healthy and ready to learn. The district employs a Coordinator of Health Services, six full-time school nurses, and one half-time school nurse who provide nursing coverage to all buildings and off-site programs. The district also employs two certified athletic trainers who oversee and provide athletic trainer services to junior and high school athletes and coaches. Students from the University of Iowa athletic trainer program do clinic rotations in the high schools under the direction of the athletic trainers. The tables below provide trend data regarding student health concerns and student emergency situations the district health servic es staff address each year.

2011-15 Student Health Concerns

2011-12 2012-13 2013-14 2014-15 2015-2016

Asthma 803 887 951 1,017 1,024 ADHD/ADD 666 837 923 1,142 1,213 Seizure disorder 76 69 73 73 65 Type I diabetes 26 25 30 27 35 Severe food allergies 118 122 155 163 152 Depression 89 81 69 79 87 Anxiety 182 190 223 262 271

2011-15 Student Accidents, Injuries, and Medications

2011-12 2012-13 2013-14 2014-15 2015-16 Accidents/Injuries Total student accidents/injuries that required further medical evaluation

206 177 130 136 122

Medications Number of students taking prescription medication scheduled daily at school

258 335 455 452 469

Continuum of Services The school nurses are an integral member of the building team and provide a continuum of services to students. They provide ongoing supervision of all staff whose responsibilities include delivering health services. Special Education Health paraeducators provide direct care to special education students with more severe health conditions and physical limitations. Building secretaries and health office paraeducators administer medications and provide basic first aid to students. The nurses respond to emergency situations in buildings and provide advanced first aid. The nurses also provide direct nursing care to specific students, care coordination, health r ecord maintenance, and health promotion across the district. Health services staff is involved in community and county co llaborative efforts related to the health of our students and families. The continuum of health services also includes professional development for all staff members. Online training is available to staff for blood borne pathogen, medication administration, and mandatory reporter training. The school nurses supplement this training with individual review of district and state protocols and policies. They also provide information to building staff on a variety of childhood health issues pertinent to students’ learning and safety. All coaches and staff members providing direct care to students are trained in CPR. The following chart summarizes the number of staff beyond coaches who are trained in CPR throughout the distri ct.

2011-15 Staff Trained in CPR

2011-12 2012-13 2013-14 2014-15 2015-16

Staff trained in CPR 70 45 112 106 95


50

District Health Services (continued)

Healthy Kids Community Care Healthy Kids Community Care is a school based health clinic that is an extension of traditional health services offered in the Iowa City Community School District in collaboration with community providers. The clinic is open to students in the school district wh o are without access to affordable health care (i.e., no insurance or a high deductible). The goal of the clinic is to keep students healthy so that they will be successful in school. The clinic is staffed by a Nurse Practitioner, University of Iowa Pediatrician and Child Psychiatrist, and community volunteer pediatrician. The clinic is funded primarily by United Way and an endowment fund established by Mercy Iowa City. Many community agencies and organizations provide in-kind services. To receive health care at the school-based health clinic, students under the age of 18 must have a completed consent form signed by a parent/guardian. There is no charge for services but donations are appreciated.

In 2015-16, the clinic provided a variety of services to 330 children in 705 clinic visits. Of these 330 children, approximately 87% had no health insurance at the time of their visit to the clinic. Of this 87%, 89 were eligible for Medicaid or the state children’s health insurance program (hawk-i) and were enrolled in one of these programs. The primary types of services provided in the clinic include well child exams, pre-participation athletic physicals, child psychiatry services, immunizations, diagnosis and treatment of illness, x-rays, blood work, health education, prescriptions for medications, referrals for specialty care, including mental health counseling, and establishing care with a primary healthcare provider. Dental referrals were made and completed for 107 children. Child Psychiatry evaluations were provided to 41 children. Vision exams were provided to 40 children.

ICCSD Wellness Committee The Iowa City Community School District Wellness Committee membership is comprised of school staff, parents, citizens, health care professionals, and representatives from community and county agencies with an interest and expertise in health and nutrition. The District Director of Health and Student Services chairs the Committee. The Wellness Committee developed the school district's local Wellness Policy, which was approved by the School Board in July of 2006.

The purpose of this policy is to provide direction to the school system for promoting student wellness through health educati on, physical activity, and the selection of nourishing foods and beverages and to fulfill the requirements of Public Law 108 -265, Section 204, June 30, 2004, Child Nutrition and WIC Reauthorization Act of 2004. The Committee will oversee implementation and evolution of the Policy, reporting progress to the Iowa City Community School Board at least annually.

