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 Annual Progress Report for Davis County Community Schools

2008-2009 School Year
Iowa Department of Education


School Year:  
F o r m:    
Form Must Be Completed By: Both Public and Non-Public
  District:  1619     School:  0000     Name:  Davis County Comm School District
Division of PK-12 Education
Annual Progress Report (APR)
Minimum Requirements
 Due Date: September 15
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)
 By 2014, all K-12 students will be proficient in reading comprehension, based on the ITBS/ITEDs, prepared for success beyond high school.

2008-2009

Current School Year Annual Goals:
281--IAC 12.8(3)(b)(4)
 The percent of 5th grade students proficient in reading comprehension on the ITBS will increase.
Were the Annual Goals Met?
 YES
Supporting Data to demonstrate that the district has or has not met its goal:
 The % of 5th graders proficient in reading comprehension on the ITBS  increased.

We met our goal.
The increase went from 73.8% in 07-08 to 88.88% in 08-09.
If the District Did Not Meet its Goal
281--IAC 12.8(3)(b)(4)

The plan to meet future goals includes the following:
 NA

2009-2010

Next School Year Annual Goals:
281--IAC 12.8(3)(b)(4)
 In 2009-10, the percent of 3rd graders proficient in reading comprehension will increase based on the ITBS scores.

The 08-09 % proficient was 62.5%.

...

Chapter 12 Improvement Goals Math

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)
 By 2014, all K-12 students will be proficient in mathematics, prepared for success beyond high school.

2008-2009

Current School Year Annual Goals:
281--IAC 12.8(3)(b)(4)
 The percent of 5th grade boys proficient in mathematics on the ITBS will increase.
Were the Annual Goals Met?
 YES
Supporting Data to demonstrate that the district has or has not met its goal:
 Our goal was to increase the % of 5th grade boys proficient in mathematics on the ITBS.
We MET the goal.

The 2007-08 score had been 64.8% proficient.

The 2008-09 score increased to 78.8% proficient.
If the District Did Not Meet its Goal
281--IAC 12.8(3)(b)(4)

The plan to meet future goals includes the following:
 N/A

2009-2010

Next School Year Annual Goals:
281--IAC 12.8(3)(b)(4)
 The 2009-10 goal in mathematics is to see an increase in the number of students proficient on the ITBS in 6h grade.  The 2008-09 score was 69.5%.

...

Chapter 12 Improvement Goals Science

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.
Grade 8 is served.
 Grade 11 is served.
 Neither Grade 8 or Grade 11 is served.
 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.
Long-Range Goals from CSIP:
281--IAC 12.8(3)(b)(3)
 By 2014, all K-12 students will be proficient in science, prepared for success beyond high school.

2008-2009

Current School Year Annual Goals:
281--IAC 12.8(3)(b)(4)
 The percent of 11th grade IEP students proficient on the ITED will increase.
Were the Annual Goals Met?
 YES
Supporting Data to demonstrate that the district has or has not met its goal:
 The goal was that the percent of 11th grade IEP students proficient on the ITED would increase.

We met our goal.

In 07-08, the percent proficient was 42.9%.
In 08-09, the percent proficient rose to 54.6%.
If the District Did Not Meet its Goal
281--IAC 12.8(3)(b)(4)

The plan to meet future goals includes the following:
 NA

2009-2010

Next School Year Annual Goals:
281--IAC 12.8(3)(b)(4)
 The 09-10 goal for science is that the percent of 6th grade SES students in Science on the ITBS will increase.
The 08-09 score was 61.1% proficient.

...

Chapter 12 Alternative Assessment - Reading

281--IAC 12.8(3)(a)(1)

PUBLIC
 Complete this section if alternative assessment data were used to measure progress toward annual improvement goals for reading, mathematics, and science.
  YES   ITBS and/or the ITED are the only tests used to measure progress toward annual improvement goals in Reading .
The rest of this form will not display if YES is selected due to using only the ITBS and/or the ITED for measuring progress toward annual improvement goals.

If NO is selected, due to using Alternative Assessment(s), the following items will be displayed further below:
  • Grade level(s) for which the annual improvement goal(s) has been established.
  • The alternative district-wide assessments that were used to measure progress toward the annual improvement goals and the grade levels for which the goals were established.
    • Not currently using Alternative Assessment for Reading

    ...

