Post on 27-Jul-2020
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, botchway.kingsley@iowacityschools.org.
2015-16 Annual Progress Report
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
2015-16 Annual Progress Report
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
2015-16 Annual Progress Report
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%
2015-16 Annual Progress Report
5
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.
2015-16 Annual Progress Report
6
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.
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.
Science Students will over time independently use increasingly complex scientific information and the processes of inquiry to constru ct scientific knowledge.
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 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.
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 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.
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.
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.
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.
2015-16 Annual Progress Report
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.
2015-16 Annual Progress Report
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.
2015-16 Annual Progress Report
9
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
Iowa City Community School District State of Iowa
Not Proficient
Proficient Above
Proficient Not
Proficient Proficient
Above Proficient
All Students 26 42 32 17 47 36
Male 27 40 32 16 45 38 Female 24 45 31 18 49 34 Asian 10 35 54 13 34 54
Black or African American 53 43 4 47 43 10
Hispanic/Latino 45 40 16 31 49 20 Native Hawaiian or Other Pacific Islander NA NA NA 67 25 8 Multi-Racial 35 47 18 24 46 30
White 15 43 42 14 48 38
American Indian or Alaska Native NA NA NA 25 42 33
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
Migrant NA NA NA NA NA NA
Non-Migrant 26 42 32 17 47 36
IEP 57 28 15 42 46 12
Non IEP 23 44 33 14 47 39
2015-16 Annual Progress Report
10
No Child Left Behind Reporting Requirements and Data (continued)
2015-16 Iowa Assessments Results: ICCSD & State of Iowa Science, 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 14 57 29 10 66 24
Male 15 54 31 10 64 26 Female 13 60 27 11 69 20 Asian 5 49 46 9 49 42
Black or African American 30 66 4 27 68 5
Hispanic/Latino 21 65 14 16 72 12 Native Hawaiian or Other Pacific Islander NA NA NA 62 25 12 Multi-Racial 18 61 21 15 66 19
White 9 53 38 9 66 25
American Indian or Alaska Native NA NA NA 8 83 8
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
Migrant NA NA NA NA NA NA
Non-Migrant 14 57 29 10 66 24
IEP 34 57 10 21 71 8
Non IEP 13 57 31 9 66 25
2015-16 Iowa Assessments Results: ICCSD & State of Iowa
Reading, Fourth 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 25 37 38 19 47 34
Male 32 37 31 21 48 31 Female 18 38 44 17 46 37 Asian 8 32 60 8 40 52
Black or African American 57 35 9 47 40 13
Hispanic/Latino 48 35 17 35 45 19 Native Hawaiian or Other Pacific Islander NA NA NA 67 33 0 Multi-Racial 20 51 29 24 50 27
White 13 38 49 16 48 37
American Indian or Alaska Native NA NA NA 19 44 38
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
Migrant NA NA NA NA NA NA
Non-Migrant 25 37 38 19 47 34
IEP 66 18 16 59 32 9
Non IEP 20 40 40 13 49 38
2015-16 Annual Progress Report
11
No Child Left Behind Reporting Requirements and Data (continued)
2015-16 Iowa Assessments Results: ICCSD & State of Iowa Mathematics, Fourth 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 27 41 32 16 48 36
Male 30 37 33 15 46 39 Female 24 45 31 17 51 32 Asian 5 25 71 6 28 66
Black or African American 63 32 5 51 39 10
Hispanic/Latino 51 38 11 33 51 16 Native Hawaiian or Other Pacific Islander NA NA NA 67 33 0 Multi-Racial 14 59 27 20 51 29
White 14 45 41 13 49 38
American Indian or Alaska Native NA NA NA 19 56 25