Through the work of the Committee, the district made and implemented changes to the Wellness Policy and Administrative Guidelines related to foods served to children. Overall, the changes were met with approval from the majority of teachers, parents and students. The changes were implemented to:

• provide a safer school environment for students with food allergies by allowing only foods prepared in a commercial backer with a list of

ingredients provided • ensure that foods disseminated to a group of students for a classroom snack or to celebrate a special occasion meet the USDA Smart

Snacks Guidelines • ensure that foods sold to students from midnight to 30 minutes after school dismissal meet the USDA Smart Snacks Guidelines • ensure that food is not used as a reward for students

Other Wellness Committee work included collaboration with Farm to School and Master Gardeners, through which 17 school gardens were planted, maintained and harvested. The Farm to School chapter also hosted educational events including a School Garden workshop and Farmer Fairs at several schools. Locally grown produce was served in school lunches several times throughout the year and the summer lunch program. Eight schools developed Walking School Buses. Fourteen schools held bike rodeos with the Bicyclists of Iowa City. Fuel Up to Play 60 was implemented in eighteen schools, and eight schools participated in a pilot for Fuel up to play 60 Wellness Corps with the University of Iowa Student Athletic department. Four elementary schools continued their work with the federal Carol M White PEP grant project. Iowa State University Extension’s nutrition education program, Pick a better snack™, was provided to primary grades in all elementary schools and to K-6th grades in the four PEP grant schools. Three elementary schools (Kirkwood, Twain and Wood) received a Fresh Fruits and Vegetables grant, which provided a fruit or vegetable snack to all students 3-5 mornings/week. By the end of the school year, eight schools were designated as Blue Zone schools.


51

Safety and Security

In 2015-2016, Iowa City Community School District continued their work on the Safety and Security Enhancement Plan developed in 2013-14, which included these Safety and Security Improvements:

Intruder Locksets: Install intruder locksets in remaining classrooms and new door closers.

Electronic Door Access: Install electronic door access where required, minimum of two per building.

Intercoms: Update and/or replace all outdated intercom systems and include an exterior public address speaker at all schools.

Front Entry Door Cameras: Provide camera/intercoms at main entrances not readily visible to main office.

Room Numbering Plan: Complete district room renumbering plan and installation of ADA signage.

Building Security Systems: Improve and install security monitoring at all exterior door locations.

Camera Surveillance Systems: Install interior and exterior camera surveillance systems at buildings without systems and improve inadequate or outdated camera surveillance systems.

Systems Integration: Develop the infrastructure and systems integration required to enable a 24/7 central monitoring station at the Physical Plan and Educational Services Center for all systems, to include but not limited to electronic doo r access, interior and exterior security camera systems, fire alarm systems, heating and cooling system controls, district emergency radio syste m, building security systems.

Fire Alarm Upgrades and Replacements: Update fire alarm systems where required and align all fire alarm locations with school building renumbering plan.

Buildings where safety and security improvements were completed in 2014-15:

Alexander Lincoln Weber Borlaug Longfellow Wickham Coralville Central Lucas NCJH Garner Mann NWJH Hills Penn Tate HS Hoover Shimek TREC Horn Twain (no cameras yet) Lemme Van Allen

Safety and Security Improvements were completed in 2015-16 in the following buildings:

Kirkwood Grant Wood SEJH

Safety and Security Improvements were started in 2015-16 in the following buildings:

City HS and West HS-Work in these buildings will begin with the design phase of the IT project and this will be followed by the safety and security improvements.

Safety and Security Improvements on hold or removed from the original list:

Fence Improvements: Install chain link fencing and gates as required at elementary school playgrounds.

Window Blinds: Provide window blinds in all classrooms where needed.

Visitor Management System: Provide a district-wide visitor management system in place of sign-in sheets. Systems run instant background checks and prints a name tag with the visitor’s name, photo, date and time.

Emergency Safety Training completed in 2015-16 for administrators and staff to be prepared in the event of an emergency situation:

ALICE training was provided for new staff at the beginning of the year.

All buildings conducted their bi-annual fire drill and annual tornado drill.

Mock Active Shooter Drills were conducted prior to the start of the school year in buildings with the exception of Penn and Twain, due to construction in these buildings.


