Question 1
The North Iowa Community School District is 410
square miles (one of the states largest districts geographically). Our district serves 624 students in grades
Pre-Kindergarten through grade 12. Our
district configuration is made up of a building in Buffalo Center that houses
grades Pre-Kindergarten through grade four plus our 9 12 high school. The middle school (grades 5 8) is located
in Thompson.
Over the past decade we have taken part in three
reorganizations and include the communities of Lakota, Rake, Thompson, and
Buffalo Center. Our district population
is slightly under 3,900 residents. The
North Iowa Community School District does not house a single factory yet is
comprised of some of the richest farmland in the world. While our district is anchored in a rich
agricultural background we also are blessed with an established business
community and supportive senior citizen population. In 2001 district patrons gave a 79% approval
for a $3.4 million bond issue to upgrade facilities and new construction.
The face of the North Iowa Community School District
has changed dramatically in recent years. Since the mid-1990s the district has
witnessed a decrease of nearly 18% in student enrollment yet Department of
Education projections and area birth rates indicate a leveling off of the
decline.
During the same timeframe the number of high need
students have skyrocketed. The number of
students with identified learning disabilities have increased, and diversity
issues have become a factor in the ways we deliver education, assess progress,
and develop appropriate programming.
Roughly 16% of our student body is part of some special program. During the last three years we have witnessed
our free/reduced hot lunch percentage rise from 31% to 38% to 42%. While our
student population is currently 94% Caucasian we have witnessed a sharp
increase in our minority population and especially in the area of English
Language Learners.
A. What data do we collect?
The North Iowa Community School District collects the
following required data: (LRDA1)
Trend line and
subgroup data for ITBS/ITED reading and mathematics at grades 4, 8 and 11
Trend line data
for ITBS/ITED science for grades 8 and 11
Graduation rate
Grade 7-12
dropout percentages (aggregate and by subgroup)
Percentage of
graduates planning to pursue post secondary education
Percentage of
graduates completing the core curriculum (4 years of English, 3 years each of
mathematics, science, and social studies)
Career and
technical education (CTE) student data (e.g., 11th grade participants
proficiency in reading and mathematics, program completers, and occupational
competency)
Percentage of
high school students achieving a score or status on a measure indicating
probable post secondary success. Our district uses the American College Test
(ACT)
Trend line data
from the Iowa Youth Survey (grades 6, 8, and 11) (SDF1, SDF3, and SDF4)
A comprehensive,
community-wide needs assessment which includes input from community members,
parents, administrators, staff, and students (completed once every five-years)
(LC3)
CognAbility Test
(verbal grades 1,3,6,9)
Six Traits of
Reading (K-8, 10 and 11)
Gates MacGinitie
Reading Comprehension (grades K-8 and 10)
Data from the
district developed science assessment (grades 5-8 and 10)
Data from the
district developed math assessment (grades 2-8 and 10)
Participation
rates for required districtwide assessments (grades 3-8, 11)
Aggregate
attendance data (grades K-12)
Dynamic
Indicators of Basic Early Literary Skills (DIBELS) data (grades K-4)
Data from Area
267 Building Tomorrow Survey (grades 5, 8 and 11)
These data have been used to establish annual and/or
biennium trend lines, which are updated annually and reported in our Annual
Progress Report (APR). Using National Percentile Rank (NPR) information from
the ITBS and ITED assessments, we also monitor the progress of each peer group
over time in the areas of reading comprehension, mathematics, science, and
social studies. (LRDA1)
The North Iowa district believes that the required
measures of academic achievement stated above do not provide a complete picture
of its students learning needs. In support of this belief, we collect and
analyze information on a variety of other indicators including the following:
District
demographic data
Climate surveys
and follow up questioning 5-12 and community
Basic
Educational Data Survey (BEDS) data (e.g., course offerings and enrollment
information by course/gender)
ITBS/ITED data
analysis for all grade levels and subject areas (grades 3-8 and 11)
Item analysis on
district multiple measures in reading, math and science
Instructional
time allocations (grades PK-12)
Student
work/course grades (grades 7-12)
Student
discipline data (e.g., office referrals, suspensions, and expulsions) (grades
4-12) (SDF1, SDF3)
Student
participation in the districts breakfast and lunch program (grades PK-12)
Referrals to
building assistance teams (At Risk Committees) and student assistance teams
(SATs) (grades PK-12)
ACT Annual
Report
GEI
Renzulli Teacher
Checklist
B. How do we collect and analyze data to determine
prioritized student learning needs?
