iowa department of education - davenport schools 12 improvement goals reading select form chapter 12...

Bureau of Administration and School Improvement Services

Annual Progress Report (APR) Minimum Requirements

Due Date: September 15

Print Summary, Public THE DISTRICT HAS CERTIFIED

Changes can no longer be made to this form.

Iowa Department of Education

School Year: 2005-2006 Go F o r m: Form Must Be Completed By: Both Public and Non-Public

95 Print Summary Go Exit

District: 1611 School: 0000 Name: Davenport Comm School District

Chapter 12 Improvement Goals Reading Select Form

Chapter 12 Improvement Goals Reading

281--IAC 12.8(3)(b) PUBLIC The board, with input from its School Improvement Advisory Committee (SIAC), shall adopt annual improvement goals based on data from at least one districtwide assessment. The goals shall describe desired annual increase in the curriculum areas of, but not limited to, mathematics, reading, and science achievement for all students, for particular subgroups of students, or both. Annual improvement goals may be set for the early intervention programs as described in subrule 12.5(18), other state indicators, locally determined indicators, locally established student learning goals, other curriculum areas, future student employability, or factors influencing student achievement.

Annual improvement goals must be measurable.

Annual improvement goals must address improvement of student learning, not maintaining of current levels of achievement.

Long-Range Goals from

CSIP: 281--IAC 12.8(3)

(b)(3)

Davenport's long-range goals define the desired targets to be reached over an extended period of time. These goals serve two purposes: 1)to meet locally determined student needs and 2) to address state and federal student accountability. All K-12 students will reach high levels of Literacy Achievement The following indicators will measure district progress in Literacy Achievement a. Percentage of students who score at the proficient level or above (41st percentile or above using national norms) on the ITBS Reading Comprehension Test in grades 3 through 8 and the ITED Reading Comprehension Test in grades 9,10,11. b. Percentage of students in grades 1-3 who are independent readers at grade level on the Basic Reading Inventory (BRI). c. Reduction of the achievement gap including the percentage of low SES students and students of color, particularly African-American students, who score below the proficient level (41st percentile or above using national norms) on the ITBS Reading Comprehension Test in grades 3 through 8 and the ITED Reading Comprehension Test in grades 9, 10, 11.

2005-2006 Utilizing the district's long-range comprehensive school improvement goals, it is the goal of the

11/27/2006https://www.edinfo.state.ia.us/apr/apr_summary.asp?11%2F27%2F2006+7%3A00%3A13+PM

Current School Year Annual

Goals: 281--IAC 12.8(3)

(b)(4)

district to annually improve the percentage of all students scoring as "proficient" in reading comprehension at the reporting grade levels.

Were the Annual Goals Met? NO

Supporting Data to demonstrate that the district has or has not

met its goal:

Our goal was to increase the percent proficient of 4th, 8th, and 11th graders who scored at or above the 41st percentile on the ITBS/ED. In 2004-05, the percent of students proficient were 72.65% at 4th grade, 57.59% at 8th grade, and 58.15% at 11th grade. For 2005-2006, 66.87% were proficient at 4th grade, 59.12% were proficient at 8th grade, and 65.77% were proficient at 11th grade. At 4th grade, there was a reduction of 5.78% in reading comprehension for all students. In 8th grade, there was an increase of 1.53%. In 11th grade, there was an increase of 7.62%. Therefore, we met our annual goal in grades 8 and 11. Three subgroups were reviewed in terms of reducing the achievement gap within the district. These groups include African Am., Hispanic/Latino, and Free-Reduced. The goal is to reduce the achievement gap for each group when compared to their Euro or White peers. Results for 2005-06 are as follows: Group 2004-05% 2005-06% Increase/Decrease Gap Goal Improvement Euro/White Gr 4 78.79 73.15 Decrease Gr 8 64.65 66.35 Increase Gr 11 62.44 73.23 Increase Afr-Am Gr 4 56.03 50.85 Decrease yes Gr 8 31.20 37.83 Increase yes Gr 11 43.45 36.46 Decrease no Hisp/Latino Gr 4 69.52 57.69 Decrease no Gr 8 56.66 48.35 Decrease no Gr 11 42.86 47.46 Increase no Free/Reduced Gr 4 65.88 56.16 Decrease no Gr 8 42.78 43.51 Increase no Gr 11 42.04 50.23 Increase no