52

District Finances *-Information in this section is unaudited (final audit numbers will be released in December 2016 to the ICCSD Board of Directors). State aid and property tax generate the largest percentage of revenue, representing 74% of total revenue for the last fiscal year.

General Fund Revenue Sources (FYE June 30, 2015)

Salaries and benefits make up the largest percentage of the budget. Expenditures for the last fiscal year are listed in the chart below.

General Fund Expenditures by Object (FYE June 30, 2016)

Property Tax38%

Income Surtax5%

State Aid36%

AEA Flowthrough4%

Federal Funds4%

Other13%

Salaries66%

Benefits18%

Purchased Services8%

Supplies4%

Property<1%

Other <1%

AEA4%


53

District Finances (continued)

General fund revenue and expenditures were similar until the 2003-04 and 2004-05 school years when the district was impacted by state budget reductions. Beginning in 2008-09, the district reduced expenditures in order to align expenditures with revenues. Revenues exceeded expenditures in 2010-11 and 2011-12 as a result of budget reductions. As a result of significant student growth over the last several years, the district has added additional staff resulting in expenditures exceeding revenues during some recent years. However, in the past few years revenue has exceeded expenditures.

The district unspent balance and fund balance increased from 2014-15 to 2015-16 by $2,964,210 and $4,396,059 respectively.

$0

$5,000,000

$10,000,000

$15,000,000

$20,000,000

$25,000,000

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Fund Balance and Unspent Balance

Total Fund Equity Total Unspent Balance

$65,000,000

$70,000,000

$75,000,000

$80,000,000

$85,000,000

$90,000,000

$95,000,000

$100,000,000

$105,000,000

$110,000,000

$115,000,000

$120,000,000

$125,000,000

$130,000,000

$135,000,000

$140,000,000

$145,000,000

$150,000,000

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

General Fund Revenue & Expenditures

Total Revenues Total Expenditures


54

District Finances (continued)

The district’s solvency ratio, an indicator of the financial health of the district, was above the 10% recommended level for the fiscal year ending on June 30, 2016.

This chart compares the ICCSD property tax rates to the other seven largest school districts in the state.

2015-16 Urban Education Network Property Tax Rate Comparison

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

Solvency Ratio(Unreserved, Undesignated Fund Balance / Total Revenue)

16.86

15.77

18.43

15.68

14.06

15.62 15.38

13.87

0

2

4

6

8

10

12

14

16

18

20

Council Bluffs Sioux City Des Moines Davenport Dubuque Waterloo Cedar Rapids Iowa City


55

Facilities The following table reflects the ICCSD bonded indebtedness for the last 11 years. The increase in the bonded indebtedness represents the approval by the voters in 2003-04 of a $39 million bond referendum and refunding in 2011-12. This amount will continue to decrease as the bonds are repaid through June 2019. The principle amount outstanding is $6,320,000.

General Obligation Bonded Indebtedness

2005-2015 General Obligation Bonded Indebtedness

School Year General Obligation Bond Indebtedness School Year

General Obligation Bond Indebtedness

2005-06 $34,080,000 2011-12 $17,990,000 2006-07 $31,700,000 2012-13 $15,165,000 2007-08 $29,205,000 2013-14 $12,280,000 2008-09 $26,690,000 2014-15 $9,345,000 2009-10 $24,160,000 2015-16 $6,320,000 2010-11 $21,505,000

2014-2015 Capital Loan Notes

School Year Capital Loan Note Amounts

2014-15 $8,630,000 2015-16 $7,830,000

The Board of Directors has adopted a comprehensive ten year facility master plan to guide maintenance and improvement projects across the district. In addition, the School Infrastructure Local Option (SILO) was passed in February 2007 providing an estimated $100 million in funding for new construction, remodeling, repairs, and facility maintenance. The Board receives monthly updates on the progress of major capital projects. In February 2013, the Secure an Advanced Vision for Education (SAVE), formerly SILO, was extended to June 2029. For fiscal year ending June 30, 2016, the district’s revenue for capital projects was $87 million dollars of which $9.6 million was from property taxes in the Physical Plant and Equipment Levy (PPEL), $12.7 million was from local sales taxes, and 64.7 million was from the sale of Sales, Service and Use Tax Revenue Bonds. Individual capital projects with budgets of at least $500,000 were approved for the 2015-16 fiscal year, although some will require more than one year to complete.