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
Migrant NA NA NA NA NA NA
Non-Migrant 27 41 32 16 48 36
IEP 60 28 12 48 41 10
Non IEP 23 43 34 12 49 39
2015-16 Iowa Assessments Results: ICCSD & State of Iowa
Science, Fourth Students % Proficient, National Norms
Iowa City Community School District State of Iowa
Not Proficient
Proficient Above
Proficient Not
Proficient Proficient
Above Proficient
All Students 19 51 30 11 59 30
Male 22 49 30 11 57 33 Female 17 53 30 11 61 27 Asian 5 37 58 6 39 56
Black or African American 54 41 5 40 51 8
Hispanic/Latino 33 58 9 21 62 17 Native Hawaiian or Other Pacific Islander NA NA NA 67 33 0 Multi-Racial 20 53 27 15 64 20
White 8 53 39 8 60 32
American Indian or Alaska Native NA NA NA 19 50 31
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
Migrant NA NA NA NA NA NA
Non-Migrant 19 51 30 11 59 30
IEP 43 45 12 28 61 11
Non IEP 17 51 32 9 59 33
2015-16 Annual Progress Report
12
No Child Left Behind Reporting Requirements and Data (continued)
2015-16 Iowa Assessments Results: ICCSD & State of Iowa Reading, Fifth 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 26 37 37 20 44 36
Male 30 36 34 23 45 32 Female 22 38 40 17 43 40 Asian 5 33 62 9 41 51
Black or African American 55 37 9 48 39 13
Hispanic/Latino 53 36 11 36 48 17 Native Hawaiian or Other Pacific Islander NA NA NA 61 22 17 Multi-Racial 20 45 35 21 47 32
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
Migrant NA NA NA NA NA NA
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
Iowa City Community School District State of Iowa
Not Proficient
Proficient Above
Proficient Not
Proficient Proficient
Above Proficient
All Students 27 37 36 19 45 35
Male 27 34 39 18 44 38 Female 27 40 33 20 47 33 Asian 5 33 62 7 32 61
Black or African American 61 28 11 52 34 14
Hispanic/Latino 57 31 12 33 50 17 Native Hawaiian or Other Pacific Islander NA NA NA 65 30 4 Multi-Racial 35 35 30 27 45 28
White 12 42 46 16 46 37
American Indian or Alaska Native NA NA NA NA NA NA
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
Migrant NA NA NA NA NA NA
Non-Migrant 27 37 36 19 45 35
IEP 59 26 15 56 37 7
Non IEP 23 38 39 14 47 39
2015-16 Annual Progress Report
13
No Child Left Behind Reporting Requirements and Data (continued)
2015-16 Iowa Assessments Results: ICCSD & State of Iowa Science, Fifth Students % Proficient, National Norms
Iowa City Community School District State of Iowa
Not Proficient
Proficient Above
Proficient Not
Proficient Proficient
Above Proficient
All Students 22 49 30 15 59 26
Male 24 44 32 15 57 28 Female 19 54 27 15 60 25 Asian 6 38 56 6 48 46
Black or African American 47 47 6 42 50 8
Hispanic/Latino 40 53 8 26 64 10 Native Hawaiian or Other Pacific Islander NA NA NA 61 35 4 Multi-Racial 25 50 25 21 56 23
White 11 50 39 13 59 28
American Indian or Alaska Native NA NA NA NA NA NA
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
Migrant NA NA NA NA NA NA
Non-Migrant 22 49 30 15 59 26
IEP 47 37 16 37 55 8
Non IEP 18 51 31 12 59 29
2015-16 Iowa Assessments Results: ICCSD & State of Iowa
Reading, Sixth 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 26 38 36 22 47 31
Male 28 36 36 25 47 28 Female 23 41 36 19 47 34 Asian 16 34 50 17 34 48
Black or African American 61 33 6 50 38 11
Hispanic/Latino 40 42 17 33 50 16 Native Hawaiian or Other Pacific Islander NA NA NA 64 29 7 Multi-Racial 20 42 38 27 44 29
White 14 39 47 19 48 33
American Indian or Alaska Native NA NA NA 29 50 21
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
Migrant NA NA NA NA NA NA
Non-Migrant 26 38 36 22 47 31
IEP 66 26 8 66 29 5
Non IEP 21 40 40 16 49 34
2015-16 Annual Progress Report
14
No Child Left Behind Reporting Requirements and Data (continued)
2015-16 Iowa Assessments Results: ICCSD & State of Iowa Mathematics, Sixth 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 23 36 40 18 46 36
Male 23 33 44 18 43 39 Female 24 40 37 18 49 33 Asian 12 17 71 12 28 60
Black or African American 59 32 10 51 36 13