If the District Did Not Meet its

Goal 281--IAC 12.8(3)

(b)(4)

The plan to meet future goals includes the

following:

In all grades, students are involved in programs that provide challenging achievement goals and opportunities for student-designed projects. Whether core classes, advanced placement, college credit or electives. Classroom experiences are focused on achievement and effective preparation of students for their varied futures. The district has embarked on a significant restructuring of the Curriculum Development function. Considerable research was conducted to identify and communicate the content considered essential for all students. This was layered with sequencing and organizing the content in such a way that material can be addressed in the amount of instructional time available and presented in such a way that students have ample opportunity to learn, apply, and review. A new reading textbook adoption is being implemented with the current school year (2006-07). New adoptions and new instructional strategies as well as other curriculum or program changes are often the focus of the district's weekly early dismissal collaborative time opportunities for our teachers. These sessions also provide time to discuss individual student progress, analyze data, and review recent research trends. The district continues to work to decrease the achievement gap in ITBS/ITED percent proficient scores between targeted groups of students and the general student population. Specialized program and teaching methods throughout the district are helping students to build the skills they need to strengthen their abilities in reading. Teachers work within and across the grade levels and subject areas to provide a consistent, integrated approach. Focus lessons, daily vocabulary, sustained silent reading, extended class periods for targeted subjects, reading interventions, and supportive technology have been blended into the school day and teachers work as teams to identify those students who may need special help.

2006-2007 Next School

Utilizing the district's long-range comprehensive school improvement goals, it is the goal of the district to annually improve the percentage of all students scoring as "proficient" in reading


Year Annual Goals:

281--IAC 12.8(3)(b)(4)

comprehension at the reporting grade levels.

District Information Authorized Agency Davenport Comm School District

1606 Brady St Davenport, Iowa 52803 AEA: AEA 9 Mississippi Bend (district filed under aea code 09)

Primary APR Contact

Name:* Bob Mata Title:* Dir Assessment/Equity/Rec Ser

Telephone:* 563 - 336 - 5000 Extension: 3805 FAX:* 563 - 336 - 5002

Email:* Click, below, to email contact: [email protected]











Chapter 12 Improvement Goals Math Select Form

Chapter 12 Improvement Goals Math





CSIP: 281--IAC 12.8(3)

(b)(3)

Davenport's long-range goals define the desired targets to be reached over an extended period of time. These goals serve two purposes: 1) to meet locally determined student needs and 2) to address state and federal student accountability. All K-12 students will reach high levels of Math Achievement The following indicators will measure district progress in Math a. Percentage of students who score at the proficient level or above (41st percentile or above using national norms) on the ITBS Mathematics Total Test in grades 3 through 8 and the ITED Mathematics Test in grades 9,10,11 including data disaggregated by subgroup. b. Percentage of students in grades 4, 8, 11 who score at the proficient level or above on the district content based performance math assessment. c. Reduction of the achievement gap including the percentage of low SES students and students of color, particularly African-American students, who score below the proficient level (41st percentile or above using national norms) on the ITBS Mathmatics Total Test in grades 3 through 8 and the ITED Mathematics Test in grades 9, 10, 11.

11/28/2006https://www.edinfo.state.ia.us/apr/apr_summary.asp

2005-2006 Current School

Year Annual Goals:

281--IAC 12.8(3)(b)(4)

Utilizing the district's long-range comprehensive school improvement goals, it is the goal of the district to annually improve the percentage of all students scoring as "proficient" in Math Total at the reporting grade levels.