    Chapter 12 Alternative Assessment - Math

    281--IAC 12.8(3)(a)(1)

    PUBLIC
     Only NON-PUBLICS complete this section if alternative assessment data were used to measure progress toward annual improvement goals for reading, mathematics, and science.
      YES   ITBS and/or the ITED are the only tests used to measure progress toward annual improvement goals in Math .
    The rest of this form will not display if YES is selected due to using only the ITBS and/or the ITED for measuring progress toward annual improvement goals.

    If NO is selected, due to using Alternative Assessment(s), the following items will be displayed further below:
  • Grade level(s) for which the annual improvement goal(s) has been established.
  • The alternative district-wide assessments that were used to measure progress toward the annual improvement goals and the grade levels for which the goals were established.
    • Not currently using Alternative Assessment for Math

    ...

    Chapter 12 Alternative Assessment - Science

    281--IAC 12.8(3)(a)(1)

    PUBLIC
     Only NON-PUBLICS complete this section if alternative assessment data were used to measure progress toward annual improvement goals for reading, mathematics, and science.
      YES   ITBS and/or the ITED are the only tests used to measure progress toward annual improvement goals in Science .
    The rest of this form will not display if YES is selected due to using only the ITBS and/or the ITED for measuring progress toward annual improvement goals.

    If NO is selected, due to using Alternative Assessment(s), the following items will be displayed further below:
  • Grade level(s) for which the annual improvement goal(s) has been established.
  • The alternative district-wide assessments that were used to measure progress toward the annual improvement goals and the grade levels for which the goals were established.
    • Not currently using Alternative Assessment for Science

    ...

    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

    Reading

    Assessment Used:
    		 BRI - Basic Reading Inventory (a.k.a. – John’s BRI) (30)
    Other Assessment:
     Name/description/comment about the other assessment, or N/A if whole grade sharing.     		(No Other Assessment Data)
    Explanation -- How did the students do on this test? Percent Proficient on Reading Comprehension
    (Instructional & Independent Combined)

    1st Grade - 87%
    2nd Grade - 93%
    3rd Grade - 92%
    4th Grade - 96%
    5th Grade - 94%
    6th Grade - 88%
    8th Grade - 80%

    Math

    Assessment Used:
    		 PLAN (ACT product) (264)
    Other Assessment:
    Name/description/comment about the other assessment, or N/A if whole grade sharing.     		(No Other Assessment Data)
    Explanation -- How did the students do on this test? 10th grade students take this precursor to the ACT. 
    In 2005-06, we scored 18.6
    In 2006-07, we scored 18.9
    In 2007-08, we scored 18.4
    In 2008-09, we scored 17.5

    The national average is 17.4

    Science

    Assessment Used:
    		 PLAN (ACT product) (264)
    Other Assessment:
    Name/description/comment about the other assessment, or N/A if whole grade sharing.     		(No Other Assessment Data)
    Explanation -- How did the students do on this test? The PLAN is a precursor to the ACT tests.
    In 2005-06, we scored 19.3.
    In 2006-07, we scored 18.8.
    In 2007-08, we scored 18.6.
    In 2008-09, we scored 18.5.

    The national average was 18.2.

    ...

    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

    Cut score of 20
    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.
    		  44     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: 44. Iowa Testing information from Project EASIER BEDS table.)

      64     Total number of students who took the test.
     (Number of students who took the ACT test: 64. Iowa Testing information from Project EASIER BEDS table.)

      68.75%     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.

    PUBLIC
    These data are from the last available Spring B.E.D.S.
    		  84     Total number of seniors who intend to pursue post-secondary education/training.
     (Number of seniors who declared post-secondary education intentions: 84. Data from Project EASIER BEDS table.)
      101     Total number of seniors who have graduated.
     (Number of seniors: 101. Data from Project EASIER BEDS table.)
      83.17%     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.   47     Total number of high school graduates who completed a core program.
      102     Total number of high school graduates.
      46.08%     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.

    ...