NICS School Improvement Team (Design Team)
The Design Team meets at least quarterly throughout
the school year and twice yearly (June and January) for day long retreats. The
team is comprised of general education and special education teachers from each
building, the principals, AEA Consultant and the curriculum coordinator. This
group reviews information from building and district curriculum committees and
collects and analyzes district-level data. In addition, information regarding
the implementation of actions and activities to support current district goals
is collected and analyzed to help identify future student learning and program
needs. The NICS School Improvement Team ensures that the action plans designed
to meet district goals include specific outcomes for each activity designed to
support the proposed actions.
Implementation data on these activities is also collected and analyzed
by the NICS School Improvement Team. These data, along with implementation data
from state and federal programs and services, are incorporated into annual
conversations about supports for established student needs, adjustments to
actions, programs and services, and progress toward district goals.
NICS Curriculum Committees
Each curriculum committee (mathematics, science,
reading and culture climate) in the district is responsible for the collection
and analysis of the data related to its curricular area. Each committee
consists of teachers from each building level and a principal or counselor that
meets on a regular basis. Members examine ITBS/ITED item analysis information
and frequency data (e.g., the number of special education students and low
socioeconomic students scoring at or below the 40th percentile), as well as
building specific indicator data (e.g., other grade level assessments,
discipline data, graduation rate, referrals to SAT, and attendance). This
information is then shared and discussed with the rest of the staff during faculty meetings. Curriculum committees also review and revise
standards and benchmarks, review and revise action plans and goals and make
recommendations to specific textbook adoption teams.
Community Groups
District and building information reviewed by the
NICS School Improvement Team is shared with various stake holder groups,
including the NICS Board of Directors, NICS School District Advisory Committee (DAC), NICS Parent
Committees), district patrons, and various community organizations.
The DAC studies and discusses data from the School
Improvement Team and Curriculum Committees and summarizes the findings. The DAC
then makes recommendations to the board regarding districtwide prioritized
needs, possible adjustments to CSIP goals, and the programs and services
provided to students. The NICS Board of Directors makes decisions based on
these recommendations.
C. What did we learn through this data analysis?
Through analysis of district and building data and
comparisons with the states student performance trajectories, the following
was learned: (LRDA1, LRDA2, LRDA3, and LRDA4)
The majority of
trend lines on the ITBS and ITED assessments show little growth in reading,
mathematics and science. Scores are consistent with state averages and trend
higher when compared to national norms.
Nearly one
hundred percent of our students participated in all districtwide assessments.
(grades 3-11)
Gates MacGinitie
measures of reading comprehension show growth across grades 1-8 and 10 in
percent of students reading at or above grade level. Both Gates MacGinitie and ITBS/ITED show
vocabulary subtest scores consistently lower than reading comprehension scores
across grade levels assessed.
District
proficiency scores on the math computation test (grades 2-8) have increased
from 60.3% in 2001 to 78.7% in 2004.
This is consistent with gains on ITBS/ITED.
District
Creating Readers and Math and Science Exemplars assessments aligned with
district standards show consistent growth across grade levels from fall to
spring.
Performance
(proficiency) of students with Individualized Education Plans (IEPs) is below
the state trajectory in reading and math. (grades 4, 8, & 11)
The percent of
low socioeconomic status (SES) students performing below the proficient level
is somewhat sporadic but trends higher than the state average.
Graduation rates
are high for the general population and subgroups.
The number of
high school students completing the core (4 years of English and 3 years each
of mathematics, science, and social studies) is lower than the number reporting
desire to pursue post secondary education.
Students
reporting that other students treat them with respect is significantly higher
in grades 5, 8 and 11 than the AEA average. (SDF2, SDF4)
11th grade
students reporting having tried alcohol is higher than the AEA average. Those
same students report a significantly lower percent having tried illegal drugs.
(SDF2, SDF4)
K-12 attendance
data show increasing flat line trends with attendance very near the state goal.
Percent of
student body suspended or expelled for disruptive behavior remains consistent
over the last few years in each grade level from 7th through 10th grade. (SDF2)
D. From the data analysis, what are our prioritized
needs?
Based on the data reviewed, we developed the
following list of prioritized student needs: (LC4)
Improve reading
comprehension for all students
Improve
vocabulary acquisition of students in grades 2-12
Improve the
learning environment in grades 5-12
Improve
mathematics computation performance at grades 2-8 and algebra performance at
the high school level
Improve science
performance in the area of application of scientific inquiry
E. How will we develop goals and actions based upon the
prioritized needs?
The district curriculum committees and leadership
team and the DAC will use the prioritized needs to generate and recommend goal
statements to the board for adoption. The district and building level
leadership teams in collaboration with community stake holders as appropriate
will design strategies and actions that align with and support the established
goals.