Were the Annual Goals Met? NO


met its goal:

Our goal was to increase the percent proficient of 4th, 8th, and 11th graders who scored at or above the 41st percentile on the ITBS/ED. In 2004-05, the percent of students proficient were 75.05% at 4th grade, 56.55% at 8th grade, and 60.95% at 11th grade. For 2005-2006, 74.82% were proficient at 4th grade, 60.86% were proficient at 8th grade, and 64.22% were proficient at 11th grade. At 4th grade, there was a decrease of 0.23%. At 8th grade, in 8th grade there was an increase of 4.31%. At 11th grade, there was an increase of 3.27%. Therefore, we met our annual goal in grades 8 and 11. Three subgroups are reviewed in terms of reducing the achievement gap within the district. These groups include African Am., Hispanic/Latino, and Free-Reduced. The goal is to reduce the achievement gap for each group when compared to their Euro or White peers. Results for 2005-06 are as follows: Group 2004-05% 2005-06% Increase/Decrease Gap Goal Improvement Euro/White Gr 4 80.58 82.41 Increase Gr 8 64.54 69.07 Increase Gr 11 66.55 72.67 Increase Afr-Am Gr 4 56.90 54.27 Decrease no Gr 8 24.35 28.70 Increase no Gr 11 41.38 30.39 Decrease no Hisp/Latino Gr 4 73.33 61.54 Decrease no Gr 8 55.55 59.34 Increase no Gr 11 42.85 52.54 Increase yes Free/Reduced Gr 4 67.96 65.19 Decrease no Gr 8 41.80 47.40 Increase yes Gr 11 42.31 45.81 Increase no


Goal 281--IAC 12.8(3)

(b)(4)


following:

In all grades, students are involved in programs that provide challenging achievement goals and opportunities for student-designed projects. Whether core classes, advanced placement, college credit or electives. Classroom experiences are focused on achievement and effective preparation of students for their varied futures. The district has embarked on a significant restructuring of the Curriculum Development function. Considerable research was conducted to identify and communicate the content considered essential for all students. This was layered with sequencing and organizing the content in such a way that material can be addressed in the amount of instructional time available and presented in such a way that students have ample opportunity to learn, apply and review. There has been a district-wide adoption of a new math curriculum for grades 1-8. Curriculum specialists now work hand in hand with teachers to design learning opportunities and classroom activities that support important standards-based teaching objectives. The district continues to work to decrease the achievement gap in ITBS/ITED percent proficient scores between targeted groups of students and the general student population. Specialized program and teaching methods throughout the district are helping students to build the skills they need to strengthen their abilities in math. Teachers work within and across the grade levels and subject areas to provide a consistent, integrated approach. We provide extended class periods for targeted subjects, math interventions and supportive technology have been blended into the school day and teachers work as teams to identify those students who may need special help.

2006-2007 Next School Year Annual

Utilizing the district's long-range comprehensive school improvement goals, it is the goal of the district to annually improve the percentage of all students scoring as "proficient" in Math Total at the reporting grade levels.


Goals: 281--IAC 12.8(3)

(b)(4)



Primary APR Contact














Chapter 12 Improvement Goals Science Select Form

Chapter 12 Improvement Goals Science




Grade 8 is served. Grade 11 is served. Neither Grade 8 or Grade

11 is served.

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SCIENCE ONLY: At this time, whole grade sharing districts that do not serve students in grade 8 or grade 11 (or both) because they send these students to another district are not required to have science goals or report science goal progress for the grade level or levels served by another district. The rest of this form IS required, and will appear below, if EITHER GRADE 8 AND/OR GRADE 11 IS SERVED. See selection at left for latest status according to IDoE data.