2015-16 Approved Capital Projects

Information Technology Room and Fiber Upgrades $2,849,363 Furniture $500,000 School Buses $1,500,000 Maintenance Projects $750,000 District Life Cycle Fields and Athletic Facilities $700,000 Hard Surface Improvements $675,000 Penn Elementary School Addition $2,026,000 Twain Elementary School Addition $2,184,838 Alexander Elementary School (new) $3,370,444 Liberty High School (new) $29,446,506 Hoover Elementary (new) $2,653,705 Coralville Central Elementary Addition $3,326,305 Hills Elementary School Renovation $637,255 Safety & Security Projects $1,438,570 City High Addition & Remodels $2,015,760


56

Partnerships

Parent Involvement - The District Parents Organization (DPO) is an autonomous group that meets for monthly programs to

facilitate and enhance communication throughout the Iowa City Community School District. In addition to working with schools, administration and the School Board, the DPO facilitates a Candidates’ Forum prior to the School Board elections and sponsors the DPO Education Scholarship Reception where deserving teachers, staff, and volunteers are honored, as well as scholarships are awar ded to ICCSD seniors who will be pursuing a career in education. The DPO membership is composed of elected officers, a representative from each school in the district and the president of each school's parent organization.

Volunteer Involvement - The impact and support of parental and community volunteers on the Iowa City Community School

District is widespread and profound. Volunteers come from all facets of our community including parents, business people, university students, seniors, and community people. Volunteers work in every school in the district as well as on special district-wide projects to enhance and enrich the curriculum. Mentoring programs have been implemented at Alexander, Garner, Horn, Kirkwood, Longfellow, Lucas, Twain, Van Allen, and Wood elementary schools; Northwest and South East Junior High; City and West High School.

Booster Club Donations – The Iowa City Athletic Booster Club is comprised of the Little Hawks Club and Club West. There are

over 580 members between the two clubs and they represent athletes at City and West High Schools and North Central, Northwest and South East Junior High Schools. The funds raised represent half of each school’s athletic budget and is the first revenue so urce used to provide each school with the equipment and supplies needed to serve the more than 3,500 students who participate in the schoo l sports program. The annual Pancake Day and Kinnick Stadium Clean-up are the major fundraisers. Little Hawks Club and Club West have separate projects and furnish volunteers for many of the activities hosted by each school. Over $170,000 in funds were raised in the 2015-16 school year between the Iowa City Athletic Booster Club, The Little Hawks Club and Club West.

Music Auxiliary Donations - The Iowa City Music Auxiliary is a district-wide parent support group for the more than 3,000

students who participate in the district’s band, chorus and orchestra programs. The group is governed by a board of directors, comprised of parent representatives from each performing group. Yearly sponsorship donations and a car wash help the district’s music faculty provide many activities, materials and equipment that enhance the students’ music education and musical experiences. The auxiliary has a budget of approximately $80,000 and provides support to the 5th through 12th grade performance music programs. Over 850 families support the Music Auxiliary with their generous financial donations.

Iowa City Community School District Foundation - The ICCSD Foundation partners with the public school district to

provide funding for programs and projects that wouldn’t otherwise be available. Money raised through the Foundation does not replace district funding from local, state and federal sources. In fiscal year 2015-16, more than 1,400 donors gave $859,262 to help support our area schools and students. The ICCSD Foundation funds programs and events that exist to benefit the educational experiences of all students in the district.

Workplace Learning Connection - The Workplace Learning Connection is a partnership between Kirkwood Community College,

Grant Wood Area Education Agency, area Chambers of Commerce, local school districts, Iowa Workforce Development, and local businesses and industry. The partnership serves as a single point of contact for schools and employers that supports student job shadowing, student internships, teacher tours, student tours and Teacher @ Work. The goal is to integrate needed workplace skills into the curriculum, provide experiences that connect school to work, and develop work-based capacity with employers. In 2015-16, the Workplace Learning Connection provided 279 job shadows, 36 internships and 29 events involving 338 speakers.

Grant Wood Area Education Agency - Grant Wood Area Education Agency (AEA) works in partnership with the ICCSD to

provide educational services, programs and resources for improving the learning outcomes and well-being of all children and youth. AEA staff members serve children from birth to age 21, families, educators and communities. Grant Wood AEA provides services in nine areas: curriculum, instruction and assessment; instructional media; professional development; leadership; multicultural, gender-fair; school and community planning; school management; school technology; and special education.

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