Question 2
A. What long-range goals have been established to
support prioritized student needs?
Based upon recommendations of the District Curriculum
Committees, District School Improvement Team and the District Advisory
Committee (DAC), the school board has adopted district goals aligned with
student needs. (LC5)
District
Student Learning Goals
North Iowas student learning goals are the general
expectations for all graduates. Students graduating from the North Iowa
Community School District will be able to do the following: (LC6)
North Iowa
students will be successful communicators.
Successful communicators:
express
needs and ideas so others understand
interprets
experiences
evaluates
and analyzes information
listens
and perceives information from others
North Iowa
students will use good problem solving skills.
Successful problem solvers:
apply
skills to real life situations
learn from
past experiences
use a
variety of appropriate technology
demonstrates
appropriate risk taking
shows
conflict management skills
North Iowa
students will be lifelong learners.
Lifelong learners:
demonstrate
self-sufficiency/self-directed learning
demonstrate
appropriate use of resources
demonstrate
adaptability to various situations
demonstrate
perseverance
North Iowa
students will practice good citizenship.
Good citizens:
demonstrate
responsibility and active participation in the democratic society
demonstrate
effective use of social skills
shows
responsibility for themselves, to others and to the world
District
Long-Range Goals
North Iowas long-range goals define the desired
targets to be reached over an extended period of time. These long-range goals
serve two purposes: 1) to meet locally determined student needs goals and 2) to
address state and federal student accountability.
Reading - 2004-2005 Goal 1
Long Term
Goal: All K-12 students will achieve
at high levels in reading comprehension, prepared for success beyond high
school. (LRG1, MCGF3, AR6, EIG1)
The following indicators will measure district
progress with Goal 1:
1a. 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 grade 11, including data disaggregated by subgroup.
1b. Percentage of students in grades 2-8 and 10
scoring at or above grade level on the vocabulary subtest of the Gates
MacGinitie Reading Comprehension Assessment.
1c. Creating Reading Assessments improve fall to
spring in grades K-8 and 10/11.
Math - 2004-2005 Goal 2
Long Term
Goal: All K-12 students will achieve
at high levels in mathematics, prepared for success beyond high school. (LRG2, LRG3, AR6, EIG1)
The following indicators will measure district
progress with Goal 2:
2a. 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 grade 11, including data disaggregated by subgroup.
2b. Percentage of students in grades 2-8 who achieve
at the proficient level on the District Math Computation Assessment, including data disaggregated by subgroup.
Science - 2004-2005 Goal 3
Long Term
Goal: All K-12 students will achieve
at high levels in science, prepared for success beyond high school.
(LRG3, MCGF3, AR6, EIG1)
The following indicators will measure district
progress with Goal 3:
3a. 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 5 and 8 and the
ITED Science Test in grade 11, including data disaggregated by subgroup.
3b. Percentage
of students in grades 5-8 and 10 who achieve at the proficient level or above
on the district developed science assessment.
Technology - 2004-2005 Goal 4
Long Term
Goal: All K-12 students will use technology in
developing proficiency in reading, mathematics, and science. (FTP1)
The following indicators will measure district
progress with Goal 4:
4a. The indicators identified for Goals 1, 2, and 3.
Culture
Climate for Learning - 2004-2005
Long Term
Goal: North Iowa students will treat
each other respectfully.
The following indicators will measure district
progress with Goal 5:
5a. Attendance rate as measured by the average daily
attendance data calculated and reported on the Certified Annual Report (CAR).
5b. Graduation rate as calculated by the Iowa
Department of Education using data from the spring BEDS report.
5c. Percentage of student body in middle and high
school that receives any discipline referrals (i.e., office referrals,
suspensions, and expulsions). (SDF5,
SDF6, SDF7)
5d. Percentage of students in grades 6, 8, and 11
that report that they have used alcohol, tobacco, or other drugs on the
triennial Iowa Youth Survey. The
percentage of students responding positively on Section A and question 6 on the
AEA 267 Building Tomorrow Survey. (SDF5, SDF6, SDF7).
B. What process will be used to determine what we will
do to meet the long-range goals?
The stake holders impacted by our goals should have a
voice in determining how to meet them. As a result, the District School
Improvement Team and the DAC will identify stake holder groups most directly
impacted, and they will meet to determine actions and strategies to meet the
goals. Our district will use the Iowa
Professional Development Model process to develop its District Career
Development Plan and an action research design to guide conversations and
assist making goal progress. As actions
are developed to support each goal, implementation plans will be developed at
the appropriate levels (e.g., elementary, middle school, and high school) to
provide K-12 system alignment of efforts.