CSIP: 281--IAC 12.8(3)

(b)(3)

Davenport's long-range goals define the desired targets to be reached over an extended period of time. These goals serve two purposes: 1) to meet locally determined student needs and 2) to address state and federal student accountability. All K-12 students will reach high levels of Science Achievement The following indicators will easure district progress in Science a. Percentage of students who score at the proficient level or above (41st percentile or above using national norms) on the ITBS Science Test in grades 3 through 8 and the ITED Science Test in grades 9,10,11, including data disaggregated by subgroup. b. Percentage of students in grades 4, 8, 11 who score at the proficient level or above on the district content based performance science assessment. c. Reduction of the achievement gap including the percentage of low SES students and students of color,


particularly African-American students, who score below the proficient level (41st percentile or aboveusing national norms) on the ITBS Science Test in grades 3 through 8 and the ITED Science Test in grades 9, 10, 11.

2005-2006 Current School

Year Annual Goals:

281--IAC 12.8(3)(b)(4)

Utilizing the district's long-range comprehensive school improvement goals, it is the goal of the district to annually improve the percentage of all students scoring as "proficient" in Science Total at the reporting grade levels.

Were the Annual Goals Met? YES


met its goal:

Our goal was to increase the percent proficient of 4th, 8th, and 11th graders who scored at or above the 41st percentile on the ITBS/ED. In 2004-05, the percent of students proficient were 72.49% at 4th grade, 66.67% at 8th grade, and 59.55% at 11th grade. For 2005-2006, 74.65% were proficient at 4th grade, 69.61% were proficient at 8th grade, and 66.21% were proficient at 11th grade. At 4th grade, there was an increase of 3.15%. At 8th grade, there was an increase of 2.94%. At 11th grade, there was an increase of 6.66%. Thus, all reporting grades saw an increase in the percent proficient. Three subgroups are reviewed in terms of reducing the achievement gap within the district. These groups include African Am., Hispanic/Latino, and Free-Reduced. The goal is to reduce the achievement gap for each group when compared to their Euro or White peers. Results for 2005-06 are as follows: Group 2004-05% 2005-06% Increase/Decrease Gap Goal Improvement Euro/White Gr 4 78.92 82.01 Increase Gr 8 73.55 76.86 Increase Gr 11 64.92 72.78 Increase Afr-Am Gr 4 54.75 54.27 Decrease no Gr 8 41.45 43.04 Increase no Gr 11 37.93 39.78 Increase no Hisp/Latino Gr 4 67.61 63.46 Decrease no Gr 8 62.23 72.53 Increase yes Gr 11 44.16 55.93 Increase yes Free/Reduced Gr 4 65.77 65.02 Decrease no Gr 8 51.47 58.44 Increase yes Gr 11 46.16 53.26 Increase no


Goal 281--IAC 12.8(3)

(b)(4)


following:

In all grades, students are involved in programs that provide challenging achievement goals and opportunities for student-designed projects. Whether core classes, advanced placement, college credit or electives. Classroom experiences are focused on achievement and effective preparation of students for their varied futures. The district has embarked on a significant restructuring of the Curriculum Development function. Considerable research was conducted to identify and communicate the content considered essential for all students. This was layered with sequencing and organizing the content in such a way that material can be addressed in the amount of instructional time available and presented in such a way that students have ample opportunity to learn, apply and review. There has been a district-wide focus on effective strategies and engaging science learning. Curriculum specialists now work hand in hand with teachers to design learning opportunities and classroom activities that support important standards-based teaching objectives. The district continues to work to decrease the achievement gap in ITBS/ITED percent proficient scores between targeted groups of students and the general student population. Specialized program and teaching methods throughout the district are helping students to build the skills they need to strengthen their abilities in science. Teachers work within and across the grade levels and subject areas to provide a consistent, integrated approach. We provide extended class periods for targeted subjects, science interventions and supportive technology have been blended into the school day and teachers work as teams to identify those students who may need special help.


2006-2007 Next School Year Annual

Goals: 281--IAC 12.8(3)

(b)(4)

Utilizing the district's long-range comprehensive school improvement goals, it is the goal of the district to annually improve the percentage of all students scoring as "proficient" in Science Total at the reporting grade levels.



Primary APR Contact














Chapter 12 Multiple Assessments Select Form

Chapter 12 Multiple Assessments

Assessment Selections 281--IAC 12.8(3)(b)(5) PUBLIC

All districts must report reading and mathematics multiple assessment data, the multiple assessment must include one reading assessment at any grade level and one math assessment at any grade level served by a district.