Hispanic/Latino 41 40 19 30 50 19 Native Hawaiian or Other Pacific Islander NA NA NA 71 21 7 Multi-Racial 20 35 45 23 42 34
White 11 39 50 15 47 38
American Indian or Alaska Native NA NA NA 27 60 13
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
Migrant NA NA NA NA NA NA
Non-Migrant 23 36 40 18 46 36
IEP 65 22 13 61 30 8
Non IEP 18 38 44 13 48 40
2015-16 Iowa Assessments Results: ICCSD & State of Iowa
Science, Sixth Students % Proficient, National Norms
Iowa City Community School District State of Iowa
Not Proficient
Proficient Above
Proficient Not
Proficient Proficient
Above Proficient
All Students 23 59 18 17 63 20
Male 24 54 21 17 61 22 Female 23 64 14 17 65 18 Asian 17 48 34 14 55 31
Black or African American 57 41 3 47 48 5
Hispanic/Latino 38 54 8 26 66 8 Native Hawaiian or Other Pacific Islander NA NA NA 79 14 7 Multi-Racial 20 68 12 22 61 17
White 12 66 22 14 64 21
American Indian or Alaska Native NA NA NA 27 67 7
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
Migrant NA NA NA NA NA NA
Non-Migrant 23 59 18 17 63 20
IEP 59 32 9 47 47 6
Non IEP 19 62 19 13 65 22
2015-16 Annual Progress Report
15
No Child Left Behind Reporting Requirements and Data (continued)
2015-16 Iowa Assessments Results: ICCSD & State of Iowa Reading, Seventh 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 21 43 35 20 55 25
Male 24 44 32 24 54 23 Female 19 43 38 17 56 27 Asian 6 33 61 9 46 44
Black or African American 47 47 6 46 47 7
Hispanic/Latino 38 47 15 34 51 14 Native Hawaiian or Other Pacific Islander NA NA NA 58 42 0 Multi-Racial 24 41 35 23 53 24
White 13 43 45 18 56 26
American Indian or Alaska Native NA NA NA 15 77 8
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
Migrant NA NA NA NA NA NA
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
Iowa City Community School District State of Iowa
Not Proficient
Proficient Above
Proficient Not
Proficient Proficient
Above Proficient
All Students 19 41 40 13 55 32
Male 22 36 42 14 52 34 Female 16 45 39 12 58 30 Asian 5 18 77 3 38 58
Black or African American 47 47 6 40 51 8
Hispanic/Latino 32 51 17 23 62 15 Native Hawaiian or Other Pacific Islander NA NA NA 50 50 0 Multi-Racial 15 43 41 15 59 26
White 10 40 50 11 55 34
American Indian or Alaska Native NA NA NA 23 62 15
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
Migrant NA NA NA NA NA NA
Non-Migrant 19 41 40 13 55 32
IEP 67 27 6 51 45 4
Non IEP 14 43 44 8 57 35
2015-16 Annual Progress Report
16
No Child Left Behind Reporting Requirements and Data (continued)
2015-16 Iowa Assessments Results: ICCSD & State of Iowa Science, Seventh Students % Proficient, National Norms
Iowa City Community School District State of Iowa
Not Proficient
Proficient Above
Proficient Not
Proficient Proficient
Above Proficient
All Students 20 54 26 16 64 21
Male 23 50 27 17 61 22 Female 18 57 25 14 67 19 Asian 8 38 54 8 55 37
Black or African American 48 49 2 43 53 4
Hispanic/Latino 40 50 10 32 58 10 Native Hawaiian or Other Pacific Islander NA NA NA 67 33 0 Multi-Racial 24 48 28 21 58 21
White 10 58 32 13 65 22
American Indian or Alaska Native NA NA NA 15 77 8
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
Migrant NA NA NA NA NA NA
Non-Migrant 20 54 26 16 64 21
IEP 62 34 4 49 47 4
Non IEP 16 56 28 11 66 23
2015-16 Iowa Assessments Results: ICCSD & State of Iowa
Reading, Eighth 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 27 44 29 20 52 27
Male 29 42 29 23 51 26 Female 25 45 30 18 53 29 Asian 6 47 47 11 44 45
Black or African American 65 28 7 53 37 10
Hispanic/Latino 47 46 8 33 51 16 Native Hawaiian or Other Pacific Islander NA NA NA 71 14 14 Multi-Racial 11 49 41 24 54 22
White 14 47 38 18 54 29
American Indian or Alaska Native NA NA NA 27 45 27
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
Migrant NA NA NA NA NA NA
Non-Migrant 27 44 29 20 52 27
IEP 76 21 3 68 30 2
Non IEP 21 46 33 15 55 30
2015-16 Annual Progress Report
17