C. What is our current practice to support these
long-range goals?
1. Instructional
Strategies Currently Used in the District
Cooperative
learning integrating the following (K-12 in some content areas)
Think alouds
Explicit
instruction
Reciprocal
teaching
Flexible reading
groups (K-6)
Choral Reading
Hands-on science
(4-8)
Inquiry-based
science (K-8)
Daily Oral
Language (2-12)
Creating Readers
Interdisciplinary
units
Daily math
computation drill (3-12)
Daily Mental
Math (3-12)
Flexible small
group instruction (K-12)
Standards-Based
Instruction
Brainstorming
Problem Solving
2. Instructional
Programs/Services Supports Currently Used in the District
District Career
Development Plan (Professional Development Program K-12)
At-risk
Program/Services (K-12)
Gifted and
Talented Program/Services (TAG) (K-12)
Special
Education Program/Services (preK-12)
Mentoring and
Induction Program
Alternative High
School (9-12)
Summer School (4
week sessions K-8)
Study Tables (after
school weekly)
Bison Assisted
Student Services
Student service
partnerships (e.g., mental health services, medical health services and
community health services) (preK-12)
Reading Recovery
Technology-based
reading and mathematics programs
Culture Climate
activities
NICS delivers the following programs and accesses
these program funds as a result of identified student need:
Perkins:
Vocational and Technical Education Programs (9-12)
Title I, Part A:
Reading Program/Services (1-4)
Title II, Part
D: Technology Usage
Title III,
Language Instruction for Limited English Proficient and Immigrant Students
(K-12)
Title IV: Safe
and Drug-Free Schools Program/Services
3. Systemwide
Management Supports Currently Used in the District
Resource
allocation (e.g., financial and personnel)
Technology
(e.g., data management system and infrastructure)
Policy
development
Personnel
evaluation systems (includes administrators, teachers, coaches and
paraeducators)
Curriculum
development
Iowa Technical
Adequacy Project (ITAP) (curriculum/assessment alignment)
Leadership for
CSIP implementation
D. How is our current practice aligned with or
supported by the research base?
Using an action research process, we considered the
available research base and local student data. Both the research and local
data indicate that our current practices should contribute (or have contributed
to) positive student results. We relied upon the Iowa Content Area Networks,
the AEA, and local content area experts to access information about practices
supported by scientifically-based research.
Current
Practices Supported by Research and/or Local Data. The district has determined that research and/or
local student data support the use of several of our current practices related
to the goal areas. These practices include the following:
Reading:
Cooperative
learning strategies that integrate: think alouds, explicit instruction and
reciprocal teaching
Reading Recovery
Flexible small
group instruction
Six Traits of
Reading
Mathematics:
Computation
drill
Environment:
Culture Climate
activities
Science:
Inquiry based
instruction
Research
Needed. District curriculum
committees, textbook adoption committees and Design Team collect and review the literature base on
practices in reading, mathematics, science and school climate. These committees
will establish timelines within the next five years for each of the following
areas of study.
Science: (AMN3) Inquiry-based
science instruction
Hands-on
science instruction
Integrating
technology in science instruction
Technology: Strategies
designed to enhance instruction in reading,
mathematics, and science
Environment: Scheduling
Alternative
high school programming (AR7)
Alternative
middle school concepts
Reading: Vocabulary instruction
Silent
sustained reading and writing
Dibles
Mathematics: Computation
strategies and problem solving
Program/Services
Current Practice. The committees
will also use a goal-oriented approach to program evaluation (clear
expectations, results data, and targeted program/service evaluation) to
determine program effectiveness relative to CSIP goals and other program goals.
E. What gaps exist between our current practice to
support long-range goals and the research base (include curriculum and
instruction)?
Curriculum/Assessment
Alignment. NICS have developed
standards and benchmarks in all content areas. Over the past two years, we have
focused on aligning our reading and mathematics curriculum, both vertically and
horizontally. We completed an alignment review of our curriculum and
districtwide assessments during the 2002-2003 school year using the Iowa
Technical Adequacy (ITAP) process.
Instructional
Strategy Decisions. In review of our
instructional practices, it became apparent that we have some practices with a
documented research base, some practices with a weak research base, and some
practices with limited research base. Within the next five years, we must
address the following two issues:
1) The
discontinuation of practices that are not supported by research or have not
produced evidence of contributing to positive student results, and
2) The
consistent implementation of strategies that are research-based and/or have
contributed to gains in student achievement.