Districts are only required to report science multiple assessment data if they serve students in grades 8 and/or 11. The assessment can be at any grade level served by the district.

Whole grade sharing districts only report data within grade levels served by the district.

List of All Available Assessments View Complete Assessments List

Reading Assessment Used: Other (405)

Other Assessment: Name/description/comment

about the other assessment, or N/A if whole grade sharing.

Degrees of Reading Power - Secondary

Explanation -- How did the students do on this

test? HIGH SCHOOL - grade 9 2004-05 Exceeds Meets Needs 38.26 21.22 40.52 Total proficient 59.48 2005-06 increase of .35% in proficiency Exceeds Meets Needs 39.65 20.18 40.18 Total proficient 59.83 INTERMEDIATE - grade 6 2004-05 Exceeds Meets Needs 36.08 13.88 50.04 Total proficient 49.96 2005-06 increase of 1.77%


in proficiency Exceeds Meets Needs 38.71 13.02 48.27 Total proficient 51.73

Math Assessment Used: Other (405)



Performance Based Assessment - Math


test?

Grade 4: Comprehensive Math (District) 2004-2005 2005-2006 Exceeds 2.45% 4.26% Meets 42.56% 50.05% Needs 54.99% 45.69% % Proficient 45.01 54.31% - an increase of 9.30% in proficiency Grade 8: Performance Sub-Skill – Algebra and Functions (District) Understands slope and y-intercept, write an equation in slope-intercept form, and graph the equation. 2004-2005 2005-2006 Exceeds 38.17% 23.68% Meets 31.66% 36.27% Needs 30.16% 40.05% % Proficient 69.83% 59.95% -a decrease of 9.88% in proficiency Grade 11: Performance Sub-Skill – Algebra 1 - Algebra and Functions (District) Describes the properties and characteristics of functions – Algebra 5B 2004-2005* 2005-2006 Exceeds 13.51% 5.63% Meets 35.14% 39.44% Needs 51.35% 54.93% % Proficient 48.65% 45.07% - a decrease of 3.58% in proficiency

Science Assessment Used: Other (405)



Performance Based Assessment - Science


test?

Grade 8: Performance Sub-Skill –Physical Science Know that atoms may combine to form other substances 2004-2005* 2005-2006 Exceeds 58.73% 59.72% Meets 30.95% 34.17% an increase of 4.21% at proficiency Needs 10.32% 6.11% % Proficient 89.68% 93.89% Grade 11: Performance Sub-Skill – Chemistry (District) Understands the energy associated with individual atoms and understands molecules can be used to identify the substance they comprise. 2004-2005 2005-2006 Exceeds 14.29% 26.52%


Meets 62.34% 49.24% Needs 23.38% 24.24% a decrease of .87% in proficiency % Proficient 76.63% 75.76%



Primary APR Contact














Chapter 12 Post-Secondary Data Select Form

Chapter 12 Post-Secondary Data

Measure of Probable Post-Secondary Success 281--IAC 12.8(3)(a)(6) Percentage of high school students (any students in grades 9-12 who took ACT during the school year) achieving a score or status on a measure indicating probable post-secondary success.

List assessment used and cut

score:

ACT Assessment

This measure is the measure used by the majority of

students in the school, school

district, or attendance

center who plan to attend a post-

secondary institution.

If available, ACT

data will be automatically

provided. These data are from the

last available Spring B.E.D.S.

294 Total number of students achieving a score or status on a measure indicating probable post-secondary success. If the measure used is the ACT, the cut score for probable post-secondary success is 20. (Number of students who took the ACT test with probable post-secondary success: 294. Iowa Testing information from Project EASIER BEDS table.) 504 Total number of students who took the test. (Number of students who took the ACT test: 504. Iowa Testing information from Project EASIER BEDS table.) 58.3333333% Total percentage of students achieving a score or status on a measure indicating probable post-secondary success. The percentage is the number of students who took the ACT and scored 20 or higher, divided by the number of students who took the ACT.