No Child Left Behind Reporting Requirements and Data (continued)
2015-16 Iowa Assessments Results: ICCSD & State of Iowa Mathematics, Eighth 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 28 37 35 19 50 31
Male 30 31 39 20 48 32 Female 26 43 30 18 52 30 Asian 8 27 65 10 31 59
Black or African American 68 26 6 58 34 7
Hispanic/Latino 47 41 12 36 49 14 Native Hawaiian or Other Pacific Islander NA NA NA 57 39 4 Multi-Racial 15 41 44 24 51 25
White 14 40 46 15 52 33
American Indian or Alaska Native NA NA NA 36 45 18
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
Migrant NA NA NA NA NA NA
Non-Migrant 28 37 35 19 50 31
IEP 80 13 7 66 31 3
Non IEP 22 40 38 13 52 34
2015-16 Iowa Assessments Results: ICCSD & State of Iowa
Science, Eighth Students % Proficient, National Norms
Iowa City Community School District State of Iowa
Not Proficient
Proficient Above
Proficient Not
Proficient Proficient
Above Proficient
All Students 21 59 20 11 69 20
Male 21 55 24 12 65 23 Female 20 64 16 10 72 17 Asian 0 69 31 8 58 35
Black or African American 50 48 2 38 56 6
Hispanic/Latino 39 52 9 24 66 10 Native Hawaiian or Other Pacific Islander NA NA NA 54 36 11 Multi-Racial 13 59 28 16 67 17
White 10 63 27 9 70 21
American Indian or Alaska Native NA NA NA 18 64 18
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
Migrant NA NA NA NA NA NA
Non-Migrant 21 59 20 11 69 20
IEP 65 30 5 42 55 3
Non IEP 15 63 22 8 70 22
2015-16 Annual Progress Report
18
No Child Left Behind Reporting Requirements and Data (continued)
2015-16 Iowa Assessments Results: ICCSD & State of Iowa Reading, Ninth 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 17 46 37 13 58 29
Male 21 45 35 16 58 26 Female 13 47 40 10 57 33 Asian 4 29 67 9 41 50
Black or African American 50 43 7 40 51 9
Hispanic/Latino 27 55 18 23 60 16 Native Hawaiian or Other Pacific Islander NA NA NA 33 57 10 Multi-Racial 13 42 44 18 55 28
White 7 47 46 11 58 31
American Indian or Alaska Native NA NA NA 8 54 38
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
Migrant NA NA NA NA NA NA
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
Iowa City Community School District State of Iowa
Not Proficient
Proficient Above
Proficient Not
Proficient Proficient
Above Proficient
All Students 25 46 28 18 61 21
Male 27 41 32 20 57 23 Female 23 52 25 17 64 19 Asian 6 25 69 10 41 49
Black or African American 61 33 6 51 45 4
Hispanic/Latino 44 43 12 35 56 9 Native Hawaiian or Other Pacific Islander NA NA NA 57 38 5 Multi-Racial 24 42 33 21 61 18
White 13 53 34 16 63 22
American Indian or Alaska Native NA NA NA 8 62 31
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
Migrant NA NA NA NA NA NA
Non-Migrant 25 46 28 18 61 21
IEP 68 30 2 64 34 2
Non IEP 20 48 31 13 64 23
2015-16 Annual Progress Report
19
No Child Left Behind Reporting Requirements and Data (continued)
2015-16 Iowa Assessments Results: ICCSD & State of Iowa Science, Ninth Students % Proficient, National Norms
Iowa City Community School District State of Iowa
Not Proficient
Proficient Above
Proficient Not
Proficient Proficient
Above Proficient
All Students 22 50 28 18 61 21
Male 23 45 32 20 58 23 Female 20 55 25 17 65 19 Asian 4 37 59 11 49 40
Black or African American 54 43 3 48 48 4
Hispanic/Latino 33 55 12 33 59 8 Native Hawaiian or Other Pacific Islander NA NA NA 43 48 10 Multi-Racial 18 51 31 21 64 15
White 12 52 36 15 62 22
American Indian or Alaska Native NA NA NA 8 54 38
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
Migrant NA NA NA NA NA NA
Non-Migrant 22 50 28 18 61 21
IEP 55 41 4 54 43 2
Non IEP 18 51 31 14 63 23
2015-16 Iowa Assessments Results: ICCSD & State of Iowa
Reading, Tenth 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 15 49 36 12 61 27
Male 18 47 35 15 60 25 Female 13 51 36 9 63 28 Asian 7 47 45 10 51 39
Black or African American 42 48 11 33 58 9
Hispanic/Latino 19 68 13 22 65 13 Native Hawaiian or Other Pacific Islander NA NA NA 50 42 8 Multi-Racial 19 44 37 17 57 26