    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 (2007-2008), while the APR itself is in the current school year (2008-2009).
    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:
      1. transfer to another public school district, private school, or state or district-approved educational program,
      2. temporary school-recognized absence due to suspension or illness,
      3. or death.
    5. A student who is in a program designed to earn a GED is considered a dropout.
    All Dropouts
    2007-2008     		  4     Total number of All Dropouts, grades 7-12.
      600     Total number of All Students, grades 7-12.
      0.67%     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
    2007-2008     		  4     Total number of Female Dropouts, grades 7-12.
      286     Total number of Female Students, grades 7-12.
      1.40%     Total percentage of Female Dropouts, grades 7-12.
     Percent arrived at by dividing the number of Dropouts by the total number of Students.
    Male
    2007-2008     		  0     Total number of Male Dropouts, grades 7-12.
      314     Total number of Male Students, grades 7-12.
      0.00%     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)
    2007-2008     		  4     Total number of White (not of Hispanic origin) Dropouts, grades 7-12.
      577     Total number of White (not of Hispanic origin) Students, grades 7-12.
      0.69%     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)
    2007-2008     		  0     Total number of Black (not of Hispanic origin) Dropouts, grades 7-12.
      8     Total number of Black (not of Hispanic origin) Students, grades 7-12.
      0.00%     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
    2007-2008     		  0     Total number of Hispanic Dropouts, grades 7-12.
      7     Total number of Hispanic Students, grades 7-12.
      0.00%     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
    2007-2008     		  0     Total number of American Indian or Alaskan Native Dropouts, grades 7-12.
      6     Total number of American Indian or Alaskan Native Students, grades 7-12.
      0.00%     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
    2007-2008     		  0     Total number of Asian or Pacific Islander Dropouts, grades 7-12.
      2     Total number of Asian or Pacific Islander Students, grades 7-12.
      0.00%     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
    2007-2008     		  0     Total number of Disabled/IEP Dropouts, grades 7-12.
      86     Total number of Disabled/IEP Students, grades 7-12.
      0.00%     Total percentage of Disabled/IEP Dropouts, grades 7-12.
     Percent arrived at by dividing the number of Dropouts by the total number of Students.
    English Language Learners (ELL)
    2007-2008     		  0     Total number of English Language Learners (ELL) Dropouts, grades 7-12.
      1     Total number of English Language Learners (ELL) Students, grades 7-12.
      0.00%     Total percentage of English Language Learners (ELL) Dropouts, grades 7-12.
     Percent arrived at by dividing the number of Dropouts by the total number of Students.

    ...

    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. PLAN Test in 10th Grade for English
    2005-06  17.8
    2006-07  17.7
    2007-08  17.4
    2008-09  16.9
    National:  16.9
    Graduation Rate
    The district has continually improved the graduation rate; the 2007 graduation class had 95.37% graduating.
    8th Grade Algebra Aptitude (Iowa City product)
    On this test, given to all 8th grade students, 71% scored at proficient or above on algebra skills.

    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 report progress with their early intervention goals. 1.  Reading Recovery
    In our 9th year with Reading Recovery for 1st graders serviced by 3 teachers.  This program served 19 first graders with 12 of them successfully completing the program.

    2.  BRI Data
    87% of 1st graders were instructional or independent on the BRI.

    3.  Class Size Average
    K    - 17.5  students
    1st - 19.5  students
    2nd - 18.2  students
    3rd - 18.25 students
    4th - 22.25 students

    ...

    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

    Other

    Describe any other student athletic eligibility standards or assistance mechanisms for your school district. We check grades every 4 weeks.

    ...

    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.
    NO The district has students that are English Language Learners (ELL).
    YES The district has adopted English Language Proficiency (ELP) standards for ELL students.
    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:
    Approved in April 2009; report in August in newspaper; on district web page by August 30, 2009

    District Information
    Authorized Agency Davis County Comm School District
    608 S. Washington
    Bloomfield, Iowa 52537
    AEA: AEA 15 Great Prairie (district filed under aea control code 9215)
    Primary APR Contact
    Name:* Anne Morgan
    Title:* School Improvement Coordinator
    Telephone:* 641 - 208 - 1017  Extension:
    FAX:* 641 - 664 - 2221
    Email:* Click, below, to email contact:
     Anne.Morgan@gpaea.k12.ia.us

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