Post-Secondary Education/Training Intentions 281--IAC 12.8(3)(a)(5)

All high school seniors who

intend to pursue post-secondary

education or training.

767 Total number of seniors who intend to pursue post-secondary education/training. (Number of seniors who declared post-secondary education intentions: 767. Data from Project EASIER BEDS table.)


PUBLIC

These data are from the last

available Spring B.E.D.S.

967 Total number of seniors. (Number of seniors: 967. Data from Project EASIER BEDS table.) 79.3174767% Total percentage of seniors intending to pursue post-secondary education/training. The percentage is the number of seniors who intend to pursue post-secondary education/training, divided by the number of seniors.

Core Program Completers 281--IAC 12.8(3)(a)(7) All high school graduates who

completed a core program which

includes four years of

English/language arts and three or more years each of mathematics,

science, and social studies.

347 Total number of high school graduates who completed a core program. 967 Total number of high school graduates. 35.8841778% Total percentage of high school graduates who completed a core program. Percent arrived at by dividing the number of graduates who completed a core program by the total number of graduates.



Primary APR Contact














Chapter 12 Post-Secondary Dropout Data Select Form

Chapter 12 Post-Secondary Dropout Data

Dropout Data 281--IAC 12.8(3)(a)(4) Dropout means a school-age student who is served by a public school district, or accredited nonpublic school, and enrolled in any of grades seven through twelve and who does not attend school or withdraws from school for a reason other than death or transfer to another approved school or school district or has been expelled with no option to return. IMPORTANT Dropout data lags by one school year for the purpose of the APR summary to be viewed by the general public. On this form, the dropout data are from the prior school year (2004-2005), while the APR itself is in the current school year (2005-2006). Dropout Definitions Students who satisfy one or more of the following conditions are considered dropouts: 1. Was enrolled in school at some time during the previous school year and was not enrolled by October 1 of the

current school year or

2. Was not enrolled by October 1 of the previous school year although was expected to be enrolled sometime during the previous school year (i.e., not reported as a dropout the year before) and

3. Has not graduated from high school or completed a state or district-approved educational program; and

4. Does not meet any of the following exclusionary conditions: a. transfer to another public school district, private school, or state or district-approved educational program,

b. temporary school-recognized absence due to suspension or illness,

c. or death.

5. A student who is in a program designed to earn a GED is considered a dropout.

All Dropouts 2004-2005

311 Total number of All Dropouts, grades 7-12. 7471 Total number of All Students, grades 7-12. 4.163% Total percentage of All Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.

DROPOUT SUBGROUPS

Female 152 Total number of Female Dropouts, grades 7-12.


2004-2005 3719 Total number of Female Students, grades 7-12. 4.087% Total percentage of Female Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.

Male 2004-2005

159 Total number of Male Dropouts, grades 7-12. 3752 Total number of Male Students, grades 7-12. 4.238% Total percentage of Male Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.

White (not of Hispanic

origin) 2004-2005

185 Total number of White (not of Hispanic origin) Dropouts, grades 7-12. 5405 Total number of White (not of Hispanic origin) Students, grades 7-12. 3.423% Total percentage of White (not of Hispanic origin) Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.

Black (not of Hispanic

origin) 2004-2005

93 Total number of Black (not of Hispanic origin) Dropouts, grades 7-12. 1314 Total number of Black (not of Hispanic origin) Students, grades 7-12. 7.078% Total percentage of Black (not of Hispanic origin) Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.

Hispanic 2004-2005

18 Total number of Hispanic Dropouts, grades 7-12. 504 Total number of Hispanic Students, grades 7-12. 3.571% Total percentage of Hispanic Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.

American Indian or Alaskan

Native 2004-2005

10 Total number of American Indian or Alaskan Native Dropouts, grades 7-12. 64 Total number of American Indian or Alaskan Native Students, grades 7-12. 15.625% Total percentage of American Indian or Alaskan Native Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.