White 6 47 46 10 62 28
American Indian or Alaska Native NA NA NA 22 59 19
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
Migrant NA NA NA NA NA NA
Non-Migrant 15 49 36 12 61 27
IEP 53 41 6 52 45 3
Non IEP 11 50 39 8 63 29
2015-16 Annual Progress Report
20
No Child Left Behind Reporting Requirements and Data (continued)
2015-16 Iowa Assessments Results: ICCSD & State of Iowa Mathematics, Tenth 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 19 49 32 14 60 26
Male 21 43 36 15 57 27 Female 17 56 27 13 63 24 Asian 4 43 54 9 42 48
Black or African American 51 43 6 47 46 7
Hispanic/Latino 26 61 13 29 62 10 Native Hawaiian or Other Pacific Islander NA NA NA 48 44 8 Multi-Racial 19 60 21 18 62 20
White 9 49 42 11 61 27
American Indian or Alaska Native NA NA NA 30 63 7
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
Migrant NA NA NA NA NA NA
Non-Migrant 19 49 32 14 60 26
IEP 59 36 5 55 43 2
Non IEP 15 51 34 10 62 28
2015-16 Iowa Assessments Results: ICCSD & State of Iowa
Science, Tenth Students % Proficient, National Norms
Iowa City Community School District State of Iowa
Not Proficient
Proficient Above
Proficient Not
Proficient Proficient
Above Proficient
All Students 19 50 31 16 64 20
Male 21 44 35 17 60 23 Female 17 57 26 14 69 17 Asian 9 50 41 9 60 32
Black or African American 49 42 9 42 51 7
Hispanic/Latino 33 58 9 32 60 8 Native Hawaiian or Other Pacific Islander NA NA NA 64 32 4 Multi-Racial 16 60 23 20 62 18
White 8 51 41 13 66 22
American Indian or Alaska Native NA NA NA 30 56 15
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
Migrant NA NA NA NA NA NA
Non-Migrant 19 50 31 16 64 20
IEP 54 39 7 53 45 2
Non IEP 15 51 33 11 66 22
2015-16 Annual Progress Report
21
No Child Left Behind Reporting Requirements and Data (continued)
2015-16 Iowa Assessments Results: ICCSD & State of Iowa Reading, Eleventh 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 20 55 24 18 67 16
Male 24 55 21 22 63 15 Female 16 56 29 14 70 16 Asian 4 56 40 13 62 26
Black or African American 57 39 4 47 50 3
Hispanic/Latino 30 58 11 33 58 9 Native Hawaiian or Other Pacific Islander NA NA NA 39 56 6 Multi-Racial 11 59 30 22 64 14
White 11 59 30 15 68 16
American Indian or Alaska Native NA NA NA 43 52 4
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
Migrant NA NA NA NA NA NA
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
Iowa City Community School District State of Iowa
Not Proficient
Proficient Above
Proficient Not
Proficient Proficient
Above Proficient
All Students 15 45 40 13 58 29
Male 18 43 39 14 56 30 Female 12 48 41 11 60 29 Asian 2 29 69 5 40 55
Black or African American 45 48 7 39 54 7
Hispanic/Latino 23 58 19 22 64 14 Native Hawaiian or Other Pacific Islander NA NA NA 32 58 11 Multi-Racial 7 39 55 16 59 25
White 7 45 48 11 58 31
American Indian or Alaska Native NA NA NA 22 70 9
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
Migrant NA NA NA NA NA NA
Non-Migrant 15 45 40 13 58 29
IEP 47 45 8 51 48 2
Non IEP 12 46 42 9 59 32
2015-16 Annual Progress Report
22
No Child Left Behind Reporting Requirements and Data (continued)
2015-16 Iowa Assessments Results: ICCSD & State of Iowa Science, Eleventh Students % Proficient, National Norms
Iowa City Community School District State of Iowa
Not Proficient
Proficient Above
Proficient Not
Proficient Proficient
Above Proficient
All Students 18 44 38 18 57 26
Male 21 43 36 20 53 27 Female 15 45 40 15 61 24 Asian 2 40 58 9 50 41
Black or African American 53 41 6 50 45 4
Hispanic/Latino 32 50 18 33 53 14 Native Hawaiian or Other Pacific Islander NA NA NA 50 39 11 Multi-Racial 9 52 39 20 57 23
White 8 44 48 15 57 27
American Indian or Alaska Native NA NA NA 30 61 9
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
Migrant NA NA NA NA NA NA
Non-Migrant 18 44 38 18 57 26
IEP 49 45 5 58 40 2
Non IEP 15 44 41 13 58 28
2015-16 Annual Progress Report
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.
2015-16 Annual Progress Report
24
No Child Left Behind Reporting Requirements and Data (continued)
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)
2015-16 Annual Progress Report
25
No Child Left Behind Reporting Requirements and Data (continued)
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
2015-16 Annual Progress Report
26
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%
2015-16 Annual Progress Report
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
2015-16 Annual Progress Report
28
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%
2015-16 Annual Progress Report
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
5 Subgroups % of Dropouts per
Subgroup % 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
2 Subgroups % of Dropouts per
Subgroup % 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
2 Subgroups % of Dropouts per
Subgroup % 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%
2015-16 Annual Progress Report
30
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
2015-16 Annual Progress Report
31
Student Behavior Statistics (continued)
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
2015-16 Annual Progress Report
32
Student Behavior Statistics (continued)
2015-16 In and Out of School Suspensions: Disaggregated Data (Continued)
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
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
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
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
2015-16 Annual Progress Report
33
Student Behavior Statistics (continued)
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
2015-16 Annual Progress Report
34
Student Behavior Statistics (continued)
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%
2015-16 Annual Progress Report
35
Student Behavior Statistics (continued)
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%
2015-16 Annual Progress Report
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
2015-16 Annual Progress Report
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
2015-16 Annual Progress Report
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.
All elementary buildings
Behavior Analysts Professional development to build teacher capacity to manage challenging behaviors.
All elementary buildings
Instructional Design Strategists Professional development to build teacher capacity to assist struggling learners.
All elementary buildings
Mental Health Coordinator Professional development to build expertise to support children and families with mental health issues.
All K-12 buildings
2015-16 Annual Progress Report
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
2015-16 Annual Progress Report
40
Learning Supports (continued)
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
2015-16 Annual Progress Report
41
Learning Supports (continued)
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
2015-16 Annual Progress Report
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
2015-16 Annual Progress Report
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
Mathematics; ELL; Health
Science Gifted Education; Science
Library and Media Info (Technology and Literature)
World Language
Language Arts Music; Art; Social Studies
PE Guidance; Career Educ; Special Educ
Year 3: Implement Improvement Plan
Guidance; Career Educ; Special Educ
Mathematics; ELL; Health
Mathematics; ELL; Health
Gifted Education; Science
Library and Media Info (Technology and Literature)
World Language
Language Arts
Music; Art; Social Studies
PE
Year 4: Implement Improvement Plan and Monitor Progress
PE Guidance; Career Educ; Special Educ
Guidance; Career Education; Special Educ
Mathematics; ELL; Health
Gifted Education; Science
Library and Media Info (Technology and Literature)
World Language
Language Arts Music; Art; Social Studies
Year 5: Implement Improvement Plan and Monitor Progress
Music; Art; Social Studies
PE PE Guidance; Career Educ; Special Educ
Mathematics; ELL; Health
Gifted Education; Science
Library and Media Info (Technology and Literature)
World Language
Language Arts
Year 6: Implement Improvement Plan and Monitor Progress
Language Arts Music; Art; Social Studies
Music; Art; Social Studies
PE Guidance; Career Educ; Special Educ
Mathematics; ELL; Health
Gifted Education; Science
Library and Media Info (Technology and Literature)
World Language
Year 7: Implement Improvement Plan and Monitor Progress
World Language Language Arts Language Arts Music; Art; Social Studies
PE Guidance; Career Educ; Special Educ
Mathematics; ELL; Health
Gifted Education; Science
Library and Media Info (Technology and Literature)
Year 8: Implement Improvement Plan and Monitor Progress
Library and Media Info (Technology and Literature)
World Language World Language Language Arts Music; Art; Social Studies
PE Guidance; Career Educ; Special Educ
Mathematics; ELL; Health
Gifted Education; Science
2015-16 Annual Progress Report
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
2015-16 Annual Progress Report
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.
2015-16 Annual Progress Report
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.
2015-16 Annual Progress Report
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.
2015-16 Annual Progress Report
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.
2015-16 Annual Progress Report
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
2015-16 Annual Progress Report
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.
2015-16 Annual Progress Report
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.
2015-16 Annual Progress Report
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%
2015-16 Annual Progress Report
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
2015-16 Annual Progress Report
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
2015-16 Annual Progress Report
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
2015-16 Annual Progress Report
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.