Asian or Pacific

Islander 2004-2005

5 Total number of Asian or Pacific Islander Dropouts, grades 7-12. 184 Total number of Asian or Pacific Islander Students, grades 7-12. 2.717% Total percentage of Asian or Pacific Islander Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.

Disabled/IEP 2004-2005

79 Total number of Disabled/IEP Dropouts, grades 7-12. 1027 Total number of Disabled/IEP Students, grades 7-12. 7.692% Total percentage of Disabled/IEP Dropouts, grades 7-12. Percent arrived at by dividing the number of Dropouts by the total number of Students.




Primary APR Contact














Additional State Requirements Select Form

Additional State Requirements

Other Locally Determined Indicators 281--IAC 12.8(3) These are additional

indicators that impact student

learning as determined by

the local school or

school district. N/A does not apply—every

school district must report at

least one additional

locally determined

indicator.

2004-2005 School year TAG Program 2005-2006 year TAG Program Total enrolled 1538 Total enrolled 1704 Total Female 768 Total Female 821 Total Male 770 Total Male 883 Total Minority 368 Total Minority 414 Total SES 397 Total SES 227 2004-2005 Out of School Suspensions/Expulsions* 222 Elementary 1824 Secondary *(of this number only 3 secondary students went through the Board as Expulsion) 2005-2006 Out of School Suspensions/Expulsions* 300 Elementary 2061 Secondary *(of this number only 3 secondary students went through the Board as Expulsion)

Progress with Early Intervention Goals 281--IAC 12.8(3)(a)(8) Early intervention goal(s) might be the same as a 4th grade reading or mathematics goals or can be reading and mathematics goals specific to K-3. Early intervention goal(s) might also be class size reduction goals.

Did the school districts

accept Early Intervention

funding?

YES

All school districts

receiving Early Intervention block grant funds shall

Kindergarten Information and Development Survey (KIDS) 2004-2005 Exceeds Meets Needs 31.33 48.13 20.54 - 79.46% proficient 2005-2006 34.31 45.55 20.13 - 79.86% proficient (Increase of .40% proficient)


report progress with

their early intervention

goals.

Phonic Awareness Test (PAT) (Kindergarten) 2004-2005 Exceeds Meets Needs 29.30 57.40 13.30 - 86.70% proficient 2005-2006 28.50 60.40 11.10 - 88.90% proficient (Increase of 2.20% proficient)



Primary APR Contact














Athletic Eligibility Select Form

Athletic Eligibility Report for the Iowa State Board of Education

Assistance for Student Athletes Check any of the

following assistance

mechanisms that your district provides for

student athletes in grades 9-12.

Classroom teacher interventions Coach interventions Study hall/study table Tutors Parent involvement Classroom interventions Problem solving team Before/after school help Counseling services At-risk program Progress reports

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Other Describe any other student

athletic eligibility standards or

assistance mechanisms for

your school district.

(No Data Record)



Name:* Bob Mata


Primary APR Contact

Title:* Dir Assessment/Equity/Rec Ser Telephone:* 563 - 336 - 5000 Extension: 3805

FAX:* 563 - 336 - 5002












Assurances Select Form

Assurances

Assurances -- Public ONLY

YES The district has adopted the three achievement levels used by the Iowa Testing Programs, and the alternate achievement standards for the Iowa Alternate Assessment.

YES The district has provided individual student achievement reports and grade level performance descriptors from the Iowa Tests to parents.

YES The district has incorporated Core Content Reading Standards and Benchmarks corresponding to the Iowa Tests into their standards sets.

YES The district has incorporated Core Content Math Standards and Benchmarks corresponding to the Iowa Tests into their standards sets.

YES The district has incorporated Core Content Science Standards and Benchmarks corresponding to the Iowa Tests into their standards sets.

Assurances -- Public and Non-Public

YES All information required for this APR has been or will be reported to the local community. Here is the date(s) the required content was or will be reported to the community: On November 26th or 28th 2006



Primary APR Contact





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